Reasoning and Proof

Chapter Overview and Pacing

Year-long pacing: pages T20–T21.

PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Inductive Reasoning and Conjecture (pp. 62–66) 1 1 0.5 0.5
• Make conjectures based on inductive reasoning.
• Find counterexamples.
Logic (pp. 67–74) 2 1 1 0.5
• Determine truth values of conjunctions and disjunctions.
• Construct truth tables.
Conditional Statements (pp. 75–80) 2 1 1 0.5
• Analyze statements in if-then form. (with 2-3 (with 2-3 (with 2-3 (with 2-3
• Write the converse, inverse, and contrapositive of if-then statements. Follow-Up) Follow-Up) Follow-Up) Follow-Up)
Deductive Reasoning (pp. 82–88) 1 1 0.5 0.5
• Use the Law of Detachment. (with 2-4 (with 2-4 (with 2-3 (with 2-3
• Use the Law of Syllogism. Follow-Up) Follow-Up) Follow-Up) Follow-Up)
Follow-Up: Use a table and deductive reasoning to solve a logic problem.
Postulates and Paragraph Proofs (pp. 89–93) 1.5 1 1 0.5
• Identify and use basic postulates about points, lines, and planes.
• Write paragraph proofs.
Algebraic Proof (pp. 94–100) 1.5 1 1 0.5
• Use algebra to write two-column proofs.
• Use properties of equality in geometry proofs.
Proving Segment Relationships (pp. 101–106) 2 2 1 1
• Write proofs involving segment addition.
• Write proofs involving segment congruence.
Proving Angle Relationships (pp. 107–114) 2 2 1 1
• Write proofs involving supplementary and complementary angles.
• Write proofs involving congruent and right angles.
Study Guide and Practice Test (pp. 115–121) 1 1 0.5 0.5
Standardized Test Practice (pp. 122–123)
Chapter Assessment 1 1 0.5 0.5
TOTAL 15 12 8 6

An electronic version of this chapter is available on StudentWorksTM. This backpack solution CD-ROM
allows students instant access to the Student Edition, lesson worksheet pages, and web resources.

60A Chapter 2 Reasoning and Proof

 Timesaving Tools
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All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T5 and T21.

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63–64 65–66 67 68 119 GCC 20 2-2 2-2 protractor

69–70 71–72 73 74 2-3 2-3 6

75–76 77–78 79 80 119, 121 SC 3 2-4 2-4

81–82 83–84 85 86 2-5 2-5

87–88 89–90 91 92 120 41–44, 2-6 2-6

83–86,
93–94
93–94 95–96 97 98 89–90, SC 4 2-7 2-7
101–104

99–100 101–102 103 104 120 81–82, 2-8 2-8 patty paper, protractor, paper
85–86

105–118,
122–124

*Key to Abbreviations: GCC
Graphing Calculator and Computer Masters

SC
School-to-Career Masters

Chapter 2 Reasoning and Proof 60B

 Mathematical Connections
and Background
Continuity of Instruction Inductive Reasoning and
Conjecture
A conjecture is an educated guess based on known
information. Examining several specific situations to
Prior arrive at a conjecture is called inductive reasoning.
Prior Knowledge
Knowledge Meteorologists use inductive reasoning to predict
In algebra, students learned to solve for a weather conditions.
variable. In Chapter 1, students learned Just because a conjecture is true in most circum-
about points, lines and planes. They were stances does not make it a true conjecture. If just one
introduced to adjacent and vertical angles, example contradicts the conjecture, the conjecture is not
true. The false example is called a counterexample.
complementary and supplementary angles,
and right angles. They can identify
congruent segments and angles as
Logic
well as perpendicular A statement is any sentence that is either true or
false, but not both. The truth or falsity of a statement is
lines. called its truth value. The negation of a statement has
the opposite meaning as well as an opposite truth value.
This means that if a statement is represented by p, then
This Chapter not p is the negation of the statement. You could also
write not p as
p.
In this chapter, students explore methods of Two or more statements can be joined to form a
reasoning and learn to apply those methods to compound statement. A conjunction is a compound
geometry. They make conjectures, determine statement formed by joining two or more statements
the truth values of compound statements, with the word and. The symbol  can be used instead of
and construct truth tables. They also analyze and. Two or more statements can also be joined to form
a disjunction. A disjunction is a compound statement
conditional statements and write related formed by joining two or more statements with the
conditionals. The terms postulate and word or. You might see the symbol  instead of the
theorem are introduced. Algebraic properties word or in a disjunction.
of equality are applied to geometry, enabling Conjunctions and disjunctions can be illustrated
students to write formal and informal proofs with Venn diagrams. Truth tables can also be helpful in
proving segment and angle relationships. evaluating the truth values of statements. A truth table
will show that a conjunction is true only when both
statements are true. A disjunction, on the other hand, is
true unless both statements are false.

Conditional Statements
A conditional statement is a statement that can be
Future Connections written in if-then form: if p, then q. The phrase immedi-
ately following the word if is called the hypothesis. The
In Chapter 4, students will build on their phrase immediately following the word then is called
knowledge of proofs when they investigate the conclusion. An arrow pointing to the right is written
triangles. Students will also write proofs in between p and q to symbolize an if-then situation. A
Chapter 7. Thinking logically is a crucial skill for conditional statement is true in all cases except where
the hypothesis is true and the conclusion is false.
daily living. Logic is used to make informed
Related conditionals are statements constructed
choices and to examine a statement for truth. from an if-then statement. A converse statement is
formed by exchanging the hypothesis and the conclusion:
if q, then p. An inverse statement is formed by negating
both the hypothesis and the conclusion of the original

60C Chapter 2 Reasoning and Proof

statement: if
p, then
q. A contrapositive is formed writing the solution to the equation in the first column
by negating both the hypothesis and the conclusion and listing the property justifying each step in the
of the converse statement: if
q, then
p. second column.
In geometry, a similar format is used to prove
conjectures and theorems. A two-column, or formal,
Deductive Reasoning proof contains statements and reasons organized in
Deductive reasoning uses facts, rules, defini- two columns. Each step is called a statement, and the
tions, or properties to reach logical conclusions. A properties that justify each step are called reasons.
form of deductive reasoning that is used to draw con-
clusions from true conditional statements is called the
Law of Detachment. This law states that if p → q is Proving Segment
true and p is true, then q is also true. Relationships
The Law of Syllogism is another law of logic. As you learned in Chapter 1, a segment can be
It states that if p → q and q → r are true, then p → r is measured, and measures can be used in calculations
also true. You may see the similarity between this law because they are real numbers. One postulate about
and the Transitive Property of Equality from algebra. segments is called the Ruler Postulate. It states that the
points on any line or line segment can be paired with
Postulates and real numbers so that, given any two points A and B
on a line, A corresponds to 0, and B corresponds to a
Paragraph Proofs positive real number. That number is the length of
In geometry, a postulate is a statement that the segment. Another postulate states that if point B
describes a fundamental relationship between the lies between points A and C on the same line,
basic terms of geometry. Postulates are accepted as AB  BC
AC. The converse statement holds true
true without proof. Several postulates based on the as well.
relationship among points, lines, and planes were The Reflexive, Symmetric, and Transitive
introduced in Chapter 1, but were not labeled as Properties of Equality can be used to write proofs
postulates. about segment congruence. The theorem resulting
In this course, you will learn to use various from the proofs states that congruence of segments is
methods to justify the truth of a statement or conjec- reflexive, symmetric, and transitive.
ture. Once a statement or conjecture has been shown
to be true, it is called a theorem. A theorem can be
used like a definition or postulate to justify that other Proving Angle Relationships
statements are true. This lesson introduces postulates and theorems
A proof is a logical argument in which each about angle relationships. The Protractor Postulate
statement you make is supported by a statement that states, “Given AB
 and a number r between 0 and 180,
is accepted as true. One type of proof is called a para- there is exactly one ray with endpoint A, extending
graph or informal proof. It is a written explanation of on either side of AB
, such that the measure of the
why a conjecture for a given situation is true. A good angle formed is r.” The Angle Addition Postulate
proof states the theorem or conjecture to be proven. It states that if R is in the interior of
PQS, then
lists the given information and, if possible, supplies a m
PQR  m
RQS
m
PQS. If m
PQR  m
RQS

diagram to illustrate the given information. The proof m
PQS, then R is in the interior of
PQS. This
states what is to be proved and develops a system of postulate can be used with other angle relationships
deductive reasoning. to prove other theorems relating to angles.
Some of these theorems relate to supplementary
Algebraic Proof and complementary angles. Another theorem extends
In algebra, you learned to use properties of the Reflexive, Transitive, and Symmetric properties to
equality to solve algebraic equations and to verify angle congruence. There is also a series of theorems
relationships. These properties can be used to justify about perpendicular lines and right angles.
each step when solving an equation. A group of alge-
braic steps used to solve problems form a deductive
argument. This argument can be demonstrated by

Chapter 2 Reasoning and Proof 60D

 and Assessment
Key to Abbreviations:
TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Type Student Edition Teacher Resources Technology/Internet

Ongoing Prerequisite Skills, pp. 61, 80, 5-Minute Check Transparencies GeomPASS: Tutorial Plus,
INTERVENTION

87, 93, 100, 106 Prerequisite Skills Workbook, pp. 41–44, 81–86, Lesson 6
Practice Quiz 1, p. 80 89–90, 93–94, 101–104 www.geometryonline.com/
Practice Quiz 2, p. 100 Quizzes, CRM pp. 119–120 self_check_quiz
Mid-Chapter Test, CRM p. 121 www.geometryonline.com/
Study Guide and Intervention, CRM pp. 57–58, 63–64, extra_examples
69–70, 75–76, 81–82, 87–88, 93–94, 99–100
Mixed pp. 66, 74, 80, 93, 100, 106, 114 Cumulative Review, CRM p. 122
Review
Error Find the Error, pp. 84, 111 Find the Error, TWE pp. 84, 111
Analysis Common Misconceptions, p. 76 Unlocking Misconceptions, TWE p. 91
Tips for New Teachers, TWE p. 70
Standardized pp. 66, 74, 80, 86, 87, 93, 96, TWE pp. 122–123 Standardized Test Practice
Test Practice 97, 99, 106, 114, 121, 122 Standardized Test Practice, CRM pp. 123–124 CD-ROM
www.geometryonline.com/
standardized_test
Open-Ended Writing in Math, pp. 66, 74, 79, Modeling: TWE pp. 74, 87, 106
Assessment 86, 93, 99, 106, 114, 123 Speaking: TWE pp. 80, 93
Open Ended, pp. 63, 71, 78, 84, Writing: TWE pp. 66, 100, 114
91, 97, 103, 111 Open-Ended Assessment, CRM p. 117
Standardized Test, p. 123
ASSESSMENT

Chapter Study Guide, pp. 115–120 Multiple-Choice Tests (Forms 1, 2A, 2B), ExamView® Pro (see below)
Assessment Practice Test, p. 121 CRM pp. 105–110 MindJogger Videoquizzes
Free-Response Tests (Forms 2C, 2D, 3), www.geometryonline.com/
CRM pp. 111–116 vocabulary_review
Vocabulary Test/Review, CRM p. 118 www.geometryonline.com/
chapter_test

For more information on

Yearly ProgressPro, see p. 2. ExamView® Pro
Use the networkable ExamView® Pro to:
Geometry Lesson Yearly ProgressPro Skill Lesson • Create multiple versions of tests.
2-1 Inductive Reasoning and Conjecture • Create modified tests for Inclusion students.
• Edit existing questions and add your own questions.
2-2 Logic
• Use built-in state curriculum correlations to create
2-3 Conditional Statements
tests aligned with state standards.
2-4 Deductive Reasoning • Apply art to your test from a program bank of artwork.
2-5 Postulates and Paragraph Proofs
2-6 Algebraic Proof
2-7 Proving Segment Relationships
2-8 Proving Angle Relationships

For more information on Intervention and Assessment, see pp. T8–T11.

60E Chapter 2 Reasoning and Proof
Reading and Writing in Mathematics
Glencoe Geometry provides numerous opportunities to incorporate reading and writing
into the mathematics classroom.
Student Edition Additional Resources
• Foldables Study Organizer, p. 61 • Vocabulary Builder worksheets require students to
• Concept Check questions require students to verbalize define and give examples for key vocabulary terms as
and write about what they have learned in the lesson. they progress through the chapter. (Chapter 2 Resource
(pp. 63, 71, 78, 84, 91, 97, 103, 111) Masters, pp. vii-viii)
• Reading Mathematics, p. 81 • Proof Builder helps students learn and understand
• Writing in Math questions in every lesson, pp. 66, 74, theorems and postulates from the chapter. (Chapter 2
79, 86, 93, 99, 106, 114 Resource Masters, pp. ix–x)
• Reading Study Tip, p. 75 • Reading to Learn Mathematics master for each lesson
• WebQuest, p. 65 (Chapter 2 Resource Masters, pp. 61, 67, 73, 79, 85, 91,
97, 103)
Teacher Wraparound Edition • Vocabulary PuzzleMaker software creates crossword,
jumble, and word search puzzles using vocabulary lists
• Foldables Study Organizer, pp. 61, 115
that you can customize.
• Study Notebook suggestions, pp. 64, 72, 78, 81, 84, 88,
• Teaching Mathematics with Foldables provides
91, 97, 104, 111
suggestions for promoting cognition and language.
• Modeling activities, pp. 74, 87, 106
• Reading Strategies for the Mathematics Classroom
• Speaking activities, pp. 80, 93
• WebQuest and Project Resources
• Writing activities, pp. 66, 100, 114
• Differentiated Instruction (Verbal/Linguistic), p. 83
• ELL Resources, pp. 60, 65, 73, 79, 81, 83, 86, 92, 99,
105, 113, 115

For more information on Reading and Writing in Mathematics, see pp. T6–T7.

Many of the vocabulary terms introduced in

Chapter 2 can be represented by symbols. Three- Term Explanation Symbol
column notes can be a helpful way for students negation the opposite of the given

to organize new vocabulary terms. To reinforce statement
understanding, students can write an explanation conjunction a compound statement formed pq
of each term in their own words and provide the with the word “and”
appropriate symbol. The table at the right shows disjunction a compound statement formed pq
notes for Lesson 2-2. Students can add on to this with the word “or”
sample with other terms from Chapter 2.

Chapter 2 Reasoning and Proof 60F

 Notes Reasoning
and Proof
Have students read over the list
of objectives and make a list of
any words with which they are
not familiar. • Lessons 2-1 through 2-3 Make conjectures,
Key Vocabulary
determine whether a statement is true or false, • inductive reasoning (p. 62)
and find counterexamples for statements. • deductive reasoning (p. 82)
• Lesson 2-4 Use deductive reasoning to reach • postulate (p. 89)
valid conclusions. • theorem (p. 90)
• Lessons 2-5 and 2-6 Verify algebraic and • proof (p. 90)
Point out to students that this is geometric conjectures using informal and
only one of many reasons why formal proof.
each objective is important. • Lessons 2-7 and 2-8 Write proofs involving
Others are provided in the segment and angle theorems.
introduction to each lesson.

Logic and reasoning are used throughout geometry to solve

problems and reach conclusions. There are many professions
that rely on reasoning in a variety of situations. Doctors,
for example, use reasoning to diagnose and treat patients.
You will investigate how doctors use reasoning in Lesson 2-4.

NCTM Local
Lesson Standards Objectives
2-1 1, 6, 7, 8, 9, 10
2-2 6, 7, 8, 9, 10
2-3 3, 6, 7, 8, 9, 10
2-4 3, 6, 7, 8, 9, 10
2-4 6, 7
Follow-Up
2-5 3, 6, 7, 8, 9, 10
60 Chapter 2 Reasoning and Proof
2-6 2, 3, 6, 7, 8, 9, B. Busco/Getty Images

10
2-7 3, 6, 7, 8, 9, 10
2-8 3, 6, 7, 8, 9, 10
Vocabulary Builder ELL

The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 2 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 2 test.
10=Representation
60 Chapter 2 Reasoning and Proof
Prerequisite Skills To be successful in this chapter, you’ll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review
these skills before beginning Chapter 2.
the basic concepts needed before
beginning Chapter 2. Page
For Lesson 2-1 Evaluate Expressions references are included for
additional student help.
Evaluate each expression for the given value of n. (For review, see page 736.)
1. 3n  2; n
4 10 2. (n  1)  n; n
6 13 3. n2  3n; n
3 0 Additional review is provided in
n(n  3) the Prerequisite Skills Workbook,
5. n; n
10 50
n
4. 180(n  2); n
5 540 6. ; n
8 20
2 2 pages 41–44, 81–86, 89–90, 93–94,
101–104.
For Lessons 2-6 through 2-8 Solve Equations
Prerequisite Skills in the Getting
Solve each equation. (For review, see pages 737 and 738.)
Ready for the Next Lesson section
7. 6x  42
4x 21 8. 8  3n
2  2n 2 9. 3(y  2)
12  y ⫺9
at the end of each exercise set
1 18 2 3
10. 12  7x
x  18 ⫺5 11. 3x  4
 x  5 ⫺ 12. 2  2x
 x  2  review a skill needed in the next
2 5 3 2
lesson.
For Lesson 2-8 Adjacent and Vertical Angles
For Exercises 13–14, refer to the figure at the right. (For review, see Lesson 1-5.) For Prerequisite
Lesson Skill
13. If m
AGB
4x  7 and m
EGD
71, find x. 16 A B
14. If m
BGC
45, m
CGD
8x  4, and m
DGE
15x  7,
2-3 Evaluating Algebraic
find x. 6 Expressions, p. 74
F G C 2-4 Solving Equations, p. 80
E D 2-5 Information from Figures, p. 87
2-6 Solving Equations, p. 93
2-7 Segment Measures, p. 100
Reasoning and Proof Make this Foldable to help you organize your notes. Begin 2-8 Complementary and
with eight sheets of 8 12 ” by 11” grid paper. Supplementary Angles, p. 106

Staple Cut Tabs

Stack and staple the eight Cut the bottom of each
sheets together to form a sheet to form a tabbed
booklet. book.

Label Reasoning & Proof

2-1

2-2
Label each of the tabs with 2-3
a lesson number. Add the 2-4
2-5
chapter title to the first tab.
2-6
2-7
2-8

Reading and Writing As you read and study each lesson, use the corresponding page to write proofs and
record examples of when you used logical reasoning in your daily life.

Chapter 2 Reasoning and Proof 61

TM

Organization of Data Use this Foldable for student writing about

reasoning and proofs. After students make their Foldable, have them
label the tabs to correspond to the eight lessons in this chapter.
For more information Students use their Foldable to take notes, define terms, record
about Foldables, see concepts, write statements in if-then form, and write paragraph
Teaching Mathematics proofs. On the back of the Foldable, have students record examples
with Foldables. of ways in which they use reasoning and proofs in their daily lives.
Note how columnists and authors present their reasoning and
ways in which they try to prove or disprove their points of view.

Chapter 2 Reasoning and Proof 61

 Lesson Inductive Reasoning
Notes and Conjecture
• Make conjectures based on inductive reasoning.

1 Focus • Find counterexamples.

can inductive reasoning help

5-Minute Check Vocabulary predict weather conditions?
Transparency 2-1 Use as a • conjecture
• inductive reasoning Meteorologists use science and weather
quiz or review of Chapter 1. patterns to make predictions about future
• counterexample
weather conditions. They are able to make
Mathematical Background notes accurate educated guesses based on past
are available for this lesson on weather patterns.
p. 60C.

can inductive reasoning MAKE CONJECTURES A conjecture is an educated guess based on known
help predict weather information. Examining several specific situations to arrive at a conjecture is called
inductive reasoning. Inductive reasoning is reasoning that uses a number of specific
conditions? examples to arrive at a plausible generalization or prediction.
Ask students:
• What are normal temperatures Example 1 Patterns and Conjecture
for the month of January? The numbers represented below are called triangular numbers. Make a
Sample answer: The temperatures conjecture about the next triangular number based on the pattern.
in January are usually in the 30s or
40s. (Answers will vary in different
parts of the country.)
• How do people benefit from
the inductive reasoning
techniques of meteorologists? 1 3 6 10 15

Sample answers: People can plan

for outdoor events a few days in Observe: Each triangle is formed by adding another row of dots.
advance; they can dress Find a Pattern: 1 3 6 10 15
appropriately for daily weather
conditions and carry weather- 2 3 4 5
related items, such as umbrellas,
The numbers increase by 2, 3, 4, and 5.
sunglasses, and so on. Study Tip
Conjectures Conjecture: The next number will increase by 6.
List your observations and So, it will be 15  6 or 21.
identify patterns before
you make a conjecture.

In Chapter 1, you learned some basic geometric concepts. These concepts can be
used to make conjectures in geometry.
62 Chapter 2 Reasoning and Proof
Bob Daemmrich/Stock Boston

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Graphing Calculator and 5-Minute Check Transparency 2-1
• Study Guide and Intervention, pp. 57–58 Computer Masters, p. 19 Answer Key Transparencies
• Skills Practice, p. 59
• Practice, p. 60 Technology
• Reading to Learn Mathematics, p. 61 Interactive Chalkboard
• Enrichment, p. 62
 Example 2 Geometric Conjecture
For points P, Q, and R, PQ ⴝ 9, QR ⴝ 15, and PR ⴝ 12. Make a conjecture and
draw a figure to illustrate your conjecture.
2 Teach
Given: points P, Q, and R; PQ
9, QR
15, and PR
12 MAKE CONJECTURES
Examine the measures of the segments.
Since PQ  PR  QR, the points cannot In-Class Examples Power
Point®
be collinear.
Conjecture: P, Q, and R are noncollinear. Q Teaching Tip Tell students to
test all fundamental operations,
15 including powers and roots,
9
when they are looking for
patterns in a series of numbers.
P 12 R Advise students that sometimes
two operations can be used.
1 Make a conjecture about the
FIND COUNTEREXAMPLES A conjecture based on several observations may next number based on the
be true in most circumstances, but false in others. It takes only one false example to pattern. 2, 4, 12, 48, 240 1440
show that a conjecture is not true. The false example is called a counterexample .
2 For points L, M, and N,
Example 3 Find a Counterexample LM
20, MN
6, and
FINANCE Find a counterexample LN
14. Make a conjecture
for the following statement based USA TODAY Snapshots® and draw a figure to
on the graph. illustrate your conjecture.
The rates for CDs are at least 1.5% Latest CD rates L N M
Average certificate of deposit rates as of Wednesday:
less than the rates a year ago. 14 6
Log on for: Examine the graph. The statement
This week 1.80% 20
6-month Last week 1.80%
• Updated data is true for 6-month, 1-year, and Year ago 4.55% Conjecture: L, M, and N are
• More on finding 1
2-year CDs. However, the This week 2.12% collinear.
counterexamples 2
1-year Last week 2.11%
www.geometryonline.com/ difference in the rate for a 5-year Year ago 4.64%
usa_today CD is 0.74% less, which is less than
1.5%. The statement is false for a This week 2.96%
2 1⁄2-year Last week 2.96%
5-year certificate of deposit. Thus, Year ago 4.74% FIND COUNTEREXAMPLES
the change in the 5-year rate is a
This week 4.22%
counterexample to the original
statement.
5-year Last week
Year ago
4.23%
4.96%
In-Class Example Power
Point®

3 UNEMPLOYMENT Based on
Source: Bank Rate Monitor, 800-327-7717, www.bankrate.com USA TODAY
the table showing
unemployment rates for
various cities in Kansas, find
a counterexample for the
following statement.
The unemployment rate is highest
Concept Check 1. Write an example of a conjecture you have made outside of school. in the cities with the most people.
1– 3. See p. 123A. 2. Determine whether the following conjecture is always, sometimes, or never true
Civilian
based on the given information. County Rate
Labor Force
Given: collinear points D, E, and F
Conjecture: DE  EF
DF Shawnee 90,254 3.1%
Jefferson 9,937 3.0%
3. OPEN ENDED Write a statement. Then find a counterexample for the statement.
Jackson 8,915 2.8%
www.geometryonline.com/extra_examples Lesson 2-1 Inductive Reasoning and Conjecture 63
Douglas 55,730 3.2%
Osage 10,182 4.0%
Wabaunsee 3,575 3.0%
Pottawatomie 11,025 2.1%
This CD-ROM is a customizable Microsoft® PowerPoint® Source: Labor Market Information Services—Kansas
Interactive
presentation that includes: Department of Human Resources
Chalkboard
• Step-by-step, dynamic solutions of each In-Class Example Osage has only 10,182 people on
PowerPoint®
from the Teacher Wraparound Edition
Presentations its civilian labor force, and it has
• Additional, Try These exercises for each example a higher rate of unemployment
• The 5-Minute Check Transparencies than Shawnee, which has 90,254
• Hot links to Glencoe Online Study Tools people on its civilian labor force.

Lesson 2-1 Inductive Reasoning and Conjecture 63

 Guided Practice Make a conjecture about the next item in each sequence.

3 Practice/Apply GUIDED PRACTICE KEY

Exercises Examples
4.

5. 8, 5, 2, 1, 4 7

4–5 1
6–7 2
8–9 3
Study Notebook Make a conjecture based on the given information. Draw a figure to illustrate
your conjecture. 6–7. See margin.
Have students— 6. PQ
RS and RS
TU AB and 

7. 
 CD intersect at P.
• add the definitions/examples of
the vocabulary terms to their Determine whether each conjecture is true or false. Give a counterexample for any
Vocabulary Builder worksheets for false conjecture.
8. Given: x is an integer.
Chapter 2.
Conjecture: x is negative. False; if x ⴝ
2, then
x ⴝ
(
2) or 2.
• include any other item(s) that they
find helpful in mastering the skills 9. Given: WXYZ is a rectangle.
Conjecture: WX
YZ and WZ
XY true
in this lesson.

Application 10. HOUSES Most homes in the northern United States have roofs made with
steep angles. In the warmer areas of the southern states, homes often have flat
roofs. Make a conjecture about why the roofs are different. Sample answer:
Snow will not stick on a roof with a steep angle.
About the Exercises… ★ indicates increased difficulty
Organization by Objective Practice and Apply
• Make Conjectures: 11–28
• Find Counterexamples: Make a conjecture about the next item in each sequence.
29–36 11.
For See
Exercises Examples
Odd/Even Assignments 11–20 1
Exercises 11–36 are structured 21–28 2
29–36 3
so that students practice the 12.
same concepts whether they Extra Practice
See page 756. 1 5 7 11
are assigned odd or even 13. 1, 2, 4, 8, 16 32 14. 4, 6, 9, 13, 18 24 15. , 1, , , 3 
3 3 3 3
problems. 1 1 1 1 1
16. 1, , , ,   17. 2, 6, 18, 54 162 18. 5, 25, 125, 625
2 4 8 16 32

3125
Assignment Guide
Basic: 11–41 odd, 43–67 Make a conjecture about the number of blocks in the next item of each sequence.
19. 20.
Average: 11–41 odd, 43–67
Advanced: 12–40 even, 41–64 21. Lines ᐉ and m
(optional: 65–67) form four right angles.
22. A, B, and C are 19– 20. See p. 123A.
collinear.
23. ⬔3 and ⬔4 are Make a conjecture based on the given information. Draw a figure to illustrate
Answers your conjecture. 21 –28. See p. 123A for figures.
supplementary.
6. PQ  TU 24. ⬔ABD ⬵ ⬔DBC. 21. Lines ᐉ and m are perpendicular. 22. A(2, 11), B(2, 1), C(5, 10)
P Q 25. ∆PQR is a 23.
3 and
4 are a linear pair.
 is an angle bisector of
ABC.
24. BD
scalene triangle.
R S 26. HI  IJ  JK  25. P(1, 7), Q(6, 2), R(6, 5) 26. HIJK is a square.
KH 27. PQRS is a rectangle. 28.
B is a right angle in ABC.
T U
PQ  SR, QR  PS (AB ) 2  (BC ) 2  (AC)2
64 Chapter 2 Reasoning and Proof

7. A, B, C, and D are noncollinear.

A D
P Differentiated Instruction
C B Naturalist Students can practice brainstorming conjectures and finding
counterexamples in nature. For example have students consider the
statement, “If plants don’t receive water daily, they will not survive.” A
counterexample would be a cactus, which can go weeks without water.
Nature topics could include plants, animals, predator/food supply
relationships, insects, weather, and so on.

64 Chapter 2 Reasoning and Proof

 Determine whether each conjecture is true or false. Give a counterexample for any NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-1 Guide
Study andIntervention
Guide and Intervention,
false conjecture. p. 57 (shown)
Inductive Reasoningand p. 58
and Conjecture
29. Given:
1 and
2 are complementary angles. Make Conjectures A conjecture is a guess based on analyzing information or
You can use scatter observing a pattern. Making a conjecture after looking at several situations is called

plots to make Conjecture:
1 and
2 form a right angle. False; see margin for inductive reasoning.

conjectures about the counterexample. Example 1 Make a conjecture about Example 2 Make
30. Given: m  y  10, y  4 the next number in the sequence 1, 3, 9,
27, 81.
a conjecture about
the number of small
relationships between squares in the next figure.
Conjecture: m  6 False; if y  7 and m  5, then 7  5  10
Analyze the numbers:
Notice that each number is a power of 3. Observe a pattern: The sides of the squares

Lesson 2-1
latitude, longitude, have measures 1, 2, and 3 units.
and 5  4, but 7  6.
1 3 9 27 81
Conjecture: For the next figure, the side of
30 31 32 33 34
degree distance, and 31. Given: points W, X, Y, and Z Conjecture: The next number will be 35 or 243.
the square will be 4 units, so the figure
will have 16 small squares.

the monthly high

Conjecture: W, X, Y, and Z are noncollinear. False; see margin for Exercises
temperature. Describe the pattern. Then make a conjecture about the next number in the
counterexample. sequence.
Visit www.geometry 32. Given: A(4, 8), B(3, 8), C(3, 5) 1. 5, 10, 20, 40 Pattern: Each number is
2 times the previous number.
Conjecture: The next number is
80.
online.com/WebQuest Conjecture:  ABC is a right triangle. true 2. 1, 10, 100, 1000 Pattern: Each number is 10 times the previous number.
to continue work on Conjecture: The next number is 10,000.

your WebQuest project. 33. Given: n is a real number. 6 7 8 1

3. 1, , ,  Pattern: Each number is  more than the previous number.
5 5 5 5
9
Conjecture: n2 is a nonnegative number. true Conjecture: The next number is .
5

Make a conjecture based on the given information. Draw a figure to illustrate

34. Given: DE
EF your conjecture. 4–7. Sample answers are given.

4. A(1, 1), B(2, 2), C(4, 4) 5.
1 and
2 form a right angle.

Conjecture: E is the midpoint of . False; D, E, and F do not have to be
DF Points A, B, and C are collinear.
y C (4, 4)

1 and
2 are complementary.
P

collinear.
35. Given: JK
KL
LM
MJ B(2, 2) 1
2
R

A(–1, –1) O x T W

Conjecture: JKLM forms a square. False; JKLM may not have a right angle.
6.
ABC and
DBE are vertical angles. 7.
E and
F are right angles.

ABC and
DBE are congruent.
E and
F are congruent.
36. Given: noncollinear points R, S, and T A B E P Q

S
Conjecture: R , S
T
, and R
T form a triangle. true C D
T
E F
R

Gl NAME
/M G ______________________________________________
Hill 57 DATE ____________
Gl PERIOD
G _____

Skills
2-1 Practice,
Practice (Average)
p. 59 and
37. MUSIC Many people learn to play the piano by ear. This means that they first Practice, p. 60 (shown)
Inductive Reasoning and Conjecture
learned how to play without reading music. What process did they use? trial Make a conjecture about the next item in each sequence.

and error, a process of inductive reasoning 1.

1 1 1 1
2. 5, 10, 15, 20 25 3. 2, 1, , ,   4. 12, 6, 3, 1.5, 0.75 0.375
CHEMISTRY For Exercises 38–40, use the following information. 2 4 8 16

Make a conjecture based on the given information. Draw a figure to illustrate

Hydrocarbons are molecules composed of only carbon (C) and hydrogen (H) your conjecture. 5–8. Sample answers are given.

atoms. The simplest hydrocarbons are called alkanes. The first three alkanes are 5.
ABC is a right angle.


 ⊥ BC
BA


6. Point S is between R and T.
RS  ST  RT
shown below. A
R S T

B C
Alkanes 7. P, Q, R, and S are noncollinear 8. ABCD is a parallelogram.
Q
and P  
QR RS .
SP
Compound Name Methane Ethane Propane The segments form a square. AB  CD and BC  AD.
P Q A B
Chemical Formula CH4 C2H6 C3H8
S R D C

H H H H H H
Music Determine whether each conjecture is true or false. Give a counterexample for
any false conjecture.

The average medium- Structural Formula H C H H C C H H C C C H 9. Given: S, T, and U are collinear and ST
TU.
U
Conjecture: T is the midpoint of S .

sized piano has about true

230 strings. Each string H H H H H H 10. Given:
1 and
2 are adjacent angles.
Conjecture:
1 and
2 form a linear pair.
has about 165 pounds False;
1 and
2 could each measure 60°.

of tension. That’s a 38. Make a conjecture about butane, which is the next compound in the group. H
11. Given: G and 
Conjecture: ⊥
GH
 form a right angle and intersect at P.
JK

JK
combined tension of Write its structural formula. true

about 18 tons. 12. ALLERGIES Each spring, Rachel starts sneezing when the pear trees on her street blossom.

Source: www.pianoworld.com 39. Write the chemical formula for the 7th compound in the group. C7H16 She reasons that she is allergic to pear trees. Find a counterexample to Rachel’s conjecture.
Sample answer: Rachel could be allergic to other types of plants that
blossom when the pear trees blossom.
★ 40. Develop a rule you could use to find the chemical formula of the nth substance Gl NAME
/M G ______________________________________________
Hill 60 DATE ____________
Gl PERIOD
G _____

in the alkane group. CnH2n  2 Reading

2-1 Readingto
to Learn
Learn Mathematics
38. Butane will have Mathematics, p. 61 ELL
Inductive Reasoning and Conjecture
4 carbon atoms and Pre-Activity How can inductive reasoning help predict weather conditions?

10 hydrogen atoms. 41. CRITICAL THINKING The expression n2  n  41 has a prime value for Read the introduction to Lesson 2-1 at the top of page 62 in your textbook.
• What kind of weather patterns do you think meteorologists look at to
n
1, n
2, and n
3. Based on this pattern, you might conjecture that this help predict the weather? Sample answer: patterns of high and
H H H H low temperatures, including heat spells and cold spells;
expression always generates a prime number for any positive integral value patterns of precipitation, including wet spells and dry spells
• What is a factor that might contribute to long-term changes in the

C of n. Try different values of n to test the conjecture. Answer true if you think weather? Sample answer: global warming due to high usage

Lesson 2-1
H C C C H of fossil fuels
the conjecture is always true. Answer false and give a counterexample if you Reading the Lesson
H H H H think the conjecture is false. false; n  41 1. Explain in your own words the relationship between a conjecture, a counterexample, and
inductive reasoning.
Sample answer: A conjecture is an educated guess based on specific
examples or information. A counterexample is an example that shows
www.geometryonline.com/self_check_quiz Lesson 2-1 Inductive Reasoning and Conjecture 65 that a conjecture is false. Inductive reasoning is the process of making a
conjecture based on specific examples or information.
Mary Kate Denny/PhotoEdit
2. Make a conjecture about the next item in each sequence.
1 1 1 1
a. 5, 9, 13, 17 21 b. 1, , ,  
3 9 27 81
c. 0, 1, 3, 6, 10 15 d. 8, 3, 2, 7
12
NAME ______________________________________________ DATE ____________ PERIOD _____ e. 1, 8, 27, 64 125 f. 1, 2, 4, 8 16
Answers Enrichment,
2-1 Enrichment p. 62
g. h.

29. Counterexamples
3. State whether each conjecture is true or false. If the conjecture is false, give a
When you make a conclusion after examining several specific counterexample.
cases, you have used inductive reasoning. However, you must be
2 cautious when using this form of reasoning. By finding only one a. The sum of two odd integers is even.

1 counterexample, you disprove the conclusion. true

b. The product of an odd integer and an even integer is odd.
Example 1
Is the statement   1 true when you replace x with
False; sample answer: 5  8  40, which is even.
x
c. The opposite of an integer is a negative integer. False; sample answer: The
1, 2, and 3? Is the statement true for all reals? If possible, find a
counterexample.
opposite of the integer
5 is 5, which is a positive integer.
31. W X Y Z 1
1
1
2
1
3
1
2
1

1,   1, and   1. But when x
, then 
2. This counterexample
x
d. The perfect squares (squares of whole numbers) alternate between odd and even.
true
shows that the statement is not always true.
Helping You Remember
Answer each question.
4. Write a short sentence that can help you remember why it only takes one counterexample
1. The coldest day of the year in Chicago 2. Suppose John misses the school bus to prove that a conjecture is false.
occurred in January for five straight four Tuesdays in a row. Can you Sample answer: True means always true.
years. Is it safe to conclude that the safely conclude that John misses the
coldest day in Chicago is always in school bus every Tuesday? no

Lesson 2-1 Inductive Reasoning and Conjecture 65

 42. WRITING IN MATH Answer the question that was posed at the beginning of
4 Assess the lesson. See margin.
How can inductive reasoning help predict weather conditions?
Include the following in your answer:
Open-Ended Assessment • an explanation as to how a conjecture about a weather pattern in the summer
Writing Ask students to write might be different from a similar weather pattern in the winter, and
five conjectures about school • a conjecture about tomorrow’s weather based on your local weather over the
rules or activities. Then have past several days.
students swap papers with a
partner and try to come up with Standardized 43. What is the next term in the sequence 1, 1, 2, 3, 5, 8? C
a counterexample for each Test Practice A 11 B 12 C 13 D 14
conjecture. An example statement
could be: Students must attend 44. ALGEBRA If the average of six numbers is 18 and the average of three of the
school Monday through Friday. A numbers is 15, then what is the sum of the remaining three numbers? D
counterexample for this would A 21 B 45 C 53 D 63
be a holiday or a snow day.
Maintain Your Skills
Getting Ready for Mixed Review Name each polygon by its number of sides and then classify it as convex or
Lesson 2-2 concave and regular or irregular. (Lesson 1-6)
Basic Skill Students will learn 45. 46. 47.
about logic statements in Lesson
2-2. They will determine the pentagon,
truth value of various situations. convex, heptagon, concave,
Use Exercises 65–67 to determine hexagon, convex, irregular regular irregular
your students’ familiarity with Determine whether each statement can be
determining which elements assumed from the figure. Explain. (Lesson 1-5)
make a statement true. 48. Yes; the symbol 48.
KJN is a right angle. K L M
denotes that
KJN is 49.
PLN
NLM
a right angle.
Answer 50.
PNL and
MNL are complementary.
49. No; we do not
know anything about 51.
KLN and
MLN are supplementary. J P N
42. Sample answer: By past the angle measures. 52.
KLP is a right angle.
experience, when dark clouds 50. No; we do not
appear, there is a chance of rain. know whether
MNP Find the coordinates of the midpoint of a segment having the given endpoints.
Answers should include the is a right angle. (Lesson 1-3)

following. 51. Yes; they form a B

53. A for A(1, 3), B(5, 5) (2,
1) D
54. C  for C(4, 1), D(3, 7) (0.5, 4)
linear pair. G
55. F for F(4, 9), G(2, 15) (1,
12) 56. H
J for H(5, 2), J(7, 4) (1, 1)
• When there is precipitation in
52. Yes; since the L for K(8, 1.8), L(3, 6.2) (5.5, 2.2) 58. M
N
 for M(1.5, 6), N(4, 3)
the summer, it is usually rain 57. K
other three angles in (
2.75,
1.5)
because the temperature is rectangle KLPJ are Find the value of the variable and MP, if P is between M and N. (Lesson 1-2)
above freezing. When the right angles,
KLP
must also be a right 59. MP
7x, PN
3x, PN
24 8; 56 60. MP
2c, PN
9c, PN
63 7; 14
temperature is below freezing, as
in the winter, ice or snow forms. angle. 61. MP
4x, PN
5x, MN
36 4; 16 62. MP
6q, PN
6q, MN
60 5; 30

• See students’ work. 63. MP
4y  3, PN
2y, MN
63 64. MP
2b  7, PN
8b, MN
43

10; 43 5; 3
Getting Ready for BASIC SKILL Determine which values in the given replacement set make the
the Next Lesson inequality true.
65. x  2 5 4, 5 66. 12  x  0 13, 14 67. 5x  1 25 5, 6, 7
{2, 3, 4, 5} {11, 12, 13, 14} {4, 5, 6, 7}
66 Chapter 2 Reasoning and Proof

66 Chapter 2 Reasoning and Proof

 Logic Lesson
Notes
• Determine truth values of conjunctions and disjunctions.
• Construct truth tables.

does logic apply to school?

1 Focus
Vocabulary
• statement When you answer true-false 5-Minute Check
VIRGINIA
• truth value questions on a test, you are using Transparency 2-2 Use as a
• negation a basic principle of logic. For NORTH CAROLINA quiz or review of Lesson 2-1.
• compound statement example, refer to the map, and Ashville Raleigh
• conjunction answer true or false. Gastonia Charlotte Mathematical Background notes
• disjunction
• truth table Raleigh is a city in North Carolina. SOUTH Willmington are available for this lesson on
CAROLINA p. 60C.
You know that there is only one
correct answer, either true or false. does logic apply to
school?
Ask students:
Study Tip DETERMINE TRUTH VALUES A statement , like the true-false example
above, is any sentence that is either true or false, but not both. Unlike a conjecture,
• Determine whether the
Statements
A mathematical statement we know that a statement is either true or false. The truth or falsity of a statement following statement is true or
with one or more is called its truth value . false: “South Carolina borders
variables is called an open North Carolina, Georgia, and
sentence. The truth value
Statements are often represented using a letter such as p or q. The statement above
of an open sentence can be represented by p. Tennessee.” false
cannot be determined
until values are assigned p: Raleigh is a city in North Carolina. This statement is true. • Locate Wilmington on the map
to the variables. A of North Carolina. Is this a
The negation of a statement has the opposite meaning as well as an opposite
statement with only
truth value. For example, the negation of the statement above is not p.
coastal or inland city? Make a
numeric values is a closed
sentence.
conjecture about whether you
not p: Raleigh is not a city in North Carolina. In this case, the statement is false. might find ocean or lakes in
Wilmington given its location
on the map. Coastal; sample
Negation answer: You would find ocean in
• Words If a statement is represented by p, then not p is the negation of the Wilmington, North Carolina.
statement.
• Symbols ~p, read not p

Two or more statements can be joined to form a compound statement . Consider

the following two statements.

p: Raleigh is a city in North Carolina.

q: Raleigh is the capital of North Carolina.

The two statements can be joined by the word and.

p and q: Raleigh is a city in North Carolina, and Raleigh is the capital of

North Carolina.

Lesson 2-2 Logic 67

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Graphing Calculator and 5-Minute Check Transparency 2-2
• Study Guide and Intervention, pp. 63–64 Computer Masters, p. 20 Answer Key Transparencies
• Skills Practice, p. 65 Teaching Geometry With Manipulatives
• Practice, p. 66 Masters, p. 16 Technology
• Reading to Learn Mathematics, p. 67 Interactive Chalkboard
• Enrichment, p. 68
• Assessment, p. 119

Lesson x-x Lesson Title 67

 The statement formed by joining p and q is an example of a conjunction.

2 Teach Conjunction
DETERMINE TRUTH • Words A conjunction is a compound statement formed by joining two or
more statements with the word and.
VALUES • Symbols p  q, read p and q
In-Class Example Power
Point®

1 Use the following statements A conjunction is true only when both statements in it are true. Since it is true that
Raleigh is in North Carolina and it is the capital, the conjunction is also true.
to write a compound
statement for each
conjunction. Then find its Example 1 Truth Values of Conjunctions
truth value. Use the following statements to write a compound statement for each
p: One foot is 14 inches. conjunction. Then find its truth value.
q: September has 30 days. p: January 1 is the first day of the year.
r: A plane is defined by three q: ⴚ5 ⴙ 11 ⴝ ⴚ6
noncollinear points. r: A triangle has three sides.

a. p and q a. p and q
One foot is 14 inches, and January is the first day of the year, and 5  11
6.
September has 30 days; false. p and q is false, because p is true and q is false.
b. r  p
b. r ⵩ p
A plane is defined by three
A triangle has three sides, and January 1 is the first day of the year.
noncollinear points, and one foot r  p is true, because r is true and p is true.
is 14 inches; false.
c.
q  r c. p and not r
September does not have January 1 is the first day of the year, and a triangle does not have three sides.
30 days, and a plane is defined by Study Tip p and not r is false, because p is true and not r is false.
three noncollinear points; false. Negations
The negation of a d. ~q ⵩ r
d.
p  r statement is not 5  11  6, and a triangle has three sides
A foot is not 14 inches, and a necessarily false. It
q  r is true because
q is true and r is true.
plane is defined by three has the opposite truth
value of the original
noncollinear points; true. statement.
Statements can also be joined by the word or. This type of statement is a
disjunction. Consider the following statements.

p: Ahmed studies chemistry.

q: Ahmed studies literature.

p or q: Ahmed studies chemistry, or Ahmed studies literature.

Disjunction
• Words A disjunction is a compound statement formed by joining two or
more statements with the word or.
• Symbols p  q, read p or q

68 Chapter 2 Reasoning and Proof

68 Chapter 2 Reasoning and Proof

 A disjunction is true if at least one of the statements is true. In the case of p or q
above, the disjunction is true if Ahmed either studies chemistry or literature or both. In-Class Example Power
Point®
The disjunction is false only if Ahmed studies neither chemistry nor literature.
2 Use the following statements
Example 2 Truth Values of Disjunctions to write a compound
Use the following statements to write a compound statement for each statement for each
disjunction. Then find its truth value. disjunction. Then find its
p: 100 ⴜ 5 ⴝ 20 truth value.
q: The length of a radius of a circle is twice the length of its diameter. p: 
AB is proper notation for
“line AB.”
r: The sum of the measures of the legs of a right triangle equals the measure of
the hypotenuse. q: Centimeters are metric units.
r: 9 is a prime number.
a. p or q
100 5
20, or the length of a radius of a circle is twice the length of its a. p or q
diameter.
B
A
is proper notation for “line
p or q is true because p is true. It does not matter that q is false. AB,” or centimeters are metric
units; true.
b. q  r
b. q  r
The length of a radius of a circle is twice the length of its diameter, or the sum
of the measures of the legs of a right triangle equals the measure of the
Centimeters are metric units, or
hypotenuse. 9 is a prime number; true.
q  r is false since neither statement is true.

Study Tip Conjunctions can be illustrated with

Venn Diagrams Venn diagrams. Refer to the statement at All U.S. Cities
The size of the the beginning of the lesson. The Venn
overlapping region in a diagram at the right shows that Raleigh (R) Cities
Venn Diagram does not is represented by the intersection of the set U.S. in
State R North
indicate how many items of cities in North Carolina and the set of
fall into that category.
Capitals Carolina
state capitals. In other words, Raleigh must
be in the set containing cities in North
Carolina and in the set of state capitals.
A disjunction can also be illustrated with
a Venn diagram. Consider the following statements.

p: Jerrica lives in a U.S. state capital.

q: Jerrica lives in a North Carolina city.
p  q: Jerrica lives in a U.S. state capital, or Jerrica lives in a North Carolina city.

In the Venn diagrams, the disjunction is represented by the union of the two sets.
The union includes all U.S. capitals and all cities in North Carolina. The city in
which Jerrica lives could be located in any of the three regions of the union.

The three regions represent

All U.S. Cities
A U.S. state capitals excluding the capital
of North Carolina,
Cities
U.S.
B cities in North Carolina excluding the State
in
state capital, and North
Capitals
C Carolina
C the capital of North Carolina,
A B
which is Raleigh.

www.geometryonline.com/extra_examples Lesson 2-2 Logic 69

Lesson 2-2 Logic 69

 Venn diagrams can be used to solve real-world problems involving conjunctions
In-Class Example Power
Point® and disjunctions.

3 DANCING The Venn diagram

shows the number of Example 3 Use Venn Diagrams
students enrolled in RECYCLING The Venn diagram shows the number of neighborhoods that have
Monique’s Dance School for a curbside recycling program for paper or aluminum.
tap, jazz, and ballet classes.
Curbside Recycling
Paper Aluminum
Tap 13 Jazz
12 46 20
28 43
9
17 25
29
Ballet
a. How many neighborhoods recycle both paper and aluminum?
The neighborhoods that have paper and aluminum recycling are represented
a. How many students are by the intersection of the sets. There are 46 neighborhoods that have paper and
enrolled in all three classes? 9 aluminum recycling.

b. How many students are b. How many neighborhoods recycle paper or aluminum?
enrolled in tap or ballet? 121 The neighborhoods that have paper or aluminum recycling are represented
c. How many students are by the union of the sets. There are 12  46  20 or 78 neighborhoods that have
paper or aluminum recycling.
enrolled in jazz and ballet
and not tap? 25
c. How many neighborhoods recycle paper and not aluminum?
The neighborhoods that have paper and not aluminum recycling are
represented by the nonintersecting portion of the paper region. There
are 12 neighborhoods that have paper and not aluminum recycling.
TRUTH TABLES

Intervention TRUTH TABLES A convenient method for organizing the truth values of
statements is to use a truth table .
New Tell students
that truth tables Negation
must display p p
all combinations T F If p is a true statement, then
p is a false statement.
of Ts and Fs to exhaust all F T If p is a false statement, then
p is a true statement.
possible outcomes, so for each
statement, p, q, and r, they will Truth tables can also be used to determine truth values of compound statements.
need to mix the occurrences of A conjunction is
true and false. First, they should true only when
determine the number of rows
Study Tip Conjunction both statements Disjunction
pq are true. pq
they need. Then fill the top half Tautology p q p q
A disjunction is
A compound sentence is a T T T T T T
of the p column with Ts and the tautology if its truth value
false only when
T F F T F T both statements
other half with Fs. For the q is always true. For are false.
column, they can alternate T example, “It is snowing or F T F F T T
it is not snowing” is a
and F the whole way down. If F F F F F F
tautology.
they need an r column, they can You can use the truth values for negation, conjunction, and disjunction to
alternate sets of 2 Ts and 2 Fs construct truth tables for more complex compound statements.
all the way down, and so on. 70 Chapter 2 Reasoning and Proof
Assure students that as long
as they initially set up the
basic structure correctly, they
Answers
should be able to produce the
rest of the table quite easily. 1. The conjunction (p and q) is represented by the intersection of the two circles.
2a. Sample answer: October has 31 days or
5  3 
8.
2b. Sample answer: A square has five right angles and the Postal Service does not deliver
mail on Sundays.
2c. Sample answer: July 5th is not a national holiday.
3. A conjunction is a compound statement using the word and, while a disjunction is a
compound statement using the word or.

70 Chapter 2 Reasoning and Proof

 Example 4 Construct Truth Tables In-Class Example Power
Point®
Construct a truth table for each compound statement.
a. p  q 4 Teaching Tip Tell students
Step 1 Make columns with the headings p, q,
q, and p 
q. that they could potentially
Step 2 List the possible combinations of truth values for p and q. interchange the columns for p,
Step 3 Use the truth values of q to determine the truth values of
q. q, and r in 4c, and as long as
Step 4 Use the truth values for p and
q to write the truth values for p 
q.
they correctly fill in the columns
for p  q and (p  q)  r, the
Step 1 p q q p  q overall outcome would be the
T T F F
same. They would still end up
with 5 Ts and 3 Fs, but the Ts
T F T T
and Fs would be in a different
F T F F
order.
F F T F
Construct a truth table for
each compound statement.
Step 2 Step 3 Step 4 a.
p  q
b. p  q
p q p p  q
p q p q p  q T T F T
T T F F F T F F F
T F F T T
F T T T
F T T F T
F F T T T F F T T
Study Tip
c. (p  q)  r b. p  (
q  r)
Truth Tables
Use the Fundamental Make columns for p, q, p  q, r, and (p  q)  r. p q r q q  r p  (q  r)
Counting Principle to
determine the number p q pq r (p  q)  r
T T T F F T
of rows necessary.
T T T T T T F T T T T
T F F T T T T F F F T
T T T F T T F F T F T
T F F F F
F T T F F F
F T F T T
F F F T T F F T T T T
F T F F F F T F F F F
F F F F F F F F T F F

c. (p  q) 
r
p q r r p  q (p  q)  r
T T T F T F
Concept Check 1. Describe how to interpret the Venn diagram
pq T F T F T F
for p  q.
1– 3. See margin. T T F T T T
2. OPEN ENDED Write a compound statement p q
for each condition. T F F T T T
a. a true disjunction F T T F T F
b. a false conjunction
c. a true statement that includes a negation F F T F F F
3. Explain the difference between a conjunction and a disjunction. F T F T T T
Lesson 2-2 Logic 71 F F F T F F

Differentiated Instruction
Logical/Mathematical Have students examine the relationship between
the number of simple statements (p, q, and r) and the number of rows
necessary to exhaust all possible combinations in a truth table. Point out
that for Example 4a, there are 2 statements and 4 rows; for Example 4c,
there are 3 statements and 8 rows. Ask students to form a conjecture
about how many rows would be needed for 4, 5, and n statements.
Similarly, students can examine the relationship between the number of
circles and the number of intersecting areas of a Venn diagram.
Lesson 2-2 Logic 71
 Guided Practice Use the following statements to write a compound statement for each conjunction

3 Practice/Apply GUIDED PRACTICE KEY

Exercises Examples
and disjunction. Then find its truth value. 4–9. See margin for statements.
p: 9 ⴙ 5 ⴝ 14
q: February has 30 days.
4–6 1 r: A square has four sides.
7–9 2
4. p and q false 5. p and r true 6. q  r false
Study Notebook 10–14
15–17
3
4 7. p or ~q true 8. q  r true 9. ~p  ~r false
Have students— 10. Copy and complete the truth table. p q q p  q
• add the definitions/examples of
T T F F
the vocabulary terms to their T F T T
Vocabulary Builder worksheets for F T F F
Chapter 2. F F T F
• include an example of a Venn
Construct a truth table for each compound statement. 11–14. See p. 123A.
diagram and an example of a
11. p  q 12. q  r 13. ~p  r 14. (p  q)  r
truth table.
• include any other item(s) that they Application AGRICULTURE For Exercises 15–17, refer to the Grain Production
find helpful in mastering the skills Venn diagram that represents the states producing
Corn Wheat
in this lesson. more than 100 million bushels of corn or wheat
per year. IA PA IL ND
NE IN MN
15. How many states produce more than 100 million MO CO SD WA
WI OH KS MT
bushels of corn? 14 MI KY ID
16. How many states produce more than 100 million
bushels of wheat? 7 Source: U.S. Department of Agriculture

About the Exercises… 17. How many states produce more than 100 million
bushels of corn and wheat? 3
Organization by Objective
• Determine Truth Values:
18–29, 42–48 ★ indicates increased difficulty
• Truth Tables: 30–41 Practice and Apply
Odd/Even Assignments Use the following statements to write a compound statement for each conjunction
Exercises 18–40 are structured and disjunction. Then find its truth value. 18– 29. See p. 123A for statements.
For See
so that students practice the Exercises Examples p: 
ⴚ64 ⴝ 8
same concepts whether they 18–29 1, 2 q: An equilateral triangle has three congruent sides.
30–41 4 r: 0 0
are assigned odd or even 42–48 3
s: An obtuse angle measures greater than 90° and less than 180°.
problems. Extra Practice
18. p and q false 19. p or q true 20. p and r false
Alert! Exercises 48–50 require See page 756.

the Internet or other research 21. r and s false 22. q or r true 23. q and s true
materials. 24. p  s false 25. q  r false 26. r  p false
27. s  q true 28. (p  q)  s true 29. s  (q and r) true

Assignment Guide
Copy and complete each truth table.
Basic: 19–37 odd, 41–51 odd,
30. p q p p  q 31. p q p q p  q
52–73
Average: 19–51 odd, 52–73 T T F T T T F F F
T F F F T F F T F
Advanced: 18–50 even, 51–52, F T T T F T T F F
54–69 (optional: 70–73) F F T T F F T T T

72 Chapter 2 Reasoning and Proof

Answers
4. 9  5  14 and February has
30 days. 8. February has 30 days or 45. Level of Participation
a square has four sides. Among 310 Students
5. 9  5  14 and a square has four
sides. 9. 9  5 14 or a square
does not have four Sports Academic
6. February has 30 days and a 20
sides. 95 Clubs
square has four sides. 60
7. 9  5  14 or February does not
have 30 days.

72 Chapter 2 Reasoning and Proof

 ★ 32. Copy and complete the truth table. NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-2 Guide
Study andIntervention
Guide and Intervention,
p. 63
Logic(shown) and p. 64
p q r pq (p  q)  r
Determine Truth Values A statement is any sentence that is either true or false. The
truth or falsity of a statement is its truth value. A statement can be represented by using a
T T T T T letter. For example,
Statement p: Chicago is a city in Illinois. The truth value of statement p is true.
T T F T F Several statements can be joined in a compound statement.

Statement p and statement q joined Statement p and statement q joined Negation: not p is the negation of
T F T T T by the word and is a conjunction. by the word or is a disjunction. the statement p.
Symbols: p  q (Read: p and q ) Symbols: p  q (Read: p or q) Symbols:
p (Read: not p)

T F F T F The conjunction p  q is true only

when both p and q are true.
The disjunction p  q is true if p is
true, if q is true, or if both are true.
The statements p and
p have
opposite truth values.

F T T T T Example 1 Write a compound Example 2 Write a compound

F T F T F statement for each conjunction. Then

find its truth value.
statement for each disjunction. Then
find its truth value.
p: An elephant is a mammal. p: A diameter of a circle is twice the radius.

Lesson 2-2
F F T F F q: A square has four right angles. q: A rectangle has four equal sides.
a. p  q a. p  q
F F F F F Join the statements with and: An elephant
is a mammal and a square has four right
Join the statements p and q with the
word or: A diameter of a circle is twice
angles. Both parts of the statement are the radius or a rectangle has four equal
true so the compound statement is true. sides. The first part of the compound
statement, p, is true, so the compound
Construct a truth table for each compound statement. 33– 40. See pp. 123A–123B. b. p  q

p is the statement “An elephant is not a
statement is true.

mammal.” Join
p and q with the word b. p  q

33. q and r 34. p or q 35. p or r 36. p and q and: An elephant is not a mammal and a
square has four right angles. The first
Join
p and q with the word or: A
diameter of a circle is not twice the
part of the compound statement,
p, is radius or a rectangle has four equal
37. q 
r 38.
p 
q ★ 39.
p  (q 
r) ★ 40. p  (
q 
r) false. Therefore the compound statement
is false.
sides. Neither part of the disjunction is
true, so the compound statement is false.

MUSIC For Exercises 41–44, use the following information. Exercises

Write a compound statement for each conjunction and disjunction.
A group of 400 teens were asked what type of Music Preference Then find its truth value.
p: 10  8
18 q: September has 30 days. r: A rectangle has four sides.
music they listened to. They could choose among 1. p and q 10  8  18 and September has 30 days; true.

pop, rap, and country. The results are shown in 2. p or r 10  8  18 or a rectangle has four sides; true.

the Venn diagram. Pop 34 Country

3. q or r September has 30 days or a rectangle has four sides; true.

4. q and
r September has 30 days and a rectangle does not have four
41. How many teens said that they listened to none of 175 45 sides; false.
7
these types of music? 42 Gl

Skills
NAME
/M G ______________________________________________
Hill

Practice, p. 65 and
63 DATE ____________
Gl PERIOD
G _____

25 10 2-2 Practice (Average)

42. How many said that they listened to all three types Practice,
Logic p. 66 (shown)
of music? 7 Rap Use the following statements to write a compound statement for each conjunction
and disjunction. Then find its truth value.
62 p: 60 seconds  1 minute
43. How many said that they listened to only pop and 42 q: Congruent supplementary angles each have a measure of 90.
r:
12  11
1
rap music? 25 1. p  q 60 seconds  1 minute and congruent supplementary angles each
have a measure of 90; true.
44. How many teens said that they listened to pop, rap, or country music? 358 2. q  r Congruent supplementary angles each have a measure of 90 or

12  11
1; true.
3.
p  q 60 seconds 1 minute or congruent supplementary angles each
SCHOOL For Exercises 45–47, use the following information. have a measure of 90; true.
1 minute and
12  11 
1; false.
In a school of 310 students, 80 participate in academic clubs, 115 participate in 4.
p 
r 60 seconds

sports, and 20 students participate in both. Copy and complete each truth table.

5. 6.
45. Make a Venn diagram of the data. See margin. p
T
q
T
p

F
q

F
p  q

F
p
T
q
T
p
F
p  q
T
p  (p  q)
T
T F F T T T F F F F
46. How many students participate in either clubs or sports? 175 F T T F T F T T T F
F F T T T F F T T F
47. How many students do not participate in either clubs or sports? 135
Construct a truth table for each compound statement.

RESEARCH For Exercises 48–50, use the Internet or another resource to determine 7. q  (p 
q) 8.
q  (
p  q)

p q q p  q q  (p  q) p q p q p  q q  (p  q)
whether each statement about cities in New York is true or false. T T F F T T T F F T F

48. Albany is not located on the Hudson river. false T F T

F T F
T
F
T
T
T F
F T
F
T
T
F
F
T
F
F

49. Either Rochester or Syracuse is located on Lake Ontario. true F F T F F F F T T T T

School 50. It is false that Buffalo is located on Lake Erie. false SCHOOL For Exercises 9 and 10, use the following
information. Work Work
The Venn diagram shows the number of students in the band After 3 Weekends

Nationwide, approximately CRITICAL THINKING For Exercises 51 and 52, use the following information. who work after school or on the weekends.
School
5
17

9. How many students work after school and on weekends? 3

80% of high school All members of Team A also belong to Team B, but only some members of 10. How many students work after school or on weekends? 25
seniors participate in
extracurricular activities.
Team B also belong to Team C. Teams A and C have no members in common. Gl NAME
/M G ______________________________________________
Hill 66 DATE ____________
Gl PERIOD
G _____

Athletics, performing arts, Reading

Readingto
to Learn
51. Draw a Venn diagram to illustrate the situation. See margin. 2-2 Learn Mathematics
ELL
and clubs are the most Mathematics,
Logic
p. 67
popular.
52. Which of the following statements is true? b Pre-Activity How does logic apply to school?

Source: National Center for a. If a person is a member of Team C, then the person is not a member of Read the introduction to Lesson 2-2 at the top of page 67 in your textbook.
How can you use logic to help you answer a multiple-choice question on a
Education Statistics Team A. standardized test if you are not sure of the correct answer? Sample answer:
Eliminate the choices that you know are wrong. Then choose the
one you think is most likely correct from the ones that are left.
b. If a person is not a member of Team B, then the person is not a member Reading the Lesson
of Team A. 1. Supply one or two words to complete each sentence.
a. Two or more statements can be joined to form a compound statement.
b. A statement that is formed by joining two statements with the word or is called a
c. No person that is a member of Team A can be a member of Team C. disjunction .
c. The truth or falsity of a statement is called its truth value .
d. A statement that is formed by joining two statements with the word and is called a
www.geometryonline.com/self_check_quiz Lesson 2-2 Logic 73 conjunction .

Lesson 2-2
Bill Bachmann/PhotoEdit e. A statement that has the opposite truth value and the opposite meaning from a given
statement is called the negation of the statement.

2. Use true or false to complete each sentence.

a. If a statement is true, then its negation is false .
NAME ______________________________________________ DATE ____________ PERIOD _____ b. If a statement is false, then its negation is true .
true
51. Enrichment,
2-2 Enrichment p. 68
c. If two statements are both true, then their conjunction is
their disjunction is true .
and

d. If two statements are both false, then their conjunction is false and
their disjunction is false .
B Letter Puzzles e. If one statement is true and another is false, then their conjunction is
An alphametic is a computation puzzle using letters instead of false and their disjunction is true .

C digits. Each letter represents one of the digits 0–9, and two
different letters cannot represent the same digit. Some alphametic 3. Consider the following statements:
A puzzles have more than one answer. p: Chicago is the capital of Illinois. q: Sacramento is the capital of California.
Write each statement symbolically and then find its truth value.
Example Solve the alphametic puzzle at the right. FOUR a. Sacramento is not the capital of California. q; false

Since R  E
E, the value of R must be 0. Notice that the  ONE b. Sacramento is the capital of California and Chicago is not the capital of Illinois.
 q  p; true
thousands digit must be the same in the first addend and the F I VE
sum. Since the value of I is 9 or less, O must be 4 or less. Use
trial and error to find values that work. Helping You Remember
F
8, O
3, U
1, R
0 8310 4. Prefixes can often help you to remember the meaning of words or to distinguish between
 347 similar words. Use your dictionary to find the meanings of the prefixes con and dis and
N
4, E
7, I
6, and V
5.  explain how these meanings can help you remember the difference between a
Can you find other solutions to this puzzle? 8657
conjunction and a disjunction. Sample answer: Con means together and dis
means apart, so a conjunction is an and (or both together) statement and
a disjunction is an or statement.
Find a value for each letter in each alphametic. Sample answers are shown

1. HALF 9703 2. TWO 734

Lesson 2-2 Logic 73

 53. WRITING IN MATH Answer the question that was posed at the beginning
4 Assess of the lesson. See margin.
How does logic apply to school?
Open-Ended Assessment Include the following in your answer:
Modeling Have students model • an example of a conjunction using statements about your favorite subject
and your favorite extracurricular activity, and
a Venn diagram and a truth table
• a Venn diagram showing various characteristics of the members of your
with buttons or chips. For the geometry class (for example, male/female, grade in school, and so on).
Venn diagram, students can
draw two large overlapping Standardized 54. Which statement about ABC has the same truth value
B
circles on a piece of paper and Test Practice as AB
BC? A
label them Science and English. A m
A
m
C B m
A
m
B
Then they can place buttons on C AC
BC D AB
AC
the diagram to represent the
A C
number of students in the class 55. ALGEBRA If the sum of two consecutive even integers
who like one, the other, or both is 78, which number is the greater of the two integers? C
subjects. Students can also draw A 36 B 38
a grid and use white buttons for C 40 D 42
true and black buttons for false to
model one of the truth tables in
the lesson.
Maintain Your Skills
Getting Ready for Mixed Review Make a conjecture about the next item in each sequence. (Lesson 2-1)
3 3 3
56. 3, 5, 7, 9 11 57. 1, 3, 9, 27 81 58. 6, 3, ,  
Lesson 2-3 2 4 8
1
Prerequisite Skill Students will 59. 17, 13, 9, 5 1 60. 64, 16, 4, 1  61. 5, 15, 45, 135 405
4
learn about conditional statements
in Lesson 2-3. They will substitute COORDINATE GEOMETRY Find the perimeter of each polygon. Round answers
to the nearest tenth. (Lesson 1-6)
the hypothesis and conclusion for
the if and then parts of statements. 63. 34.4 62. triangle ABC with vertices A(6, 7), B(1, 3), and C(2, 7) 33.1
Use Exercises 70–73 to determine 64. 30.4 63. square DEFG with vertices D(10, 9), E(5, 2), F(2, 7), and G(3, 14)
your students’ familiarity with 64. quadrilateral HIJK with vertices H(5, 10), I(8, 9), J(5, 5), and K(2, 4)
substituting numbers for variables 65. hexagon LMNPQR with vertices L(2, 1), M(4, 5), N(6, 4), P(7, 4), Q(5, 8),
and R(3, 7) 29.5
in algebraic expressions.
Measure each angle and classify it as right,
D
acute, or obtuse. (Lesson 1-4)
Assessment Options C
66.
ABC 145°, obtuse
Quiz (Lessons 2-1 and 2-2) is 67.
DBC 55°, acute
available on p. 119 of the Chapter 2 A B
68.
ABD 90°, right
Resource Masters.
69. FENCING Michelle wanted to put a fence around her rectangular garden. The
front and back measured 35 feet each, and the sides measured 75 feet each. If
Answer she wanted to make sure that she had enough feet of fencing, how much should
she buy? (Lesson 1-2) 222 ft
53. Sample answer: Logic can be
used to eliminate false choices on Getting Ready for PREREQUISITE SKILL Evaluate each expression for the given values.
a multiple choice test. Answers the Next Lesson (To review evaluating algebraic expressions, see page 736.)
should include the following. 70. 5a  2b if a
4 and b
3 14 71. 4cd  2d if c
5 and d
2 44
• Math is my favorite subject and 72. 4e  3f if e
1 and f
2 ⴚ10 73. 3g2  h if g
8 and h
8 184
drama club is my favorite 74 Chapter 2 Reasoning and Proof
activity.
• See students’ work.

74 Chapter 2 Reasoning and Proof

 Conditional Statements Lesson
Notes
• Analyze statements in if-then form.
• Write the converse, inverse, and contrapositive of if-then statements.

are conditional statements

1 Focus
Vocabulary used in advertisements?
• conditional statement
5-Minute Check
• if-then statement Advertisers often lure consumers into Transparency 2-3 Use as a
• hypothesis purchasing expensive items by convincing quiz or review of Lesson 2-2.
• conclusion them that they are getting something for
• related conditionals free in addition to their purchase. Mathematical Background notes
• converse -
are available for this lesson on
• inverse
p. 60C.
• contrapositive
• logically equivalent
are conditional
IF-THEN STATEMENTS The statements above are examples of conditional statements used in
statements. A conditional statement is a statement that can be written in if-then advertisements?
form. The first example above can be rewritten to illustrate this.
Ask students:
If you buy a car, then you get $1500 cash back. • Use the advertisements to
answer the following questions:
What happens if you buy a new
If-Then Statement
car? How can you get a free
• Words An if-then statement is written in the form if p, then q. The phrase
phone? You get $1500 cash back;
immediately following the word if is called the hypothesis , and the
enroll in phone service for one year.
phrase immediately following the word then is called the conclusion.
• Symbols p → q, read if p then q, or p implies q.
• How effective are these types
of advertisements? Why? Very
effective; people like to get
something for free, even if they
Example 1 Identify Hypothesis and Conclusion have to pay for something else.
Identify the hypothesis and conclusion of each statement.
Study Tip
a. If points A, B, and C lie on line ᐉ, then they are collinear.
Reading Math If points A, B, and C lie on line ᐉ, then they are collinear.
The word if is not part of
the hypothesis. The word
then is not part of the hypothesis conclusion
conclusion.
Hypothesis: points A, B, and C lie on line ᐉ
Conclusion: they are collinear

b. The Tigers will play in the tournament if they win their next game.
Hypothesis: the Tigers win their next game
Conclusion: they will play in the tournament

Identifying the hypothesis and conclusion of a statement is helpful when

writing statements in if-then form.
Lesson 2-3 Conditional Statements 75

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Teaching Geometry With Manipulatives 5-Minute Check Transparency 2-3
• Study Guide and Intervention, pp. 69–70 Masters, p. 43 Real-World Transparency 2
• Skills Practice, p. 71 Answer Key Transparencies
• Practice, p. 72
• Reading to Learn Mathematics, p. 73 Technology
• Enrichment, p. 74 GeomPASS: Tutorial Plus, Lesson 6
Interactive Chalkboard

Lesson x-x Lesson Title 75

IF-THEN STATEMENTS Example 2 Write a Conditional in If-Then Form
Identify the hypothesis and conclusion of each statement. Then write each
In-Class Examples Power
Point®
Study Tip statement in if-then form.
If-Then Statements a. An angle with a measure greater than 90 is an obtuse angle.
1 Identify the hypothesis and When you write a statement
Hypothesis: an angle has a measure greater than 90
conclusion of each statement. in if-then form, identify
the condition that causes the Conclusion: it is an obtuse angle
a. If a polygon has 6 sides, then result as the hypothesis. If an angle has a measure greater than 90, then it is an obtuse angle.
The result is the conclusion.
it is a hexagon. Hypothesis: a
polygon has 6 sides; Conclusion: b. Perpendicular lines intersect.
it is a hexagon Sometimes you must add information to a statement. In this case, it is necessary
to know that perpendicular lines come in pairs.
b. Tamika will advance to the
Hypothesis: two lines are perpendicular
next level of play if she
Conclusion: they intersect
completes the maze in her
If two lines are perpendicular, then they intersect.
computer game. Hypothesis:
Tamika completes the maze in
her computer game; Conclusion: Recall that the truth value of a statement is either true or false. The hypothesis
she will advance to the next level and conclusion of a conditional statement, as well as the conditional statement itself,
of play. can also be true or false.

2 Identify the hypothesis and

conclusion of each statement. Example 3 Truth Values of Conditionals
Then write each statement in SCHOOL Determine the truth value of the following statement for each set of
the if-then form. conditions.
a. Distance is positive. If you get 100% on your test, then your teacher will give you an A.
Hypothesis: a distance is a. You get 100%; your teacher gives you an A.
determined; Conclusion: it is The hypothesis is true since you got 100%, and the conclusion is true
because the teacher gave you an A. Since what the teacher promised is true,
positive; If a distance is
the conditional statement is true.
determined, then it is positive. Study Tip
b. A five-sided polygon is a Common b. You get 100%; your teacher gives you a B.
pentagon. Hypothesis: a polygon Misconception The hypothesis is true, but the conclusion is false. Because the result is not what
A true hypothesis does not
has five sides; Conclusion: it is a necessarily mean that a
was promised, the conditional statement is false.
pentagon; If a polygon has five conditional is true. Likewise,
sides, then it is a pentagon. a false conclusion does not c. You get 98%; your teacher gives you an A.
guarantee that a conditional
The hypothesis is false, and the conclusion is true. The statement does not say
Teaching Tip Tell students to is false.
what happens if you do not get 100% on the test. You could still get an A. It is
use parentheses to identify the also possible that you get a B. In this case, we cannot say that the statement is
hypothesis and conclusion in false. Thus, the statement is true.
each situation. Explain that if
the hypothesis in the situation d. You get 85%; your teacher gives you a B.
matches the hypothesis in the As in part c, we cannot say that the statement is false. Therefore, the conditional
original statement, students can statement is true.
mark a T over the parentheses; if
not, they can mark an F. They can
do the same for the conclusions. The resulting truth values in Example 3 can be used p q p→q
to create a truth table for conditional statements. Notice
T T T
3 Determine the truth value of that a conditional statement is true in all cases except
where the hypothesis is true and the conclusion is false. T F F
the following statement for
F T T
each set of conditions. If Yukon
F F T
rests for 10 days, his ankle will
heal. 76 Chapter 2 Reasoning and Proof

a. Yukon rests for 10 days, and

he still has a hurt ankle. false
b. Yukon rests for 3 days, and
he still has a hurt ankle. true Teacher to Teacher
c. Yukon rests for 10 days, and Nancy Lee Keen Martinsville High School, Martinsville, IN
he does not have a hurt ankle To develop the concept of conditional statements, I made posters of each of the
anymore. true four related conditionals. I wrote the hypotheses on yellow poster board, the
d. Yukon rests for 7 days, and conclusions on blue poster board, and NOT on red poster board. As we
he does not have a hurt ankle introduced each type of conditional, we placed the posters in the correct order.
anymore. true

76 Chapter 2 Reasoning and Proof

 CONVERSE, INVERSE, AND CONTRAPOSITIVE Other statements based CONVERSE, INVERSE, AND
on a given conditional statement are known as related conditionals .
CONTRAPOSITIVE
Related Conditionals In-Class Examples Power
Point®
Statement Formed by Symbols Examples
Conditional given hypothesis and conclusion p→q If two angles have the same measure, 4 Write the converse, inverse,
then they are congruent. and contrapositive of the
Converse exchanging the hypothesis and q→p If two angles are congruent, statement All squares are
conclusion of the conditional then they have the same measure. rectangles. Determine whether
Inverse negating both the hypothesis and
p →
q If two angles do not have the same each statement is true or false.
conclusion of the conditional measure, then they are not congruent. If a statement is false, give a
Contrapositive negating both the hypothesis and
q →
p If two angles are not congruent, then counterexample.
conclusion of the converse statement they do not have the same measure. Conditional: If a shape is a
square, then it is a rectangle.
Converse: If a shape is a
If a given conditional is true, the converse and inverse are not necessarily
true. However, the contrapositive of a true conditional is always true, and the rectangle, then it is a square.
Study Tip contrapositive of a false conditional is always false. Likewise, the converse and False; a rectangle with
 2 and
Contrapositive
inverse of a conditional are either both true or both false. w  4 is not a square. Inverse: If
The relationship of the Statements with the same truth values are said to be logically equivalent . So, a a shape is not a square, then it is
truth values of a conditional and its contrapositive are logically equivalent as are the converse and not a rectangle. False; a 4-sided
conditional and its inverse of a conditional. These relationships are summarized below.
contrapositive is known as
polygon with side lengths 2, 2, 4,
the Law of Contrapositive. Conditional Converse Inverse Contrapositive
and 4 is not a square.
p q
p→q q→p p → q q → p Contrapositive: If a shape is not
T T T T T T a rectangle, then it is not a
T F F T T F square. true
F T T F F T
F F T T T T

Concept Check
Example 4 Related Conditionals
In Lesson 2-2, p and q
Write the converse, inverse, and contrapositive of the statement Linear pairs of represented simple statements,
angles are supplementary. Determine whether each statement is true or false. If a
statement is false, give a counterexample.
not necessarily related to one
First, write the conditional in if-then form.
another. In this lesson, they
become the hypothesis and
Conditional: If two angles form a linear pair, then they are supplementary.
The conditional statement is true.
conclusion of a conditional
statement. Make sure students
Write the converse by switching the hypothesis and conclusion of the conditional. know that separately, p and q are
Converse: If two angles are supplementary, then they form a linear still simple statements, but they
pair. The converse is false.
ABC and
PQR are now have an interdependent
supplementary, but are not a linear pair. C
relationship. Before moving on,
P
Inverse: If two angles do not form a linear pair, students should feel very
110°
then they are not supplementary. The comfortable identifying the
A B
inverse is false.
ABC and
PQR do not 70° hypothesis and conclusion,
form a linear pair, but they are supplementary. Q R
determining the truth value of
The contrapositive is the negation of the hypothesis and conclusion of the converse. each one separately, and
Contrapositive: If two angles are not supplementary, then they do not form a determining their combined
linear pair. The contrapositive is true. truth value in various forms of
conditional statements.
www.geometryonline.com/extra_examples Lesson 2-3 Conditional Statements 77

Differentiated Instruction
Kinesthetic Provide index cards for each student labeled “Hypothesis,”
“Conclusion,” and “Implies” (or an arrow pointing to the right). Give each
student two cards labeled “Not” in red ink. Ask students to use the cards
to form a conditional, a converse, an inverse, and a contrapositive.
Students should respond by placing the cards in the correct position and
order to reflect the requests. Students can also use the cards to work
some examples or exercises in this lesson by writing the parts of
conditional statements on corresponding cards.
Lesson 2-3 Conditional Statements 77
 3 Practice/Apply Concept Check 1. Explain why writing a conditional statement in if-then form is helpful.
1 – 3. See margin. 2. OPEN ENDED Write an example of a conditional statement.
3. Compare and contrast the inverse and contrapositive of a conditional.
Study Notebook Guided Practice Identify the hypothesis and conclusion of each statement. 4– 6. See margin.
Have students— GUIDED PRACTICE KEY 4. If it rains on Monday, then I will stay home.
• add the definitions/examples of Exercises Examples 5. If x  3
7, then x
10.
6. If a polygon has six sides, then it is a hexagon.
the vocabulary terms to their 4–6 1
7–9, 15 2
Vocabulary Builder worksheets for 10–12 3 Write each statement in if-then form.
Chapter 2. 13, 14 4 7. A 32-ounce pitcher holds a quart of liquid.
8. The sum of the measures of supplementary angles is 180.
• include a simplified version of the 7. If a pitcher is a 9. An angle formed by perpendicular lines is a right angle.
Related Conditionals chart and 32-ounce pitcher,
the truth table on page 77. then it holds a quart Determine the truth value of the following statement for each set of conditions.
of liquid. If you drive faster than 65 miles per hour on the interstate, then you will receive
• include any other item(s) that they 8. If two angles are a speeding ticket.
find helpful in mastering the skills supplementary, then 10. You drive 70 miles per hour, and you receive a speeding ticket. true
in this lesson. the sum of the
measures of the 11. You drive 62 miles per hour, and you do not receive a speeding ticket. true
angles is 180. 12. You drive 68 miles per hour, and you do not receive a speeding ticket. false
9. If an angle is formed Write the converse, inverse, and contrapositive of each conditional statement.
by perpendicular lines, Determine whether each related conditional is true or false. If a statement is false,
then it is a right angle. find a counterexample. 13 –14. See margin.
About the Exercises… 13. If plants have water, then they will grow.
Organization by Objective 14. Flying in an airplane is safer than riding in a car.
• If-Then Statements: 16–39
• Converse, Inverse, and Application 15. FORESTRY In different regions of the country, different variations of trees
dominate the landscape. In Colorado, aspen trees cover high areas of the
Contrapositive: 40–45 mountains. In Florida, cypress trees rise from swamps. In Vermont, maple trees
are prevalent. Write these conditionals in if-then form. See p. 123B.
Odd/Even Assignments
Exercises 16–45 are structured Practice and Apply
so that students practice the
same concepts whether they Identify the hypothesis and conclusion of each statement. 16 – 21. See p. 123B.
are assigned odd or even 16. If 2x  6
10, then x
2.
For See
problems. Exercises Examples 17. If you are a teenager, then you are at least 13 years old.
16–21 1
18. If you have a driver’s license, then you are at least 16 years old.
Assignment Guide 22–27 2
28–39 3 19. If three points lie on a line, then they are collinear.
Basic: 17–47 odd, 48–68 40–45 4 20. “If a man hasn’t discovered something that he will die for, he isn’t fit to live.”
Average: 17–47 odd, 48–68 Extra Practice (Martin Luther King, Jr., 1963)
See page 756.
Advanced: 16–48 even, 50–65 21. If the measure of an angle is between 0 and 90, then the angle is acute.
(optional: 66–68) Write each statement in if-then form. 22–27. See p. 123B.
All: Quiz 1 (1–5) 22. Get a free visit with a one-year fitness plan.
23. Math teachers love to solve problems.
24. “I think, therefore I am.” (Descartes)
Answers
25. Adjacent angles have a common side.
1. Writing a conditional in if-then 26. Vertical angles are congruent.
form is helpful so that the hypoth- 27. Equiangular triangles are equilateral.
esis and conclusion are easily 78 Chapter 2 Reasoning and Proof
recognizable.
2. Sample answer: If you eat your
peas, then you will have dessert. 6. H: a polygon has six sides; C: it is 14. Converse: If you are safer than riding in a car,
3. In the inverse, you negate both a hexagon then you are flying in an airplane. False; there
the hypothesis and the conclusion 13. Converse: If plants grow, then they are other places that are safer than riding in a
of the conditional. In the contra- have water; true. Inverse: If plants car. Inverse: If you are not flying in an airplane,
positive, you negate the hypothesis do not have water, then they will then you are not safer than riding in a car. False;
and the conclusion of the converse. not grow; true. Contrapositive: If there are other places that are safer than riding
4. H: it rains on Monday; C: I will plants do not grow, then they do in a car. Contrapositive: If you are not safer than
stay home not have water. False; they may riding in a car, then you are not flying in an
5. H: x
3  7; C: x  10 have been killed by overwatering. airplane; true.

78 Chapter 2 Reasoning and Proof

 Determine the truth value of the following statement for each set of conditions. NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-3 Guide
Study andIntervention
Guide and Intervention,
If you are over 18 years old, then you vote in all elections. p. 69 (shown)
Conditional and p. 70
Statements
28. You are 19 years old and you vote. true If-then Statements An if-then statement is a statement such as “If you are reading
this page, then you are studying math.” A statement that can be written in if-then form is
called a conditional statement. The phrase immediately following the word if is the
29. You are 16 years old and you vote. true hypothesis. The phrase immediately following the word then is the conclusion.
A conditional statement can be represented in symbols as p → q, which is read “p implies q”
or “if p, then q.”
30. You are 21 years old and do not vote. false Example 1 Identify the hypothesis and conclusion of the statement.

31. You are 17 years old and do not vote. true If
X 
R and
R 
S, then
X 
S.
hypothesis conclusion

32. Your sister is 21 years old and votes. true Example 2 Identify the hypothesis and conclusion.
Write the statement in if-then form.
You receive a free pizza with 12 coupons.
33. Your dad is 45 years old and does not vote. false If you have 12 coupons, then you receive a free pizza.
hypothesis conclusion

Exercises
In the figure, P, Q, and R are collinear, P and A lie in Identify the hypothesis and conclusion of each statement.

plane M , and Q and B lie in plane N . Determine the 1. If it is Saturday, then there is no school. H: it is Saturday; C: there is no school
2. If x  8
32, then x
40. H: x
8  32; C: x  40
truth value of each statement.

Lesson 2-3
3. If a polygon has four right angles, then the polygon is a rectangle.
M H: a polygon has four right angles; C: the polygon is a rectangle
34. P, Q, and R lie in plane M . true A
Write each statement in if-then form.

35. 

QB lies in plane N . true 4. All apes love bananas.
If an animal is an ape, then it loves bananas.
5. The sum of the measures of complementary angles is 90. If two angles
36. Q lies in plane M . true are complementary, then the sum of their measures is 90.
P Q R 6. Collinear points lie on the same line.
37. P, Q, A, and B are coplanar. false If points are collinear, then they lie on the same line.

Determine the truth value of the following statement for each set of conditions.
B
38. 

AP contains Q. false N
If it does not rain this Saturday, we will have a picnic.
7. It rains this Saturday, and we have a picnic. true

46. Sample answer: 39. Planes M and N intersect at 


RQ . true 8. It rains this Saturday, and we don’t have a picnic. true
9. It doesn’t rain this Saturday, and we have a picnic. true
In Alaska, if it is 10. It doesn’t rain this Saturday, and we don’t have a picnic. false

summer, then there Write the converse, inverse, and contrapositive of each conditional statement. Gl NAME
/M G ______________________________________________
Hill 69 DATE ____________
Gl PERIOD
G _____

are more hours of Determine whether each related conditional is true or false. If a statement is false, Skills
2-3 Practice,
Practice (Average)
p. 71 and
daylight than dark- Practice,
Conditionalp. 72 (shown)
find a counterexample. 40–45. See p. 123B. Statements
ness. In Alaska, if it is 40. If you live in Dallas, then you live in Texas.
Identify the hypothesis and conclusion of each statement.

1. If 3x  4
5, then x
3.

winter, then there are H: 3x  4 
5; C: x 
3

more hours of dark- 41. If you exercise regularly, then you are in good shape. 2. If you take a class in television broadcasting, then you will film a sporting event.

ness than daylight. 42. The sum of two complementary angles is 90.
H: you take a class in television broadcasting;
C: you will film a sporting event

43. All rectangles are quadrilaterals. Write each statement in if-then form.

3. “Those who do not remember the past are condemned to repeat it.” (George Santayana)
If you do not remember the past, then you are condemned to repeat it.
44. All right angles measure 90.
4. Adjacent angles share a common vertex and a common side.
45. Acute angles have measures less than 90. If two angles are adjacent, then they share a common vertex and a
common side.

Determine the truth value of the following statement for each set of conditions.
SEASONS For Exercises 46 and 47, use the following information. If DVD players are on sale for less than $100, then you buy one.

Due to the movement of Earth around the sun, summer days in Alaska have more 5. DVD players are on sale for $95 and you buy one. true

6. DVD players are on sale for $100 and you do not buy one. true
hours of daylight than darkness, and winter days have more hours of darkness than
7. DVD players are not on sale for under $100 and you do not buy one. true
daylight. 8. Write the converse, inverse, and contrapositive of the conditional statement. Determine
whether each statement is true or false. If a statement is false, find a counterexample.
46. Write two true conditional statements in if-then form for summer days and If (
8) 2  0, then
8  0.
Converse: If
8 0, then (
8)2 0; true.
Seasons winter days in Alaska. Inverse: If (
8)2  0, then
8  0; true.
Contrapositive: If
8  0, then (
8)2  0; false.
At the poles, sunlight may 47. Write the converse of the two true conditional statements. State whether each is SUMMER CAMP For Exercises 9 and 10, use the following information.
shine continuously for six true or false. If a statement is false, find a counterexample. See p. 123B. Older campers who attend Woodland Falls Camp are expected to work. Campers who are
juniors wait on tables.
months during spring and 9. Write a conditional statement in if-then form.
summer, but never rises Sample answer: If you are a junior, then you wait on tables.
more than 23.5° above the 48. CRITICAL THINKING Write a false conditional statement. Is it possible to insert 10. Write the converse of your conditional statement.

horizon. During the other the word not into your conditional to make it true? If so, write the true If you wait on tables, then you are a junior.

six months of the year, the conditional. Gl

Reading
NAME
/M G ______________________________________________
Hill 72 DATE ____________
Gl PERIOD
G _____

poles are in darkness. 2-3 Readingto

to Learn
Learn Mathematics
Mathematics, p. 73 ELL
Conditional Statements
Source: U.S. Geological Survey 49. WRITING IN MATH Answer the question that was posed at the beginning Pre-Activity How are conditional statements used in advertisements?

of the lesson. See margin. Read the introduction to Lesson 2-3 at the top of page 75 in your textbook.
Does the second advertising statement in the introduction mean that you

How are conditional statements used in advertisements? will not get a free phone if you sign a contract for only six months of
service? Explain your answer. No; it only tells you what happens if
you sign up for one year.
Include the following in your answer: Reading the Lesson
1. Identify the hypothesis and conclusion of each statement.
• an example of a conditional statement in if-then form, and a. If you are a registered voter, then you are at least 18 years old. Hypothesis: you
are a registered voter; Conclusion: you are at least 18 years old
• an example of a conditional statement that is not in if-then form. b. If two integers are even, their product is even. Hypothesis: two integers are
even; Conclusion: their product is even
2. Complete each sentence.

www.geometryonline.com/self_check_quiz Lesson 2-3 Conditional Statements 79 a. The statement that is formed by replacing both the hypothesis and the conclusion of a
conditional with their negations is the inverse .
Galen Rowell/CORBIS
b. The statement that is formed by exchanging the hypothesis and conclusion of a
conditional is the converse .

3. Consider the following statement:

You live in North America if you live in the United States.
NAME ______________________________________________ DATE ____________ PERIOD _____

Answer
a. Write this conditional statement in if-then form and give its truth value. If the
statement is false, give a counterexample. If you live in the United States, then
Enrichment, p. 74 Lesson 2-3
2-3 Enrichment you live in North America; false: You live in Hawaii.
b. Write the inverse of the given conditional statement in if-then form and give its truth
value. If the statement is false, give a counterexample. If you do not live in the
49. Conditional statements can be used to Venn Diagrams United States, then you do not live in North America; false; sample
answer: You live in Mexico.
describe how to get a discount, rebate, or A type of drawing called a Venn diagram can be useful in explaining conditional
statements. A Venn diagram uses circles to represent sets of objects.
c. Write the contrapositive of the given conditional statement in if-then form and give
its truth value. If the statement is false, give a counterexample. If you do not live
in North America, then you do not live in the United States; false: You
refund. Sample answers should include the Consider the statement “All rabbits have long ears.” To make a Venn diagram for this
statement, a large circle is drawn to represent all animals with long ears. Then a
live in Hawaii.
d. Write the converse of the given conditional statement in if-then form and give its
smaller circle is drawn inside the first to represent all rabbits. The Venn diagram
following. shows that every rabbit is included in the group of long-eared animals.
The set of rabbits is called a subset of the set
truth value. If the statement is false, give a counterexample. If you live in North
America, then you live in the United States; false; sample answer: You
live in Canada.
animals with of long-eared animals.
• If you are not 100% satisfied, then return long ears
The Venn diagram can also explain how to write the
statement, “All rabbits have long ears,” in if-then form. Every
Helping You Remember
4. When working with a conditional statement and its three related conditionals, what is
the product for a full refund. rabbits
rabbit is in the group of long-eared animals, so if an animal is
a rabbit, then it has long ears.
an easy way to remember which statements are logically equivalent to each other?
Sample answer: The two statements whose names contain verse (the
converse and the inverse) are a logically equivalent pair. The other two
• Wearing a seatbelt reduces the risk of (the original conditional and the contrapositive) are the other logically
equivalent pair.
For each statement, draw a Venn diagram. Then write the sentence in if-then form.
injuries. 1 Every dog has long hair 2 All rational numbers are real

Lesson 2-3 Conditional Statements 79

 Standardized 50. Which statement has the same truth value as the following statement? C

4 Assess Test Practice If Ava and Willow are classmates, then they go to the same school.
A If Ava and Willow go to the same school, then they are classmates.
B If Ava and Willow are not classmates, then they do not go to the
Open-Ended Assessment same school.
Speaking Students can practice C If Ava and Willow do not go to the same school, then they are
their speaking skills by identifying not classmates.
parts of statements and translating D If Ava and Willow go to the same school, then they are not classmates.

statements into the converse, 51. ALGEBRA In a history class with 32 students, the ratio of girls to boys is 5 to 3.
inverse, and contrapositive aloud. How many more girls are there than boys? B
A 2 B 8 C 12 D 20

Getting Ready for

Lesson 2-4 Maintain Your Skills
Prerequisite Skill Students will Mixed Review Use the following statements to write a compound statement for each conjunction
learn about deductive reasoning and disjunction. Then find its truth value. (Lesson 2-2) 52–57. See margin.
in Lesson 2-4. They will apply p: George Washington was the first president of the United States.
q: A hexagon has five sides.
concepts of solving equations to
r: 60 ⴛ 3 ⴝ 18
deductive-reasoning techniques.
52. p  q false 53. q  r false 54. p  q true
Use Exercises 66–68 to determine
55. ~q  r true 56. p  ~q true 57. ~p  ~r false
your students’ familiarity with
solving equations. Make a conjecture based on the given information. Draw a figure to illustrate
your conjecture. (Lesson 2-1) 58–61. See margin for sample figures.
58. AB  CD; AD  BC 58. ABCD is a rectangle. 59. In FGH, m
F
45, m
G
67, m
H
68.
Assessment Options
59. The sum of the 60. J(3, 2), K(1, 8), L(5, 2) 61. In PQR, m
PQR
90
PQR is a right angle.
Practice Quiz 1 The quiz measures of the
provides students with a brief angles in a triangle Use the Distance Formula to find the distance between each pair of points.
is 180. (Lesson 1-3)
review of the concepts and skills
in Lessons 2-1 through 2-3. 60. JKL has two
 4.5
62. C(2, 1), D(0, 3) 20
 6.4
63. J(3, 5), K(1, 0) 41
Lesson numbers are given to the sides congruent.
 5.4
64. P(3, 1), Q(2, 3) 29
 11.2
65. R(1, 7), S(4, 3) 125
right of the exercises or
instruction lines so students can Getting Ready for PREREQUISITE SKILL Identify the operation used to change Equation (1) to
the Next Lesson Equation (2). (To review solving equations, see pages 737 and 738.) 66–68. See margin.
review concepts not yet 66. (1) 3x  4
5x  8
1
67. (1) (a  5)
12 68. (1) 8p
24
mastered. 2
(2) 3x
5x  12 (2) a  5
24 (2) p
3

Answers P ractice Quiz 1 Lessons 2-1 through 2-3

52. George Washington was the first Determine whether each conjecture is true or false. Give a counterexample for any false conjecture.
president of the United States and (Lesson 2-1)
a hexagon has 5 sides. 1. Given: WX
XY 2. Given:
1 and
2 are complementary.
Conjecture: W, X, and Y are collinear.
2 and
3 are complementary.
53. A hexagon has five sides or False; see p. 123B for counterexample. Conjecture: m
1
m
3 true
60 3  18.
Construct a truth table for each compound statement. (Lesson 2-2) 3–4. See p. 123B.
54. George Washington was the first 3. ~p  q 4. p  (q  r)
president of the United States or a
5. Write the converse, inverse, and contrapositive of the following conditional
hexagon has five sides.
statement. Determine whether each related conditional is true or false. If a
55. A hexagon doesn’t have five sides statement is false, find a counterexample. (Lesson 2-3)
or 60 3  18. If two angles are adjacent, then the angles have a common vertex. See p. 123C.

56. George Washington was the first

80 Chapter 2 Reasoning and Proof
president of the United States and
a hexagon doesn’t have five sides.
57. George Washington was not the 59. G 60. y K 61.
first president of the United States 67 P
and 60 3 18. F 45
58. D C 68
H Q R

A B 66. Subtract 4 from each side.

J L
67. Multiply each side by 2.
O x
68. Divide each side by 8.

80 Chapter 2 Reasoning and Proof

 Reading
Mathematics

Biconditional Statements Getting Started

Ashley began a new summer job, earning $10 an hour. If she works over 40 hours
a week, she earns time and a half, or $15 an hour. If she earns $15 an hour, she has Explain that true biconditional
worked over 40 hours a week. statements are extremely helpful
p: Ashley earns $15 an hour for writing proofs because they
q: Ashley works over 40 hours a week can be used forwards or
p → q: If Ashley earns $15 an hour, she has worked over 40 hours a week. backwards. Tell students,
q → p: If Ashley works over 40 hours a week, she earns $15 an hour. however, that they are not as
In this case, both the conditional and its converse are true. The conjunction of the common as regular conditionals,
two statements is called a biconditional . and students will need to be
wary and thorough when they
Biconditional Statement are determining whether a
• Words A biconditional statement is the conjunction of a conditional biconditional is true or false.
and its converse.
• Symbols (p → q)  (q → p) is written (p ↔ q) and read p if and only if q.
Teach
If and only if can be abbreviated iff.
Biconditional Statements
So, the biconditional statement is as follows. Students can also get some extra
p ↔ q: Ashley earns $15 an hour if and only if she works over 40 hours a week. practice writing the inverse and
contrapositive of each
Examples biconditional statement.
Write each biconditional as a conditional and its converse. Then determine
whether the biconditional is true or false. If false, give a counterexample.
a. Two angle measures are complements if and only if their sum is 90.
Conditional: If two angle measures are complements, then their sum is 90.
Assess
Converse: If the sum of two angle measures is 90, then they are complements.
Both the conditional and the converse are true, so the biconditional is true.
b. x 9 iff x 0 Study Notebook
Conditional: If x 9, then x 0.
Converse: If x 0, then x 9. Ask students to summarize what
The conditional is true, but the converse is not. Let x
2. Then 2 0 but 2 ⬎ 9.
So, the biconditional is false. they have learned about
biconditional statements.
Reading to Learn 1 –5. See margin.
Write each biconditional as a conditional and its converse. Then determine
whether the biconditional is true or false. If false, give a counterexample.
1. A calculator will run if and only if it has batteries.
2. Two lines intersect if and only if they are not vertical.
3. Two angles are congruent if and only if they have the same measure. ELL English Language
4. 3x  4
20 iff x
7.
Learners may benefit from
writing key concepts from this
5. A line is a segment bisector if and only if it intersects the segment at its midpoint.
activity in their Study Notebooks
Reading Mathematics Biconditional Statements 81 in their native language and then
in English.

Answers
1. Conditional: If a calculator runs, then it has 3. Conditional: If two angles are congruent, 5. Conditional: If a line is a segment
batteries. Converse: If a calculator has then they have the same measure. bisector, then it intersects the
batteries, then it will run. False; a calculator Converse: If two angles have the same segment at its midpoint. Converse:
may be solar powered. measure, then they are congruent. true If a line intersects a segment at
2. Conditional: If two lines intersect, then they 4. Conditional: If 3x
4  20, then x  7. its midpoint, then it is a segment
are not vertical. Converse: If two lines are Converse: If x  7, then 3x
4  20. bisector. true
not vertical, then they intersect. False; two False; 3x
4  17 when x  7.
parallel horizontal lines will not intersect.
Reading Mathematics Biconditional Statements 81
 Lesson Deductive Reasoning
Notes
• Use the Law of Detachment.

1 Focus • Use the Law of Syllogism.

does deductive reasoning

Weigh
(kg)
t Dose
(mg)
Vocabulary apply to health?
10–20
5-Minute Check 20–30 150
• deductive reasoning 200
Transparency 2-4 Use as a • Law of Detachment When you are ill, your doctor may prescribe an 30–40
250
40–50
quiz or review of Lesson 2-3. • Law of Syllogism antibiotic to help you get better. Doctors may use
50–60 300
a dose chart like the one shown to determine the 350
60–70
Mathematical Background notes correct amount of medicine you should take. 400

are available for this lesson on

p. 60D.
LAW OF DETACHMENT The process that doctors use to determine the
does deductive amount of medicine a patient should take is called deductive reasoning . Unlike
inductive reasoning, which uses examples to make a conjecture, deductive reasoning
reasoning apply
uses facts, rules, definitions, or properties to reach logical conclusions.
to health?
A form of deductive reasoning that is used to draw conclusions from true
Ask students: conditional statements is called the Law of Detachment .
• If you have a mass of 57.8 kg,
what dose will a doctor give
you based on the chart? 350 mg Law of Detachment
• Words If p → q is true and p is true, then q is also true.
• What might happen if a patient
used inductive reasoning to form • Symbols [(p → q)  p] → q
a conjecture about the dose of
an antidepressant based on the
chart above? Is this a safe Study Tip Example 1 Determine Valid Conclusions
method for health situations?
Validity The following is a true conditional. Determine whether each conclusion is valid
Sample answer: The dose of the When you apply the Law based on the given information. Explain your reasoning.
antidepressant might be much less of Detachment, make sure
that the conditional is true
If a ray is an angle bisector, then it divides the angle
than that of the antibiotic for the into two congruent angles.
before you test the validity
same weight, so the patient could of the conclusion.
 bisects
ABC.
A
a. Given: BD
potentially overdose on the D
Conclusion:
ABD 
CBD B
antidepressant; no.

 is the bisector
The hypothesis states that BD
of
ABC. Since the conditional is true and C
the hypothesis is true, the conclusion is valid.
b. Given:
PQT 
RQS P

 and QT
Conclusion: QS
 are angle bisectors.
Q
S
Knowing that a conditional statement and its conclusion
are true does not make the hypothesis true. An angle T
bisector divides an angle into two separate congruent
angles. In this case, the given angles are not separated by R
one ray. Instead, they overlap. The conclusion is not valid.

82 Chapter 2 Reasoning and Proof

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters School-to-Career Masters, p. 3 5-Minute Check Transparency 2-4
• Study Guide and Intervention, pp. 75–76 Teaching Geometry With Manipulatives Answer Key Transparencies
• Skills Practice, p. 77 Masters, p. 47
• Practice, p. 78 Technology
• Reading to Learn Mathematics, p. 79 Interactive Chalkboard
• Enrichment, p. 80
• Assessment, pp. 119, 121
 LAW OF SYLLOGISM Another law of logic is the Law of Syllogism. It is
similar to the Transitive Property of Equality.
2 Teach
Law of Syllogism LAW OF DETACHMENT
• Words If p → q and q → r are true, then p → r is also true.
• Symbols [(p → q)  (q → r)] → (p → r)
In-Class Example Power
Point®

1 The following is a true

conditional. Determine
Study Tip Example 2 Determine Valid Conclusions From Two Conditionals whether each conclusion is
Conditional CHEMISTRY Use the Law of Syllogism to determine whether a valid conclusion valid based on the given
Statements can be reached from each set of statements. information. Explain your
Label the hypotheses
and conclusions of a a. (1) If the symbol of a substance is Pb, then it is lead. reasoning.
series of statements (2) The atomic number of lead is 82. If two segments are congruent
before applying the
Law of Syllogism.
Let p, q, and r represent the parts of the statement. and the second segment is
p: the symbol of a substance is Pb congruent to a third segment,
q: it is lead then the first segment is also
r: the atomic number is 82 congruent to the third segment.
Statement (1): p → q X
a. Given: W UV; U
V
 RT
Statement (2): q → r Conclusion: 
WX RT true
Since the given statements are true, use the Law of Syllogism to conclude p → r.
That is, If the symbol of a substance is Pb, then its atomic number is 82. b. Given: ; W
UV X 
RT
Conclusion: 
WX
UV and
b. (1) Water can be represented by H2O. V
U  false
RT
(2) Hydrogen (H) and oxygen (O) are in the atmosphere.
There is no valid conclusion. While both statements are true, the conclusion of
each statement is not used as the hypothesis of the other.
LAW OF SYLLOGISM

Example 3 Analyze Conclusions In-Class Example Power

Point®
Determine whether statement (3) follows from statements (1) and (2) by the Law
of Detachment or the Law of Syllogism. If it does, state which law was used. If
2 PROM Use the Law of
it does not, write invalid. Syllogism to determine
a. (1) Vertical angles are congruent. whether a valid conclusion
(2) If two angles are congruent, then their measures are equal. can be reached from each set
(3) If two angles are vertical, then their measures are equal. of statements.
p: two angles are vertical a. (1) If Salline attends the prom,
q: they are congruent she will go with Mark.
r: their measures are equal (2) Mark is a 17-year-old
Statement (3) is a valid conclusion by the Law of Syllogism. student. not valid
b. (1) If Mel and his date eat at
b. (1) If a figure is a square, then it is a polygon.
the Peddler Steakhouse before
(2) Figure A is a polygon. going to the prom, they will
(3) Figure A is a square. miss the senior march.
Statement (1) is true, but statement (3) does not follow from statement (2). (2) The Peddler Steakhouse
Not all polygons are squares.
stays open until 10 P.M.
Statement (3) is invalid.
not valid
www.geometryonline.com/extra_examples Lesson 2-4 Deductive Reasoning 83 In-Class Example 3 is on p. 84.

Differentiated Instruction ELL

Verbal/Linguistic Have students write a paragraph to explain and
provide an example for the Law of Detachment. Repeat for the Law of
Syllogism. Then students can write another paragraph to point out
similarities and differences between the two laws. They can place their
written explanations in their study notebooks.

Lesson 2-4 Deductive Reasoning 83

In-Class Example Power
Point®
Concept Check 1. OPEN ENDED Write an example to illustrate the correct use of
3 Determine whether statement the Law of Detachment. 1–3. See margin.
(3) follows from statements
2. Explain how the Transitive Property of Equality is similar to the
(1) and (2) by the Law of Law of Syllogism.
Detachment or the Law of
3. FIND THE ERROR An article in a magazine states that if you get seasick, then
Syllogism. If it does, state
you will get dizzy. It also says that if you get seasick, you will get an upset
which law was used. If it stomach. Suzanne says that this means that if you get dizzy, then you will get
does not, write invalid. an upset stomach. Lakeisha says that she is wrong. Who is correct? Explain.
a. (1) If the sum of the squares of
two sides of a triangle is equal Guided Practice Determine whether the stated conclusion is valid based on the given information.
to the square of the third side, If not, write invalid. Explain your reasoning.
then the triangle is a right If two angles are vertical angles, then they are congruent.
triangle. (2) For XYZ, GUIDED PRACTICE KEY 4. Given:
A and
B are vertical angles.
Conclusion:
A 
B valid
(XY)2  (YZ)2
(ZX)2. Exercises Examples
(3) XYZ is a right triangle. 4, 5 1 5. Given:
C 
D
Law of Detachment 6, 7 2 Conclusion:
C and
D are vertical angles. Invalid; congruent angles
8, 9 3 do not have to be vertical.
b. (1) If Ling wants to participate Use the Law of Syllogism to determine whether a valid conclusion can be reached
in the wrestling competition, from each set of statements. If a valid conclusion is possible, write it. If not, write
no conclusion.
he will have to meet an extra
6. If you are 18 years old, you are in college.
three times a week to practice.
You are in college. no conclusion
(2) If Ling adds anything
extra to his weekly schedule, 7. The midpoint of a 7. The midpoint divides a segment into two congruent segments.
segment divides it into If two segments are congruent, then their measures are equal.
he cannot take karate lessons. two segments with
(3) If Ling wants to participate equal measures. Determine whether statement (3) follows from statements (1) and (2) by the Law
in the wrestling competition, of Detachment or the Law of Syllogism. If it does, state which law was used. If it
he cannot take karate lessons. does not, write invalid. 8. valid; Law of Syllogism
Law of Syllogism 8. (1) If Molly arrives at school at 7:30 A.M., she will get help in math.
(2) If Molly gets help in math, then she will pass her math test.
(3) If Molly arrives at school at 7:30 A.M., then she will pass her math test.
9. (1) Right angles are congruent.
3 Practice/Apply (2)
X 
Y
(3)
X and
Y are right angles. invalid

Application INSURANCE For Exercises 10 and 11, use the following information.
Study Notebook An insurance company advertised the following monthly rates for life insurance.

Have students— Premium for $30,000 Premium for $50,000

If you are a: Coverage Coverage
• add the definitions/examples of
Female, age 35 $14.35 $19.00
the vocabulary terms to their Male, age 35 $16.50 $21.63
Vocabulary Builder worksheets for Female, age 45 $21.63 $25.85
Male, age 45 $23.75 $28.90
Chapter 2.
• include any other item(s) that they
10. If Ann is 35 years old and she wants to purchase $30,000 of insurance from this
find helpful in mastering the skills company, then what is her premium? $14.35
in this lesson. 11. If Terry paid $21.63 for life insurance, can you conclude that Terry is 35?
Explain. No; Terry could be a man or a woman. She could be 45 and
84 Chapter 2 Reasoning and Proof
have purchased $30,000 of life insurance.

FIND THE ERROR Answers

Explain that if 1. Sample answer: a: If it is rainy, the game will be cancelled. b: It
you have p → q and is rainy. c: The game will be cancelled.
p → r, you cannot assume q → r,
2. Transitive Property of Equality:
as Suzanne tries to do. Tell
a  b and b  c implies a  c. Law of Syllogism: a implies b
students that the same hypothesis
and b implies c implies a implies c. Each statement establishes
can imply two different
a relationship between a and c through their relationships to b.
conclusions, but the conclusions
are not related to one another. 3. Lakeisha; if you are dizzy, that does not necessarily mean that
you are seasick and thus have an upset stomach.
84 Chapter 2 Reasoning and Proof
 Practice and Apply
For Exercises 12–19, determine whether the stated conclusion is valid based on the
About the Exercises…
given information. If not, write invalid. Explain your reasoning. Organization by Objective
For See If two numbers are odd, then their sum is even. • Law of Detachment: 12–19
Exercises Examples
12–19 1 12. Given: The sum of two numbers is 22. • Law of Syllogism: 20–29
20–23 2 Conclusion: The two numbers are odd. invalid; 10  12  22
24–29 3 Odd/Even Assignments
13. Given: The numbers are 5 and 7.
Extra Practice Conclusion: The sum is even.
Exercises 12–29 are structured
See page 757. so that students practice the
14. Given: 11 and 23 are added together.
Conclusion: The sum of 11 and 23 is even.
same concepts whether they
13. Valid; since 5 and are assigned odd or even
7 are odd, the Law of 15. Given: The numbers are 2 and 6.
Conclusion: The sum is odd. Invalid; the sum is even.
problems.
Detachment indicates
that their sum is even. Alert! Exercise 31 requires the
14. Valid; since 11 If three points are noncollinear, then they determine a plane. Internet or other research
and 23 are odd, the 16. Given: A, B, and C are noncollinear. materials.
Law of Detachment Conclusion: A, B, and C determine a plane.
indicates that their
sum is even.
17. Given: E, F, and G lie in plane M.
Conclusion: E, F, and G are noncollinear.
Assignment Guide
16. Valid; A, B, and C Basic: 13–31 odd, 32–58
18. Given: P and Q lie on a line.
are noncollinear, and Conclusion: P and Q determine a plane. Average: 13–31 odd, 32–58
by definition three
noncollinear points 19. Given: XYZ Advanced: 12–30 even, 32,
determine a plane. Conclusion: X, Y, and Z determine a plane. 34–55 (optional: 56–58)
17. Invalid; E, F, and
Use the Law of Syllogism to determine whether a valid conclusion can be reached
G are not necessarily
from each set of statements. If a valid conclusion is possible, write it. If not, write
noncollinear.
no conclusion.
18. Invalid; the
20. If you spend money on it, then it is a business.
hypothesis is false as
If you spend money on it, then it is fun. no conclusion
there are only two
points. 21. If the measure of an angle is less than 90, then it is acute.
19. Valid; the vertices If an angle is acute, then it is not obtuse.
of a triangle are non- 22. If X is the midpoint of segment YZ, then YX
XZ.
collinear, and If the measures of two segments are equal, then they are congruent.
therefore determine
23. If two lines intersect to form a right angle, then they are perpendicular.
a plane.
Lines ᐉ and m are perpendicular. no conclusion
21. If the measure of
an angle is less than Determine whether statement (3) follows from statements (1) and (2) by the Law
90, then it is not of Detachment or the Law of Syllogism. If it does, state which law was used. If it
obtuse. does not, write invalid.
22. If X is the mid- 24. (1) In-line skaters live dangerously.
point of Y
Z
, then (2) If you live dangerously, then you like to dance.
Y
X
 X
Z
. (3) If you are an in-line skater, then you like to dance. yes; Law of Syllogism
25. (1) If the measure of an angle is greater than 90, then it is obtuse.
(2) m
ABC > 90
(3)
ABC is obtuse. yes; Law of Detachment
26. (1) Vertical angles are congruent.
(2)
3 
4
(3)
3 and
4 are vertical angles. invalid
27. (1) If an angle is obtuse, then it cannot be acute.
(2)
A is obtuse.
(3)
A cannot be acute. yes; Law of Detachment
Lesson 2-4 Deductive Reasoning 85

Lesson 2-4 Deductive Reasoning 85

 NAME ______________________________________________ DATE ____________ PERIOD _____
Determine whether statement (3) follows from statements (1) and (2) by the Law
Study
2-4 Guide
Study andIntervention
Guide and Intervention,
p. 75 (shown) and p. 76 of Detachment or the Law of Syllogism. If it does, state which law was used. If it
Deductive Reasoning
Law of Detachment Deductive reasoning is the process of using facts, rules,
does not, write invalid.
definitions, or properties to reach conclusions. One form of deductive reasoning that draws
conclusions from a true conditional p → q and a true statement p is called the Law of
Detachment.
28. (1) If you drive safely, then you can avoid accidents.
Law of Detachment If p → q is true and p is true, then q is true. 30. then he could (2) Tika drives safely.
Symbols [(p → q)]  p] → q
hear the grating noise (3) Tika can avoid accidents. yes; Law of Detachment
Example The statement If two angles are supplementary to the same angle,
then they are congruent is a true conditional. Determine whether each conclusion
of the fish canneries 29. (1) If you are a customer, then you are always right.
is valid based on the given information. Explain your reasoning.
a. Given:
A and
C are supplementary to
B. F
(2) If you are a teenager, then you are always right.
Conclusion:
A is congruent to
C.
The statement
A and
C are supplementary to
B is
G
B A
E

D
(3) If you are a teenager, then you are a customer. invalid
H
the hypothesis of the conditional. Therefore, by the Law C
of Detachment, the conclusion is true.
J
b. Given:
A is congruent to
C.
Conclusion:
A and
C are supplementary to
B.
30. LITERATURE John Steinbeck, a Pulitzer Prize winning author, lived in
The statement
A is congruent to
C is not the hypothesis
of the conditional, so the Law of Detachment cannot be used.
Monterey, California, for part of his life. In 1945, he published the book, Cannery
The conclusion is not valid.
Row, about many of his local working-class heroes from Monterey. If you visited
Exercises Cannery Row in Monterey during the 1940s, then you could hear the grating
Determine whether each conclusion is valid based on the true conditional given.
If not, write invalid. Explain your reasoning. noise of the fish canneries. Write a valid conclusion to the following hypothesis.
If two angles are complementary to the same angle, then the angles are congruent.

1. Given:
A and
C are complementary to
B. If John Steinbeck lived in Monterey in 1941, . . .
Conclusion:
A is congruent to
C.
The given statement is the hypothesis of the conditional statement.
Since the conditional is true, the conclusion
A 
C is true. Lesson 2-4
31. SPORTS In the 2002 Winter Olympics, Canadian speed skater Catriona Le May
2. Given:
A 
C
Conclusion:
A and
C are complements of
B. Doan won her second Olympic title in 500-meter speed skating. Ms. Doan was
The given statement is not the hypothesis of the conditional.
Therefore, the conclusion is invalid. in the last heat for the second round of that race. Use the two true conditional
3. Given:
E and
F are complementary to
G.
Conclusion:
E and
F are vertical angles. Literature statements to reach a valid conclusion about Ms. Doan’s 2002 competition.
While the given statement is the hypothesis of the conditional statement,
the statement that
E and
F are vertical angles is not the conclusion of The Pulitzer Prize is (1) If Catriona Le May Doan skated her second 500 meters in 37.45 seconds,
the conditional. The conclusion is invalid.
awarded annually for then she would beat the time of Germany’s Monique Garbrecht-Enfeldt.
Gl NAME
/M G ______________________________________________
Hill 75 DATE ____________
Gl PERIOD
G _____ outstanding contributions (2) If Ms. Doan beat the time of Monique Garbrecht-Enfeldt, then she would
Skills
2-4 Practice,
Practice (Average)
p. 77 and in the fields of journalism,
Practice, p. 78 (shown)
Deductive Reasoning literature, drama, and
win the race. If Catriona Le May Doan skated her second 500 meters in
Determine whether the stated conclusion is valid based on the given information.
music. 37.45 seconds, then she would win the race.
If not, write invalid. Explain your reasoning.
If a point is the midpoint of a segment, then it divides the segment into two
congruent segments.
Source: www.pulitzer.org Online Research Data Update Use the Internet or another resource
1. Given: R is the midpoint of .
QS to find the winning times for other Olympic events. Write statements
Conclusion: QR 
RS

S
Valid; since R is the midpoint of Q
, the Law of Detachment indicates using these times that can lead to a valid conclusion. Visit
that it divides

into two congruent segments.
QS
www.geometryonline.com/data_update to learn more.
2. Given: 
ABBC
C
Conclusion: B divides A into two congruent segments.
Invalid; the points A, B, and C may not be collinear, and if they are not,

C
then B will not be the midpoint of A
. 32. Sample answer: 32. CRITICAL THINKING An advertisement states that “If you like to ski, then
Use the Law of Syllogism to determine whether a valid conclusion can be reached
Stacey assumed that you’ll love Snow Mountain Resort.” Stacey likes to ski, but when she went to
from each set of statements. If a valid conclusion is possible, write it.

3. If two angles form a linear pair, then the two angles are supplementary.
the conditional state- Snow Mountain Resort, she did not like it very much. If you know that Stacey
If two angles are supplementary, then the sum of their measures is 180.
If two angles form a linear pair, then the sum of their measures is 180.
ment was true. saw the ad, explain how her reasoning was flawed.
4. If a hurricane is Category 5, then winds are greater than 155 miles per hour.
If winds are greater than 155 miles per hour, then trees, shrubs, and signs are blown down.
If a hurricane is Category 5, then trees, shrubs, and signs are blown down. 33. WRITING IN MATH Answer the question that was posed at the beginning
Determine whether statement (3) follows from statements (1) and (2) by the Law of the lesson. See p. 123C.
of Detachment or the Law of Syllogism. If it does, state which law was used. If it
does not, write invalid.
How does deductive reasoning apply to health?
5. (1) If a whole number is even, then its square is divisible by 4.
(2) The number I am thinking of is an even whole number.
(3) The square of the number I am thinking of is divisible by 4. Include the following in your answer:
yes; Law of Detachment

6. (1) If the football team wins its homecoming game, then Conrad will attend the school • an explanation of how doctors may use deductive reasoning to prescribe
dance the following Friday.
(2) Conrad attends the school dance on Friday. medicine, and
(3) The football team won the homecoming game.
invalid
• an example of a doctor’s uses of deductive reasoning to diagnose an illness,
7. BIOLOGY If an organism is a parasite, then it survives by living on or in a host
organism. If a parasite lives in or on a host organism, then it harms its host. What
conclusion can you draw if a virus is a parasite?
such as strep throat or chickenpox.
If a virus is a parasite, then it harms its host.

NAME ______________________________________________
78 DATE ____________
Gl PERIOD
G _____
Gl
Reading
2-4
/M G

Readingto
Hill

to Learn
Learn Mathematics Standardized 34. Based on the following statements, which statement must be true? C
Mathematics, p. 79 ELL
Deductive Reasoning Test Practice I If Yasahiro is an athlete and he gets paid, then he is a professional athlete.
Pre-Activity How does deductive reasoning apply to health? II Yasahiro is not a professional athlete.
Read the introduction to Lesson 2-4 at the top of page 82 in your textbook.
Suppose a doctor wants to use the dose chart in your textbook to prescribe III Yasahiro is an athlete.
an antibiotic, but the only scale in her office gives weights in pounds. How
can she use the fact that 1 kilogram is about 2.2 pounds to determine the
correct dose for a patient? Sample answer: The doctor can divide
A Yasahiro is an athlete and he gets paid.
the patient’s weight in pounds by 2.2 to find the equivalent
mass in kilograms. She can then use the dose chart. B Yasahiro is a professional athlete or he gets paid.
Reading the Lesson
If s, t, and u are three statements, match each description from the list on the left
C Yasahiro does not get paid.
with a symbolic statement from the list on the right.
1. negation of t e a. s  u D Yasahiro is not an athlete.
2. conjunction of s and u g b. [(s → t)  s] → t
3. converse of s → t h c.
s →
u
86 Chapter 2 Reasoning and Proof
4. disjunction of s and u a d.
u →
s
5. Law of Detachment b e.
t AP/Wide World Photos
6. contrapositive of s → t j f. [(u → t)  (t → s)] → (u → s)
7. inverse of s → u c g. s  u
8. contrapositive of s → u d h. t → s
NAME ______________________________________________ DATE ____________ PERIOD _____
9. Law of Syllogism f i. t
10. negation of
t i j.
t →
s

11. Determine whether statement (3) follows from statements (1) and (2) by the Law of
Enrichment,
2-4 Enrichment p. 80
Detachment or the Law of Syllogism. If it does, state which law was used. If it does not,
write invalid.
a. (1) Every square is a parallelogram.
Valid and Faulty Arguments
(2) Every parallelogram is a polygon. Consider the statements at the right. (1) Boots is a cat.
(3) Every square is a polygon. yes; Law of Syllogism What conclusions can you make? (2) Boots is purring.
b. (1)If two lines that lie in the same plane do not intersect, they are parallel. (3) A cat purrs if it is happy.
(2) Lines
and m lie in plane U and do not intersect.
From statements 1 and 3, it is correct to conclude that Boots
(3) Lines
and m are parallel. yes; Law of Detachment
purrs if it is happy. However, it is faulty to conclude from only
c. (1) Perpendicular lines intersect to form four right angles. statements 2 and 3 that Boots is happy. The if-then form of
(2)
A,
B,
C, and
D are four right angles. statement 3 is If a cat is happy, then it purrs.
(3)
A,
B,
C, and
D are formed by intersecting perpendicular lines. invalid
Advertisers often use faulty logic in subtle ways to help sell
Helping You Remember their products. By studying the arguments, you can decide
whether the argument is valid or faulty.
12. A good way to remember something is to explain it to someone else. Suppose that a
classmate is having trouble remembering what the Law of Detachment means?
Sample answer: The word detach means to take something off of another
thing. The Law of Detachment says that when a conditional and its Decide if each argument is valid or faulty.
hypothesis are both true, you can detach the conclusion and feel
confident that it too is a true statement. 1. (1) If you buy Tuff Cote luggage, it 2. (1) If you buy Tuff Cote luggage, it
will survive airline travel. will survive airline travel.
(2) Justin buys Tuff Cote luggage. (2) Justin’s luggage survived airline travel.
C l ’ l ll C l h ff C

86 Chapter 2 Reasoning and Proof

 35. ALGEBRA At a restaurant, a diner uses a coupon for 15% off the cost of one
meal. If the diner orders a meal regularly priced at $16 and leaves a tip of 20%
of the discounted meal, how much does she pay in total? B 4 Assess
A $15.64 B $16.32 C $16.80 D $18.72
Open-Ended Assessment
Modeling Students can use
Maintain Your Skills shapes of paper to model the Law
of Detachment and the Law of
Mixed Review ADVERTISING For Exercises 36–38, use the following information. (Lesson 2-3) Syllogism. For example, you
36. If you try Casa Advertising writers frequently use if-then statements to relay a message and could provide students with two
Fiesta, then you’re promote their product. An ad for a type of Mexican food reads, If you’re looking
for a fast, easy way to add some fun to your family’s menu, try Casa Fiesta.
yellow squares of laminated
looking for a fast, construction paper marked with p,
easy way to add some 36. Write the converse of the conditional.
fun to your family’s two blue triangles marked with
37. What do you think the advertiser wants people to conclude about
menu. Casa Fiesta products? q, and two red circles marked
37. They are a fast, 38. Does the advertisement say that Casa Fiesta adds fun to your family’s menu?
with r. Students can physically
easy way to add fun to arrange the shapes to represent
your family’s menu. Construct a truth table for each compound statement. (Lesson 2-2) 39–42. See p. 123C. the symbolic relationships of the
38. No; the conclusion 39. q  r 40. ~p  r 41. p  (q  r) 42. p  (~q  r) two laws. They could also secure
is implied. these shapes in their study
For Exercises 43–47, refer to the figure at the right. (Lesson 1-5) notebooks for a colorful
43. Which angle is complementary to
FDG?
HDG reminder of these laws.
44. Sample answer: 44. Name a pair of vertical angles.

KHJ and
DHG 45. Name a pair of angles that are noncongruent F

45. Sample answer: and supplementary. Getting Ready for

JHK and
DHK 46. Identify
FDH and
CDH as congruent, adjacent, D
G
Lesson 2-5
46. congruent, adja- vertical, complementary, supplementary, and/or
a linear pair. H
Prerequisite Skill Students will
cent, supplementary, learn about postulates and
linear pair 47. Can you assume that  D C C
K? Explain. Yes, slashes
on the segments indicate that they are congruent. C K J paragraph proofs in Lesson 2-5.
They will extract information from
Use the Pythagorean Theorem to find the distance between each pair of points. figures to test postulates and
(Lesson 1-3) write proofs. Use Exercises 56–58
48. A(1, 5), B(2, 9) 5 49. C(4, 2), D(2, 6) 10 to determine your students’
50. F(7, 4), G(1, 0)
 7.2
52 51. M(5, 0), N(4, 7)
 11.4
130 familiarity with information
from figures.
For Exercises 52–55, draw and label a figure for each relationship. (Lesson 1-1)
52. 

FG lies in plane M and contains point H. 52–55. See margin.
Assessment Options
53. Lines r and s intersect at point W.
54. Line
contains P and Q, but does not contain R. Quiz (Lessons 2-3 and 2-4) is
55. Planes A and B intersect in line n.
available on p. 119 of the Chapter 2
Resource Masters.
Getting Ready for PREREQUISITE SKILL Write what you can assume about the segments or angles
Mid-Chapter Test (Lessons 2-1
the Next Lesson listed for each figure. (To review information from figures, see Lesson 1-5.)
57.
1,
2 58.
4,
5,
6
through 2-4) is available on
56. A
M, C
M, 
CN, 
BN
56–58. See margin. p. 121 of the Chapter 2 Resource
A
Masters.
4 5
6
M
2
1
56. Sample answer: C
M


,

AM CN

C N B

N
B
, AM  CM, CN  BN, M is
www.geometryonline.com/self_check_quiz Lesson 2-4 Deductive Reasoning 87

C
midpoint of A
, N is midpoint

C
of B
.
57. Sample answer:
1 and
2 are
Answers
complementary, m
1  m
2 
52. 53. 55. 90.
M W r A
n 58. Sample answer:
4 and
5 are
H
F G s supplementary, m
4  m
5 
B 180,
5 and
6 are supple-
54. Q
mentary, m
5  m
6  180,


P
4 
6, m
4  m
6.
R

Lesson 2-4 Deductive Reasoning 87

Geometry
Activity A Follow-Up of Lesson 2-4

A Follow-Up of Lesson 2-4

Getting Started Matrix Logic

Deductive reasoning can be used in problem-solving situations. One method of
You could provide students with solving problems uses a table. This method is called matrix logic .
a sheet of three blank logic tables
in which they would fill in the Example
titles of the rows and columns, GEOLOGY On a recent test, Rashaun Mineral Color Hardness
or ask students to use a ruler to was given five different mineral samples
Biotite brown or black softer than glass
to identify, along with the chart at right.
draw the tables as they go along. Rashaun observed the following. Halite white softer than glass
Hematite red softer than glass
Objective Apply deductive • Sample C is brown.
• Samples B and E are harder white, pink, or
reasoning by using matrix logic Feldspar harder than glass
than glass. green
tables to solve problems. Jaspar red harder than glass
• Samples D and E are red.
Identify each of the samples.

Teach Make a table to organize the information.

Mark each false condition with an ⫻ and each
Sample A B C D E

true condition with a ⻫. The first observation Biotite ⫻ ⫻ ⻫ ⫻ ⫻

• When students are considering Halite ⫻ ⫻ ⫻ ⫻
is that Sample C is brown. Only one of the
the second observation, tell minerals, biotite, is brown, so place a check in Hematite ⫻ ⫻ ⫻
them they can think in terms of the box that corresponds to biotite and Feldspar ⫻ ⫻ ⫻
boxes to mark out or boxes to Sample C. Then place an ⫻ in each of the
other boxes in the same column and row. Jaspar ⫻ ⫻ ⫻ ⫻ ⻫
leave open. The only two
minerals that are harder than
The second observation is that Samples B and
glass are feldspar and jasper, E are harder than glass. Place an ⫻ in each
Sample A B C D E
so these boxes are left open in box for minerals that are softer than glass. Biotite ⫻ ⫻ ⻫ ⫻ ⫻
the columns B and E. Then The third observation is that Samples D and Halite ⻫ ⫻ ⫻ ⫻ ⫻
they can place an X in the rest E are red. Mark the boxes accordingly. Notice Hematite ⫻ ⫻ ⫻ ⻫ ⫻
that Sample E has an ⫻ in all but one box. ⫻ ⻫ ⫻ ⫻ ⫻
of the boxes in these columns. Place a check mark in the remaining box, and
Feldspar

an ⫻ in all other boxes in that row. Jaspar ⫻ ⫻ ⫻ ⫻ ⻫

• For Exercise 2, advise students
to draw a model with six
adjacent boxes representing the Then complete the table. Sample A is Halite, Sample B is Feldspar, Sample C is Biotite,
Sample D is Hematite, and Sample E is Jaspar.
apartments. After marking all
obvious information, students
can use the model to place
each person in the correct Exercises
apartment. 1. Nate, John, and Nick just began after-school jobs. One works at a veterinarian’s office,
one at a computer store, and one at a restaurant. Nate buys computer games on the
way to work. Nick is allergic to cat hair. John receives free meals at his job. Who works
at which job? Nate, veterinarian’s office; John, restaurant; Nick, computer store
Assess 2. Six friends live in consecutive apartments on the same side of their apartment building.
Anita lives in apartment C. Kelli’s apartment is just past Scott’s. Anita’s closest
In Exercises 1 and 2 students neighbors are Eric and Ava. Scott’s apartment is not A through D. Eric’s apartment is
practice their thinking and before Ava’s. If Roberto lives in one of the apartments, who lives in which apartment?
deductive reasoning skills by 88
A, Roberto; B, Eric; C, Anita; D, Ava; E, Scott; F, Kelli
Chapter 2 Reasoning and Proof
working more logic tables.
Resource Manager
Teaching Geometry with
Study Notebook Manipulatives
Ask students to summarize what • p. 46 (student recording sheet)
they have learned about using
deductive reasoning in problem-
solving situations.

88 Chapter 2 Reasoning and Proof

 Postulates and Lesson
Paragraph Proofs Notes

• Identify and use basic postulates about points, lines, and planes.
• Write paragraph proofs.

were postulates used by the founding

1 Focus
Vocabulary fathers of the United States? 5-Minute Check
• postulate
U.S. Supreme Court Justice William Douglas stated Transparency 2-5 Use as a
• axiom
• theorem “The First Amendment makes confidence in the quiz or review of Lesson 2-4.
• proof common sense of our people and in the maturity of
their judgment the great postulate of our democracy.” Mathematical Background notes
• paragraph proof
• informal proof The writers of the constitution assumed that citizens are available for this lesson on
would act and speak with common sense and maturity. p. 60D.
Some statements in geometry also must be assumed or
accepted as true. were postulates used
by the founding fathers
POINTS, LINES, AND PLANES In geometry, a postulate, or axiom , is a of the United States?
statement that describes a fundamental relationship between the basic terms of Ask students:
geometry. Postulates are accepted as true. The basic ideas about points, lines, and
planes can be stated as postulates.
• How would you interpret the
words of William Douglas?
Sample answer: The constitution
Postulates assumes that people have the
2.1 Through any two points, there is exactly one line. maturity to handle the
responsibilities of democracy.
2.2 Through any three points not on the same line, there is exactly one plane.
• Do you think the founding
fathers set up a test to find out
Example 1 Points and Lines whether or not people do have
common sense and maturity?
COMPUTERS Jessica is setting up a network for her father’s business. There are
Sample answer: No; they assumed
five computers in his office. Each computer needs to be connected to every other
computer. How many connections does Jessica need to make? that people did.

Study Tip Explore There are five computers, and each is connected to four others.
Drawing Diagrams
When listing segments,
Plan Draw a diagram to illustrate the solution. A 2 Teach
start with one vertex and Solve Let noncollinear points A, B, C, D, and E represent
draw all of the segments the five computers. Connect each point with every E B
POINTS, LINES, AND
from that vertex. Then other point. Then, count the number of segments. PLANES
move on to the other
Between every two points there is exactly one
vertices until all possible
segments have been segment. So, the connection between computer A In-Class Example Power
Point®
drawn. and computer B is the same as the connection
between computer B and computer A. For the five D C 1 SNOW CRYSTALS Some snow
points, ten segments can be drawn. crystals are shaped like
B
Examine A, A
C
, A
D
, A
E, B
C
, B
D
, 
BE, C
D
, C
E
, and D
E
 each represent a regular hexagons. How many
connection between two computers. So there will be ten connections lines must be drawn to
among the five computers. interconnect all vertices of a
hexagonal snow crystal? 15
Lesson 2-5 Postulates and Paragraph Proofs 89
Jeff Hunter/Getty Images

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Teaching Geometry With Manipulatives 5-Minute Check Transparency 2-5
• Study Guide and Intervention, pp. 81–82 Masters, p. 8 Answer Key Transparencies
• Skills Practice, p. 83
• Practice, p. 84 Technology
• Reading to Learn Mathematics, p. 85 Interactive Chalkboard
• Enrichment, p. 86

Lesson x-x Lesson Title 89

 There are other postulates that are based on relationships among points, lines,
In-Class Example Power
Point® and planes.

Teaching Tip Tell students that Postulates

most postulates are very obvious
and make very good sense, but 2.3 A line contains at least two points.
they do not have a formal proof 2.4 A plane contains at least three points not on the same line.
behind them. Nonetheless,
students are to accept them as
2.5 If two points lie in a plane, then the entire line containing those points lies
in that plane.
true and use them to prove
other statements and theorems. 2.6 If two lines intersect, then their intersection is exactly one point.
2.7 If two planes intersect, then their intersection is a line.
2 Determine whether each
statement is always, sometimes,
or never true. Explain.

 and EF

 Example 2 Use Postulates
a. If plane T contains EF
contains point G, then plane Determine whether each statement is always, sometimes, or never true. Explain.
T contains point G. Always; a. If points A, B, and C lie in plane M, then they are collinear.
Postulate 2.5 states that if two Sometimes; A, B, and C do not necessarily have to be collinear to lie in plane M.
points lie in a plane, then the b. There is exactly one plane that contains noncollinear points P, Q, and R.
entire line containing those Always; Postulate 2.2 states that through any three noncollinear points, there is
exactly one plane.
points lies in the plane.
c. There are at least two lines through points M and N.
XY, if X lies in plane Q and
b. For 
Never; Postulate 2.1 states that through any two points, there is exactly one line.
Y lies in plane R , then
plane Q intersects plane R .
Sometimes; planes Q and R can PARAGRAPH PROOFS Undefined terms, definitions, postulates, and algebraic
be parallel, and XY
 can intersect properties of equality are used to prove that other statements or conjectures are true.
both planes. Once a statement or conjecture has been shown to be true, it is called a theorem, and
c. 

it can be used like a definition or postulate to justify that other statements are true.
GH contains three
noncollinear points. Never; You will study and use various methods to verify or prove statements and
noncollinear points do not lie on conjectures in geometry. A proof is a logical argument in which each statement you
Study Tip make is supported by a statement that is accepted as true. One type of proof is
the same line by definition.
Proofs called a paragraph proof or informal proof . In this type of proof, you write a
Before writing a proof, paragraph to explain why a conjecture for a given situation is true.
you should have a plan.
Building on Prior One strategy is to work
Knowledge backward. Start with what Proofs
you want to prove, and
work backward step by Five essential parts of a good proof:
Students learned basic principles step until you reach the
about points, lines, and planes in • State the theorem or conjecture to be proven.
given information.
Chapter 1. In this lesson, they will • List the given information.
revisit those concepts in the form • If possible, draw a diagram to illustrate the given information.
of postulates that they can use to • State what is to be proved.
write informal proofs and • Develop a system of deductive reasoning.
paragraph proofs.

Answers In Lesson 1-2, you learned the relationship between segments formed by the
1. Deductive reasoning is used to midpoint of a segment. This statement can be proven, and the result stated as a
theorem.
support claims that are made in a
proof. 90 Chapter 2 Reasoning and Proof

2.

Differentiated Instruction
Intrapersonal Tell students to read quietly over the postulates and
examples in this lesson and note the differences in the postulate
3. postulates, theorems, algebraic statements and the statements they are to write proofs for. Advise
properties, definitions students to go through the text and their study notebooks to compile a
list of useful information they could use to write the proofs in this lesson.

90 Chapter 2 Reasoning and Proof

 Example 3 Write a Paragraph Proof PARAGRAPH PROOFS
Given that M is the midpoint of 
PQ, write a paragraph proof to show that
—– –—
PM  MQ. In-Class Example Power
Point®
Given: M is the midpoint of  .
PQ Q
Prove: M
P
MQ. M
AC intersecting 

3 Given 
 CD,
From the definition of midpoint of a segment, write a paragraph proof to
P show that A, C, and D
PM
MQ. This means that   and M
PM Q have
the same measure. By the definition of congruence, determine a plane.
if two segments have the same measure, then they 
 and CD
AC 
 must intersect at C
are congruent. Thus, 
PM MQ. because if two lines intersect,
then their intersection is exactly
Once a conjecture has been proven true, it can be stated as a theorem and used in 
 and
other proofs. The conjecture in Example 3 is known as the Midpoint Theorem. one point. Point A is on AC


point D is on CD . Therefore
Theorem 2.8 points A and D are not collinear.
Midpoint Theorem If M is the midpoint of ,
AB then 
AM .
MB
Therefore ACD is a plane as it
contains three points not on the
same line.

Concept Check 1. Explain how deductive reasoning is used in a proof. 1–3. See margin.
2. OPEN ENDED Draw figures to illustrate Postulates 2.6 and 2.7. 3 Practice/Apply
3. List the types of reasons that can be used for justification in a proof.

Guided Practice Determine the number of segments that can be drawn connecting each pair
of points. Study Notebook
GUIDED PRACTICE KEY 4. 6 5. 15
Exercises Examples
Have students—
4–5, 11 1
• add the definitions/examples of
6 2
6. Determine whether the following the vocabulary terms to their
7–10 3
statement is always, sometimes, or never Vocabulary Builder worksheets for
true. Explain. See p. 123C. Chapter 2.
The intersection of three planes is two lines.
• include any other item(s) that they
In the figure, 

 are
BD and BR
E find helpful in mastering the skills
in plane P, and W is on 

BD . State the
postulate or definition that can be used to in this lesson.
show each statement is true. R
D
7. definition of 7. B, D, and W are collinear. B
P W
collinear. 8. E, B, and R are coplanar.
8. Through any three 9. R and W are collinear.
points not on the same
line, there is exactly 10. PROOF In the figure at the right, P is the Q T
About the Exercises…
one plane. R
midpoint of Q  and ST
, and QR   ST
. P Organization by Objective
9. Through any two Write a paragraph proof to show that • Points, Lines, and Planes:
points, there is exactly PQ
PT. See p. 123C. S R 12–21
one line.
• Paragraph Proofs: 22–28
Application 11. DANCING Six students are participating in a dance to celebrate the opening of
a new community center. The students, each connected to each of the other Odd/Even Assignments
students with wide colored ribbons, will move in a circular motion. How many Exercises 12–27 are structured
ribbons are needed? 15 ribbons
so that students practice the
www.geometryonline.com/extra_examples Lesson 2-5 Postulates and Paragraph Proofs 91 same concepts whether they
are assigned odd or even
problems.
Unlocking Misconceptions
Assignment Guide
Writing Proofs Explain to students that a common mistake in writing Basic: 13–19 odd, 23–31 odd,
proofs is skipping a step or assuming a step that should be included in 33–48
the proof. Sometimes, the missed step can be quite obvious, but it still
has to be included. Tell students to make a habit of listing each piece of Average: 13–31 odd, 33–48
information with a separate explanation for each and to avoid using two Advanced: 12–30 even, 31–42
reasons or postulates for the same statement when they are writing (optional: 43–48)
proofs.

Lesson 2-5 Postulates and Paragraph Proofs 91

 ★ indicates increased difficulty
NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-5 StudyGuide andIntervention
Guide and Intervention, Practice and Apply
p. 81 (shown)
Postulates and Proofs
and Paragraph p. 82
Points, Lines, and Planes In geometry, a postulate is a statement that is accepted as
true. Postulates describe fundamental relationships in geometry.
Determine the number of segments that can be drawn connecting each pair
Postulate: Through any two points, there is exactly one line. of points.
Postulate: Through any three points not on the same line, there is exactly one plane.
For See
Postulate:
Postulate:
Postulate:
A line contains at least two points.
A plane contains at least three points not on the same line.
If two points lie in a plane, then the line containing those points lies in the plane.
Exercises Examples 12. 6 13. 10
Postulate: If two lines intersect, then their intersection is exactly one point.
Postulate: If two planes intersect, then their intersection is a line. 12–15 1
16–21 2
Example Determine whether each statement is always,
sometimes, or never true. 22–28 3
a. There is exactly one plane that contains points A, B, and C.
Sometimes; if A, B, and C are collinear, they are contained in many planes. If they are
noncollinear, then they are contained in exactly one plane.
Extra Practice
b. Points E and F are contained in exactly one line. See page 757.
Always; the first postulate states that there is exactly one line through any two points.
c. Two lines intersect in two distinct points M and N.
14. 15 15. 21
Never; the intersection of two lines is one point.

Exercises
Use postulates to determine whether each statement is always, sometimes, or
never true.
1. A line contains exactly one point. never
2. Noncollinear points R, S, and T are contained in exactly one plane. always
3. Any two lines
and m intersect. sometimes
Determine whether the following statements are always, sometimes, or never true.
H
4. If points G and H are contained in plane M, then G is perpendicular to plane M. never

5. Planes R and S intersect in point T. never

Explain. 16–21. See p. 123C.
B
,  , and C
A
 are contained in
6. If points A, B, and C are noncollinear, then segments A
exactly one plane. always
BC
16. Three points determine a plane.

|| D

C
In the figure, A
and D

E

are in plane Q and A

C
State the postulate that can be used to show each

E

.
F 17. Points G and H are in plane X. Any point collinear with G and H is in
statement is true. C Q
plane X .
Lesson 2-5

B
7. Exactly one plane contains points F, B, and E. Through A
any three points not on the same line, there is E
D
exactly one plane. G 18. The intersection of two planes can be a point.
8. 

BE lies in plane Q. If two points lie in a plane, then
the line containing those points lies in the plane.
19. Points S, T, and U determine three lines.
Gl NAME
/M G ______________________________________________
Hill 81 DATE ____________
Gl PERIOD
G _____

Skills
2-5 Practice,
Practice (Average)
p. 83 and ★ 20. Points A and B lie in at least one plane.
Practice,
Postulates p.
and 84 (shown)
Paragraph Proofs
Determine the number of line segments that can be drawn connecting each pair
★ 21. If line
lies in plane P and line m lies in plane Q , then lines
and m lie
of points. in plane R.
1. 21 2. 28

In the figure at the right, 


AC and 

BD lie K
in plane J, and 

BY and 

CX lie in plane K.
Determine whether the following statements are always, sometimes, or never true.
Explain.
Y
3. The intersection of two planes contains at least two points.
State the postulate that can be used to show
Always; the intersection of two planes is a line, and a line contains at
least two points.
each statement is true. 22–27. See p. 123C.
4. If three planes have a point in common, then they have a whole line in common. 22. C and D are collinear. C
Sometimes; they might have only that single point in common. A B


 lie in plane A . State the postulate
In the figure, line m and TQ
23. 

XB lies in plane K.
that can be used to show that each statement is true. S

5. L, T, and line m lie in the same plane. T

m A
Q
24. Points A, C, and X are coplanar. D J
25. 

L
Postulate 2.5: If two points lie in a plane, then the
entire line containing those points lies in that plane. AD lies in plane J. X
6. Line T
m and S  intersect at T.
Postulate 2.6: If two lines intersect, then their intersection is exactly one 26. X and Y are collinear.
point.
B
7. In the figure, E is the midpoint of A  and C
D
, and AB
CD. Write a C
Detective 27. Points Y, D, and C are coplanar.
paragraph proof to prove that AE ED.
A E B

B
Given: E is the midpoint of A
and


CD
AB  CD D
A police detective gathers 28. PROOF B
Point C is the midpoint of A 
Prove:

AE



ED facts and collects evidence

B
Proof: Since E is the midpoint of A
and C

D
, we know by the Midpoint and B is the midpoint of CD
. Prove that
Theorem, that A
E


and C
EB
E



. By the definition of congruent
ED for use in criminal cases.
1 1
segments, AE  EB   AB and CE  ED   CD. Since AB  CD, The facts and evidence are C
A BD. See margin.
2 2
1 1
 AB   CD by the Multiplication Property. So AE  ED, and by the
2 2 used together to prove a

E
definition of congruent segments, A


ED
.
suspect’s guilt in court.
8. LOGIC Points A, B, and C are not collinear. Points B, C, and D are not collinear. Points
A, B, C, and D are not coplanar. Describe two planes that intersect in line BC.
29. MODELS Faith’s teacher asked her to make a figure showing the number of
the plane that contains A, B, and C and the plane that contains B, C, lines and planes formed from four points that are noncollinear and noncoplanar.
and D Online Research
Gl NAME
/M G ______________________________________________
Hill 84 DATE ____________
Gl PERIOD
G _____ For information about
Faith decided to make a mobile of straws, pipe cleaners, and colored sheets of
Reading
2-5 Readingto to Learn
Learn MathematicsELL tissue paper. She plans to glue the paper to the straws and connect the straws
Mathematics, p. 85 a career as a detective,
Postulates and Paragraph Proofs
visit: together to form a group of connected planes. How many planes and lines will
Pre-Activity How are postulates used by the founding fathers of the United States?
Read the introduction to Lesson 2-5 at the top of page 89 in your textbook. www.geometryonline. she have? She will have 4 different planes and 6 lines.
Postulates are often described as statements that are so basic and so clearly
correct that people will be willing to accept them as true without asking for
com/careers
evidence or proof. Give a statement about numbers that you think most
people would accept as true without evidence. Sample answer: Every
number is equal to itself. 30. CAREERS Many professions use deductive reasoning and paragraph proofs.
Reading the Lesson For example, a police officer uses deductive reasoning investigating a traffic
1. Determine whether each of the following is a correct or incorrect statement of a
geometric postulate. If the statement is incorrect, replace the underlined words to make
the statement correct.
accident and then writes the findings in a report. List a profession, and describe
incorrect;
a. A plane contains at least two points that do not lie on the same line. three points how it can use paragraph proofs. Sample answer: Lawyers make final
b. If two planes intersect, then the intersection is a line. correct
c. Through any four points not on the same line, there is exactly one plane. three points
incorrect;
92 Chapter 2 Reasoning and Proof
arguments, which is a speech that uses deductive reasoning, in court cases.
d. A line contains at least one point . incorrect; two points incorrect;
e. If two lines are parallel , then their intersection is exactly one point. intersect Spencer Grant/PhotoEdit
f. Through any two points, there is at most one line. incorrect; exactly

2. Determine whether each statement is always, sometimes, or never true. If the statement
is not always true, explain why.
NAME ______________________________________________ DATE ____________ PERIOD _____
a. If two planes intersect, their intersection is a line. always
b. The midpoint of a segment divides the segment into two congruent segments. always
c. There is exactly one plane that contains three collinear points. never; Sample Enrichment,
2-5 Enrichment p. 86
answer: There are infinitely many planes if the three points are
collinear, but only one plane if the points are noncollinear.
d. If two lines intersect, their intersection is one point. always Logic Problems
The following problems can be solved by eliminating possibilities.
3. Use the walls, floor, and ceiling of your classroom to describe a model for each of the It may be helpful to use charts such as the one shown in the first
following geometric situations. problem. Mark an X in the chart to eliminate a possible answer.
a. two planes that intersect in a line Sample answer: two adjacent walls that
intersect at an edge of both walls in the corner of the room Solve each problem.
b. two planes that do not intersect Sample answer: the ceiling and the floor (or
two opposite walls) 1. Nancy, Olivia, Mario, and Kenji each have 2. Victor, Leon, Kasha, and Sheri each play
one piece of fruit in their school lunch. one instrument. They play the viola,
c. three planes that intersect in a point Sample answer: the floor (or ceiling) They have a peach, an orange, a banana, clarinet, trumpet, and flute. Sheri does
and two adjacent walls that intersect at a corner of the floor (or ceiling) and an apple. Mario does not have a not play the flute. Kasha lives near the
peach or a banana. Olivia and Mario just student who plays flute and the one
Helping You Remember came from class with the student who has who plays trumpet. Leon does not play
4. A good way to remember a new mathematical term is to relate it to a word you already an apple. Kenji and Nancy are sitting a brass or wind instrument. Which
know. Explain how the idea of a mathematical theorem is related to the idea of a scientific next to the student who has a banana. student plays each instrument?
theory. Sample answer: Scientists do experiments to prove theories; Nancy does not have a peach. Which Victor—flute,
mathematicians use deductive reasoning to prove theorems. Both student has each piece of fruit?
processes involve using evidence to show that certain statements are true. Leon—viola,
Nancy Olivia Mario Kenji Kasha—clarinet,
Peach X X X Sheri—trumpet
O X X X

92 Chapter 2 Reasoning and Proof

 31. CRITICAL THINKING You know that three noncollinear points lie in a single
plane. In Exercise 29, you found the number of planes defined by four
noncollinear points. What are the least and greatest number of planes defined
by five noncollinear points? one, ten
4 Assess
Open-Ended Assessment
32. WRITING IN MATH Answer the question that was posed at the beginning of the
lesson. See margin.
Speaking Have students choose
How are postulates used in literature?
a paragraph proof they wrote
and explain each step aloud.
Include the following in your answer:
• an example of a postulate in historic United States’ documents, and
• an example of a postulate in mathematics.
Getting Ready for
Lesson 2-6
Standardized 33. Which statement cannot be true? C Prerequisite Skill Students will
Test Practice A A plane can be determined using three noncollinear points. learn about algebraic proof in
B Two lines intersect at exactly one point. Lesson 2-6. Use Exercises 43–48
C At least two lines can contain the same two points. to determine your students’
D A midpoint divides a segment into two congruent segments. familiarity with solving equations.

34. ALGEBRA For all values of x, (8x 4  2x2  3x  5)  (2x 4  x 3  3x  5)
A Answers

A 6x 4  x 3  2x2  10. C 6x 4  x 3  2x2  6x. 32. Sample answer: The forms and
B 6x 4  3x2  6x  10. D 6x 4  3x 2. structures of different types of
writing are accepted as valid,
such as the structure of a poem.
Maintain Your Skills Answers should include the
following.
Mixed Review 35. Determine whether statement (3) follows from statements (1) and (2) by the Law
• The Declaration of
of Detachment or the Law of Syllogism. If it does, state which law was used. If it
does not, write invalid. (Lesson 2-4) yes; Law of Detachment Independence, “We hold these
(1) Part-time jobs require 20 hours of work per week. truths to be self-evident, …”
(2) Jamie has a part-time job. • Through any two points, there is
(3) Jamie works 20 hours per week. exactly one line.
36. Converse: If you have a computer,
Write the converse, inverse, and contrapositive of each conditional statement. then you have access to the
Determine whether each related conditional is true or false. If a statement is false,
find a counterexample. (Lesson 2-3) 36–37. See margin. Internet at your house. False; you
36. If you have access to the Internet at your house, then you have a computer.
can have a computer and not have
access to the Internet. Inverse: If
37. If ABC is a right triangle, one of its angle measures is greater than 90.
you do not have access to the
38. BIOLOGY Use a Venn diagram to illustrate the following statement. Internet at your house, then you
If an animal is a butterfly, then it is an arthropod. (Lesson 2-2) See p. 123C. do not have a computer. False; it
is possible to not have access to
Use the Distance Formula to find the distance between each pair of points.
(Lesson 1-3)
the Internet and still have a
computer. Contrapositive: If you
39. D(3, 3), F(4, 1)
 4.1
17 40. M(0, 2), N(5, 5)
 5.8
34 do not have a computer, then you
41.
 10.3
P(8, 2), Q(1, 3) 106 42. R(5, 12), S(2, 1)
 13.0
170 do not have access to the Internet
at your house. False; you could
Getting Ready for PREREQUISITE SKILL Solve each equation. have Internet access through your
the Next Lesson (To review solving equations, see pages 737 and 738.)
y
television or wireless phone.
43. m  17
8 25 44. 3y
57 19 45.   12
14 12
6 37. Converse: If ABC has an angle
11
46. t  3
27 ⴚ24 47. 8n  39
41 10 48. 6x  33
0  with measure greater than 90, then
2
www.geometryonline.com/self_check_quiz Lesson 2-5 Postulates and Paragraph Proofs 93 ABC is a right triangle. False; the
triangle would be obtuse. Inverse:
If ABC is not a right triangle,
28. Given: C is the midpoint of

.
AB none of its angle measures are

D
B is the midpoint of C
. greater than 90. False; it could be
an obtuse triangle. Contrapositive:
Prove:



AC

BD If ABC does not have an angle
Proof: We are given that C is the midpoint of

AB
, and B is the measure greater than 90, ABC is
midpoint of

. By the definition of midpoint

CD AC


and C
CB
B



.
BD not a right triangle. False; m
ABC
Using the definition of congruent segments, AC  CB, and could still be 90 and ABC be a
CB  BD. AC  BD by the Transitive Property of Equality. right triangle.

C
Thus, A

BD
by the definition of congruent segments.

Lesson 2-5 Postulates and Paragraph Proofs 93

 Lesson Algebraic Proof
Notes
• Use algebra to write two-column proofs.

1 Focus • Use properties of equality in geometry proofs.

is mathematical evidence
Vocabulary similar to evidence in law?
5-Minute Check
• deductive argument
Transparency 2-6 Use as a • two-column proof
Lawyers develop their cases using logical
quiz or review of Lesson 2-5. arguments based on evidence to lead a jury to
• formal proof
a conclusion favorable to their case. At the end
of a trial, a lawyer will make closing remarks
Mathematical Background notes summarizing the evidence and testimony
are available for this lesson on that they feel proves their case. These closing
p. 60D. arguments are similar to a proof in mathematics.

is mathematical ALGEBRAIC PROOF Algebra is a system with sets of numbers, operations,

evidence similar to and properties that allow you to perform algebraic operations.
evidence in law?
Ask students: Properties of Equality for Real Numbers
• In math, what one thing do you Reflexive Property For every number a, a
a.
need to prove a statement is Symmetric Property For all numbers a and b, if a
b, then b
a.
false? What evidence can a Study Tip Transitive Property For all numbers a, b, and c, if a
b and b
c, then a
c.
lawyer use to prove that Commutative Addition and For all numbers a, b, and c, if a
b, then a  c
b  c
someone is innocent (or has and Associative Subtraction Properties and a  c
b  c.
been falsely accused)? Properties Multiplication and For all numbers a, b, and c, if a
b, then a c
b c
Throughout this text, a b
a counterexample; sample answer: Division Properties and if c  0, c
c.
we shall assume the
an alibi Commutative and
Substitution Property For all numbers a and b, if a
b, then a may be replaced
Associative Properties
• How does the use of evidence in for addition and
by b in any equation or expression
law differ from its use in math? multiplication. Distributive Property For all numbers a, b, and c, a(b  c)
ab  ac.
Sample answer: Lawyers present
evidence to sway opinions,
The properties of equality can be used to justify each step when solving an equation.
sometimes without knowing the A group of algebraic steps used to solve problems form a deductive argument .
truth. A mathematician presents
evidence to prove factual Example 1 Verify Algebraic Relationships
statements.
Solve 3(x
2)  42.
Algebraic Steps Properties
3(x  2)
42 Original equation
3x  6
42 Distributive Property
3x  6  6
42  6 Addition Property
3x
48 Substitution Property
3x 48

 Division Property
3 3
x
16 Substitution Property

94 Chapter 2 Reasoning and Proof

Bob Daemmrich/The Image Works

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Prerequisite Skills Workbook, pp. 41–44, 5-Minute Check Transparency 2-6
• Study Guide and Intervention, pp. 87–88 83–86, 93–94 Answer Key Transparencies
• Skills Practice, p. 89 Teaching Geometry With Manipulatives
• Practice, p. 90 Masters, p. 8 Technology
• Reading to Learn Mathematics, p. 91 Interactive Chalkboard
• Enrichment, p. 92 Multimedia Applications: Virtual Activities
• Assessment, p. 120
 Example 1 is a proof of the conditional statement If 5x  3(x  2)
42, then x
6.
Notice that the column on the left is a step-by-step process that leads to a solution.
The column on the right contains the reason for each statement. 2 Teach
In geometry, a similar format is used to prove conjectures and theorems. A
two-column proof , or formal proof , contains statements and reasons organized in ALGEBRAIC PROOFS
two columns. In a two-column proof, each step is called a statement, and the
properties that justify each step are called reasons. In-Class Examples Power
Point®
Example 2 Write a Two-Column Proof 1 Solve
Write a two-column proof. 2(5  3a)  4(a  7)
92.
a. If 3x
  1, then x  2
5
3 2(5
3a)
4(a  7)  92
Statements Reasons (Original eqn.)
10
6a
4a
28  92
Study Tip  5
1. 3 x  
1
3  1. Given
(Distr. Prop.)
Mental Math  
5
2. 3x  3 
1
3
2. Distributive Property
18
10a  92 (Subst. Prop.)
If your teacher permits
3. 3x  5
1 3. Substitution
18
10a  18  92  18
you to do so, some steps
may be eliminated by 4. 3x  5  5
1  5 4. Addition Property (Add. Prop.)
performing mental
5. 3x
6 5. Substitution
10a  110 (Subst. Prop.)
calculations. For example,
10a 110
in part a of Example 2, 3x 6
6. 
 6. Division Property    (Div. Prop.)
statements 4 and 6 could 3 3
10
10
be omitted. Then the 7. x
2 7. Substitution a 
11 (Subst. Prop.)
reason for statements 5
would be Addition b. Given:
7 1

n  4
n Teaching Tip Explain that
Property and Division 2 2 since students may have
Property for statement 7. Prove: n 
1
different preferences when
Proof: solving algebraic equations,
Statements Reasons their proofs might vary slightly
7 1 from the examples. For
1.   n
4  n 1. Given
2 2
example, one student may

7
2  
1
2. 2   n
2 4  n
2  2. Multiplication Property distribute a variable first, while
3. 7  2n
8  n 3. Distributive Property another uses addition or
subtraction. Assure students that
4. 7  2n  n
8  n  n 4. Addition Property
as long as they use properties of
5. 7n
8 5. Substitution
equality appropriately, their
6. 7n7
87 6. Subtraction Property proofs will be correct.
7. n
1 7. Substitution
n 1
8. 
 8. Division Property 2 Write a two-column proof for
1 1 each of the following.
9. n
1 9. Substitution
7d  3
a. If 
6, then d
3.
4
GEOMETRIC PROOF Since geometry also uses variables, numbers, and Statements (Reasons)
operations, many of the properties of equality used in algebra are also true in
7d  3
geometry. For example, segment measures and angle measures are real numbers, 1.   6 (Given)
4
so properties from algebra can be used to discuss their relationships. Some
7d  3
examples of these applications are shown below. 
2. 4   4(6) (Mult. Prop.)
4
Property Segments Angles 3. 7d  3  24 (Substitution)
Reflexive AB
AB m
1
m
1 4. 7d  3
3  24
3
Symmetric If AB
CD, then CD
AB. If m
1
m
2, then m
2
m
1. (Subtr. Prop.)
If AB
CD and CD
EF, If m
1
m
2 and m
2
m
3, 5. 7d  21 (Substitution)
Transitive
then AB
EF. then m
1
m
3. 7d 21
6.    (Div. Prop.)
7 7
www.geometryonline.com/extra_examples Lesson 2-6 Algebraic Proof 95 7. d  3 (Substitution)
(continued on the next page)

Lesson 2-6 Algebraic Proofs 95

 Standardized Example 3 Justify Geometric Relationships
9 11 p Test Practice
b. If 3p  
  , then Multiple-Choice Test Item
5 10 10
p
1.
If 
AB CD, and C
D , then which
EF
Statements (Reasons) of the following is a valid conclusion?
A
9 p
11
1. 3p
     (Given) C
5 10
10 I AB
CD and CD
EF
B
 9 11
 p
2. 10 3p
  10   
5 10 10
II 
AB 
EF
III AB
EF
(Mult. Prop.) Test-Taking Tip D
3. 30p
18  11  p More than one statement A I only B I and II
E F
(Distr. Prop.) may be correct. Work C I and III D I, II, and III
through each problem
4. 30p
p
18  11  p
p completely before
(Subtr. Prop.) indicating your answer. Read the Test Item
5. 29p
18  11 (Substitution) Determine whether the statements are true based on the given information.
6. 29p
18  18  11  18
Solve the Test Item
(Add. Prop.)
Statement I:
7. 29p  29 (Substitution)
29p Examine the given information,  
AB CD and C D . From the definition of
EF
29
8.    (Div. Prop.) congruent segments, if A B
CD and C
D , then AB
CD and CD
EF. Thus,
EF
29 29
Statement I is true.
9. p  1 (Substitution)
Statement II:
By the definition of congruent segments, if AB
EF, then AB E
F.
Statement II is true also.
Statement III:
GEOMETRIC PROOFS
If AB
CD and CD
EF, then AB
EF by the Transitive Property.
In-Class Examples Power
Point®
Thus, Statement III is true.

Because Statements I, II, and III are true, choice D is correct.

3 If GH  JK
ST and

ST RP, then which of the
In Example 3, each conclusion was justified using a definition or property. This
following is a valid process is used in geometry to verify and prove statements.
conclusion? B
I. GH  JK
RP Example 4 Geometric Proof
II. PR
TS TIME On a clock, the angle formed by the hands at 2:00 is a 60 angle. If the
III. GH  JK
ST  RP angle formed at 2:00 is congruent to the angle formed at 10:00, prove that the
angle at 10:00 is a 60 angle.
A I only B I and II
C I and III D I, II, and III Given: m
2
60

2 
10
4 SEA LIFE A starfish has five Prove: m
10
60
arms. If the length of arm 1 is
22 cm, and arm 1 is congruent
to arm 2, and arm 2 is Proof:
congruent to arm 3, prove that Statements Reasons
arm 3 has length 22 cm. We 1. m
2
60 1. Given

2 
10
are given arm 1  arm 2 and
2. m
2
m
10 2. Definition of congruent angles
arm 2  arm 3, so by the
3. 60
m
10 3. Substitution
definition of congruence, the
measure of arm 1  the measure 4. m
10
60 4. Symmetric Property
of arm 2 and the measure of
arm 2  the measure of arm 3. 96 Chapter 2 Reasoning and Proof
Aaron Haupt

By the Transitive Property of

Equality, we know that the
measure of arm 1  the measure
Differentiated Instruction
of arm 3. We can then substitute
22 cm for the measure of arm 1 Interpersonal Let groups of students work one or two selected
to prove that the measure of arm problems from Exercises 24–29 on p. 98. Stipulate that each group
3 is 22 cm. member should contribute at least one step of the proof. Encourage
groups to brainstorm beforehand to determine the properties they will
use and the order they will use them in. Allow the groups to check and
compare their proofs when they are done to see if any two groups
found different ways to prove the same statement.

96 Chapter 2 Reasoning and Proof

 Concept Check 1. OPEN ENDED Write a statement that illustrates the Substitution Property
3 Practice/Apply
of Equality. 1–2. See margin.
2. Describe the parts of a two-column proof.
3. State the part of a conditional that is related to the Given statement of a proof.
What part is related to the Prove statement? hypothesis; conclusion Study Notebook
Have students—
Guided Practice State the property that justifies each statement. • add the definitions/examples of
5
GUIDED PRACTICE KEY 4. If 2x
5, then x
 Division Property the vocabulary terms to their
2
x
Exercises Examples 5. If 
7, then x
14. Multiplication Property Vocabulary Builder worksheets for
2
4–7 1 6. If x
5 and b
5, then x
b. Substitution Property Chapter 2.
8 3
9, 10, 12 2 7. If XY  AB
WZ  AB, then XY
WZ. Addition Property • include a sample algebraic proof
11 4 x and a sample geometric proof.
8. Solve   4x  7
11. List the property that justifies each step. See margin.
2
• include any other item(s) that they
9. Complete the following proof.
2 find helpful in mastering the skills
Given: 5  x
1
3 in this lesson.
Prove: x
6
Proof:
Statements Reasons
a. ? 5
2x  1 a. Given
3
b. 35  x
3(1)
2
3
b. ? Mult. Prop. About the Exercises…
c. 15  2x
3 c. ? Dist. Prop. Organization by Objective
d. ?
2x 
12 d. Subtraction Prop. • Algebraic Proofs: 14–21
e. x
6 e. ? Div. Prop. • Geometric Proofs: 22–29
Odd/Even Assignments
PROOF Write a two-column proof. 10–12. See pp. 123C–123D.
Exercises 14–29 are structured
10. Prove that if 25
7(y  3)  5y, then 2
y.
so that students practice the
11. If rectangle ABCD has side lengths AD
3 and AB
10, then AC
BD.
same concepts whether they
12. The Pythagorean Theorem states that in a right triangle ABC, c2
a2  b2.
are assigned odd or even
Prove that a
c
2  b2.
problems.

Standardized 13. ALGEBRA If 8  x = 12, then 4  x = ? . C Assignment Guide

Test Practice A 28 B 24 C 0 D 4
Basic: 15–31 odd, 32–33, 35–51
Average: 15–31 odd, 32–33,
Practice and Apply 35–51
State the property that justifies each statement. Advanced: 14–30 even, 32–48
14. If m
A
m
B and m
B
m
C, m
A
m
C. Trans. Prop. (optional: 49–51)
For See
Exercises Examples 15. If HJ  5
20, then HJ
15. Subt. Prop. All: Quiz 2 (1–5)
15, 16, 20 1
14, 17–19, 21 2 16. If XY  20
YW and XY  20
DT, then YW
DT. Substitution
22–27 3 17. If m
1  m
2
90 and m
2
m
3, then m
1  m
3
90. Substitution
28, 29 4
1 1
18. If AB
EF, then AB
EF. Div. or Mult. Prop. x
Extra Practice 2 2 8. Given:   4x
7  11
See page 757. 19. AB
AB Reflexive Property
2
Prove: x  4
Lesson 2-6 Algebraic Proof 97
Proof:
Statements (Reasons)
x
Answers 1.   4x
7  11 (Given)
2
1. Sample answer: If x  2 and  2x
2. 2   4x
7  2(11)
x  y  6, then 2  y  6. (Mult. Prop.)
2. given and prove statements and 3. x  8x
14  22 (Dist.Prop.)
two columns, one of statements
4. 9x
14  22 (Substitution)
and one of reasons
5. 9x  36 (Add. Prop.)
6. x  4 (Div. Prop.)

Lesson 2-6 Algebraic Proofs 97

 20. If 2x  
5, which property can be used to support the statement 2x  3
5?
3
Answers 2
Dist. Prop.
32. Given: Ek  hf  W 21. Which property allows you to state m
4
m
5, if m
4
35 and m
5
35?
Ek
W Substitution
Prove: f   1 1
h 22. If AB
CD, which property can be used to justify the statement AB
CD?
2 2
Proof: Div. or Mult. Prop.
23. Which property could be used to support the statement EF
JK, given that
Statements (Reasons)
EF
GH and GH
JK? Transitive Prop.
1. Ek  hf  W (Given)
2. Ek
W  hf (Subt. Prop.) Complete each proof.
3x  5
Ek
W 24. Given: 
7
3.   f (Div. Prop.) 2
h Prove: x
3
Ek
W
4. f   (Sym. Prop.) Proof:
h
Statements Reasons
36. Sample answer: Lawyers use 3x  5
a. 
7 a. ? Given
evidence and testimony as 2
3x  5
reasons for justifying statements b. ? 2 
2 
  2(7) b. Mult. Prop.
and actions. All of the evidence c. 3x  5
14 c. ? Substitution
and testimony are linked together d. 3x
9 d. ? Subt. Prop.
to prove a lawyer’s case, much as e. ? x3 e. Div. Prop.
in a proof in mathematics. 1
25. Given: 2x  7
x  2
Answers should include the 3
Prove: x
3
following.
Proof:
• Evidence is used to verify facts Statements Reasons
from witnesses or materials.
a. ? 2x
7  1x
2 a. Given
• Postulates, theorems, 3
definitions, and properties can
1
b. ? 3(2x
7)  3 x
2
3  b. Mult. Prop.
c. 6x  21
x  6 c. ? Dist. Prop.
be used to justify statements
d. ? 5x
21 
6 d. Subt. Prop.
made in mathematics. e. 5x
15 e. ? Add. Prop.
f. ? x3 f. Div. Prop.

PROOF Write a two-column proof. 26–31. See p. 123D.

1 7 3 13
26. If 4  a
  a, then a
1. 27. If 2y  
8, then y
.
Physics 2 2 2 4
1 2
A gymnast exhibits kinetic 28. If   m
9, then m
18. 29. If 5  z
1, then z
6.
energy when performing 2 3
on the balance beam. The 30. If XZ
ZY, XZ
4x  1, 31. If m
ACB
m
ABC,
movements and flips show
and ZY
6x  13, then x
7. then m
XCA
m
YBA.
the energy that is being
displayed while the X 4x  1 Z A
gymnast is moving.
Source: www.infoplease.com
6x
13 X C B Y

32. PHYSICS Kinetic energy is the energy of motion. The formula for kinetic
energy is Ek
h f  W, where h represents Planck’s Constant, f represents the
frequency of its photon, and W represents the work function of the material
being used. Solve this formula for f and justify each step. See margin.
98 Chapter 2 Reasoning and Proof
Duomo/CORBIS

98 Chapter 2 Reasoning and Proof

 33. GARDENING Areas in the southwest G A B NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-6 Guide
Study andIntervention
Guide and Intervention,
and southeast have cool but mild winters. p. 87 (shown) and p. 88
Algebraic Proof
In these areas, many people plant pansies Algebraic Proof The following properties of algebra can be used to justify the steps

Lesson 2-6
in October so that they have flowers when solving an algebraic equation.

Property Statement
outside year-round. In the arrangement of Reflexive For every number a, a
a.
C For all numbers a and b, if a
b then b
a.
pansies shown, the walkway divides the Symmetric
Transitive For all numbers a, b, and c, if a
b and b
c then a
c.

two sections of pansies into four beds that Addition and Subtraction For all numbers a, b, and c, if a
b then a  c
b  c and a  c
b  c.
a b
For all numbers a, b, and c, if a
b then a c
b c, and if c  0 then 
.
are the same size. If m
ACB
m
DCE,
Multiplication and Division
c c
Substitution For all numbers a and b, if a
b then a may be replaced by b in any equation
or expression.
what could you conclude about the Distributive For all numbers a, b, and c, a(b  c)
ab  ac.

relationship among
ACB,
DCE,
ECF, F D Example

E Solve 6x  2(x
1)  30.
and
ACG? All of the angle measures Algebraic Steps Properties
6x  2(x  1)
30
would be equal. 6x  2x  2
30
Given
Distributive Property
8x  2
30 Substitution
8x  2  2
30  2 Addition Property
8x
32 Substitution
8x 32
 

CRITICAL THINKING For Exercises 34 and 35, use the following information. 8
x
4
8
Division Property

Substitution

Below is a family tree of the Gibbs family. Clara, Carol, Cynthia, and Cheryl are all Exercises
daughters of Lucy. Because they are sisters, they have a transitive and symmetric Complete each proof.
4x  6
1. Given: 
9 2. Given: 4x  8
x  2
relationship. That is, Clara is a sister of Carol, Carol is a sister of Cynthia, so Clara 2
Prove: x
3 Prove: x
2

is a sister of Cynthia. Statements Reasons Statements Reasons

4x  6
a. 
9 a. Given a. 4x  8
x  2 a. Given
2
4x  6 b. 4x  8  x

Lucy 
b. 2 
2(9)
2  b. Mult. Prop.
x2x b. Subtr. Prop.
c. 4x  6
18 c. Subst.
c. 3x  8
2 c. Substitution
d. 4x  6  6
18  6 d. Subtr. Prop.
d. 3x  8
8 
e. 4x
12 e. Substitution 2
8 d. Subtr. Prop.
4x 12 e. 3x 
6
f. 
 e. Substitution
Clara Carol Cynthia Cheryl 4 4
f. Div. Prop.
3x 6
g. x  3 g. Substitution f. 
 f. Div. Prop.
3 3
g. x 
2 g. Substitution

Gl NAME
/M G ______________________________________________
Hill 87 DATE ____________
Gl PERIOD
G _____

Michael Chris Kevin Diane Dierdre Steven Skills

2-6 Practice,
Practice (Average)
p. 89 and
Practice, p. 90 (shown)
Algebraic Proof
PROOF Write a two-column proof.
1. If m
ABC  m
CBD
90, m
ABC
3x  5,
Cyle Ryan Allycia Maria and m
CBD
, then x
27.
x1 D C
2
Given: m
ABC  m
CBD  90
34. Sample answers 34. What other relationships in a family have reflexive, symmetric, or transitive m
ABC  3x
5
x1
B A

m
CBD  
are: Michael has a relationships? Explain why. Remember that the child or children of each person Prove: x  27
2

symmetric relationship are listed beneath that person’s name. Consider relationships such as first Proof:
Statements Reasons
of first cousin with cousin, ancestor or descendent, aunt or uncle, sibling, or any other relationship. 1. m
ABC  m
CBD  90 1. Given
m
ABC  3x
5
Chris, Kevin, Diane, x1
m
CBD  
Dierdre, and Steven. 35. Construct your family tree on one or both sides of your family and identify the x1
2
2. 3x
5    90 2. Substitution Property
Diane, Dierdre, reflexive, symmetric, or transitive relationships. See students’ work. 2
3. (2)(3x
5)  (2)   (2)90
x1
3. Multiplication Property
2

10  x  1  180
and Steve have a 4.
5.
6x
7x
9  180
4.
5.
Substitution Property
Substitution Property
symmetric and 6.
7.
7x
7x



9  9  180  9
189
6.
7.
Addition Property
Substitution Property
transitive relationship 36. WRITING IN MATH Answer the question that was posed at the beginning of 7x
8.   
7
189
7
8. Division Property
9. x  27
of sibling. Any direct the lesson. See margin. 9. Substitution Property
2. FINANCE The formula for simple interest is I
prt, where I is interest, p is principal,
line from bottom to How is mathematical evidence similar to evidence in law? r is rate, and t is time. Solve the formula for r and justify each step.
Given: I  prt
top has a transitive Include the following in your answer: I
Prove: r  
pt
descendent • a description of how evidence is used to influence jurors’ conclusions Proof:
Statements Reasons
relationship. in court, and 1. I  prt
prt
1. Given
I
2.   
• a description of the evidence used to make conclusions in mathematics. pt
I
pt
2. Division Property
3.   r 3. Substitution Property
pt
I
4. r   4. Symmetric Property
pt

Standardized 37. In PQR, m
P
m
Q and m
R
2(m
Q). P

Test Practice Gl NAME
/M G ______________________________________________
Hill 90 DATE ____________
Gl PERIOD
G _____
Find m
P if m
P  m
Q + m
R
180. B Reading
2-6 Readingto
to Learn
Learn Mathematics
Mathematics, p. 91 ELL
A 30 B 45 Algebraic Proof
Pre-Activity How is mathematical evidence similar to evidence in law?

Lesson 2-6
C 60 D 90 R Q
Read the introduction to Lesson 2-6 at the top of page 94 in your textbook.
What are some of the things that lawyers might use in presenting their
closing arguments to a trial jury in addition to evidence gathered prior to
the trial and testimony heard during the trial? Sample answer: They
might tell the jury about laws related to the case, court
rulings, and precedents set by earlier trials.
Reading the Lesson
38. ALGEBRA If 4 more than x is 5 less than y, what is x in terms of y? B 1. Name the property illustrated by each statement.
a. If a
4.75 and 4.75
b, then a
b. Transitive Property of Equality
b. If x
y, then x  8
y  8. Addition Property of Equality
A y1 B y9 C y9 D y5 c. 5(12  19)
5 12  5 19 Distributive Property Substitution Property
d. If x
5, then x may be replaced with 5 in any equation or expression. of Equality
e. If x
y, then 8x
8y. Multiplication Property of Equality
www.geometryonline.com/self_check_quiz Lesson 2-6 Algebraic Proof 99 f. If x
23.45, then 23.45
x. Symmetric Property of Equality
7
g. If 5x
7, then x
. Division Property of Equality
5
h. If x
12, then x  3
9. Subtraction Property of Equality

2. Give the reason for each statement in the following two-column proof.
Given: 5(n  3)
4(2n  7)  14
Prove: n
9
NAME ______________________________________________ DATE ____________ PERIOD _____
Statements Reasons

Enrichment,
2-6 Enrichment p. 92 1. 5(n  3)
4(2n  7)  14
2. 5n  15
8n  28  14
1. Given
2. Distributive Property
3. 5n  15
8n  42 3. Substitution Property
Symmetric, Reflexive, and Transitive Properties 4. 5n  15  15
8n  42  15 4. Addition Property
Equality has three important properties. 5. 5n
8n  27 5. Substitution Property
a
a 6. 5n  8n
8n  27  8n 6. Subtraction Property
Reflexive
Symmetric If a
b, then b
a. 7. 3n
27 7. Substitution Property
Transitive If a
b and b
c, then a
c. 3n 27
8. 
 8. Division Property
3 3
Other relations have some of the same properties. Consider the
9. n
9 9. Substitution Property
relation “is next to” for objects labeled X, Y, and Z. Which of the
properties listed above are true for this relation? Helping You Remember
X is next to X. False 3. A good way to remember mathematical terms is to relate them to words you already know.
If X is next to Y, then Y is next to X. True Give an everyday word that is related in meaning to the mathematical term reflexive and
If X is next to Y and Y is next to Z, then X is next to Z. False explain how this word can help you to remember the Reflexive Property and to distinguish
it from the Symmetric and Transitive Properties. Sample answer: Reflection: If you
Only the symmetric property is true for the relation “is next to.” look at your reflection, you see yourself. The Reflexive Property says that
every number is equal to itself. The Reflexive Property involves only one
number, while the Symmetric and Transitive Properties each involve two
or three numbers.
For each relation, state which properties (symmetric, reflexive,
transitive) are true.

Lesson 2-6 Algebraic Proofs 99

 Maintain Your Skills
4 Assess Mixed Review 39. CONSTRUCTION There are four buildings on the Medfield High School
Campus, no three of which stand in a straight line. How many sidewalks need
Open-Ended Assessment to be built so that each building is directly connected to every other building?
Writing Select some statements (Lesson 2-5) 6
to prove and write them on the
board. Have different volunteers Determine whether the stated conclusion is valid based on the given information.
come up to the board and write If not, write invalid. Explain your reasoning. A number is divisible by 3 if it is
divisible by 6. (Lesson 2-4)
one statement and reason to 40. Valid; since 24 is 40. Given: 24 is divisible by 6. Conclusion: 24 is divisible by 3.
advance the proof until the divisible by 6, the Law 41. Given: 27 is divisible by 3. Conclusion: 27 is divisible by 6.
students have proven the of Detachment says it
is divisible by 3. 42. Given: 85 is not divisible by 3. Conclusion: 85 is not divisible by 6.
original statement.
41. Invalid; 27  6 
4.5, which is not an Write each statement in if-then form. (Lesson 2-3) 43–46. See margin.
Getting Ready for integer. 43. “Happy people rarely correct their faults.” (La Rochefoucauld)
Lesson 2-7 42. Valid; since 85 is 44. “If you don’t know where you are going, you will probably end up
Prerequisite Skill Students will not divisible by 3, the somewhere else.” (Laurence Peters)
contrapositive of the 45. “A champion is afraid of losing.” (Billie Jean King)
learn about proving segment statement and the Law
relationships in Lesson 2-7. They 46. “If we would have new knowledge, we must get a whole new world of
of Detachment say
questions.” (Susanne K. Langer)
will learn about segment addition that 85 is not divisible
and will use segment measures by 6.
Find the precision for each measurement. (Lesson 1-2)
to prove segment congruence.
47. 13 feet 48. 5.9 meters 49. 74 inches 50. 3.1 kilometers
Use Exercises 51–53 to determine
1 ft 0.05 m 0.5 in. 0.05 km
your students’ familiarity with 2
Getting Ready for PREREQUISITE SKILL Find the measure of each segment.
segment measures.
the Next Lesson (To review segment measures, see Lesson 1-2.)
L
51. K  11 
52. QS 28 
53. WZ 47
Assessment Options
25 51 9
Practice Quiz 2 The quiz 14 23 38

provides students with a brief J K L P Q R S W X Y Z

review of the concepts and skills
in Lessons 2-4 through 2-6.
Lesson numbers are given to the
right of the exercises or P ractice Quiz 2 Lessons 2-4 through 2-6
instruction lines so students can
1. Determine whether statement (3) follows from statements (1) and (2) by the Law of Detachment or the
review concepts not yet Law of Syllogism. If it does, state which law was used. If it does not, write invalid. (Lesson 2-4)
mastered. (1) If n is an integer, then n is a real number.
Quiz (Lessons 2-5 and 2-6) is (2) n is a real number.
(3) n is an integer. invalid
available on p. 120 of the Chapter 2
Resource Masters. In the figure at the right, A, B, and C are collinear. Points A, B, C,
and D lie in plane N. State the postulate or theorem that can be E
used to show each statement is true. (Lesson 2-5) 2–4. See margin.
Answers
2. A, B, and D determine plane N.

N
43. If people are happy, then they
BE intersects 

3. 
 AC at B. A B
rarely correct their faults. D C
4.  lies in plane N.
44. If you don’t know where you are
going, then you will probably end 5. PROOF If 2(n  3)  5
3(n  1), prove that n
2. (Lesson 2-6) See p. 123E.
up somewhere else.
100 Chapter 2 Reasoning and Proof
45. If a person is a champion, then
the person is afraid of losing.
46. If we would have new knowledge,
then we must get a whole new
Answers
world of questions. Practice Quiz 2
2. Through any three points not on the same line,
there is exactly one plane.
3. If two lines intersect, then their intersection is
exactly one point.
4. If two points lie in a plane, then the entire line
containing those points lies in that plane.
100 Chapter 2 Reasoning and Proof
 Proving Segment Relationships Lesson
Notes

• Write proofs involving segment addition.

• Write proofs involving segment congruence.

can segment relationships

1 Focus
be used for travel? 5-Minute Check
San
When leaving San Diego, the pilot said Diego Phoenix Transparency 2-7 Use as a
that the flight would be about 360 miles Dallas quiz or review of Lesson 2-6.
to Phoenix before continuing on to
Dallas. When the plane left Phoenix, Mathematical Background notes
the pilot said that the flight would be
flying about 1070 miles to Dallas.
1/2 inch = 400 mi. are available for this lesson on
p. 60D.

SEGMENT ADDITION In Lesson 1-2, you measured segments with a ruler by can segment
placing the mark for zero on one endpoint, then finding the distance to the other relationships be used
endpoint. This illustrates the Ruler Postulate. for travel?
Ask students:
Postulate 2.8
• Use a ruler to measure the
Ruler Postulate The points on any line or line A B
segment can be paired with real numbers so
length in millimeters from San
that, given any two points A and B on a line, Diego to Phoenix and from
A corresponds to zero, and B corresponds to 0 Phoenix to Dallas. about 11 mm;
a positive real number. about 32 mm
• Given the pilot’s information,
The Ruler Postulate can be used to further investigate line segments. how many miles will Janelle be
flying from San Diego to
Dallas? 1430
Adding Segment Measures • How are segment lengths
Construct a Figure
helpful for air travel? Sample
Segment Measures answer: Pilots can use segment
• Use The Geometer’s Sketchpad to
C
construct A.
AB = 1.79 cm lengths to calculate distance, flight
BC = 3.21 cm
C
• Place point B on A. AC = 5.00 cm
time and necessary fuel
• Find AB, BC, and AC. requirements.
Analyze the Model A B C

1. What is the sum AB  BC?

2. Move B. Find AB, BC and AC.
What is the sum of AB  BC?
3. Repeat moving B, measuring the segments, and finding the sum AB  BC
three times. Record your results. 1–3. See students’ work. The sum AB  BC
should always equal AC.
Make a Conjecture
4. What is true about the relationship of AB, BC, and AC ? AB  BC  AC
C
5. Is it possible to place B on A so that this relationship is not true? no

Lesson 2-7 Proving Segment Relationships 101

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters School-to-Career Masters, p. 4 5-Minute Check Transparency 2-7
• Study Guide and Intervention, pp. 93–94 Prerequisite Skills Workbook, pp. 89–90, Answer Key Transparencies
• Skills Practice, p. 95 101–104
• Practice, p. 96 Teaching Geometry With Manipulatives Technology
• Reading to Learn Mathematics, p. 97 Masters, p. 8 Interactive Chalkboard
• Enrichment, p. 98

Lesson x-x Lesson Title 101

 Study Tip Examine the measures AB, BC, and AC in the Geometry Activity. Notice that

2 Teach Betweenness
In general, the definition
wherever B is placed between A and C, AB  BC
AC. This suggests the following
postulate.
of between is that B is
SEGMENT ADDITION between A and C if A, B, Postulate 2.9
and C are collinear and
In-Class Example Power
Point®
AB  BC
AC. Segment Addition Postulate If B is between AB BC
A and C, then AB  BC
AC. A B C
1 Prove the following. Use the If AB  BC
AC, then B is between A and C. AC
figure from Example 1 in the
Student Edition.
Given: PR
QS Example 1 Proof With Segment Addition
Prove: PQ
RS Prove the following.
Statements (Reasons) Given: PQ
RS P Q R S
1. PR  QS (Given) Prove: PR
QS
2. PR
QR  QS
QR Proof:
(Subtr. Prop.) Statements Reasons
3. PR
QR  PQ; 1. PQ
RS 1. Given
QS
QR  RS 2. PQ  QR
QR  RS 2. Addition Property
(Seg. Add. Post.) 3. PQ  QR
PR 3. Segment Addition Postulate
4. PQ  RS (Substitution) QR  RS
QS
4. PR
QS 4. Substitution

Teaching Tip Tell students that

with each new lesson, they are SEGMENT CONGRUENCE In Lesson 2-5, you learned that once a theorem is
accumulating more postulates and proved, it can be used in proofs of other theorems. One theorem we can prove is
theorems that they can use for similar to properties of equality from algebra.
writing proofs. Encourage students
to practice using these concepts as Segment Congruence
much as possible before moving on
Theorem 2.2
to the next lesson to strengthen Congruence of segments is reflexive, symmetric, and transitive.
their ability to recall important facts Reflexive Property A
B 
AB
for proof-writing skills. Symmetric Property If 
AB , then 
CD 
CD .
AB
Transitive Property If 
AB , and 
CD 
CD EF, then 
AB EF.

You will prove the first two properties in Exercises 10 and 24.

Proof Transitive Property of Congruence

N P
Given: N
M
PQ
Q
P
RS
Prove: M
N RS
Proof: M Q
Method 1 Paragraph Proof R S

Since 
MN   and P
PQ Q
 , MN
PQ and PQ
RS by the
RS
definition of congruent segments. By the Transitive Property
of Equality, MN
RS. Thus, 
MN  RS by the definition of
congruent segments.

102 Chapter 2 Reasoning and Proof

Geometry Software Investigation

Adding Segment Measures Have students repeat the activity for different
lengths of . Students can also construct 
AC  vertically and at various
AC
diagonals. Tell students that this activity provides several examples to
substantiate the Segment Addition Postulate.

102 Chapter 2 Reasoning and Proof

 Method 2 Two-Column Proof
SEGMENT CONGRUENCE
Statements Reasons
1. N
M , P
PQ Q
R S
 1. Given In-Class Example Power
Point®
2. MN
PQ, PQ
RS 2. Definition of congruent segments
3. MN
RS 3. Transitive Property 2 Prove the following.
4. N
M 
RS 4. Definition of congruent segments 3 cm
Y Z

The theorems about segment congruence can be used to prove segment 3 cm

relationships.
W X
Example 2 Proof With Segment Congruence Given: WY
YZ
Prove the following. J K L Z
Y  
XZ
Given: JK
 KL, H
J  
GH, 
KL
HJ Z
X  
WX
Prove: GH  JK
 H Prove: WX WY
Proof: G Proof:
Statements Reasons Statements (Reasons)
1. JK
 KL, K
L

HJ 1. Given 1. WY  YZ (Given)
2. JK HJ 2. Transitive Property
2.

WY
Y

Z
(Def. of  Segs.)
3. H J  
GH 3. Given
3.



YZ XZ
; X

Z


WX
(Given)
4. JK GH 4. Transitive Property
5. G H  JK
 5. Symmetric Property 4.

WY

WX
(Trans. Prop.)
5.

WX

WY
(Symmetric)

Answers
Concept Check 1. Choose two cities from a United States road map. Describe the distance between
the cities using the Reflexive Property. See margin. 1. Sample answer: The distance
2. OPEN ENDED Draw three congruent segments, and illustrate the Transitive from Cleveland to Chicago is the
Property using these segments. See margin.
same as the distance from
3. Describe how to determine whether a point B is between points A and C. Cleveland to Chicago.
If A, B, and C are collinear and AB  BC  AC, then B is between A and C.
Guided Practice Justify each statement with a property of equality or a property of congruence. 2. Sample answer: If



AB
and
XY
Y
4. X  XY Reflexive
Y
X


, then

PQ


AB
.
PQ
H
5. If G MN, then 
MNG H
. Symmetric B P
GUIDED PRACTICE KEY 6. If AB
AC  CB, then AB  AC
CB. Subtraction
Exercises Examples A
7. Copy and complete the proof. R S T Y
6 1 Given: P 
Q , Q
RS 
S 
ST Q
4, 5, 7–10 2
Prove: P
S RT X
Q
Proof:
P

Statements Reasons
7a.

PQ


RS
,

QS
 S
T
a. ? , ? a. Given
b. PQ
RS, QS
ST b. ? Def. of  segs.
c. PS
PQ  QS, RT
RS  ST c. ? Segment Addition Post.
d. ? PQ  QS  RS  ST d. Addition Property
e. ? PS  RT e. Substitution
f. P
S 
RT f. ? Def. of  segs.
www.geometryonline.com/extra_examples Lesson 2-7 Proving Segment Relationships 103
C Squared Studios/PhotoDisc (t) file photo (b)

Differentiated Instruction
Visual/Spatial When students are first examining figures to determine
the steps necessary for writing proofs, encourage them to use their spatial
skills to locate obvious and hidden congruent segments and parts of
segments that qualify for the Segment Addition Postulate. Advise students
to use the given information to mark the figures so they can easily refer to
the relationships in the figures while they are writing their proofs.

Lesson 2-7 Proving Segment Relationships 103

 PROOF For Exercises 8–10, write a two-column proof. 8–9. See p. 123E.
3 Practice/Apply 8. Given: AP
P
B


CP
DP


9. Given: HI  
J  
H

TU

TV
Prove: AB CD Prove: IJ  
UV
A H
D
Study Notebook P
I

Have students— C
B
T U V
• add the definitions/examples of J
the vocabulary terms to their 10. Symmetric Property of Congruence (Theorem 2.2) See margin.
Vocabulary Builder worksheets for
Application 11. GEOGRAPHY Aberdeen in South Dakota and Helena, Miles City, and
Chapter 2. Missoula, all in Montana, are connected in a straight line by interstate highways.
• include a sample proof using Missoula is 499 miles from Miles City and 972 miles from Aberdeen. Aberdeen is
segment addition and one using 473 miles from Miles City and 860 miles from Helena. Between which cities does
Helena lie? Helena is between Missoula and Miles City.
segment congruence.
• include any other item(s) that they
find helpful in mastering the skills Practice and Apply
in this lesson. Justify each statement with a property of equality or a property of congruence.
12. If JK
 , then 
LM LM  JK. Symmetric
For See
Exercises Examples 13. If AB
14 and CD
14, then AB
CD. Substitution
14, 16, 17 1 14. If W, X, and Y are collinear, in that order, then WY
WX  XY. Segment
12, 13, 15, 2
15. If MN  and P
PQ Q
 , then 
RS MN RS. Transitive Addition
18–24
About the Exercises… Extra Practice 16. If EF
TU and GH
VW, then EF  GH
TU  VW. Addition
Organization by Objective See page 758. 17. If JK  MN
JK  QR, then MN
QR. Subtraction
• Segment Addition: 14, 16, 17 18. Copy and complete the proof.
B
• Segment Congruence: 12, 13, Given: AD
 , D
CE B 
EB D E
15, 18–24
Prove: 
AB
CB
Odd/Even Assignments Proof:
A C
Exercises 12–23 are structured Statements Reasons
so that students practice the
a. ? A
D



,

CE DB

EB

a. Given
same concepts whether they
b. AD
CE, DB
EB b. ? Def. of  segs.
are assigned odd or even
c. AD  DB
CE  EB c. ? Add. Prop.
problems.
18d. AB  AD  DB, d. ? d. Segment Addition Postulate
CB  CE  EB e. AB
CB e. ? Substitution
Assignment Guide f. B
A 
CB f. ? Def. of  segs.
Basic: 13–27 odd, 29–45
PROOF Write a two-column proof. 19 – 20. See p. 123E.
Average: 13–27 odd, 29–45
Y
19. If X WZ and W
Z ,
AB 20. If 
AB  and P
AC C
,
QB
Advanced: 12–26 even, 27–39 then 
XY .
AB then  
AP AQ.
(optional: 40–45) W C B
B
A
P Q
Answer X
Z

B
10. Given: A



CD B
Y
A

D
Prove: C


AB
A
104 Chapter 2 Reasoning and Proof
C
D
Proof:
Statements (Reasons)
1.



AB
(Given)
CD
2. AB  CD (Def. of  segs.)
3. CD  AB (Symmetric Prop.)
4.



CD
(Def. of  segs.)
AB

104 Chapter 2 Reasoning and Proof

 21. Copy and complete the proof. W NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-7 Guide
Study andIntervention
Guide and Intervention,
Given: WY  ZX p. 93 (shown)
Proving and p. 94
Segment Relationships
A is the midpoint of 
WY. Segment Addition Two basic postulates for working with segments and lengths are

A is the midpoint of 
ZX. Z X the Ruler Postulate, which establishes number lines, and the Segment Addition Postulate,
A which describes what it means for one point to be between two other points.

Prove:   
The points on any line or line segment can be paired with real numbers so that, given any two
WA ZA Ruler Postulate
points A and B on a line, A corresponds to zero and B corresponds to a positive real number.
Segment Addition
B is between A and C if and only if AB  BC
AC.
Proof: Y
Postulate

Lesson 2-7
Statements Reasons Example Write a two-column proof.
R
Given: Q is the midpoint of P . R
S
Q
R is the midpoint of 
QS. P

Y
a. W  ZX a. ? Given Prove: PR
QS
Statements Reasons
Y
A is the midpoint of W . R
1. Q is the midpoint of P. 1. Given
2. PQ
QR
X.
2. Definition of midpoint
A is the midpoint of Z S
3. R is the midpoint of Q . 3. Given
4. QR
RS 4. Definition of midpoint
b. WY
ZX b. ? Def. of  segs. 5. PQ  QR
QR  RS
6. PQ  QR
PR, QR  RS
QS
5. Addition Property
6. Segment Addition Postulate

c. ? WA  AY, ZA  AX c. Definition of midpoint 7. PR
QS 7. Substitution

Exercises
d. WY
WA  AY, ZX
ZA  AX d. ? Segment Addition Post. Complete each proof.

e. WA  AY
ZA  AX 1. Given: BC
DE 2. Given: Q is between

e. ? Substitution Prove: AB  DE
AC
A
B
C
E P and R, R is between
Q
R S

D Q and S, PR
QS. P

f. WA  WA
ZA  ZA f. ? Substitution Statements
a. BC
DE
Reasons
a. Given
Prove: PQ
RS
Statements Reasons
b. AB  BC  AC b. Seg. Add. Post.
g. 2WA = 2ZA g. ? Substitution c. AB  DE
AC c. Substitution
a. Q is between
P and R.
a. Given

h. ? WA  ZA h. Division Property b.PQ  QR
PR

c. R is between
b. Seg. Add. Post.
c. Given
Q and S.
A
i. W  ZA i. ? Def. of  segs. d. QR  RS  QS d. Seg. Add. Post.
e. PR
QS e. Given
f. PQ  QR
f. Substitution
QR  RS

PROOF For Exercises 22–24, write a two-column proof. 22–24. See p. 123E. g. PQ  QR  QR

QR  RS  QR
g. Subtraction
Prop.
h. PQ  RS
M
  and XM
 , 23. If AB
BC,
h. Substitution
22. If L PN XN NAME ______________________________________________ DATE ____________
Gl PERIOD
G _____
then  . then AC
2BC.
Gl /M G Hill 93
LX PX Skills
2-7 Practice,
Practice (Average)
p. 95 and
P Practice, p. 96Relationships
Proving Segment (shown)
Complete the following proof.
L M B 
Design X
A B C 1. Given: A DE
C
B is the midpoint of A.
F
E is the midpoint of D .
A B C

F
E
Windows come in many C
Prove: B  EF D

Proof:
different shapes and sizes. N Statements Reasons
Some commonly used a. A



B DE
a. Given

C
.
shapes for windows are 24. Reflexive Property of Congruence (Theorem 2.2) B is the midpoint of A

F
E is the midpoint of D
.
circles, rectangles, squares, b. AB
DE b. Definition of  segments

triangles, pentagons, and c. AB  BC c. Definition of Midpoint

DE  EF
octagons. 25. DESIGN The front of a building has a F d. AC
AB  BC d. Segment Addition Postulate
Source: www.pella.com triangular window. If 
ABDE and C is DF
DE  EF
e. AB  BC
DE  EF e. Substitution Property
D
the midpoint of B, prove that A
C
 CE. f. AB  BC
AB  EF f. Substitution Property
g. AB  BC  AB
AB  EF  AB
See p. 123E. h. BC
EF
g. Subtraction Property
h. Substitution Property
i. B



C EF
i. Definition of  segments

2. TRAVEL Refer to the figure. DeAnne knows that the Grayson Apex Redding Pine Bluff
distance from Grayson to Apex is the same as the distance
A B C D E from Redding to Pine Bluff. Prove that the distance from
G A R P

Grayson to Redding is equal to the distance from Apex to Pine Bluff.

A
Given: G


RP


R
Prove: G



AP
Proof:
26. LIGHTING The light fixture in Gerrard Hall Statements Reasons

A



of the University of North Carolina is shown at 1.
2.
G
GA 
RP
RP
1.
2.
Given
Definition of  segments
B
the right. If AEF and B
C
 DE, prove that B D E
3.
4.
GA
GR


AR  AR  RP
GA  AR, AP  AR  RP
3.
4.
Addition Property
Segment Addition Postulate
C
A  DF. See p. 123F. A
C
F 5. GR  AP 5. Substitution Property
6.

GR


AP
6. Definition of  segments

Gl NAME
/M G ______________________________________________
Hill 96 DATE ____________
Gl PERIOD
G _____
Reading
2-7 Readingto
to Learn
Learn Mathematics
Mathematics, p. 97 ELL
Proving Segment Relationships
Pre-Activity

N ,
How can segment relationships be used for travel?
27. CRITICAL THINKING Given that L RT L M N Read the introduction to Lesson 2-7 at the top of page 101 in your textbook.

T
R  , L
QO Q
 NO, M
P NO, S is the • What is the total distance that the plane will fly to get from San Diego to
Dallas? 1430 mi

S
T
, M is the midpoint of L N
, and P
• Before leaving home, a passenger used a road atlas to determine that the
midpoint of R R T distance between San Diego and Dallas is about 1350 miles. Why is the
flying distance greater than that? Sample answer: Phoenix is not
is the midpoint of 
QO, list three statements that on a straight line between San Diego and Dallas, so the stop

Lesson 2-7
added to the distance traveled. A nonstop flight would have
been shorter.
you could prove using the postulates, theorems, Reading the Lesson
and definitions that you have learned. See p. 123F. Q P O 1. If E is between Y and S, which of the following statements are always true? B, E
A. YS  ES
YE B. YS  ES
YE
C. YE ES D. YE ES
YS
www.geometryonline.com/self_check_quiz Lesson 2-7 Proving Segment Relationships 105 E. SE  EY
SY S
F. E is the midpoint of Y.

(t)David Madison/Getty Images, (b)Dan Sears 2. Give the reason for each statement in the following A
two-column proof.
D
Given: C is the midpoint of B .
D is the midpoint of 
CE. B
C D
E
Prove: 
BD 
CE
NAME ______________________________________________ DATE ____________ PERIOD _____
Statements Reasons

Enrichment,
2-7 Enrichment p. 98 D
1. C is the midpoint of B
2. BC
CD
. 1. Given
2. Definition of midpoint
3. D is the midpoint of 
CE. 3. Given
Geometry Crossword Puzzle 4. CD
DE 4. Definition of midpoint
5. BC
DE 5. Transitive Property of Equality
1 2
L O 6. BC  CD
CD  DE 6. Addition Property of Equality
3 4 5
C O L L I N E A R R A Y 7. BC  CD
BD 7. Segment Addition Postulate
N I
6
C C
7
P CD  DE
CE
8
A E G
9
O B T U S E 8. BD
CE 8. Substitution Property
D I M T R D
9. B
CE 9. Def. of  segments
10 11
J S E G M E N T P E P
12 13 14 Helping You Remember
C Q A T I L V E
15 3. One way to keep the names of related postulates straight in your mind is to associate
O U C R D V E E N
16
something in the name of the postulate with the content of the postulate. How can you use
P L A N E A P E M R D this idea to distinguish between the Ruler Postulate and the Segment Addition Postulate?
17
L D N I C O N G R U E N T I Sample answer: There are two words in “Ruler Postulate” and three words
A R T G I T N I C
in “Segment Addition Postulate.” The statement of the Ruler Postulate
mentions two points, and the statement of the Segment Addition
N A H N E T C U Postulate mentions three points.
18
A N T T X A A N G L E
R T R L A

Lesson 2-7 Proving Segment Relationships 105

 28. WRITING IN MATH Answer the question that was posed at the beginning of

4 Assess the lesson. See margin.

How can segment relationships be used for travel?
Include the following in your answer:
Open-Ended Assessment
• an explanation of how a passenger can use the distances the pilot announced
Modeling Make a to find the total distance from San Diego to Dallas, and
“Reasons/Statements” board • an explanation of why the Segment Addition Postulate may or may not be
with Velcro in positions where you useful when traveling.
could place given information,
statements and reasons. Create
Standardized 29. If P is the midpoint of 
BC and Q is 14 4
1
12 4
3
12 4
1
Test Practice the midpoint of AD
, what is PQ? B
three or four proofs using segment 1
addition and segment congruence, A  B 1 A B C D
2
and write the given information 1
C 2 D 2
2
and each statement and reason on
a separate rectangular piece of 30. GRID IN A refreshment stand sells a large tub of popcorn for twice the price of
poster board (large enough to read a box of popcorn. If 60 tubs were sold for a total of $150 and the total popcorn
from the back of the classroom). sales were $275, how many boxes of popcorn were sold? 100
Affix Velcro to the back of the
boards so they can be easily
placed on the R/S board. Place Maintain Your Skills
the given information at the top
Mixed Review State the property that justifies each statement. (Lesson 2-6)
of the R/S board. Have students
31. If m
P  m
Q
110 and m
R
110, then m
P  m
Q
m
R. Substitution
select each statement, match it
32. If x(y  z)
a, then xy  xz = a. Dist. Prop.
with its corresponding reason
33. If n  17
39, then n
56. Add. Prop.
and place it in the correct order
34. If cv
md and md
15, then cv
15. Trans. Prop.
on the R/S board.
Determine whether the following statements are always, sometimes, or never true.
Explain. (Lesson 2-5) 35–38. See margin for explanations.
Getting Ready for 35. A midpoint divides a segment into two noncongruent segments. never
Lesson 2-8 36. Three lines intersect at a single point. sometimes
Prerequisite Skill In Lesson 2-8, 37. The intersection of two planes forms a line. always
students will apply properties of 38. Three single points determine three lines. sometimes
supplementary and
39. If the perimeter of rectangle ABCD D A
complementary angles to prove
is 44 centimeters, find x and the
angle relationships. Use dimensions of the rectangle. (x  6) cm
Exercises 4045 to determine (Lesson 1-6) 3; 9 cm by 13 cm
your students’ familiarity with C (2x  7) cm B
complementary and
supplementary angles.
Getting Ready for PREREQUISITE SKILL Find x.
the Next Lesson (To review complementary and supplementary angles, see Lesson 1-5.)
40. 30 41. 15 42. 22
Answers (3x  2)˚
2x °
2x ° x°
28. Sample answer: You can use x° 4x °
segment addition to find the total
distance between two destinations 43. 45 44. 5 45. 25
by adding the distances of various
points in between. Answers 26x ° 10x °
x° 3x ° (4x  10)˚ (3x
5)˚
should include the following.
106 Chapter 2 Reasoning and Proof
• A passenger can add the
distance from San Diego to
Phoenix and the distance from
Phoenix to Dallas to find the
35. The midpoint of a segment divides it into two congruent segments.
distance from San Diego to
Dallas. 36. If the lines have a common intersection point, then it is a single point.
• The Segment Addition Postulate 37. If two planes intersect, they intersect in a line.
can be useful if you are 38. If the points are noncollinear, then they lie on three distinct lines.
traveling in a straight line.

106 Chapter 2 Reasoning and Proof

1/16/2003 1:06 PM T_Maria_Manko 107-114 GEO C2L8-

Proving Angle Relationships Lesson

Notes
• Write proofs involving supplementary and complementary angles.
• Write proofs involving congruent and right angles.

do scissors illustrate
1 Focus
supplementary angles? 5-Minute Check
Notice that when a pair of scissors is Transparency 2-8 Use as a
opened, the angle formed by the two quiz or review of Lesson 2-7.
blades,
1, and the angle formed by a 2
1 3 Mathematical Background notes
blade and a handle,
2, are a linear pair.
Likewise, the angle formed by a blade and are available for this lesson on
a handle,
2, and the angle formed by the p. 60D.
two handles,
3, also forms a linear pair.
do scissors illustrate
SUPPLEMENTARY AND COMPLEMENTARY ANGLES Recall that when supplementary angles?
you measure angles with a protractor, you position the protractor so that one of the Ask students:
rays aligns with zero degrees and then determine the position of the second ray.
This illustrates the Protractor Postulate. • In the figure, label
4 vertical
to
2 and name all pairs of
Postulate 2.10 supplementary angles.

1 and
2,
2 and
3,
3 and

 and a number r
Protractor Postulate Given AB
between 0 and 180, there is exactly one ray with 60
0
70
110
80
100
90 100
80
110
70 12
60
0

4,
4 and
1
12 13

, such
50 50
0

• Use a protractor to measure

0
13

endpoint A, extending on either side of AB

14
40

0
0

40
14

15
30

that the measure of the angle formed is r.

0

0
30
angles 1 and 2. What is the
15

160
20
160

20

170
r° sum of these two measures?
170
10

10
B
A about 40°; about 140°; 180°.
• Will the same angles still form
A In Lesson 2-7, you learned about the Segment Addition Postulate. A similar linear pairs if the scissors were
D
relationship exists between the measures of angles. opened wider? narrower?
B
yes; yes
C
Postulate 2.11
Angle Addition Postulate If R is in the interior P
of
PQS, then m
PQR  m
RQS
m
PQS. R
Q
If m
PQR  m
RQS
m
PQS, then R is in the
interior of
PQS. S

History
The Grand Union flag was
the first flag used by the Example 1 Angle Addition
colonial United States that
resembles the current flag. HISTORY The Grand Union Flag at the left contains several angles.
It was made up of thirteen If m
ABD
44 and m
ABC
88, find m
DBC.
stripes with the flag of m
ABD  m
DBC
m
ABC Angle Addition Postulate
Great Britain in the corner.
44  m
DBC
88 m
ABD
44, m
ABC
88
Source: www.usflag.org m
DBC
44 Subtraction Property

Lesson 2-8 Proving Angle Relationships 107

(t)C Squared Studios, (b)file photo

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 2 Resource Masters Prerequisite Skills Workbook, pp. 81–82, 5-Minute Check Transparency 2-8
• Study Guide and Intervention, pp. 99–100 85–86 Answer Key Transparencies
• Skills Practice, p. 101 Teaching Geometry With Manipulatives
• Practice, p. 102 Masters, pp. 8, 16, 48 Technology
• Reading to Learn Mathematics, p. 103 Interactive Chalkboard
• Enrichment, p. 104
• Assessment, p. 120

Lesson x-x Lesson Title 107

 The Angle Addition Postulate can be used with other angle relationships to

2 Teach provide additional theorems relating to angles.

Study Tip Theorems

SUPPLEMENTARY AND
COMPLEMENTARY ANGLES Look Back 2.3 Supplement Theorem If two angles form
To review supplementary a linear pair, then they are supplementary
and complementary angles, angles.
In-Class Examples Power
Point® see Lesson 1-5.
1 2
m
1  m
2
180

1 TIME At 4 o’ clock, the angle 2.4 Complement Theorem If the noncommon

between the hour and minute sides of two adjacent angles form a right 1
hands of a clock is 120°. If the angle, then the angles are
2

second hand stops where it complementary angles. m
1  m
2
90

bisects the angle between the

hour and minute hands, what You will prove Theorems 2.3 and 2.4 in Exercises 10 and 11.
are the measures of the angles
between the minute and Example 2 Supplementary Angles
second hands and between
If
1 and
2 form a linear pair and
the second and hour hands? m
2
67, find m
1.
They are both 60° by the m
1  m
2
180 Supplement Theorem
definition of angle bisector and 1 2
m
1  67
180 m
2
67
the Angle Addition Postulate.
m
1
113 Subtraction Property
2 If
1 and
2 form a linear
pair and m
2
166, find
m
1. 14 CONGRUENT AND RIGHT ANGLES The properties of algebra that applied
to the congruence of segments and the equality of their measures also hold true for
the congruence of angles and the equality of their measures.

Theorem 2.5
Congruence of angles is reflexive, symmetric, and transitive.
Reflexive Property
1 
1
Symmetric Property If
1 
2, then
2 
1.
Transitive Property If
1 
2, and
2 
3, then
1 
3.

You will prove the Reflexive and Transitive Properties of Angle Congruence in Exercises 26 and 27.

TEACHING TIP Proof Symmetric Property of Congruence

The Symmetric Property
is often assumed in proofs Given:
A 
B
to condense the number Prove:
B 
A
of steps in a proof. The B
Paragraph Proof: A
rigor of proof is left up
to the teacher, but we We are given
A 
B. By the definition of congruent angles, m
A
m
B.
will assume symmetric Using the Symmetric Property, m
B
m
A. Thus,
B 
A by the definition of
property statements in congruent angles.
future chapters.

Algebraic properties can be applied to prove theorems for congruence

relationships involving supplementary and complementary angles.
108 Chapter 2 Reasoning and Proof

Differentiated Instruction
Auditory/Musical Ask students to close their books. Read Theorems
2.3–2.13 aloud for students one by one. After each one, ask students
to discuss how they know the theorem is true and how they might use
the theorem in a proof.

108 Chapter 2 Reasoning and Proof

 Theorems CONGRUENT AND RIGHT
2.6 Angles supplementary to the same ANGLES
angle or to congruent angles are
congruent. 2 In-Class Example Power
Point®
Abbreviation:  suppl. to same
3
1
or   are . 3 In the figure,
1 and
4
Example: If m
1  m
2
180 and form a linear pair, and m
3
m
2  m
3
180, then  m
1
180. Prove that
3

1 
3. and
4 are congruent.
2.7 Angles complementary to the same
angle or to congruent angles are
congruent. 1 1 4
Abbreviation:  compl. to same
or 2 2 3
3
  are .
Example: If m
1  m
2
90 and
m
2  m
3
90, then Statements (Reasons)

1 
3.
1. m
3  m
1  180;
1 and
You will prove Theorem 2.6 in Exercise 6.

4 form a linear pair. (Given)
2.
1 and
4 are supplementary.
Proof Theorem 2.7 (Linear pairs are suppl.)
Given:
1 and
3 are complementary. 2 3.
3 and
1 are supplementary.

2 and
3 are complementary. (Def. of suppl. )
Prove:
1 
2 1
3
4.
3 
4 ( supplementary
Proof: to same
are .)
Statements Reasons
1.
1 and
3 are complementary. 1. Given

2 and
3 are complementary.
2. m
1  m
3
90 2. Definition of complementary angles
m
2  m
3
90
3. m
1  m
3
m
2  m
3 3. Substitution
4. m
3
m
3 4. Reflective Property
5. m
1
m
2 5. Subtraction Property
6.
1 
2 6. Definition of congruent angles

Example 3 Use Supplementary Angles

In the figure,
1 and
2 form a linear pair
and
2 and
3 form a linear pair. Prove
1
that
1 and
3 are congruent.
4 2
Given:
1 and
2 form a linear pair. 3

2 and
3 form a linear pair.
Prove:
1 
3
Proof:
Statements Reasons
1.
1 and
2 form a linear pair. 1. Given

2 and
3 form a linear pair.
2.
1 and
2 are supplementary. 2. Supplement Theorem

2 and
3 are supplementary.
3.
1 
3 3.  suppl. to same
or   are .

www.geometryonline.com/extra_examples Lesson 2-8 Proving Angle Relationships 109

Lesson 2-8 Proving Angle Relationships 109

 Note that in Example 3,
1 and
3 are vertical angles. The conclusion in the
In-Class Example Power
Point® example is a proof for the following theorem.

Teaching Tip Tell students to Theorem 2.8

read problems carefully so they Study Tip
can be sure to provide the Look Back Vertical Angles Theorem If two angles are
information requested. For this To review vertical angles, vertical angles, then they are congruent. 2
3
example, point out that students see Lesson 1-5. Abbreviation: Vert.  are . 1
4
are to find angle measures, not
just the value of the variable;
1 
3 and
2 
4
however, they have to use the
value of the variable to find the
answer. Example 4 Vertical Angles
4 If
1 and
2 are vertical If
1 and
2 are vertical angles and m
1  x and m
2  228
3x, find
m
1 and m
2.
angles and m
1
d  32

1 
2 Vertical Angles Theorem
and m
2
175  2d, find
m
1
m
2 Definition of congruent angles
m
1 and m
2. 37; 37
x
228  3x Substitution

4x
228 Add 3x to each side.

x
57 Divide each side by 4.

m
1
x m
2
m
1

57
57

The theorems you have learned can be applied to right angles. You can create
right angles and investigate congruent angles by paper folding.

Right Angles
Make a Model
• Fold the paper so that one corner is folded downward.
• Fold along the crease so that the top edge meets the
side edge.
• Unfold the paper and measure each of the angles
formed.
• Repeat the activity three more times.
Analyze the Model 1. The lines are perpendicular.
1. What do you notice about the lines formed?
2. What do you notice about each pair of adjacent
angles? They are congruent and they form linear pairs.
3. What are the measures of the angles formed? 90
Make a Conjecture 4. They form right angles.
4. What is true about perpendicular lines?
5. What is true about all right angles? They all measure 90 and are congruent.

The following theorems support the conjectures you made in the Geometry Activity.
110 Chapter 2 Reasoning and Proof

Geometry Activity
Materials: paper, protractor
• When students are repeating the activity, tell them to use different folds
from the right and the left sides of the paper each time.
• Ask students what they notice about each pair of vertical angles (they are
congruent and form right angles).

110 Chapter 2 Reasoning and Proof

 Theorems Right Angles
2.9 Perpendicular lines intersect to form four right angles. 3 Practice/Apply
2.10 All right angles are congruent.
2.11 Perpendicular lines form congruent adjacent angles.
2.12 If two angles are congruent and supplementary, then each angle Study Notebook
is a right angle.
2.13 If two congruent angles form a linear pair, then they are right angles. Have students—
• add the definitions/examples of
the vocabulary terms to their
Vocabulary Builder worksheets for
Concept Check 1. FIND THE ERROR Tomas and Jacob wrote equations involving the angle Chapter 2.
measures shown.
• include an example each of a
Tomas proof involving supplementary,
m∆ABE + m∆EBC = m∆ABC E complementary, congruent, and
F
C right angles.
Jacob • include any other item(s) that they
A B
m∆ABE + m∆FBC = m∆ABC find helpful in mastering the skills
in this lesson.
Who is correct? Explain your reasoning. 1–2. See margin.
2. OPEN ENDED Draw three congruent angles. Use these angles to illustrate the
Transitive Property for angle congruence.

Guided Practice Find the measure of each numbered angle.

3. m
1
65 4.
6 and
8 are 5. m
11
x  4,
GUIDED PRACTICE KEY complementary. m
12
2x  5 FIND THE ERROR
Exercises Examples m
8
47 Explain that
2 11
4 1 1
6 8 12
when two angle
5 2 7
measures are added using the
6 3
m
11  59, Angle Addition Postulate, they
7–11 4 m
2  65
m
12  121 must share a common ray.
m
6  43, m
7  90 Students can note that the
common ray in Tomas’s answer
6. PROOF Copy and complete the proof of Theorem 2.6.

, and a combination of these
is BE
Given:
1 and
2 are supplementary.

3 and
4 are supplementary. letters appears in both angles

1 
4
1 2 3 4 that are being added (ABE and
Prove:
2 
3 EBC).
Proof:
Statements Reasons
a.
1 and
2 are supplementary. a. ? Given

3 and
4 are supplementary. About the Exercises…

1 
4 Organization by Objective
b. m
1  m
2
180 b. ? Def. of suppl.  • Supplementary and
m
3  m
4
180
Complementary Angles:
c. m
1  m
2
m
3  m
4 c. ? Substitution
16–18
d. m
1
m
4 d. ? Def. of  
e. m
2
m
3 Subtr. Prop.
• Congruent and Right
e. ?
f.
2 
3 f. ? Def. of  
Angles: 19–39
Lesson 2-8 Proving Angle Relationships 111 Odd/Even Assignments
Exercises 20–36 and 42–43 are
structured so that students
Answers practice the same concepts
whether they are assigned
1. Tomas; Jacob’s answer 2. Sample answer: If
1 
2 and odd or even problems.
left out the part of
ABC
2 
3, then
1 
3.
represented by
EBF.
Assignment Guide
1 2 3 Basic: 17–41 odd, 42–55
Average: 17–41 odd, 42–55
Advanced: 16–42 even, 44–55

Lesson 2-8 Proving Angle Relationships 111

Answers 7. PROOF Write a two-column proof. See margin. W
Given:

VX bisects
WVY.


 bisects
WVY,
7. Given: VX
 bisects
XVZ.
VY V
X



VY bisects
XVZ. Prove:
WVX 
YVZ Y
Prove:
WVX 
YVZ Z
W
Determine whether the following statements are always, sometimes, or never true.
X
V 8. Two angles that are nonadjacent are ? vertical. sometimes
Y 9. Two angles that are congruent are ? complementary to the same angle.
sometimes
Z PROOF Write a proof for each theorem. 10–11. See margin.
10. Supplement Theorem 11. Complement Theorem
Proof:
Statements (Reasons) Application ALGEBRA For Exercises 12–15, use the


 bisects
WVY; VY

 bisects following information.
1.VX

1 and
X are complementary, 1 2

XVZ. (Given)
2 and
X are complementary, X
2.
WVX 
XVY (Def. of
m
1
2n  2, and m
2
n  32.
bisector) 12. Find n. 30 13. Find m
1. 62
3.
XVY 
YVZ (Def. of
14. What is m
2? 62 15. Find m
X. 28
bisector)
4.
WVX 
YVZ (Tran. Prop.)
10. Given: Two angles form a Practice and Apply
linear pair.
Find the measure of each numbered angle.
Prove: The angles are 16. m
2 = 67 m
1  113 17. m
3 = 38 m
4  52 18.
7 and
8 are
supplementary For
Exercises
See
Examples complementary.
5 
8
16–18 1, 2 and m
6 = 29.
19–24 4 3
1 2 25–39 3
1 2 4

Extra Practice 6 7
Paragraph Proof: When two angles See page 758.
form a linear pair, the resulting 5 8

angle is a straight angle whose 18. m
5  61,

measure is 180. By definition, two m
7  29, 19. m
9
2x  4, 20. m
11
4x, 21. m
13
2x  94,
angles are supplementary if the m
8  61
m
10
2x  4 m
12
2x  6 m
14
7x  49
sum of their measures is 180. By
the Angle Addition Postulate, 13
10
m
1  m
2  180. Thus, if two 9
11 12
14
angles form a linear pair, then the
angles are supplementary. m
13  112,
m
11  124,
11. Given:
ABC is a right angle. m
9  86, m
10  94 m
12  56 m
14  112
Prove:
1 and
2 are 22. m
15
x, 23. m
17
2x  7, 24. m
19
100  20x,
complementary angles. m
16
6x  290 m
18
x  30 m
20
20x
C m
19  140,
B m
20  40
2 15 16 17
1 18
20

A m
15  58, 19
m
16  58 m
17  53,
m
18  53
Proof:
112 Chapter 2 Reasoning and Proof
Statements (Reasons)
1.
ABC is a right angle. (Given)
2.m
ABC  90 (Def. of rt.
)
3.m
ABC  m
1  m
2
(
Add. Post.)
4.90  m
1  m
2 (Subst.)
5.
1 and
2 are complementary
angles. (Def. of comp. )

112 Chapter 2 Reasoning and Proof

 25. Prove that congruence of angles is reflexive. See p. 123F. NAME ______________________________________________ DATE ____________ PERIOD _____

Study
2-8 Guide
Study andIntervention
Guide and Intervention,
26. Write a proof of the Transitive Property of Angle Congruence. See p. 123F. p. 99 (shown)
Proving and p. 100
Angle Relationships
Supplementary and Complementary Angles There are two basic postulates for
working with angles. The Protractor Postulate assigns numbers to angle measures, and the
Angle Addition Postulate relates parts of an angle to the whole angle.

Protractor

 and a number r between 0 and 180, there is exactly one ray
Given AB
Determine whether the following statements are always, sometimes, or never true. Postulate

, such that the measure
with endpoint A, extending on either side of AB
of the angle formed is r.
P
R
R is in the interior of
PQS if and only if
27. Two angles that are complementary ? form a right angle. sometimes
Angle Addition
Postulate m
PQR  m
RQS
m
PQS.
Q
S

The two postulates can be used to prove the following two theorems.
28. Two angles that are vertical are ? nonadjacent. always Supplement If two angles form a linear pair, then they are supplementary angles.
D
Theorem If
1 and
2 form a linear pair, then m
1  m
2
180.
29. Two angles that form a right angle are ? complementary. always A
1 2
B C

30. Two angles that form a linear pair are ? congruent. sometimes
Complement If the noncommon sides of two adjacent angles form a right angle, F
Theorem then the angles are complementary angles. J

 ⊥ GH

, then m
3  m
4
90. 3

Lesson 2-8
If GF 4
G H

31. Two angles that are supplementary are ? congruent. sometimes

32. Two angles that form a linear pair are ? supplementary. always Example 1 If
1 and
2 form a
linear pair and m
2  115, find m
1.
Example 2 If
1 and
2 form a
right angle and m
2  20, find m
1.
Q R W
2
2 1
1 T
M N P S

m
1  m
2
180 Suppl. Theorem m
1  m
2
90 Compl. Theorem

PROOF Use the figure to write a proof of each theorem. 33–37. See p. 123F. m
1  115
180
m
1
65
Substitution
Subtraction Prop.
m
1  20
90
m
1
70
Substitution
Subtraction Prop.

33. Theorem 2.9

Exercises
34. Theorem 2.10 Find the measure of each numbered angle.

35. Theorem 2.11 1 2 m 1.

P 7 8
T 2. X Y
Z
3. A
11
H
7 6 13 J
Q R 8 5 12
3 4 F C
36. Theorem 2.12 S
m
7
5x  5,
U V

m
5
5x, m
6
4x  6,

W

m
11
11x,
m
8
x  5 m
7
10x, m
12
10x  10
37. Theorem 2.13 m
7  155, m
8
12x  12 m
11  110,
m
8  25 m
5  30, m
6  30, m
12  110,
m
7  60, m
8  60 m
13  70

Gl NAME
/M G ______________________________________________
Hill 99 DATE ____________
Gl PERIOD
G _____

PROOF Write a two-column proof. 38–39. See p. 123G. Skills

2-8 Practice,
Practice (Average)
p. 101 and
Practice, p. Relationships
102 (shown)
38. Given:
ABD 
YXZ 39. Given: m
RSW
m
TSU Proving Angle
Find the measure of each numbered angle.

Prove:
CBD 
WXZ Prove: m
RST
m
WSU 1. m
1
x  10

m
2
3x  18
2. m
4
2x  5
m
5
4x  13
3. m
6
7x  24
m
7
5x  14

W X Y 3 5
4 6
7
1 2

R T
m
1  48, m
3  90, m
4  31, m
6  109,
D Z W m
2  132 m
5  59 m
7  109

U Determine whether the following statements are always, sometimes, or never true.
Highways A B C S 4. Two angles that are supplementary are complementary.
never
Interstate highways that
5. Complementary angles are congruent.
run from north to south sometimes
are odd-numbered with 40. RIVERS Tributaries of rivers sometimes
the lowest numbers in the form a linear pair of angles when they meet 1 2
6. Write a two-column proof.
Given:
1 and
2 form a linear pair. 1 2

west. East-west interstates the main river. The Yellowstone River forms
2 and
3 are supplementary.
Prove:
1 
3
3

are even-numbered, and the linear pair
1 and
2 with the Missouri Proof:
begin in the south. River. If m
1 is 28, find m
2. 152
Statements Reasons
1.
1 and
2 form a linear pair. 1. Given
Source: www.infoplease.com
2 and
3 are supplementary.
2.
1 and
2 are supplementary. 2. Supplement Theorem
3.
1 
3 3.  suppl. to the same
or  
are .

41. HIGHWAYS Near the city of Hopewell,

Virginia, Route 10 runs perpendicular to 95 295
7. STREETS Refer to the figure. Barton Road and Olive Tree Lane
Interstate 95 and Interstate 295. Show that the form a right angle at their intersection. Tryon Street forms a 57°
angle with Olive Tree Lane. What is the measure of the acute angle
Barton
Rd
Tryon
St

angles at the intersections of Route 10 with 1 2

Tryon Street forms with Barton Road? 33 Olive Tree Lane

Interstate 95 and Interstate 295 are congruent. Route 10

Because the lines are perpendicular, the NAME ______________________________________________ DATE ____________
Gl /M G Hill 102 Gl PERIOD
G _____
angles formed are right angles. All right Reading
2-8 Readingto
to Learn
Learn Mathematics
angles are congruent. Therefore,
1 is Mathematics, p. 103 ELL
Proving Angle Relationships
congruent to
2. Pre-Activity How do scissors illustrate supplementary angles?
Read the introduction to Lesson 2-8 at the top of page 107 in your textbook.
Is it possible to open a pair of scissors so that the angles formed by the two
blades, a blade and a handle, and the two handles, are all congruent? If so,

42. CRITICAL THINKING What conclusion can you explain how this could happen. Sample answer: Yes; open the
scissors so that the two blades are perpendicular. Then all the

make about the sum of m
1 and m
4 if m
1
m
2

angles will be right angles and will be congruent.
Reading the Lesson
and m
3
m
4? Explain. See margin. 1. Complete each sentence to form a statement that is always true.
2 3 a. If two angles form a linear pair, then they are adjacent and supplementary .
1 4 b. If two angles are complementary to the same angle, then they are congruent .
c. If D is a point in the interior of
ABC, then m
ABC
m
ABD  m
DBC .
d. Given RS

 and a number x between 0 and 180 , there is exactly one ray

www.geometryonline.com/self_check_quiz Lesson 2-8 Proving Angle Relationships 113 with endpoint R, extended on either side of RS, such that the measure of the angle

Lesson 2-8
formed is x.
(l)Richard Pasley/Stock Boston, (r)Sam Abell/National Geographic Image Collection e. If two angles are congruent and supplementary, then each angle is a(n)
right angle.
f. Perpendicular lines form congruent adjacent angles.
g. “Every angle is congruent to itself” is a statement of the Reflexive Property
NAME ______________________________________________ DATE ____________ PERIOD _____ of angle congruence.

Answer Enrichment,
2-8 Enrichment p. 104
h. If two congruent angles form a linear pair, then the measure of each angle is
i. If the noncommon sides of two adjacent angles form a right angle, then the angles are
90 .

complementary .

42. m
1  m
4  90; Bisecting a Hidden Angle

2. Determine whether each statement is always, sometimes, or never true.
a. Supplementary angles are congruent. sometimes
The vertex of
BAD at the b. If two angles form a linear pair, they are complementary. never
m
1  m
2  m
3  m
4  180 right is hidden in a region.
Within the region, you are
C c. Two vertical angles are supplementary. sometimes
d. Two adjacent angles form a linear pair. sometimes
not allowed to use a compass.
e. Two vertical angles form a linear pair. never
m
1  m
1  m
4  m
4  180 Can you bisect the angle?

B
f. Complementary angles are congruent. sometimes
g. Two angles that are congruent to the same angle are congruent to each other. always
P

2(m
1)  2(m
4)  180

Q h. Complementary angles are adjacent angles. sometimes

Helping You Remember

A

2(m
1  m
4)  180

D 3. A good way to remember something is to explain it to someone else. Suppose that a
E classmate thinks that two angles can only be vertical angles if one angle lies above the
other. How can you explain to him the meaning of vertical angles, using the word vertex
in your explanation? Sample answer: Two angles are vertical angles if they

m
1  m
4  90 Follow these instructions to bisect
BAD.

share the same vertex and their sides are opposite rays. It doesn’t matter
how the angles are positioned.
1. Use a straightedge to draw lines CE and BD.

Lesson 2-8 Proving Angle Relationships 113

 43. WRITING IN MATH Answer the question that was posed at the beginning of

4 Assess the lesson. See margin.

How do scissors illustrate supplementary angles?
Include the following in your answer:
Open-Ended Assessment
• a description of the relationship among
1,
2, and
3,
Writing Give students a list of • an example of another way that you can tell the relationship between
1
theorems from this chapter. Have and
3, and
students choose a theorem and • an explanation of whether this relationship is the same for two angles
write a proof of it with their complementary to the same angle.
books closed.
Standardized 44. The measures of two complementary angles are in the ratio 4:1. What is the
Assessment Options Test Practice measure of the smaller angle? B
A 15 B 18 C 24 D 36
Quiz (Lessons 2-7 and 2-8) is
available on p. 120 of the Chapter 2
Resource Masters.  is an
45. ALGEBRA T is the set of all positive numbers n such that n  50 and n
integer. What is the median of the members of set T? B
A 4 B 16 C 20 D 25

Answers
43. Two angles that are
supplementary to the same angle Maintain Your Skills
are congruent. Answers should Mixed Review PROOF Write a two-column proof. (Lesson 2-7) 46–47. See margin.
include the following. 46. Given: G is between F and H.
•
1 and
2 are supplementary; H is between G and J. H
J
F G

2 and
3 are supplementary. Prove: FG  GJ
FH  HJ
•
1 and
3 are vertical angles,
and are therefore congruent. Y
47. Given: X is the midpoint of W.
W X
• If two angles are Prove: WX  YZ
XZ Y
Z
complementary to the same
angle, then the angles are 48. PHOTOGRAPHY Film is fed through a camera
congruent. by gears that catch the perforation in the film. The
46. Given: G is between F and H. distance from the left edge of the film, A, to the right
edge of the image, C, is the same as the distance A B C D
H is between F and J. from the left edge of the image, B, to the right edge
Prove: FG  GJ  FH  HJ of the film, D. Show that the two perforated strips
are the same width. (Lesson 2-6) See p. 123G.
J
G H
F
Proof: For Exercises 49–55, refer to the figure at the right.
I Q
Statements (Reasons) (Lesson 1-4)
P O
1.G is between F and H; H is 49. Name two angles that have N as a vertex.
ONM,
MNR N
M
between F and J. (Given) 50.
PMQ 
QMN 50. ៮
៮Q៬ bisects
PMN, name two congruent angles.
If M
R

2.FG  GJ  FJ, FH  HJ  FJ 51. Name a point in the interior of
LMQ. N or R L

(Seg. Add. Post.) 52.
POQ,
QON, 52. List all the angles that have O as the vertex.

NOM,
MOP 53. Does
QML appear to be acute, obtuse, right, or
3.FJ  FH  HJ (Sym. Prop.)
straight? obtuse
4.FG  GJ  FH  HJ (Transitive
 and NP


54. Name a pair of opposite rays. Sample answer: NR
Prop.)
N
55. List all the angles that have M  as a side.
NML,
NMP,
NMO,
RNM,
ONM
47. Given: X is the midpoint of

.
WY
114 Chapter 2 Reasoning and Proof
Prove: WX  YZ  XZ

W X Y
Z
Answers (page 115)
Proof:
Statements (Reasons) 9. 11. M N
1.X is the midpoint of

. (Given)
WY 45 135
2.WX  XY (Def. of midpoint) A B
3.XY  YZ  XZ (Segment Add. 10. L O
Post.) X Y Z
4.WX  YZ  XZ (Substitution)

114 Chapter 2 Reasoning and Proof

 Study Guide
and Review
Vocabulary and Concept Check
axiom (p. 89) converse (p. 77) inductive reasoning (p. 62) postulate (p. 89)
Vocabulary and
biconditional (p. 81) counterexample (p. 63) informal proof (p. 90) proof (p. 90)
Concept Check
compound statement (p. 67) deductive argument (p. 94) inverse (p. 77) related conditionals (p. 77)
conclusion (p. 75) deductive reasoning (p. 82) Law of Detachment (p. 82) statement (p. 67) • This alphabetical list of
conditional statement (p. 75) disjunction (p. 68) Law of Syllogism (p. 83) theorem (p. 90) vocabulary terms in Chapter 2
conjecture (p. 62) formal proof (p. 95) logically equivalent (p. 77) truth table (p. 70) includes a page reference
conjunction (p. 68) hypothesis (p. 75) negation (p. 67) truth value (p. 67) where each term was
contrapositive (p. 77) if-then statement (p. 75) paragraph proof (p. 90) two-column proof (p. 95)
introduced.
A complete list of postulates and theorems can be found on pages R1–R8.
• Assessment A vocabulary
Exercises Choose the correct term to complete each sentence.
test/review for Chapter 2 is
1. A (counterexample, conjecture ) is an educated guess based on known information.
available on p. 118 of the
Chapter 2 Resource Masters.
2. The truth or falsity of a statement is called its (conclusion, truth value ).
3. Two or more statements can be joined to form a (conditional, compound ) statement.
4. A conjunction is a compound statement formed by joining two or more Lesson-by-Lesson
statements using (or, and ). Review
5. The phrase immediately following the word if in a conditional statement is
called the ( hypothesis , conclusion). For each lesson,
6. The (inverse, converse ) is formed by exchanging the hypothesis and the conclusion. • the main ideas are
7. (Theorems, Postulates ) are accepted as true without proof. summarized,
8. A paragraph proof is a (an) ( informal proof , formal proof ). • additional examples review
concepts, and
• practice exercises are provided.

2-1 Inductive Reasoning and Conjecture Vocabulary

See pages
PuzzleMaker
62–66.
Concept Summary
• Conjectures are based on observations and patterns. ELL The Vocabulary PuzzleMaker
• Counterexamples can be used to show that a conjecture is false. software improves students’ mathematics
vocabulary using four puzzle formats—
Example Given that points P, Q, and R are collinear, determine whether the
crossword, scramble, word search using a
conjecture that Q is between P and R is true or false. If the conjecture
is false, give a counterexample.
word list, and word search using clues.
Students can work on a computer screen
In the figure, R is between P and Q. Since we can find P R Q or from a printed handout.
a counterexample, the conjecture is false.

Exercises Make a conjecture based on the given information. Draw a figure to

illustrate your conjecture. See Example 2 on page 63. 9–11. See margin for figures. MindJogger
9.
A and
B are supplementary. m
A  m
B  180 Videoquizzes
10. X, Y, and Z are collinear and XY
YZ. Y is the midpoint of XZ.
11. In quadrilateral LMNO, LM
LO
MN
NO, and m
L
90. LMNO is a square.
ELL MindJogger Videoquizzes
provide an alternative review of concepts
presented in this chapter. Students work
www.geometryonline.com/vocabulary_review Chapter 2 Study Guide and Review 115 in teams in a game show format to gain
points for correct answers. The questions
are presented in three rounds.
TM
Round 1 Concepts (5 questions)
Have students look through the chapter to make sure they have Round 2 Skills (4 questions)
included notes and examples in their Foldables for each lesson of Round 3 Problem Solving (4 questions)
Chapter 2.
For more information
Encourage students to refer to their Foldables while completing
about Foldables, see
the Study Guide and Review and to use them in preparing for the
Teaching Mathematics
Chapter Test.
with Foldables.

Chapter 2 Study Guide and Review 115

 1/16/2003 1:48 PM T_Maria_Manko 115-121 GEO C2SGT-

• Extra Practice, see pages xxx-xxx.

Study Guide and Review Chapter 2
X Study Guide and Review • Mixed Problem Solving, see page xxx.

Answers
2-2 Logic
See pages Concept Summary
67–74.
12.
1 0 and in a right triangle • The negation of a statement has the opposite truth value of the original
with right angle C, a 2  b 2  c 2. statement.
13. In a right triangle with right angle • Venn diagrams and truth tables can be used to determine the truth values of
C, a 2  b 2  c 2 or the sum of the statements.
measures of two supplementary Example Use the following statements to write a compound statement for each conjunction.
angles is 180. Then find its truth value.
14. The sum of the measures of two p: 155 q: The measure of a right angle equals 90.
supplementary angles is 180 and a. p and q

1 0. 15

5, and the measure of a right angle equals 90.
15.
1 0, and in a right triangle p and q is false because p is false and q is true.
with right angle C, a2  b2  c2, b. p  q
or the sum of the measures of two 15

5, or the measure of a right angle equals 90.
p  q is true because q is true. It does not matter that p is false.
supplementary angles is 180.
16. In a right triangle with right angle Exercises Use the following statements to write a compound statement for each
C, a2  b2  c2, or
1 0 or the conjunction. Then find its truth value. See Examples 1 and 2 on pages 68 and 69.
sum of the measures of two p:
1 0 q: In a right triangle with right angle C, a2  b2  c 2.
supplementary angles is 180. r: The sum of the measures of two supplementary angles is 180.
17. In a right triangle with right angle 12. p and q false 13. q or r true 14. r  p false
C, a2  b2  c2 and the sum of the 15. p  (q  r) false 16. q  (p  r) true 17. (q  r)  p false
measures of two supplementary 12 – 17. See margin for statements.
angles is 180, and
1 0.
18. Converse: If an angle is obtuse,
2-3 Conditional Statements
See pages Concept Summary
then it measures 120. False; the 75–80.
measure could be any value • Conditional statements are written in if-then form.
between 90 and 180. Inverse: If • Form the converse, inverse, and contrapositive of an if-then statement by using
an angle measure does not equal negations and by exchanging the hypothesis and conclusion.
120, then it is not obtuse. False; Example Identify the hypothesis and conclusion of the statement The intersection of two
the measure could be any value planes is a line. Then write the statement in if-then form.
other than 120 between 90 and Hypothesis: two planes intersect
180. Contrapositive: If an angle is Conclusion: their intersection is a line
not obtuse, then its measure does If two planes intersect, then their intersection is a line.
not equal 120; true.
19. Converse: If a month has 31 days, Exercises Write the converse, inverse, and contrapositive of each conditional
statement. Determine whether each related conditional is true or false. If a
then it is March. False; July has statement is false, find a counterexample. See Example 4 on page 77. 18–20. See margin.
31 days. Inverse: If a month is not 18. If an angle measure equals 120, then the angle is obtuse.
March, then it does not have 19. If the month is March, then it has 31 days.
31 days. False; July has 31 days. 20. If an ordered pair for a point has 0 for its x-coordinate, then the point lies on
Contrapositive: If a month does the y-axis.
not have 31 days, then it is not
116 Chapter 2 Reasoning and Proof
March; true.
20. Converse: If a point lies on the
y-axis, then its ordered pair has 0
for its x-coordinate; true.
Inverse: If an ordered pair does
not have 0 for its x-coordinate,
then the point does not lie on the
y-axis; true. Contrapositive: If a
point does not lie on the y-axis,
then its ordered pair does not
have 0 for its x-coordinate; true.

116 Chapter 2 Reasoning and Proof

 Chapter 2 Study Guide and Review Study Guide and Review

Determine the truth value of the following statement for each set of conditions.
If the temperature is at most 0°C, then water freezes. See Example 3 on page 76.
21. The temperature is 10°C, and water freezes. true
22. The temperature is 15°C, and water freezes. true
23. The temperature is 2°C, and water does not freeze. false
24. The temperature is 30°C, and water does not freeze. true

2-4 Deductive Reasoning

See pages Concept Summary
82–87.
• The Law of Detachment and the Law of Syllogism can be used to
determine the truth value of a compound statement.

Example Use the Law of Syllogism to determine whether a valid conclusion can be
reached from the following statements.
(1) If a body in our solar system is the Sun, then it is a star.
(2) Stars are in constant motion.
p: a body in our solar system is the sun
q: it is a star
r: stars are in constant motion
Statement (1): p → q Statement (2): q → r
Since the given statements are true, use the Law of Syllogism to conclude p → r. That
is, If a body in our solar system is the Sun, then it is in constant motion.

Exercises Determine whether the stated conclusion is valid based on the given
information. If not, write invalid. Explain your reasoning. See Example 1 on page 82.
If two angles are adjacent, then they have a common vertex.
25. Given:
1 and
2 are adjacent angles. Valid; by definition, adjacent angles
Conclusion:
1 and
2 have a common vertex. have a common vertex.
26. Given:
3 and
4 have a common vertex. Invalid; vertical angles also have
Conclusion:
3 and
4 are adjacent angles. a common vertex.

Determine whether statement (3) follows from statements (1) and (2) by the Law
of Detachment or the Law of Syllogism. If it does, state which law was used. If it
does not follow, write invalid. See Example 3 on page 83.
27. (1) If a student attends North High School, then the student has an ID number.
(2) Josh Michael attends North High School.
(3) Josh Michael has an ID number. yes; Law of Detachment
28. (1) If a rectangle has four congruent sides, then it is a square.
(2) A square has diagonals that are perpendicular.
(3) A rectangle has diagonals that are perpendicular. invalid
29. (1) If you like pizza with everything, then you’ll like Cardo’s Pizza. yes; Law
(2) If you like Cardo’s Pizza, then you are a pizza connoisseur. of Syllogism
(3) If you like pizza with everything, then you are a pizza connoisseur.

Chapter 2 Study Guide and Review 117

Chapter 2 Study Guide and Review 117

Study Guide and Review Chapter 2 Study Guide and Review

Answers 2-5 Postulates and Paragraph Proofs

See pages Concept Summary
30. Never; the intersection of two 89–93.
• Use undefined terms, definitions, postulates, and theorems to prove
lines is a point. that statements and conjectures are true.
31. Always; if P is the midpoint of X
Y

,
then X
P



. By definition of
PY Example Determine whether the following statement is always, sometimes, or never
true. Explain. Two points determine a line.
congruent segments, XP  PY.
According to a postulate relating to points and lines, two points determine a line.
32. Sometimes; if M, X, and Y are Thus, the statement is always true.
collinear.
33. Sometimes; if the points are Exercises Determine whether the following statements are always,
sometimes, or never true. Explain. See Example 2 on page 90. 30–37. See margin.
collinear.
30. The intersection of two lines can be a line.
34. Always; there is exactly one line Y
31. If P is the midpoint of X , then XP
PY.
through Q and R. The line lies in 32. If MX
MY, then M is the midpoint of XY.
at least one plane. 33. Three points determine a line.
35. Sometimes; if the right angles 34. Points Q and R lie in at least one plane.
form a linear pair. 35. If two angles are right angles, they are adjacent.
36. An angle is congruent to itself.
36. Always; the Reflexive Property
37. Vertical angles are adjacent.
states that
1 
1.
37. Never; adjacent angles must share 38. PROOF Write a paragraph proof to prove that A Q M B
a common side, and vertical B
if M is the midpoint of A and Q is the midpoint
angles do not. 1
, then AQ
AB. See margin.
M
of A
4
38. If M is the midpoint of

, then
AB
1
AM  (AB). Since Q is the
2
midpoint of

1

, AQ  AM or
AM 2-6 Algebraic Proof
2

1 1 1 See pages Concept Summary
  (AB)  AB. 94–100.
2 2 4 • The properties of equality used in algebra can be applied to the
measures of segments and angles to verify and prove statements.
5
Example Given: 2x  6
3   x
3
Prove: x
9
Proof:
Statements Reasons
5
1. 2x  6
3  x 1. Given
3
 5
2. 3(2x  6)
3 3  x
3  2. Multiplication Property
3. 6x  18
9  5x 3. Distributive Property
4. 6x  18  5x
9  5x  5x 4. Subtraction Property
5. x  18
9 5. Substitution
6. x  18  18
9  18 6. Subtraction Property
7. x
9 7. Substitution
118 Chapter 2 Reasoning and Proof

118 Chapter 2 Reasoning and Proof

 Chapter 2 Study Guide and Review Study Guide and Review

Exercises State the property that justifies each statement. See Example 1 on page 94.
Answers
39. If 3(x  2)
6, then 3x  6
6. Dist. Prop.
1
40. If 10x
20, then x
2. Div. Prop. 43. Given: 5  2
x
2
41. If AB  20
45, then AB
25. Subt. Prop. Prove: x 
6
42. If 3
CD and CD
XY, then 3
XY. Transitive Prop. Proof:
Statements (Reasons)
PROOF Write a two-column proof. See Examples 2 and 4 on pages 95 and 96. 1
1.5  2
x (Given)
1
43. If 5
2  x, then x
6. 2
2 1
x  10
2.5
2  2
x
2
44. If x  1
 , then x
4. 2
2 (Subt. Prop.)
45. If AC = AB, AC = 4x  1, and AB
6x  13, then x
7. 1
3.3 
x (Substitution)
2
46. If MN
PQ and PQ
RS, then MN
RS.

4.
2(3) 
2
x (Mult. Prop)
1
2
43 – 46. See margin.
5.
6  x (Substitution)
6.x 
6 (Sym. Prop.)
2-7 Proving Segment Relationships
x
10
See pages Concept Summary 44. Given: x
1  
101–106.
2
• Use properties of equality and congruence to write proofs Prove: x  4
involving segments. Proof:
Statements (Reasons)
Example Write a two-column proof. P Q
Given: QT
RT, TS
TP x
10
1.x
1   (Given)
T
2
Prove: QS
RP
2.
2(x
1) 
2 

2  x
10
S R (Mult. Prop.)
3.
2x  2  x
10 (Dist. Prop.)
Proof: 4.
2x  2
2  x
10
2
Statements Reasons (Subt. Prop.)
1. QT
RT, TS
TP 1. Given 5.
2x  x
12 (Substitution)
2. QT  TS
RT  TS 2. Addition Property 6.
2x
x  x
12
x
3. QT  TS
RT  TP 3. Substitution
(Subt. Prop.)
4. QT  TS
QS, RT  TP
RP 4. Segment Addition Postulate
7.
3x 
12 (Substitution)
5. QS
RP 5. Substitution

3x
12
8.    (Div. Prop.)

3
3
Exercises Justify each statement with a property of equality or a property 9.x  4 (Substitution)
of congruence. See Example 1 on page 102. 45. Given: AC  AB, AC  4x  1,
47. PS
PS Reflexive Prop. AB  6x
13
48. If XY
OP, then OP
XY. Symmetric Prop. Prove: x  7
49. If AB  8
CD  8, then AB
CD. Add. Prop.
A 6x
13 B
50. If EF
GH and GH
LM, then EF
LM. Transitive Prop.
1
51. If 2(XY)
AB, then XY
(AB). Div. or Mult. Prop. 4x  1
2 C
52. If AB
CD, then AB  BC
CD  BC. Add. Prop. Proof:
Statements (Reasons)
Chapter 2 Study Guide and Review 119
1.AC  AB,AC  4x  1,
AB  6x
13 (Given)
2.4x  1  6x
13 (Subst.)
46. Given: MN  PQ, PQ  RS
3.4x  1
1  6x
13
1
Prove: MN  RS
(Subt. Prop.)
M N R
4.4x  6x
14 (Subst.)
P Q 5.4x
6x  6x
14
6x
S
(Subt. Prop.)
Proof: 6.
2x 
14 (Subst.)
Statements (Reasons)
2x
14
7.    (Div. Prop.)
1.MN  PQ, PQ  RS (Given)
2
2
2.MN  RS (Transitive Prop.) 8.x  7 (Subst.)

Chapter 2 Study Guide and Review 119

 • Extra Practice, see pages 756–758.
Study Guide and Review • Mixed Problem Solving, see page 783.

Answers (page 121) PROOF Write a two-column proof. See Examples 1 and 2 on pages 102 and 103.
53. Given: BC
EC, CA
CD 54. Given: AB
CD
1. Sample answer: Formal is the Prove: BA
DE Prove: AC
BD
two-column proof, informal can B E A B C D
be paragraph proofs.
C
2. Sample answer: You can use a
counterexample. D
A
3. Sample answer: statements and
reasons to justify statements 53 – 54. See p. 123G.
7.
3 2 and 3x  12 when x  4.
8.
3 2 or 3x  12 when x  4. 2-8 Proving Angle Relationships
9.
3 2, or 3x  12 when x  4 See pages Concept Summary
107–114.
and an equilateral triangle is also • The properties of equality and congruence can be applied to angle
equiangular. relationships.
10. H: you eat an apple a day; C: the Example Find the measure of each numbered angle. 2 1
doctor will stay away; If you eat m
1
55, since
1 is a vertical angle to the 55° angle. 55°
an apple a day, then the doctor
2 and the 55° angle form a linear pair.
will stay away. Converse: If the 55 + m
2
180 Def. of supplementary 
doctor stays away, then you eat an m
2
125 Subtract 55 from each side.
apple a day. Inverse: If you do not
eat an apple a day, then the Exercises Find the measure of each numbered angle. See Example 2 on page 108.
doctor will not stay away. 55. m
6 145
Contrapositive: If the doctor does 56. m
7 23
7 157° 6 35°
not stay away, then you do not eat 57. m
8 90 8
an apple a day.
58. PROOF Copy and complete the proof.
11. H: a stone is rolling; C: it gathers See Example 3 on page 109.
no moss; If a stone is rolling, then Given:
1 and
2 form a linear pair.
it gathers no moss. Converse: If a m
2
2(m
1)
stone gathers no moss, then it is Prove: m
1
60
rolling. Inverse: If a stone is not Proof:
rolling, then it gathers moss. Statements Reasons
Contrapositive: If a stone gathers a.
1 and
2 form a linear pair. a. ? Given
moss, then it is not rolling. b.
1 and
2 are supplementary. b. ? Supplement Theorem
16. Given: y  4x  9; x  2 c. ? m
1  m
2  180 c. Definition of supplementary angles
Prove: y  17 d. m
2
2(m
1) d. ? Given
Proof: e. ? m
1  2(m
1)  180 e. Substitution
Statements (Reasons) f. ? 3(m
1)  180 f. Substitution
3(m
1) 180
1.y  4x  9; x  2 (Given) g. 

3 3
g. ? Division Property
2.y  4(2)  9 (Substitution) h. ? m
1  60 h. Substitution
3.y  8  9 (Substitution)
120 Chapter 2 Reasoning and Proof
4.y  17 (Substitution)
17. Given: AM  CN, MB  ND

A M B 18. H: you are a hard-working person;

Prove: AB  CD C: you deserve a great vacation;
Paragraph Proof: If you are a hard-working person,
We are given that AM  CN, MB  ND. By the then you deserve a great vacation.
D N C
Addition Property, AM  MB  CN  MB. By
Substitution, AM  MB  CN  ND. Using
the Segment Addition Postulate, AB  AM  MB,
and CD  CN  ND. Then, by Substitution AB  CD.

120 Chapter 2 Reasoning and Proof

 Practice Test

Vocabulary and Concepts

Assessment Options
1. Explain the difference between formal and informal proofs. 1–3. See margin.
2. Explain how you can prove that a conjecture is false.
Vocabulary Test A vocabulary
3. Describe the parts of a two-column proof.
test/review for Chapter 2 can be
found on p. 118 of the Chapter 2
Resource Masters.
Skills and Applications
Chapter Tests There are six
Chapter 2 Tests and an Open-
Determine whether each conjecture is true or false. Explain your answer and
give a counterexample for any false conjecture. Ended Assessment task available
4. Given:
A
B 5. Given: y is a real number 6. Given: 3a2
48 in the Chapter 2 Resource Masters.
Conjecture:
B
A Conjecture: y 0 Conjecture: a
4
true; Symmetric Prop. false; y  2 false; a 
4
Use the following statements to write a compound statement for each conjunction or Chapter 2 Tests
disjunction. Then find its truth value. 7–9. See margin for statements.
Form Type Level Pages
p:
3 2 q: 3x  12 when x  4. r: An equilateral triangle is also equiangular.
1 MC basic 105–106
7. p and q false 8. p or q true 9. p  (q  r) true
2A MC average 107–108
Identify the hypothesis and conclusion of each statement and write each statement in 2B MC average 109–110
if-then form. Then write the converse, inverse, and contrapositive of each conditional. 10–11. See margin.
2C FR average 111–112
10. An apple a day keeps the doctor away. 11. A rolling stone gathers no moss.
2D FR average 113–114
12. Determine whether statement (3) follows from statements (1) and (2) by the
3 FR advanced 115–116
Law of Detachment or the Law of Syllogism. If it does, state which law was
used. If it does not, write invalid. MC = multiple-choice questions
(1) Perpendicular lines intersect. FR = free-response questions
(2) Lines m and n are perpendicular.
(3) Lines m and n intersect. valid; Law of Detachment Open-Ended Assessment
Performance tasks for Chapter 2
Find the measure of each numbered angle. 95˚
2 3
can be found on p. 117 of the
13.
1 22
1 73˚
Chapter 2 Resource Masters. A
14.
2 85
sample scoring rubric for these
15.
3See
16–17. 85margin.
tasks appears on p. A31.
16.Write a two-column proof. 17. Write a paragraph proof.
If y
4x  9 and x
2, then y
17. Given: AM
CN, MB
ND
Prove: AB
CD
A M B
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18. ADVERTISING Identify the hypothesis and conclusion of the following statement, then write it tests.
in if-then form. Hard working people deserve a great vacation. See margin.
• Create modified tests for
19. STANDARDIZED TEST PRACTICE If two planes intersect, their intersection can be A Inclusion students.
I a line. II three noncollinear points. III two intersecting lines.
A I only B II only C III only D I and II only • Edit existing questions and
www.geometryonline.com/chapter_test Chapter 2 Practice Test 121 add your own questions.
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aligned with state standards.
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Ask Students Search the chapter for items you found the most difficult.
Record these items in your portfolio and write about how you were able to
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about the steps you could take to better your understanding of them.

Chapter 2 Practice Test 121

 Standardized
Test Practice
6. Which of the following is an example of
These two pages contain practice Part 1 Multiple Choice inductive reasoning? (Lesson 2-1) C
questions in the various formats
that can be found on the most Record your answers on the answer sheet A Carlos learns that the measures of
provided by your teacher or on a sheet all acute angles are less than 90. He
frequently given standardized of paper. conjectures that if he sees an acute
tests. angle, its measure will be less than 90.
1
1. Arrange the numbers 7, , 7, 7 2 in order
7 B Carlos reads in his textbook that the
A practice answer sheet for these from least to greatest. (Prerequisite Skill) D measure of all right angles is 90. He
two pages can be found on p. A1 A
1
7, 7, , 7 2 conjectures that the measure of each
of the Chapter 2 Resource Masters. 7 right angle in a square equals 90.
1
B 7 2, 7, , 7 C Carlos measures the angles of several
7
1 triangles and finds that their measures
C 7, , 7, 7 2
2Standardized
Standardized Test Practice
Test Practice 7 all add up to 180. He conjectures that
Student Recording
Student Record Sheet (Use with Sheet,
pages 122–123 ofp. A1 Edition.)
the Student
D
1
7 2, , 7, 7 the sum of the measures of the angles
Part 1 Multiple Choice
7 in any triangle is always 180.
Select the best answer from the choices given and fill in the corresponding oval.

1 A B C D 4 A B C D 7 A B C D 2. Points A and B lie on the line y
2x  3. D Carlos knows that the sum of the
2 A B C D 5 A B C D 8 A B C D
Which of the following are coordinates of a measures of the angles in a square is
3 A B C D 6 A B C D
point noncollinear with A and B? (Lesson 1-1)C always 360. He conjectures that if he
draws a square, the sum of the measures
Part 2 Short Response/Grid In
Solve the problem and write your answer in the blank. A (7, 11) B (4, 5) of the angles will be 360.
For Questions 9 and 11, also enter your answer by writing each number or symbol
in a box. Then fill in the corresponding oval for that number or symbol.
C (–2, –10) D (–5, –13)
9 (grid in) 9 11 7. Which of the following is the contrapositive of
10
.
/
.
/
. . .
/
.
/
. . the statement If Rick buys hamburgers for lunch,
0 0 0 0 0 0
11 (grid in) 1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
3. Dana is measuring distance on a map. Which then Denzel buys French fries and a large soda?
12 4
5
6
4
5
6
4
5
6
4
5
6
4
5
6
4
5
6
4
5
6
4
5
6
of the following tools should Dana use to (Lesson 2-2) A
7 7 7 7 7 7 7 7
8
9
8
9
8
9
8
9
8
9
8
9
8
9
8
9 make the most accurate measurement?
(Lesson 1-2) A A If Denzel does not buy French fries and
Part 3 Extended Response a large soda, then Rick does not buy
Record your answers for Questions 13–15 on the back of this paper. A centimeter ruler B protractor hamburgers for lunch.
C yardstick D calculator B If Rick does not buy hamburgers for
Answers

lunch, then Denzel does not buy French

fries and a large soda.
. If DE
8x  3
F
4. Point E is the midpoint of D
and EF
3x  7, what is x? (Lesson 1-3) B C If Denzel buys French fries and a large
soda, then Rick buys hamburgers
A 1 B 2 C 4 D 13 for lunch.
D If Rick buys hamburgers for lunch, then
5. What is the relationship F D Denzel does not buy French fries and a
Additional Practice between
ACF and
DCF? large soda.
(Lesson 1-6) A E
See pp. 123–124 in the Chapter 2
8. Which property could justify the first step in
Resource Masters for additional 14x  6
standardized test practice. A B C solving 3 
18? (Lesson 2-5) A
8
A complementary angles A Division Property of Equality
B congruent angles B Substitution Property of Equality
C supplementary angles C Addition Property of Equality
D vertical angles D Transitive Property of Equality
122 Chapter 2 Reasoning and Proof

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122 Chapter 2 Reasoning and Proof

 Preparing for Standardized Tests
For test-taking strategies and more
practice, see pages 795– 810.

Part 2 Short Response/Grid In Evaluating Extended

Response Questions
Record your answers on the answer sheet
Test-Taking Tip Extended Response questions are
provided by your teacher or on a sheet
Question 6
of paper. When answering a multiple-choice question, always read
graded by using a multilevel
9. Two cheerleaders stand at opposite corners every answer choice and eliminate those you decide are rubric that guides you in
of a football field. What is the shortest definitely wrong. This way, you may deduce the correct assessing a student’s knowledge
answer.
distance between them, to the nearest yard? of a particular concept.
(Lesson 1-3) 131 yd
Goal: Find measures and prove
120 yd an angle measure.
Part 3 Extended Response
10 20 30 40 50 40 30 20 10

1
Sample Scoring Rubric: The
53 3 yd
Record your answers on a sheet of paper. following rubric is a sample
10 20 30 40 50 40 30 20 10 Show your work. scoring device. You may wish to
10. Consider the conditional If I call in sick, then 13. In any right triangle, the sum of the squares add more detail to this sample to
I will not get paid for the day. Based on the of the lengths of the legs equals the square meet your individual scoring
original conditional, what is the name of the of the length of the hypotenuse. From a needs.
conditional If I do not call in sick, then I will single point in her yard, Marti measures and
get paid for the day? (Lesson 2-2) inverse marks distances of 18 feet and 24 feet for
two sides of her garden. Explain how Marti Score Criteria
11. Examine the following statements. can ensure that the two sides of her garden 4 A correct solution that is
p: Martina drank a cup of soy milk. form a right angle. (Lesson 1-3) See margin. supported by well-developed,
q: A cup is 8 ounces. accurate explanations
r: Eight ounces of soy milk contains 14. A farmer needs to make a 100-square-foot
300 milligrams of calcium.
3 A generally correct solution,
rectangular enclosure for her chickens. She but may contain minor flaws
Using the Law of Syllogism, how many wants to save money by purchasing the in reasoning or computation
milligrams of calcium did Martina get least amount of fencing possible to enclose
from drinking a cup of soy milk? the area. (Lesson 1-4) a–c. See margin. 2 A partially correct interpretation
(Lesson 2-4) 300 and/or solution to the problem
a. What whole-number dimensions, to the 1 A correct solution with no
12. In the following proof, what property nearest yard, will require the least
justifies statement c? (Lesson 2-7) supporting evidence or
amount of fencing?
Segment Addition explanation
Given: 
ACMN Postulate b. Explain your procedure for finding the 0 An incorrect solution indicating
Prove: AB  BC
MN C
dimensions that will require the least
B no mathematical understanding
amount of fencing.
A of the concept or task, or no
N
c. Explain how the amount of fencing solution is given
M required to enclose the area changes
Proof: as the dimensions change. Answers
Statements Reasons
15. Given:
1 and
3 are vertical angles. 13. Sample answer: Marti can measure
a. AC
 
MN a. Given
m
1
3x  5, m
3
2x  8 a third distance c, the distance
b. AC
MN b. Definition of
congruent Prove: m
1
14 (Lesson 2-8) See p. 123G.
between the ends of the two
segments sides, and make sure it satisfies
c. AC
AB  BC c. ? 2 3 the equation a 2  b 2  c 2.
1 4
d. AC  BC
MN d. Substitution 14a. 10 yd by 10 yd
www.geometryonline.com/standardized_test Chapter 2 Standardized Test Practice 123 14b. Sample answer: Make a list of all
possible whole-number lengths
and widths that will form a
100-square-foot area. Then find
the perimeter of each rectangle.
Choose the length and width
combination that has the
smallest perimeter.
14c. As the length and width get closer
to having the same measure as
one another, the amount of
fencing required decreases.
Chapter 2 Standardized Test Practice 123
 Pages 63–66, Lesson 2-1 14. p q r p  q ( p  q)  r
1. Sample answer: After the news is over, it’s time for T T T T T
dinner.
T T F T T
2. Sometimes; the conjecture is true when E is between
D and F; otherwise it is false. T F T T T

3. Sample answer: When it is cloudy, it rains. T F F T T

Counterexample: It is often cloudy and it does not rain. F T T T T
19. 30 20. 20 F T F T T
F F T F T
F F F F F

18. 64

8 and an equilateral triangle has three
congruent sides.

21. 22. y
19. 64

8 or an equilateral triangle has three
C (5, 10)
congruent sides.

8
20. 64

8 and 0  0.
m
4 21. 0  0 and an obtuse angle measures greater than 90°
B(2, 1) and less than 180°.
–8 –4 O 4 8x 22. An equilateral triangle has three congruent sides or
23.
–4 0  0.
Additional Answers for Chapter 2

–8 23. An equilateral triangle has three congruent sides and

3 4
an obtuse angle measures greater than 90° and less
A(–2, –11) than 180°.
24. 64

8 and an obtuse angle measures greater
24. A 25. y than 90° and less than 180°.
P 25. An equilateral triangle has three congruent sides and
D (–1, 7) R(6, 5)
C 0  0.
B
26. 0  0 or 64

8
27. An obtuse angle measures greater than 90° and less
26. H I than 180° or an equilateral triangle has three
O x congruent sides.
Q (6, –2) 28. 64

8 and an equilateral triangle has three
K J congruent sides, or an obtuse angle measures greater
than 90° and less than 180°.
27. P Q 28. A 29. An obtuse angle measures greater than 90° and less
than 180°, or an equilateral triangle has three
congruent sides and 0  0.
B C 33. q r q and r 34. p q p or q
S R
T T T T T T
Pages 71–74, Lesson 2-2 T F F T F T
11. p q p  q 12. F T F F T T
q r qr
F F F F F F
T T T T T T
T F F T F T 35. p r p or r 36. p q p and q
F T F F T T T T T T T T
F F F F F F T F T T F F
13. F T T F T F
p r p p  r
F F F F F F
T T F F
T F F F
F T T T
F F T F

123A Chapter 2 Additional Answers

37. q r r q  r 38. p q p q p  q 40. Converse: If you live in Texas, then you live in Dallas.
False; you could live in Austin. Inverse: If you don’t live
T T F F T T F F F
in Dallas, then you don’t live in Texas. False; you
T F T T T F F T F could live in Austin. Contrapositive: If you don’t live in
F T F F F T T F F Texas, then you don’t live in Dallas; true.
F F T F F F T T T 41. Converse: If you are in good shape, then you exercise
regularly; true. Inverse: If you do not exercise
39. p q r p r q  r p  (q  r ) regularly, then you are not in good shape; true.
T T T F F F F Contrapositive: If you are not in good shape, then you
do not exercise regularly. False; an ill person may
T T F F T T T
exercise a lot, but still not be in good shape.
T F T F F F F
42. Converse: If the sum of two angles is 90, then they are
T F F F T F F complementary; true. Inverse: If two angles are not
F T T T F F T complementary, then their sum is not 90; true.
F T F T T T T Contrapositive: If the sum of two angles is not 90, then
they are not complementary; true.
F F T T F F T
43. Converse: If a figure is a quadrilateral, then it is a
F F F T T F T
rectangle; false, rhombus. Inverse: If a figure is not a
40. rectangle, then it is not a quadrilateral; false, rhombus.
p q r q r q  r p  (q  r)
Contrapositive: If a figure is not a quadrilateral, then it
T T T F F F F is not a rectangle; true.
T T F F T T T 44. Converse: If an angle has a measure of 90, then it is a

Additional Answers for Chapter 2

T F T T F T T right angle; true. Inverse: If an angle is not a right
T F F T T T T angle, then its measure is not 90; true. Contrapositive:
If an angle does not have a measure of 90, then it is
F T T F F F F
not a right angle; true.
F T F F T T F 45. Converse: If an angle has measure less than 90, then
F F T T F T F it is acute; true. Inverse: If an angle is not acute, then
F F F T T T F its measure is not less than 90; true. Contrapositive: If
an angle’s measure is not less than 90, then it is not
acute; true.
Pages 78–80, Lesson 2-3
47. Sample answer: In Alaska, if there are more hours of
15. If you are in Colorado, then aspen trees cover high
daylight than darkness, then it is summer; true. In
areas of the mountains. If you are in Florida, then
Alaska, if there are more hours of darkness than
cypress trees rise from the swamps. If you are in
daylight, then it is winter; true.
Vermont, then maple trees are prevalent.
16. H: 2x  6
10, C: x
2 Page 80, Practice Quiz 1
17. H: you are a teenager; C: you are at least 13 years old
1. W X 3. p q p p  q
18. H: you have a driver’s license; C: you are at least
16 years old T T F F
19. H: three points lie on a line; C: the points are collinear T F F F
20. H: a man hasn’t discovered something he will die for; F T T T
C: he isn’t fit to live F F T F
Y
21. H: an angle measures between 0 and 90; C: the angle
is acute 4. p q r qr p  (q  r )
22. If you buy a 1-year fitness plan, then you get a free visit. T T T T T
23. If you are a math teacher, then you love to solve T T F F T
problems.
T F T F T
24. If I think, then I am.
T F F F T
25. If two angles are adjacent, then they have a common
side. F T T T T
26. If two angles are vertical, then they are congruent. F T F F F
27. If two triangles are equiangular, then they are F F T F F
equilateral. F F F F F

Chapter 2 Additional Answers 123B

 5. Converse: If two angles have a 10. Since P is the midpoint of Q R and ST, PQ
PR

common vertex, then the angles A C 1 1
QR and PS
PT
ST by the definition of
are adjacent. False;
ABD is not D
2 2
B midpoint. We are given   S
QR T so QR
ST by the
adjacent to
ABC.
definition of congruent segments. By the Multiplication
Inverse: If two angles are not 1 1
A C Property, QR
ST. So, by substitution, PQ
PT.
adjacent, then they do not have B 2 2
a common vertex. False,
ABC 16. Sometimes; the three points cannot be on the same line.
and
DBE have a common vertex D E 17. Always; if two points lie in a plane, then the entire line
and are not adjacent. containing those points lies in that plane.
Contrapositive: If two angles do not have a common 18. Never; the intersection of a line and a plane can be a
vertex, then they are not adjacent; true. point, but the intersection of two planes is a line.
19. Sometimes; the three points cannot be on the same line.
Pages 84–87, Lesson 2-4 20. Always; one plane contains at least three points, so it
must contain two.
33. Sample answer: Doctors and nurses use charts to
assist in determining medications and their doses for 21. Sometimes;
and m could be skew, so they would not
patients. Answers should include the following. lie in the same plane.
• Doctors need to note a patient’s symptoms to 22. Postulate 2.1; through any two points, there is exactly
determine which medication to prescribe, then one line.
determine how much to prescribe based on weight, 23. Postulate 2.5; if two points lie in a plane, then the
age, severity of the illness, and so on. entire line containing those points lies in that plane.
• Doctors use what is known to be true about diseases 24. Postulate 2.2; through any three points not on the
Additional Answers for Chapter 2

and when symptoms appear, then deduce that the same line, there is exactly one plane.
patient has a particular illness. 25. Postulate 2.5; if two points lie in a plane, then the
39. q r q  r 40. p r p p  r entire line containing those points lies in the plane.
26. Postulate 2.1; through any two points, there is exactly
T T T T T F T one line.
T F F T F F F 27. Postulate 2.2; through any three points not on the
F T F F T T T same line, there is exactly one plane.
F F F F F T T 38.
Animal
41. p q r qr p  (q  r ) Arthropod

T T T T T Butterfly
T T F T T
T F T T T
T F F F F Pages 97–100, Lesson 2-6
F T T T F 10. Given: 25
7(y  3)  5y
F T F T F Prove: 2
y
F F T T F Proof:
Statements (Reasons)
F F F F F
1. 25
7(y  3)  5y (Given)
42. p q r q q  r p  (q  r ) 2. 25
7y  21  5y (Dist. Prop.)
3. 25
2y  21 (Substitution)
T T T F F T
4. 4
2y (Subt. Prop.)
T T F F F T 5. 2
y (Div. Prop.)
T F T T T T 11. Given: Rectangle ABCD, 10
A B
T F F T F T AD
3, AB
10 3 3
F T T F F F Prove: AC
BD D C
Proof: 10
F T F F F F
Statements (Reasons)
F F T T T T
1. Rectangle ABCD, AD
3, AB
10 (Given)
F F F T F F 2. Draw segments AC and DB. (Two points determine
a line.)
Pages 91–93, Lesson 2-5 3. ABC and BCD are right triangles. (Def. of rt. )
6. Sometimes; if the planes have a common intersection, 4. AC

32  1
02, DB
32  1
02 (Pythag. Th.)
then their intersection is one line. 5. AC
BD (Substitution)

123C Chapter 2 Additional Answers

12. Given: c 2
a2  b 2 2
29. Given: 5  z
1
3
Prove: a
 c 2  b2 Prove: z
6
Proof: Proof:
Statements (Reasons) Statements (Reasons)
1. c 2
a2  b2 (Given) 2
2. c 2  b2
a2 (Subt. Prop.) 1. 5  z
1 (Given)
3
3. a2
c 2  b2 (Reflexive Prop.)  2

2. 3 5  z
3(1) (Mult. Prop.)
3
4.  a2
 c 2  b2 (Square Root Prop.) 3. 15  2x
3 (Dist. Prop.)
5. a
 c 2  b2 (Square Root Prop.) 4. 15  2x  15
3  15 (Subt. Prop.)
1
26. Given: 4  a
  a
7 5. 2x
12 (Substitution)
2 2 2x 12
Prove: a
1 6. 
 (Div. Prop.)
2 2
Proof: 7. x
6 (Substitution)
Statements (Reasons) 30. Given: XZ
ZY, XZ
4x  1, X 4x  1 Z
1
1. 4  a

7
  a (Given) and ZY
6x  13
2 2 Prove: x
7 6x
13
 1
2. 2 4  a
2  7
 

2   a (Mult. Prop.)
2
3. 8  a
7  2a (Dist. Prop.) Proof: Y
4. 1  a
2a (Subt. Prop.) Statements (Reasons)
5. 1
1a (Add. Prop.) 1. XZ
ZY, XZ
4x  1, and ZY
6x  13 (Given)

Additional Answers for Chapter 2

6. 1
a (Div. Prop.) 2. 4x  1
6x  13 (Substitution)
7. a
1 (Symmetric Prop.) 3. 4x  1  4x
6x  13  4x (Subt. Prop.)
3 4. 1
2x  13 (Substitution)
27. Given: 2y  2
8
5. 1  13
2x  13  13 (Add. Prop.)
13
Prove: y
 6. 14
2x (Substitution)
4
Proof: 14 2x
7. 
 (Div. Prop.)
Statements (Reasons) 2 2
3 8. 7
x (Substitution)
1. 2y  
8 (Given)
2 9. x
7 (Symmetric Prop.)
 3

2. 2 2y  
2(8) (Mult. Prop.)
2
31. Given: m
ACB
m
ABC A
3. 4y  3
16 (Dist. Prop.) Prove: m
XCA
m
YBA
4. 4y
13 (Subt. Prop.) Proof: X C B Y
13 Statements (Reasons)
5. y
 (Div. Prop.)
4
1. m
ACB
m
ABC (Given)
1
28. Given: m
9 2. m
XCA  m
ACB
180,
2
Prove: m
18 m
YBA  m
ABC
180 (Def. of supp. )
Proof: 3. m
XCA  m
ACB
m
YBA  m
ABC
Statements (Reasons) (Substitution)
4. m
XCA  m
ACB
m
YBA  m
ACB
1
1. m
9 (Given) (Substitution)
2
5. m
XCA
m
YBA (Subt. Prop.)
 1

2. 2 m
2(9) (Mult. Prop.)
2
3. m
18 (Substitution)

Chapter 2 Additional Answers 123D

 Page 100, Practice Quiz 2 20. Given: A
AB C
 and Q
PC B
 C B
5. Given: 2(n  3)  5
3(n  1) Prove: 
AP
AQ
Prove: n
2 P Q
Proof: Proof: A
Statements (Reasons) Statements (Reasons)
1. 2(n  3)  5
3(n  1) (Given)
B
1. A  AC and PCQ B
 (Given)
2. 2n  6  5
3n  3 (Dist. Prop.)
2. AB
AC, PC
QB (Def. of  segs.)
3. 2n  1
3n  3 (Substitution)
3. AB
AQ  QB, AC
AP  PC (Seg. Add. Post.)
4. 2n  1  2n
3n  3  2n (Subt. Prop.)
4. AQ  QB
AP  PC (Substitution)
5. 1
n  3 (Substitution)
5. AQ  QB
AP  QB (Substitution)
6. 1  3
n  3  3 (Add. Prop.)
6. QB
QB (Reflexive Prop.)
7. 2
n (Substitution)
7. AP
AQ (Subt. Prop.)
8. n
2 (Symmetric Prop.)
8. 
AP AQ (Def. of  segs.)
Pages 103–106, Lesson 2-7 22. Given:  P
LM N
 and L P
M
X  
XN M
P
8. Given: A  CP X
A P D Prove:  P
LX X N
P
B  DP
C Proof:
Prove: AB  CD B
Statements (Reasons)
Proof:
Statements (Reasons) M
1. L  PN and XM  (Given)
XN
2. LM
PN and XM
XN (Def. of  segs.)
P
  and  D P
 (Given)
Additional Answers for Chapter 2

1. A CP BP
3. LM
LX  XM, PN
PX  XN (Seg. Add. Post.)
2. AP
CP and BP
DP (Def. of  segs.)
4. LX  XM
PX  XN (Substitution)
3. AP  PB
AB (Seg. Add. Post.)
5. LX  XN
PX  XN (Substitution)
4. CP  DP
AB (Substitution)
6. XN
XN (Reflexive Prop.)
5. CP  PD
CD (Seg. Add. Post.)
7. LX
PX (Subt. Prop.)
6. AB
CD (Transitive Prop.)
X
8. L P X (Def. of  segs.)
7. 
AB  (Def. of  segs.)
CD
23. Given: AB
BC
9. Given: 
HI  TU and A B C
H Prove: AC
2BC
J  
H 
TV
I Proof:
Prove: IJ  U
V

T U V Statements (Reasons)
Proof: J 1. AB
BC (Given)
Statements (Reasons) 2. AC
AB  BC (Seg. Add. Post.)
I  
1. H TU and 
HJ  T
V
 (Given) 3. AC
BC  BC (Substitution)
2. HI
TU and HJ
TV (Def. of  segs.) 4. AC
2BC (Substitution)
3. HI  IJ
HJ (Seg. Add. Post.) 24. Given: AB
4. TU  IJ
TV (Substitution) A B
Prove: AB 
AB
5. TU  UV
TV (Seg. Add. Post.) Proof:
6. TU  IJ
TU  UV (Substitution) Statements (Reasons)
7. TU
TU (Reflexive Prop.) B
1. A  (Given)
8. IJ
UV (Subt. Prop.) 2. AB
AB (Reflexive Prop.)
9. IJ  U
V
 (Def. of  segs.) 3. 
AB AB (Def. of  segs.)
19. Given:  
XY WZ and 
WZ 
AB W 25. Given: AB , C is the
DE
B
Prove:  
XY 
AB midpoint of 
BD.
A
Prove: AC 
CE
Proof: X Y Z
Statements (Reasons) Proof: A B C D E
Statements (Reasons)
Y
1. X  and 
WZ WZ  (Given)
AB
2. XY
WZ and WZ
AB (Def. of  segs.) B
1. A , C is the midpoint of 
DE BD. (Given)
2. BC
CD (Def. of midpoint)
3. XY
AB (Transitive Prop.)
3. AB
DE (Def. of  segs.)
4. 
XY  (Def. of  segs.)
AB
4. AB  BC
CD  DE (Add. Prop.)
5. AB  BC
AC, CD  DE
CE (Seg. Add. Post.)
6. AC
CE (Substitution)
7. 
AC  (Def. of  segs.)
CE

123E Chapter 2 Additional Answers

 B
26. Given: A  and 
EF 
BC 
DE 34. Given:
1 and
2 are rt. .
Prove: 
AC
DF Prove:
1 
2
1 2
C D Proof:
A B F Statements (Reasons)
E
1.
1 and
2 are rt. . (Given)
Proof: 2. m
1
90, m
2
90 (Def. of rt. )
Statements (Reasons) 3. m
1
m
2 (Substitution)
B
1. A   and B
EF CD E (Given) 4.
1 
2 (Def. of  angles)
2. AB
EF and BC
DE (Def. of  segs.) 35. Given:
⊥ m

3. AB  BC
DE  EF (Add. Prop.) Prove:
1 
2
4. AC
AB  BC, DF
DE  EF (Seg. Add. Post.) 1 2 m
3 4
5. AC
DF (Substitution)
C
6. A   (Def. of  segs.)
DF Proof:
Statements (Reasons)
27. Sample answers:  
LN QO and
M
LM N
 RSS TQ PP O
 1.
⊥ m (Given)
2.
1 and
2 are rt. . (⊥ lines intersect to form 4 rt. .)
3.
1 
2 (All rt.  are .)
Pages 111–114, Lesson 2-8
36. Given:
1 
2,
1 and
2
25. Given:
A
are supplementary.
Prove:
A 
A 1 2
Prove:
1 and
2 are rt. .
Proof: A
Statements (Reasons) Proof:

Additional Answers for Chapter 2

Statements (Reasons)
1.
A is an angle. (Given)
2. m
A
m
A (Reflexive Prop) 1.
1 
2,
1 and
2 are supplementary. (Given )
3.
A 
A (Def. of  angles) 2. m
1  m
2
180 (Def. of supplementary )
3. m
1
m
2 (Def. of  angle)
26. Given:
1 
2, 4. m
1  m
1
180 (Substitution)

2 
3 1 2 3 5. 2(m
1)
180 (Add. Prop.)
Prove:
1 
3 6. m
1
90 (Div. Prop.)
Proof: 7. m
2
90 (Substitution (steps 3, 6))
Statements (Reasons) 8.
1 and
2 are rt. . (Def. of rt. )
1.
1 
2,
2 
3 (Given) 37. Given:
ABD 
CBD,
ABD and
2. m
1
m
2, m
2
m
3 (Def. of  angles)
CBD form a linear pair. D
3. m
1
m
3 (Trans. Prop.) Prove:
ABD and
CBD are rt. .
4.
1 
3 (Def. of  angles) A B C
33. Given:
⊥ m

Prove:
2,
3,
4 are rt.  Proof:
1 2 m Statements (Reasons)
3 4
1.
ABD 
CBD,
ABD and
CBD form a linear
Proof: pair. (Given)
Statements (Reasons) 2.
ABD and
CBD are supplementary. (Linear pairs
1.
⊥ m (Given) are supplementary.)
2.
1 is a right angle. (Def. of ⊥) 3.
ABD and
CBD are rt. . (If  are  and suppl.,
3. m
1
90 (Def. of rt. ) they are rt. .)
4.
1 
4 (Vert.  are )
5. m
1
m
4 (Def. of  )
6. m
4
90 (Substitution)
7.
1 and
2 form a linear pair;
3 and
4 form a
linear pair. (Def. of linear pair)
8. m
1  m
2
180, m
4  m
3
180 (Linear
pairs are supplementary.)
9. 90  m
2
180, 90  m
3
180 (Substitution)
10. m
2
90, m
3
90 (Subt. Prop.)
11.
2,
3,
4 are rt. . (Def. of rt.  (steps 6, 10))

Chapter 2 Additional Answers 123F

 38. Given:
ABD 
YXZ Page 115-120, Chapter 2 Study Guide and Review
Prove:
CBD 
WXZ 53. Given: BC
EC, CA
CD B E
W X Y Prove: BA
DE
C
D Z

Proof: D
A B C A
Proof: Statements (Reasons)
Statements (Reasons) 1. BC
EC, CA
CD (Given)
1.
ABD 
YXZ;
ABD and
CBD form a linear 2. BC  CA
EC  CA (Add. Prop.)
pair;
YXZ and
WXZ form a linear pair. (Given; 3. BC  CA
EC  CD (Substitution)
from the figure) 4. BC  CA
BA, EC  CD
DE (Seg. Add. Post.)
2. m
ABD  m
CBD
180, m
YXZ  m
WXZ

5. BA
DE (Substitution)
180 (Linear pairs are supplementary.)
3. m
ABD  m
CBD
m
YXZ  m
WXZ (Subst.) 54. Given: AB
CD
A B C D
4. m
ABD
m
YXZ (Def. of  ) Prove: AC
BD
5. m
YXZ  m
CBD
m
YXZ  m
WXZ (Subst.) Proof:
6. m
YXZ
m
YXZ (Reflexive Prop.) Statements (Reasons)
7. m
CBD
m
WXZ (Subt. Prop.) 1. AB
CD (Given)
8.
CBD 
WXZ (Def. of  ) 2. BC
BC (Reflexive Prop.)
39. Given: m
RSW
m
TSU 3. AB  BC
CD  BC (Add. Prop.)
Prove: m
RST
m
WSU T 4. AB  BC
AC, CD  BC
BD (Seg. Add. Post.)
Additional Answers for Chapter 2

R
W 5. AC
BD (Substitution)

U
Proof: S Page 123, Chapter 2 Standardized Test Practice
Statements (Reasons) 15. Given:
1 and
3 are vertical angles.
1. m
RSW
m
TSU (Given) m
1
3x  5, m
3
2x  8
2. m
RSW
m
RST  m
TSW, m
TSU
Prove: m
1
14
m
TSW  m
WSU (Angle Addition Postulate)
2 3
3. m
RST  m
TSW
m
TSW  m
WSU 1 4
(Substitution)
4. m
TSW
m
TSW (Reflexive Prop.) Proof:
5. m
RST
m
WSU (Subt. Prop.) Statements (Reasons)
48. Given: AC
BD a.
1 and
3 are vertical angles; m
1
3x  5,
A B C D
Prove: AB
CD m
3
2x  8 (Given)
Proof: b.
1 
3 (Vert.  are .)
Statements (Reasons) c. m
1
m
3 (Def. of  )
1. AC
BD (Given) d. 3x  5
2x  8 (Substitution)
2. AB  BC
AC, BC  CD
BD (Segment Addition e. x  5
8 (Subt. Prop.)
Postulate) f. x
3 (Subt. Prop.)
3. BC
BC (Reflexive Prop.) g. m
1
3(3)  5 (Substitution)
4. AB  BC
BC  CD (Substitution (2 and 3)) h. m
1
14 (Substitution)
5. AB
CD (Subt. Prop.)

123G Chapter 2 Additional Answers

Notes

Additional Answers for Chapter 2

Chapter 2 Additional Answers 123H