Parallel and

3 Perpendicular Lines
3.1 Pairs of Lines and Angles
3.2 Parallel Lines and Transversals
3.3 Proofs with Parallel Lines
3.4 Proofs with Perpendicular Lines
3.5 Equations of Parallel and Perpendicular Lines

Bike Path (p. 161)

Crosswalk (p.
(p 154)

Kiteboarding (p. 143)

SEE the Big Idea

Gymnastics (p. 130)

Tree
Tree H ouse (p.
House (p. 130)
130)

hs_geo_pe_03co.indd 122 1/19/15 9:19 AM

 Maintaining Mathematical Proficiency
Finding the Slope of a Line
Example 1 Find the slope of the line shown.
y
Let ( x1, y1 ) = (−2, −2) and ( x2, y2 ) = (1, 0). 4

y2 − y1 2
slope = — Write formula for slope. (1, 0)
x2 − x1
−4 −2 2 4x
0 − (−2)
=— Substitute. 2
1 − (−2) 3
2 (−2, −2)
=— Simplify.
3

Find the slope of the line.

1. y 2. y 3. y
4 4
3
(−2, 2) 2
2
(−1, 2)
1

−3 −1 1 x −4 −2 2 4x −4 −2 2 4x
(3, −1)
−2
−3 (−3, −2) (1, −2)
(−3, −1) −4

Writing Equations of Lines

Example 2 Write an equation of the line that passes through the point (−4, 5)
and has a slope of —34.

y = mx + b Write the slope-intercept form.

Substitute —34 for m, −4 for x, and 5 for y.
3
5= —4 (−4) +b
5 = −3 + b Simplify.
8=b Solve for b.

So, an equation is y = —34 x + 8.

Write an equation of the line that passes through the given point and
has the given slope.
4. (6, 1); m = −3 5. (−3, 8); m = −2 6. (−1, 5); m = 4
1 1 2
7. (2, −4); m = —2 8. (−8, −5); m = −—4 9. (0, 9); m = —3

10. ABSTRACT REASONING Why does a horizontal line have a slope of 0, but a vertical line has
an undefined slope?

Dynamic Solutions available at BigIdeasMath.com

123

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 Mathematical
Practices
Mathematically proficient students use technological tools to explore concepts.

Characteristics of Lines in a Coordinate Plane

Core Concept
Lines in a Coordinate Plane
1. In a coordinate plane, two lines are parallel if and only if they are both vertical lines
or they both have the same slope.
2. In a coordinate plane, two lines are perpendicular if and only if one is vertical and the
other is horizontal or the slopes of the lines are negative reciprocals of each other.
3. In a coordinate plane, two lines are coincident if and only if their equations
are equivalent.

Classifying Pairs of Lines

Here are some examples of pairs of lines in a coordinate plane.

a. 2x + y = 2 These lines are not parallel b. 2x + y = 2 These lines are coincident
x−y=4 or perpendicular. They 4x + 2y = 4 because their equations
intersect at (2, −2). are equivalent.
4 4

−6 6 −6 6

−4 −4

c. 2x + y = 2 These lines are parallel. d. 2x + y = 2 These lines are perpendicular.

2x + y = 4 Each line has a slope x − 2y = 4 They have slopes of m1 = −2
of m = −2. and m2 = —12 .
4 4

−6 6 −6 6

−4 −4

Monitoring Progress
Use a graphing calculator to graph the pair of lines. Use a square viewing window. Classify the lines
as parallel, perpendicular, coincident, or nonperpendicular intersecting lines. Justify your answer.
1. x + 2y = 2 2. x + 2y = 2 3. x + 2y = 2 4. x + 2y = 2
2x − y = 4 2x + 4y = 4 x + 2y = −2 x − y = −4

124 Chapter 3 Parallel and Perpendicular Lines

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 3.1 Pairs of Lines and Angles
Essential Question What does it mean when two lines are parallel,
intersecting, coincident, or skew?

Points of Intersection
Work with a partner. Write the number of points of intersection of each pair of
coplanar lines.
a. parallel lines b. intersecting lines c. coincident lines

Classifying Pairs of Lines

Work with a partner. The figure shows a B C
right rectangular prism. All its angles are
right angles. Classify each of the following pairs A D
of lines as parallel, intersecting, coincident,
or skew. Justify your answers. (Two lines are F
skew lines when they do not intersect and G
are not coplanar.)
E I H

Pair of Lines Classification Reason

a. ⃖⃗
AB and ⃖⃗
BC
⃖⃗ and BC
b. AD ⃖⃗
c. ⃖⃗
EI and ⃖⃗
IH
d. ⃖⃗
BF and ⃖⃗
EH
EF and ⃖⃗
e. ⃖⃗ CG
CONSTRUCTING
f. ⃖⃗
AB and ⃖⃗
VIABLE ARGUMENTS GH

To be proficient in math,
you need to understand Identifying Pairs of Angles
and use stated assumptions,
Work with a partner. In the figure, two parallel lines
definitions, and previously
are intersected by a third line called a transversal.
established results.
a. Identify all the pairs of vertical angles. Explain 5 6
your reasoning. 1 2
8 7
4 3
b. Identify all the linear pairs of angles. Explain
your reasoning.

Communicate Your Answer

4. What does it mean when two lines are parallel, intersecting, coincident, or skew?
5. In Exploration 2, find three more pairs of lines that are different from those
given. Classify the pairs of lines as parallel, intersecting, coincident, or skew.
Justify your answers.

Section 3.1 Pairs of Lines and Angles 125

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 3.1 Lesson What You Will Learn
Identify lines and planes.
Identify parallel and perpendicular lines.
Core Vocabul
Vocabulary
larry Identify pairs of angles formed by transversals.
parallel lines, p. 126
skew lines, p. 126
Identifying Lines and Planes
parallel planes, p. 126
transversal, p. 128
corresponding angles, Core Concept
p. 128 Parallel Lines, Skew Lines, and Parallel Planes
alternate interior angles, Two lines that do not intersect are either parallel lines or skew lines. Two lines
p. 128 are parallel lines when they do not intersect and are coplanar. Two lines are skew
alternate exterior angles, lines when they do not intersect and are not coplanar. Also, two planes that do not
p. 128 intersect are parallel planes.
consecutive interior angles,
p. 128 k Lines m and n are parallel lines (m  n).

Previous m Lines m and k are skew lines.

perpendicular lines T Planes T and U are parallel planes (T  U ).
n
Lines k and n are intersecting lines, and there
U is a plane (not shown) containing them.

Small directed arrows, as shown in red on lines m and n above, are used to show
that lines are parallel. The symbol  means “is parallel to,” as in m  n.
Segments and rays are parallel when they lie in parallel lines. A line is parallel
to a plane when the line is in a plane parallel to the given plane. In the diagram
above, line n is parallel to plane U.

Identifying Lines and Planes

Think of each segment in the figure as part of a line.

REMEMBER Which line(s) or plane(s) appear to fit the description?
C
B
D
Recall that if two lines A
intersect to form a right a. line(s) parallel to ⃖⃗
CD and containing point A
F
angle, then they are b. line(s) skew to ⃖⃗
CD and containing point A G
perpendicular lines. E H
c. line(s) perpendicular to ⃖⃗
CD and containing point A
d. plane(s) parallel to plane EFG and containing point A

SOLUTION
a. ⃖⃗
AB, ⃖⃗ CD, but only ⃖⃗
EF all appear parallel to ⃖⃗
HG, and ⃖⃗ AB contains point A.
⃖⃗ and AH
b. Both AG ⃖⃗ appear skew to ⃖⃗
CD and contain point A.
BC, ⃖⃗
c. ⃖⃗ DE, and ⃖⃗
AD, ⃖⃗ FC all appear perpendicular to ⃖⃗ ⃖⃗ contains point A.
CD, but only AD
d. Plane ABC appears parallel to plane EFG and contains point A.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Look at the diagram in Example 1. Name the line(s) through point F that appear
skew to ⃖⃗
EH.

126 Chapter 3 Parallel and Perpendicular Lines

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 Identifying Parallel and Perpendicular Lines
Two distinct lines in the same plane either are k
parallel, like line and line n, or intersect in a j
point, like line j and line n. P n

Through a point not on a line, there are infinitely

many lines. Exactly one of these lines is parallel
to the given line, and exactly one of them is
perpendicular to the given line. For example, line k
is the line through point P perpendicular to line ,
and line n is the line through point P parallel to line .

Postulates
Postulate 3.1 Parallel Postulate
If there is a line and a point not on the line, then P
there is exactly one line through the point parallel
to the given line.
There is exactly one line through P parallel to .

Postulate 3.2 Perpendicular Postulate

If there is a line and a point not on the line,
then there is exactly one line through the point P
perpendicular to the given line.
There is exactly one line through P
perpendicular to .

Identifying Parallel and Perpendicular Lines

The given line markings show how the

roads in a town are related to one another. Pay
ne
Ave
Oli
ver

a. Name a pair of parallel lines. B

Stree
t

b. Name a pair of perpendicular lines. 265

429

FE  ⃖⃗
c. Is ⃖⃗ C

Nash Rd
384
AC? Explain. d
R
lck
Seaw

Wa

A
ay Tra

SOLUTION D M
il

Ave
9t h
Pay
ne

⃖⃗  ⃖⃗
Ave

a. MD FE
Oli
ver
Str
ee t

⃖⃗ ⊥ ⃖⃗
b. MD BF 265 Wh
eatf
ield
F
St

E
FE is not parallel to ⃖⃗
⃖⃗ ⃖⃗ 384
38 4 429
c. AC, because MD
Pa
yne

is parallel to ⃖⃗
Ave

FE, and by the Parallel

Postulate, there is exactly one line
parallel to ⃖⃗
FE through M.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2. In Example 2, can you use the Perpendicular Postulate to show that ⃖⃗
AC is not
perpendicular to ⃖⃗
BF? Explain why or why not.

Section 3.1 Pairs of Lines and Angles 127

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 Identifying Pairs of Angles
A transversal is a line that intersects two or more coplanar lines at different points.

Core Concept
Angles Formed by Transversals
t t
2
4
6 5

Two angles are corresponding Two angles are alternate interior

angles when they have corresponding angles when they lie between the
positions. For example, ∠2 and ∠6 two lines and on opposite sides of
are above the lines and to the right of the transversal t.
the transversal t.

t t
1
3
5
8

Two angles are alternate exterior Two angles are consecutive interior
angles when they lie outside the angles when they lie between the
two lines and on opposite sides of two lines and on the same side of
the transversal t. the transversal t.

Identifying Pairs of Angles

Identify all pairs of angles of the given type.

a. corresponding
b. alternate interior 5 6
1 2
c. alternate exterior 7 8
3 4
d. consecutive interior

SOLUTION
a. ∠ l and ∠ 5 b. ∠ 2 and ∠ 7 c. ∠ l and ∠ 8 d. ∠ 2 and ∠ 5
∠ 2 and ∠ 6 ∠ 4 and ∠ 5 ∠ 3 and ∠ 6 ∠ 4 and ∠ 7
∠ 3 and ∠ 7
∠ 4 and ∠ 8

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Classify the pair of numbered angles.

3. 4. 2 5.
1 5
5 4
7

128 Chapter 3 Parallel and Perpendicular Lines

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 3.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE Two lines that do not intersect and are also not parallel
are ________ lines.

2. WHICH ONE DOESN’T BELONG? Which angle pair does not belong with the other three?
Explain your reasoning.

∠2 and ∠3 ∠4 and ∠5 1 2
3 4

5 6
∠1 and ∠8 ∠2 and ∠7 7 8

Monitoring Progress and Modeling with Mathematics

In Exercises 3 –6, think of each segment in the diagram 9. Is ⃖⃗ ⃖⃗? Explain.
PN  KM
as part of a line. All the angles are right angles. Which
line(s) or plane(s) contain point B and appear to fit the 10. Is ⃖⃗ ⃖⃗? Explain.
PR ⊥ NP
description? (See Example 1.)
In Exercises 11–14, identify all pairs of angles of the
C given type. (See Example 3.)
B D
A
1 2
3 4
G 5 6
F 7 8
H
E
11. corresponding
⃖⃗
3. line(s) parallel to CD
12. alternate interior
⃖⃗
4. line(s) perpendicular to CD
13. alternate exterior
5. line(s) skew to ⃖⃗
CD
14. consecutive interior
6. plane(s) parallel to plane CDH
USING STRUCTURE In Exercises 15–18, classify the
In Exercises 7–10, use the diagram. (See Example 2.) angle pair as corresponding, alternate interior, alternate
exterior, or consecutive interior angles.

M N
1 2 9 10
L K S 3 4 11 12
Q 5 6 13 14
P 7 8 15 16
R

7. Name a pair of parallel lines. 15. ∠5 and ∠1 16. ∠11 and ∠13

8. Name a pair of perpendicular lines. 17. ∠6 and ∠13 18. ∠2 and ∠11

Section 3.1 Pairs of Lines and Angles 129

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 ERROR ANALYSIS In Exercises 19 and 20, describe 24. HOW DO YOU SEE IT? Think of each segment in the
and correct the error in the conditional statement figure as part of a line.
about lines.
a. Which lines are K L

✗
19. ⃖⃗?
parallel to NQ N
M
If two lines do not intersect, then
they are parallel. b. Which lines
⃖⃗?
intersect NQ R
S

✗
20. c. Which lines are Q P
If there is a line and a point not on skew to ⃖⃗
NQ?
the line, then there is exactly one line
through the point that intersects d. Should you have named all the lines on the cube
the given line. ⃖⃗? Explain.
in parts (a)–(c) except NQ

21. MODELING WITH MATHEMATICS Use the photo to

In Exercises 25–28, copy and complete the statement.
decide whether the statement is true or false. Explain List all possible correct answers.
your reasoning.
E G

D F
J H
C
D B A B

C
A 25. ∠BCG and ____ are corresponding angles.

26. ∠BCG and ____ are consecutive interior angles.

27. ∠FCJ and ____ are alternate interior angles.

a. The plane containing the floor of the tree house is
parallel to the ground. 28. ∠FCA and ____ are alternate exterior angles.

b. The lines containing the railings of the staircase, 29. MAKING AN ARGUMENT Your friend claims the
such as ⃖⃗
AB, are skew to all lines in the plane uneven parallel bars in gymnastics are not really
containing the ground. parallel. She says one is higher than the other, so they
cannot be in the same plane. Is she correct? Explain.
c. All the lines containing the balusters, such as
⃖⃗, are perpendicular to the plane containing the
CD
floor of the tree house.

22. THOUGHT PROVOKING If two lines are intersected by

a third line, is the third line necessarily a transversal?
Justify your answer with a diagram.

23. MATHEMATICAL CONNECTIONS Two lines are cut by

a transversal. Is it possible for all eight angles formed
to have the same measure? Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Use the diagram to find the measures of

all the angles. (Section 2.6) 2
30. m∠1 = 76° 1 3
4
31. m∠2 = 159°

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 3.2 Parallel Lines and Transversals
Essential Question When two parallel lines are cut by a transversal,
which of the resulting pairs of angles are congruent?

Exploring Parallel Lines

Work with a partner. 6
D
Use dynamic geometry software
to draw two parallel lines. Draw 5

a third line that intersects both 4

B
parallel lines. Find the measures
F
of the eight angles that are 3 5 6
1 2
E 8 7
formed. What can you conclude? 2
4 3

0 A C
−3 −2 −1 0 1 2 3 4 5 6

ATTENDING TO
PRECISION
To be proficient in math,
you need to communicate Writing Conjectures
precisely with others.
Work with a partner. Use the results of Exploration 1 to write conjectures about
the following pairs of angles formed by two parallel lines and a transversal.
a. corresponding angles b. alternate interior angles

1 2 5 6 1 2 5 6
4 3 8 7 4 3 8 7

c. alternate exterior angles d. consecutive interior angles

1 2 5 6 1 2 5 6
4 3 8 7 4 3 8 7

Communicate Your Answer

3. When two parallel lines are cut by a transversal, which of the resulting pairs of
angles are congruent?
4. In Exploration 2, m∠1 = 80°. Find the other angle measures.

Section 3.2 Parallel Lines and Transversals 131

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 3.2 Lesson What You Will Learn
Use properties of parallel lines.
Prove theorems about parallel lines.
Core Vocabul
Vocabulary
larry Solve real-life problems.
Previous
corresponding angles
Using Properties of Parallel Lines
parallel lines
supplementary angles
vertical angles Theorems
Theorem 3.1 Corresponding Angles Theorem
If two parallel lines are cut by a transversal, then the pairs of corresponding
angles are congruent.
t
Examples In the diagram at the left, ∠2 ≅ ∠6 and ∠3 ≅ ∠7.
1 2 Proof Ex. 36, p. 180
3 4 p
Theorem 3.2 Alternate Interior Angles Theorem
If two parallel lines are cut by a transversal, then the pairs of alternate interior
angles are congruent.
5 6
7 8 q Examples In the diagram at the left, ∠3 ≅ ∠6 and ∠4 ≅ ∠5.
Proof Example 4, p. 134

Theorem 3.3 Alternate Exterior Angles Theorem

If two parallel lines are cut by a transversal, then the pairs of alternate exterior
angles are congruent.
Examples In the diagram at the left, ∠1 ≅ ∠8 and ∠2 ≅ ∠7.
Proof Ex. 15, p. 136

Theorem 3.4 Consecutive Interior Angles Theorem

If two parallel lines are cut by a transversal, then the pairs of consecutive interior
angles are supplementary.
Examples In the diagram at the left, ∠3 and ∠5 are supplementary, and
ANOTHER WAY ∠4 and ∠6 are supplementary.
There are many ways Proof Ex. 16, p. 136
to solve Example 1.
Another way is to use the
Corresponding Angles
Theorem to find m∠5
Identifying Angles
and then use the Vertical
The measures of three of the numbered angles are
Angles Congruence
120°. Identify the angles. Explain your reasoning.
Theorem (Theorem 2.6) 120º 2 5 6
to find m∠4 and m∠8. 3 4 7 8
SOLUTION
By the Alternate Exterior Angles Theorem, m∠8 = 120°.
∠5 and ∠8 are vertical angles. Using the Vertical Angles Congruence Theorem
(Theorem 2.6), m∠5 = 120°.
∠5 and ∠4 are alternate interior angles. By the Alternate Interior Angles Theorem,
∠4 = 120°.

So, the three angles that each have a measure of 120° are ∠4, ∠5, and ∠8.

132 Chapter 3 Parallel and Perpendicular Lines

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 Using Properties of Parallel Lines

Find the value of x.

115°
4 a
(x + 5)°
b

SOLUTION
By the Vertical Angles Congruence Theorem (Theorem 2.6), m∠4 = 115°. Lines a and
b are parallel, so you can use the theorems about parallel lines.

Check m∠4 + (x + 5)° = 180° Consecutive Interior Angles Theorem

115° + (x + 5)° = 180° Substitute 115° for m∠4.
115° + (x + 5)° = 180°
? x + 120 = 180 Combine like terms.
115 + (60 + 5) = 180
180 = 180 ✓ x = 60 Subtract 120 from each side.

So, the value of x is 60.

Using Properties of Parallel Lines

Find the value of x.

1 136°
c

(7x + 9)° d

SOLUTION
By the Linear Pair Postulate (Postulate 2.8), m∠1 = 180° − 136° = 44°. Lines c and d
are parallel, so you can use the theorems about parallel lines.
m∠1 = (7x + 9)° Alternate Exterior Angles Theorem
Check
44° = (7x + 9)° Substitute 44° for m∠1.
44° = (7x + 9)°
? 35 = 7x Subtract 9 from each side.
44 = 7(5) + 9
5=x Divide each side by 7.
44 = 44 ✓ So, the value of x is 5.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram.

1. Given m∠1 = 105°, find m∠4, m∠5, and

m∠8. Tell which theorem you use in each case.
1 2 5 6
2. Given m∠3 = 68° and m∠8 = (2x + 4)°, 3 4 7 8
what is the value of x? Show your steps.

Section 3.2 Parallel Lines and Transversals 133

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 Proving Theorems about Parallel Lines
Proving the Alternate Interior Angles Theorem

Prove that if two parallel lines are cut by a transversal, then the pairs of alternate
interior angles are congruent.

SOLUTION
STUDY TIP Draw a diagram. Label a pair of alternate t
Before you write a proof, interior angles as ∠1 and ∠2. You are looking for
identify the Given and 1 p
an angle that is related to both ∠1 and ∠2. Notice
Prove statements for the that one angle is a vertical angle with ∠2 and a
situation described or for 2
corresponding angle with ∠1. Label it ∠3. 3 q
any diagram you draw.
Given p  q
Prove ∠1 ≅ ∠2

STATEMENTS REASONS
1. p  q 1. Given
2. ∠1 ≅ ∠3 2. Corresponding Angles Theorem
3. ∠3 ≅ ∠2 3. Vertical Angles Congruence Theorem (Theorem 2.6)
4. ∠1 ≅ ∠2 4. Transitive Property of Congruence (Theorem 2.2)

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. In the proof in Example 4, if you use the third statement before the second
statement, could you still prove the theorem? Explain.

Solving Real-Life Problems

Solving a Real-life Problem

When sunlight enters a drop of rain,

different colors of light leave the drop
at different angles. This process is
what makes a rainbow. For violet light,
m∠2 = 40°. What is m∠1? How do 2
you know?
1

SOLUTION
Because the Sun’s rays are parallel,
∠1 and ∠2 are alternate interior angles.
By the Alternate Interior Angles Theorem, ∠1 ≅ ∠2.

So, by the definition of congruent angles, m∠1 = m∠2 = 40°.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. WHAT IF? In Example 5, yellow light leaves a drop at an angle of m∠2 = 41°.
What is m∠1? How do you know?

134 Chapter 3 Parallel and Perpendicular Lines

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 3.2 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING How are the Alternate Interior Angles Theorem (Theorem 3.2) and the Alternate Exterior
Angles Theorem (Theorem 3.3) alike? How are they different?

2. WHICH ONE DOESN’T BELONG? Which pair of angle measures does not belong with the
other three? Explain.

m∠1 and m∠3 m∠2 and m∠4 1

2

3
4
m∠2 and m∠3 m∠1 and m∠5 5

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, find m∠1 and m∠2. Tell which 10.
theorem you use in each case. (See Example 1.) 118°
4
3. 4.
150° (8x + 6)°
117°
1
1
2 2
In Exercises 11 and 12, find m∠1, m∠2, and m∠3.
Explain your reasoning.
5. 6.
140° 11.
122° 1
2
1 2
1 2
80° 3

In Exercises 7–10, find the value of x. Show your steps.

(See Examples 2 and 3.) 12.
7. 8. 1

72° 133°
2x ° 2 3
(7x + 24)°
128°

13. ERROR ANALYSIS Describe and correct the error in

9. the student’s reasoning.

65º 5 (11x − 17)º ✗ 9

10
∠9 ≅ ∠10 by
the Corresponding
Angles Theorem
(Theorem 3.1).

Section 3.2 Parallel Lines and Transversals 135

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 14. HOW DO YOU SEE IT? A 19. CRITICAL THINKING Is it possible for consecutive
B
Use the diagram. interior angles to be congruent? Explain.

D C
20. THOUGHT PROVOKING The postulates and theorems
a. — and
Name two pairs of congruent angles when AD in this book represent Euclidean geometry. In
— are parallel. Explain your reasoning.
BC
spherical geometry, all points are points on the surface
of a sphere. A line is a circle on the sphere whose
b. —
Name two pairs of supplementary angles when AB diameter is equal to the diameter of the sphere. In
— are parallel. Explain your reasoning.
and DC spherical geometry, is it possible that a transversal
intersects two parallel lines? Explain your reasoning.

PROVING A THEOREM In Exercises 15 and 16, prove the MATHEMATICAL CONNECTIONS In Exercises 21 and 22,
theorem. (See Example 4.) write and solve a system of linear equations to find the
values of x and y.
15. Alternate Exterior Angles Theorem (Thm. 3.3)
21. (14x − 10)° 22. 2y° 4x°
16. Consecutive Interior Angles Theorem (Thm. 3.4)

17. PROBLEM SOLVING 2y° 5x° (2x + 12)° (y + 6)°

A group of campers
tie up their food
between two 23. MAKING AN ARGUMENT During a game of pool,
parallel trees, as your friend claims to be able to make the shot
shown. The rope is shown in the diagram by hitting the cue ball so
76°
pulled taut, forming that m∠1 = 25°. Is your friend correct? Explain
2
a straight line. your reasoning.
Find m∠2. Explain
your reasoning.
(See Example 5.)
1
18. DRAWING CONCLUSIONS You are designing a box
like the one shown.

65°

A
2 B
1
3
1
3 2 24. REASONING In the diagram, ∠4 ≅ ∠5 and SE bisects
—
C
∠RSF. Find m∠1. Explain your reasoning.
E
a. The measure of ∠1 is 70°. Find m∠2 and m∠3.
F 4
b. Explain why ∠ABC is a straight angle.
c. If m∠1 is 60°, will ∠ABC still be a straight angle? 2
1 3 5
Will the opening of the box be more steep or less T S R
steep? Explain.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Write the converse of the conditional statement. Decide whether it is true or false. (Section 2.1)
25. If two angles are vertical angles, then they are congruent.
26. If you go to the zoo, then you will see a tiger.
27. If two angles form a linear pair, then they are supplementary.
28. If it is warm outside, then we will go to the park.

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 3.3 Proofs with Parallel Lines
Essential Question For which of the theorems involving parallel
lines and transversals is the converse true?

Exploring Converses
Work with a partner. Write the converse of each conditional statement. Draw a
diagram to represent the converse. Determine whether the converse is true. Justify
CONSTRUCTING your conclusion.
VIABLE a. Corresponding Angles Theorem (Theorem 3.1)
ARGUMENTS If two parallel lines are cut by a transversal, then the
pairs of corresponding angles are congruent.
To be proficient in math,
you need to make Converse 5 6
1 2
conjectures and build a 4 3 8 7
logical progression of
statements to explore the
truth of your conjectures.

b. Alternate Interior Angles Theorem (Theorem 3.2)

If two parallel lines are cut by a transversal, then the
pairs of alternate interior angles are congruent.
Converse 1 2 5 6
4 3 8 7

c. Alternate Exterior Angles Theorem (Theorem 3.3)

If two parallel lines are cut by a transversal, then the
pairs of alternate exterior angles are congruent.
Converse 1 2 5 6
4 3 8 7

d. Consecutive Interior Angles Theorem (Theorem 3.4)

If two parallel lines are cut by a transversal, then the
pairs of consecutive interior angles are supplementary.
Converse 1 2 5 6
4 3 8 7

Communicate Your Answer

2. For which of the theorems involving parallel lines and transversals is
the converse true?
3. In Exploration 1, explain how you would prove any of the theorems
that you found to be true.

Section 3.3 Proofs with Parallel Lines 137

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 3.3 Lesson What You Will Learn
Use the Corresponding Angles Converse.
Construct parallel lines.
Core Vocabul
Vocabulary
larry Prove theorems about parallel lines.
Previous Use the Transitive Property of Parallel Lines.
converse
parallel lines
transversal Using the Corresponding Angles Converse
corresponding angles Theorem 3.5 below is the converse of the Corresponding Angles Theorem (Theorem
congruent 3.1). Similarly, the other theorems about angles formed when parallel lines are cut by
alternate interior angles a transversal have true converses. Remember that the converse of a true conditional
alternate exterior angles statement is not necessarily true, so you must prove each converse of a theorem.
consecutive interior angles
Theorem
Theorem 3.5 Corresponding Angles Converse
If two lines are cut by a transversal so the
corresponding angles are congruent, then 2
the lines are parallel. j
6
k
Proof Ex. 36, p. 180
jk

Using the Corresponding Angles Converse

Find the value of x that makes m  n.

(3x + 5)°
m
65°
n

SOLUTION
Lines m and n are parallel when the marked corresponding angles are congruent.

(3x + 5)° = 65° Use the Corresponding Angles Converse to write an equation.

3x = 60 Subtract 5 from each side.

x = 20 Divide each side by 3.

So, lines m and n are parallel when x = 20.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Is there enough information in the diagram to conclude that m  n? Explain.

75°
m

105° n

2. Explain why the Corresponding Angles Converse is the converse of the

Corresponding Angles Theorem (Theorem 3.1).

138 Chapter 3 Parallel and Perpendicular Lines

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 Constructing Parallel Lines
The Corresponding Angles Converse justifies the construction of parallel lines,
as shown below.

Constructing Parallel Lines

Use a compass and straightedge to construct a line P

through point P that is parallel to line m.
m
SOLUTION

Step 1 Step 2 Step 3 Step 4

C C C
P P P P
A A D A D
m m m m
Q QB QB QB

Draw a point and line Draw arcs Draw an arc Copy angle Draw an Draw parallel lines
Start by drawing point P with center Q that crosses arc with radius AB and Draw ⃖⃗
PD. This line is
and line m. Choose a ⃖⃗
QP and line m. Label center A. Using the same parallel to line m.
point Q anywhere on points A and B. Using the compass setting, draw an
⃖⃗.
line m and draw QP same compass setting, arc with center C. Label
draw an arc with center P. the intersection D.
Label point C.

Theorems
Theorem 3.6 Alternate Interior Angles Converse
If two lines are cut by a transversal so the
alternate interior angles are congruent, then
4 j
the lines are parallel. 5
k

Proof Example 2, p. 140 jk

Theorem 3.7 Alternate Exterior Angles Converse

1
If two lines are cut by a transversal so the
alternate exterior angles are congruent, then j
the lines are parallel. k
8
Proof Ex. 11, p. 142 jk

Theorem 3.8 Consecutive Interior Angles Converse

If two lines are cut by a transversal so the
consecutive interior angles are supplementary,
then the lines are parallel. 3 j
5
k

Proof Ex. 12, p. 142 If ∠3 and ∠5 are

supplementary, then j  k.

Section 3.3 Proofs with Parallel Lines 139

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 Proving Theorems about Parallel Lines
Proving the Alternate Interior Angles Converse

Prove that if two lines are cut by a transversal so the alternate interior angles are
congruent, then the lines are parallel.

SOLUTION 1
4 g
Given ∠4 ≅ ∠5 5
Prove g  h h

STATEMENTS REASONS
1. ∠4 ≅ ∠5 1. Given
2. ∠1 ≅ ∠4 2. Vertical Angles Congruence Theorem (Theorem 2.6)
3. ∠1 ≅ ∠5 3. Transitive Property of Congruence (Theorem 2.2)
4. g  h 4. Corresponding Angles Converse

Determining Whether Lines Are Parallel

r s In the diagram, r  s and ∠1 is congruent to ∠3. Prove p  q.

SOLUTION
3 p
Look at the diagram to make a plan. The diagram suggests that you look at
2 1 angles 1, 2, and 3. Also, you may find it helpful to focus on one pair of lines
q and one transversal at a time.
Plan for Proof a. Look at ∠1 and ∠2. ∠1 ≅ ∠2 because r  s.
b. Look at ∠2 and ∠3. If ∠2 ≅ ∠3, then p  q.
Plan for Action a. It is given that r  s, so by the Corresponding Angles Theorem
(Theorem 3.1), ∠1 ≅ ∠2.
b. It is also given that ∠1 ≅ ∠3. Then ∠2 ≅ ∠3 by the Transitive
Property of Congruence (Theorem 2.2).
So, by the Alternate Interior Angles Converse, p  q.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. If you use the diagram below to prove the Alternate Exterior Angles Converse,
what Given and Prove statements would you use?

1
j

8 k

4. Copy and complete the following paragraph proof of the Alternate Interior
Angles Converse using the diagram in Example 2.
It is given that ∠4 ≅ ∠5. By the ______, ∠1 ≅ ∠4. Then by the Transitive
Property of Congruence (Theorem 2.2), ______. So, by the ______, g  h.

140 Chapter 3 Parallel and Perpendicular Lines

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 Using the Transitive Property of Parallel Lines

Theorem
Theorem 3.9 Transitive Property of Parallel Lines
If two lines are parallel to the same line, p q r
then they are parallel to each other.

Proof Ex. 39, p. 144; Ex. 48, p. 162 If p  q and q  r, then p  r.

Using the Transitive Property of Parallel Lines

The flag of the United States has 13 alternating red and white stripes. Each stripe is
parallel to the stripe immediately below it. Explain why the top stripe is parallel to
the bottom stripe.

s1
s2
s3
s4
s5
s6
s7
s8
s9
s10
s11
s12
s13

SOLUTION
You can name the stripes from top to bottom as sl, s2, s3, . . . , s13. Each stripe is
parallel to the one immediately below it, so s1  s2, s2  s3, and so on. Then s1  s3
by the Transitive Property of Parallel Lines. Similarly, because s3  s4, it follows
that s1  s4. By continuing this reasoning, s1  s13.

So, the top stripe is parallel to the bottom stripe.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. Each step is parallel to the step immediately

above it. The bottom step is parallel to the
ground. Explain why the top step is parallel
to the ground.
6. In the diagram below, p  q and q  r. Find m∠8.
Explain your reasoning.

s
115°
p
q

8 r

Section 3.3 Proofs with Parallel Lines 141

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 3.3 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. VOCABULARY Two lines are cut by a transversal. Which angle pairs must be congruent for the lines
to be parallel?

2. WRITING Use the theorems from Section 3.2 and the converses of those theorems in this
section to write three biconditional statements about parallel lines and transversals.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–8, find the value of x that makes m  n. In Exercises 13–18, decide whether there is enough
Explain your reasoning. (See Example 1.) information to prove that m  n. If so, state the theorem
you would use. (See Example 3.)
3. 4.
135° 13. m n 14. m n
120° m m
(2x + 15)°
3x ° n r r
n

5. m 6. m n 15. 16. m n
r
150° (180 − x)°
n (3x − 15)° x° r
m
n
7. m n 8. m n
x° 2x° (2x + 20)° 17. r s 18. r s
3x° m m
n n

In Exercises 9 and 10, use a compass and straightedge

to construct a line through point P that is parallel to ERROR ANALYSIS In Exercises 19 and 20, describe and
line m. correct the error in the reasoning.

✗
9. P 10. P 19.
m a b

m x° y°
x° y° c

Conclusion: a  b
PROVING A THEOREM In Exercises 11 and 12, prove
the theorem. (See Example 2.)

✗
20.
11. Alternate Exterior Angles Converse (Theorem 3.7)

12. Consecutive Interior Angles Converse (Theorem 3.8) 2 a

1
b

Conclusion: a  b

142 Chapter 3 Parallel and Perpendicular Lines

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 ⃖⃗ and ⃖⃗
In Exercises 21–24, are AC DF parallel? Explain 28. REASONING Use the diagram. Which rays are
your reasoning. parallel? Which rays are not parallel? Explain
your reasoning.
21. 22.
A D 143°
57° B 123° F E H G
A B C
E 58º 61º
C F 37°
62º 59º
D E F
A B C D
23. 24.
62° 115°
A B 62° C A B C 29. ATTENDING TO PRECISION Use the diagram. Which
65° 65°
theorems allow you to conclude that m  n? Select all
D E F
D E F that apply. Explain your reasoning.

m
25. ANALYZING RELATIONSHIPS The map shows part of
Denver, Colorado. Use the markings on the map. Are
the numbered streets parallel to one another? Explain n
your reasoning. (See Example 4.)

E. 20th Ave. A Corresponding Angles Converse (Thm. 3.5)

E. 19th Ave.
B Alternate Interior Angles Converse (Thm. 3.6)
C Alternate Exterior Angles Converse (Thm. 3.7)
E. 18th Ave.
D Consecutive Interior Angles Converse (Thm. 3.8)
Pennsylvania St.

Washington St.

E. 17th Ave.
Clarkson St.

Downing St.

Franklin St.

30. MODELING WITH MATHEMATICS One way to build

Ogden St.
Pearl St.

Pa
rk
Av
e.
stairs is to attach triangular blocks to an angled
support, as shown. The sides of the angled support
are parallel. If the support makes a 32° angle with the
26. ANALYZING RELATIONSHIPS Each floor, what must m∠1 be so the top of the step will be
rung of the ladder is parallel to the parallel to the floor? Explain your reasoning.
rung directly above it. Explain
why the top rung is parallel to
the bottom rung. 1 triangular
block

27. MODELING WITH MATHEMATICS The diagram of

the control bar of the kite shows the angles formed
between the control bar and the kite lines. How do 32° 2
you know that n is parallel to m?
31. ABSTRACT REASONING In the diagram, how many
angles must be given to determine whether j  k?
m Give four examples that would allow you to conclude
108° that j  k using the theorems from this lesson.
j k
n 108°
1 2 5 6
3 4 7 8 t

Section 3.3 Proofs with Parallel Lines 143

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 32. THOUGHT PROVOKING Draw a diagram of at least 37. MAKING AN ARGUMENT Your classmate decided
two lines cut by at least one transversal. Mark your that ⃖⃗
AD  ⃖⃗
BC based on the diagram. Is your classmate
diagram so that it cannot be proven that any lines are correct? Explain your reasoning.
parallel. Then explain how your diagram would need
to change in order to prove that lines are parallel.
A B

PROOF In Exercises 33–36, write a proof.

33. Given m∠1 = 115°, m∠2 = 65° D C

Prove m  n

38. HOW DO YOU SEE IT? Are the markings on the

1 m diagram enough to conclude that any lines are
2 parallel? If so, which ones? If not, what other
n information is needed?

q r
34. Given ∠1 and ∠3 are supplementary. p 1 s
Prove m  n 2 3
4

1
2 m
3 39. PROVING A THEOREM Use these steps to prove
n
the Transitive Property of Parallel Lines Theorem
(Theorem 3.9).

35. Given ∠1 ≅ ∠2, ∠3 ≅ ∠4 a. Copy the diagram with the Transitive Property of
Prove —  CD
AB — Parallel Lines Theorem on page 141.
b. Write the Given and Prove statements.
A
1 D c. Use the properties of angles formed by parallel
2 E
lines cut by a transversal to prove the theorem.
3
B 40. MATHEMATICAL CONNECTIONS Use the diagram.
4
C
r s
(2x + 2)°
36. Given a  b, ∠2 ≅ ∠3 p
Prove c  d (x + 56)°
(y + 7)° (3y − 17)° q
c d
a
1 2
3 4 a. Find the value of x that makes p  q.
b
b. Find the value of y that makes r  s.
c. Can r be parallel to s and can p be parallel to q at
the same time? Explain your reasoning.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Use the Distance Formula to find the distance between the two points. (Section 1.3)
41. (1, 3) and (−2, 9) 42. (−3, 7) and (8, −6)
43. (5, −4) and (0, 8) 44. (13, 1) and (9, −4)

144 Chapter 3 Parallel and Perpendicular Lines

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 3.1–3.3 What Did You Learn?

Core Vocabulary
parallel lines, p. 126 corresponding angles, p. 128
skew lines, p. 126 alternate interior angles, p. 128
parallel planes, p. 126 alternate exterior angles, p. 128
transversal, p. 128 consecutive interior angles, p. 128

Core Concepts
Section 3.1
Parallel Lines, Skew Lines, and Parallel Planes, p. 126 Postulate 3.2 Perpendicular Postulate, p. 127
Postulate 3.1 Parallel Postulate, p. 127 Angles Formed by Transversals, p. 128

Section 3.2
Theorem 3.1 Corresponding Angles Theorem, p. 132 Theorem 3.3 Alternate Exterior Angles Theorem,
Theorem 3.2 Alternate Interior Angles Theorem, p. 132 p. 132
Theorem 3.4 Consecutive Interior Angles Theorem,
p. 132

Section 3.3
Theorem 3.5 Corresponding Angles Converse, p. 138 Theorem 3.8 Consecutive Interior Angles Converse,
Theorem 3.6 Alternate Interior Angles Converse, p. 139
p. 139 Theorem 3.9 Transitive Property of Parallel Lines,
Theorem 3.7 Alternate Exterior Angles Converse, p. 141
p. 139

Mathematical Practices
1. Draw the portion of the diagram that you used to answer Exercise 26 on page 130.
2. In Exercise 40 on page 144, explain how you started solving the problem and why you started that way.

Study Skills

Analyzing Your Errors

Misreading Directions
• What Happens: You incorrectly read or do not understand directions.
• How to Avoid This Error: Read the instructions for exercises
at least twice and make sure you understand what they
mean. Make this a habit and use it when taking tests.

145

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 3.1–3.3 Quiz

Think of each segment in the diagram as part of a line. Which line(s) or plane(s) B
contain point G and appear to fit the description? (Section 3.1)
1. line(s) parallel to ⃖⃗
EF 2. line(s) perpendicular to ⃖⃗
EF C
A
3. line(s) skew to ⃖⃗
EF 4. plane(s) parallel to plane ADE D
F
Identify all pairs of angles of the given type. (Section 3.1) G
5. consecutive interior E

6. alternate interior H
1 3 5 7
2 4 68
7. corresponding

8. alternate exterior

Find m∠1 and m∠2. Tell which theorem you use in each case. (Section 3.2)
9. 10. 11.
2 123°
2 57° 1
1 2
1 138°

Decide whether there is enough information to prove that m  n. If so, state the theorem
you would use. (Section 3.3)
12. 13. m n 14. m n

69° m
111°  m and  n
n

15. Cellular phones use bars like the ones shown to indicate how much signal strength
a phone receives from the nearest service tower. Each bar is parallel to the bar 2
directly next to it. (Section 3.3)
a. Explain why the tallest bar is parallel to the shortest bar.
b. Imagine that the left side of each bar extends infinitely as a line.
If m∠1 = 58°, then what is m∠2?

16. The diagram shows lines formed on a tennis court.

(Section 3.1 and Section 3.3)
q a. Identify two pairs of parallel lines so that each
1 p pair is in a different plane.
2
k n b. Identify two pairs of perpendicular lines.
c. Identify two pairs of skew lines.
d. Prove that ∠1 ≅ ∠2.
m

146 Chapter 3 Parallel and Perpendicular Lines

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 3.4 Proofs with Perpendicular Lines
Essential Question What conjectures can you make about
perpendicular lines?

Writing Conjectures
Work with a partner. Fold a piece of paper D
in half twice. Label points on the two creases,
as shown.
— and CD
a. Write a conjecture about AB —.
Justify your conjecture.
— and OB
b. Write a conjecture about AO —.
A O B
Justify your conjecture.

Exploring a Segment Bisector

Work with a partner. Fold and crease a piece A
of paper, as shown. Label the ends of the crease
as A and B.
a. Fold the paper again so that point A coincides
with point B. Crease the paper on that fold.
b. Unfold the paper and examine the four angles
formed by the two creases. What can you
conclude about the four angles? B

Writing a Conjecture
Work with a partner.
CONSTRUCTING —, as shown.
VIABLE a. Draw AB
A
ARGUMENTS b. Draw an arc with center A on each
To be proficient in math, —. Using the same compass
side of AB
you need to make setting, draw an arc with center B
conjectures and build a —. Label the
on each side of AB
C O D
logical progression of intersections of the arcs C and D.
statements to explore the —. Label its intersection
c. Draw CD
truth of your conjectures.
—
with AB as O. Write a conjecture B
about the resulting diagram. Justify
your conjecture.

Communicate Your Answer

4. What conjectures can you make about perpendicular lines?
5. In Exploration 3, find AO and OB when AB = 4 units.

Section 3.4 Proofs with Perpendicular Lines 147

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 3.4 Lesson What You Will Learn
Find the distance from a point to a line.
Construct perpendicular lines.
Core Vocabul
Vocabulary
larry Prove theorems about perpendicular lines.
distance from a point to a line, Solve real-life problems involving perpendicular lines.
p. 148
perpendicular bisector, p. 149
Finding the Distance from a Point to a Line
The distance from a point to a line is the length of the perpendicular segment from
the point to the line. This perpendicular segment is the shortest distance between the
point and the line. For example, the distance between point A and line k is AB.

k
B
distance from a point to a line

Finding the Distance from a Point to a Line

Find the distance from point A to ⃖⃗

BD.

y
A(−3, 3) 4

D(2, 0)

−4 4x
REMEMBER C(1, −1)
B(−1, −3)
Recall that if A(x1, y1)
and C(x2, y2) are points −4
in a coordinate plane,
then the distance SOLUTION
between A and C is
——— — ⊥ BD
Because AC ⃖⃗, the distance from point A to ⃖⃗
BD is AC. Use the Distance Formula.
AC = √ (x2 − x1)2 + ( y2 − y1)2 .
——— — —
AC = √ (−3 − 1)2 + [3 − (−1)]2 = √ (−4)2 + 42 = √ 32 ≈ 5.7

So, the distance from point A to ⃖⃗

BD is about 5.7 units.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Find the distance from point E to ⃖⃗

FH.

y
4
F(0, 3)
G(1, 2)
H(2, 1)

−4 2 x
−2

E(−4, −3)

148 Chapter 3 Parallel and Perpendicular Lines

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 Constructing Perpendicular Lines

Constructing a Perpendicular Line

P
Use a compass and straightedge to construct a line
perpendicular to line m through point P, which is
not on line m.
m
SOLUTION
Step 1 Step 2 Step 3

P
P P
m m
A B A B
m
A B
Q
Q

Draw arc with center P Place the Draw intersecting arcs Draw an Draw perpendicular line Draw
compass at point P and draw an arc arc with center A. Using the same ⃖⃗
PQ. This line is perpendicular to
that intersects the line twice. Label radius, draw an arc with center B. line m.
the intersections A and B. Label the intersection of the arcs Q.

— is the line n with the following

The perpendicular bisector of a line segment PQ
n
two properties.
—
• n ⊥ PQ
P M Q —.
• n passes through the midpoint M of PQ

Constructing a Perpendicular Bisector

Use a compass and straightedge to construct

—.
the perpendicular bisector of AB
A B

SOLUTION
Step 1 Step 2 Step 3
15

in.
14
13

1
12
11
10

2
9
8

3
7
6
5

A B A M B
4

A B
3

5
2
1
cm

Draw an arc Place the compass Draw a second arc Keep the same Bisect segment Draw a line
at A. Use a compass setting that is compass setting. Place the compass through the two points of
—.
greater than half the length of AB at B. Draw an arc. It should intersect intersection. This line is the
Draw an arc. the other arc at two points. perpendicular bisector of AB —. It
passes through M, the midpoint
—. So, AM = MB.
of AB

Section 3.4 Proofs with Perpendicular Lines 149

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 Proving Theorems about Perpendicular Lines

Theorems
Theorem 3.10 Linear Pair Perpendicular Theorem
If two lines intersect to form a linear pair of g
congruent angles, then the lines are perpendicular.
If ∠l ≅ ∠2, then g ⊥ h. 1 2 h
Proof Ex. 13, p. 153

Theorem 3.11 Perpendicular Transversal Theorem

In a plane, if a transversal is perpendicular to one j
of two parallel lines, then it is perpendicular to the
h
other line.
If h  k and j ⊥ h, then j ⊥ k. k

Proof Example 2, p. 150; Question 2, p. 150

Theorem 3.12 Lines Perpendicular to a Transversal Theorem

In a plane, if two lines are perpendicular to the m n
same line, then they are parallel to each other.
p
If m ⊥ p and n ⊥ p, then m  n.
Proof Ex. 14, p. 153; Ex. 47, p. 162

Proving the Perpendicular Transversal Theorem

Use the diagram to prove the j

Perpendicular Transversal Theorem. 1 2 h
3 4
SOLUTION
Given h  k, j ⊥ h 5 6 k
7 8
Prove j ⊥ k

STATEMENTS REASONS
1. h  k, j ⊥ h 1. Given
2. m∠2 = 90° 2. Definition of perpendicular lines
3. ∠2 ≅ ∠6 3. Corresponding Angles Theorem (Theorem 3.1)
4. m∠2 = m∠6 4. Definition of congruent angles
5. m∠6 = 90° 5. Transitive Property of Equality
6. j ⊥ k 6. Definition of perpendicular lines

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2. Prove the Perpendicular Transversal Theorem using the diagram in Example 2

and the Alternate Exterior Angles Theorem (Theorem 3.3).

150 Chapter 3 Parallel and Perpendicular Lines

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 Solving Real-Life Problems

Proving Lines Are Parallel

The photo shows the layout of a neighborhood. Determine which lines, if any, must
be parallel in the diagram. Explain your reasoning.

s t u

SOLUTION
Lines p and q are both perpendicular to s, so by the Lines Perpendicular to a
Transversal Theorem, p  q. Also, lines s and t are both perpendicular to q, so by the
Lines Perpendicular to a Transversal Theorem, s  t.

So, from the diagram you can conclude p  q and s  t.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the lines marked in the photo.

a b

3. Is b  a? Explain your reasoning.

4. Is b ⊥ c? Explain your reasoning.

Section 3.4 Proofs with Perpendicular Lines 151

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 3.4 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. COMPLETE THE SENTENCE The perpendicular bisector of a segment is the line that passes through
the ________ of the segment at a ________ angle.

2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.

⃖⃗.
Find the distance from point X to line WZ X(−3, 3)
4
y Z(4, 4)

Find XZ. Y(3, 1)

—.
Find the length of XY
−4 −2 2 4 x
−2
W(2, −2)
Find the distance from line to point X. −4

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4, find the distance from point A CONSTRUCTION In Exercises 5–8, trace line m and point
to ⃖⃗
XZ. (See Example 1.) P. Then use a compass and straightedge to construct a
line perpendicular to line m through point P.
3. y

6
Z(2, 7) 5. P 6. P

4 m

Y(0, 1) m
A(3, 0)
−2 4 x
X(−1, −2)
7. 8. P
P
m

4. y
A(3, 3) m
3

1
x
CONSTRUCTION In Exercises 9 and 10, trace AB . Then
—
−3 1
−1 use a compass and straightedge to construct the
Z(4, −1) —.
perpendicular bisector of AB
−3
Y(2, −1.5)
X(−4, −3) 9. 10. B
A

B A

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 ERROR ANALYSIS In Exercises 11 and 12, describe and In Exercises 17–22, determine which lines, if any, must
correct the error in the statement about the diagram. be parallel. Explain your reasoning. (See Example 3.)

✗
11. 17. v w 18. a
y z
x b
x
y c

Lines y and z are parallel.

a b
19. m n 20.
c

✗
12. p
C
d
12 cm 8 cm q

A B

The distance from point C to ⃖⃗

AB 21. n p 22. v z y
is 12 centimeters. m
w
PROVING A THEOREM In Exercises 13 and 14, prove the
theorem. (See Example 2.) x
k
13. Linear Pair Perpendicular Theorem (Thm. 3.10)

14. Lines Perpendicular to a Transversal Theorem

(Thm. 3.12)
23. USING STRUCTURE Find all the unknown angle
measures in the diagram. Justify your answer for each
PROOF In Exercises 15 and 16, use the diagram to write
angle measure.
a proof of the statement.
15. If two intersecting lines are perpendicular, then they
intersect to form four right angles. 1 2
30°
Given a ⊥ b 3 5
40°
Prove ∠1, ∠2, ∠3, and ∠4 are right angles. 4

24. MAKING AN ARGUMENT Your friend claims that

1 2 a
because you can find the distance from a point to a
3 4 line, you should be able to find the distance between
any two lines. Is your friend correct? Explain
your reasoning.
16. If two sides of two adjacent acute angles are
25. MATHEMATICAL CONNECTIONS Find the value of x
perpendicular, then the angles are complementary.
when a⊥ b and b  c.
⃗⊥ ⃗
Given BA BC
b c
Prove ∠1 and ∠2 are complementary.
[5(x + 7) + 15]°
a
A (9x + 18)°

1
2
B
C

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 26. HOW DO YOU SEE IT? You are trying to cross a 29. CONSTRUCTION Construct a square of side
stream from point A. Which point should you jump length AB.
to in order to jump the shortest distance? Explain
your reasoning
reasoning.
g.
A B

30. ANALYZING RELATIONSHIPS The painted line

A segments that form the path of a crosswalk are usually
perpendicular to the crosswalk. Sketch what the
segments in the photo would look like if they were
perpendicular to the crosswalk. Which type of line
segment requires less paint? Explain your reasoning.
B C D E

27. ATTENDING TO PRECISION In which of the following

—  BD
diagrams is AC — and AC
— ⊥ CD
—? Select all
that apply.
A A B B A

C D
C D
C A C D
A B

31. ABSTRACT REASONING Two lines, a and b, are

B D C D perpendicular to line c. Line d is parallel to line c.
The distance between lines a and b is x meters. The
E A B distance between lines c and d is y meters. What
shape is formed by the intersections of the four lines?

32. MATHEMATICAL CONNECTIONS Find the distance

between the lines with the equations y = —32 x + 4 and
C D −3x + 2y = −1.

28. THOUGHT PROVOKING The postulates and theorems 33. WRITING Describe how you would find the distance
in this book represent Euclidean geometry. In from a point to a plane. Can you find the distance
spherical geometry, all points are points on the surface from a line to a plane? Explain your reasoning.
of a sphere. A line is a circle on the sphere whose
diameter is equal to the diameter of the sphere. In
spherical geometry, how many right angles are formed
by two perpendicular lines? Justify your answer.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Simplify the ratio. (Skills Review Handbook)

6 − (−4) 3−5 8 − (−3) 13 − 4
34. — 35. — 36. — 37. —
8−3 4−1 7 − (−2) 2 − (−1)

Identify the slope and the y-intercept of the line. (Skills Review Handbook)
1 1
38. y = 3x + 9 39. y = −— x + 7 40. y = — x − 8 41. y = −8x − 6
2 6

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 3.5 Equations of Parallel and
Perpendicular Lines
Essential Question How can you write an equation of a line that is
parallel or perpendicular to a given line and passes through a given point?
Writing Equations of Parallel and
Perpendicular Lines
Work with a partner. Write an equation of the line that is parallel or perpendicular to
the given line and passes through the given point. Use a graphing calculator to verify
your answer. What is the relationship between the slopes?
a. 4 b. 4

3
(0, 2) y = 2x − 1
(0, 1)
−6 6 −6 6
3
y= 2
x −1

−4 −4

c. 4 d. 4

1 1
y = 2x + 2 y = 2x + 2
−6 6 −6 6

(2, −2) (2, −3)

−4 −4

e. 4 f. 4

y = −2x + 2 y = −2x + 2

−6 6 −6 6
(4, 0)
(0, −2)

−4 −4

Writing Equations of Parallel and

Perpendicular Lines
Work with a partner. Write the equations of the parallel or perpendicular lines.
Use a graphing calculator to verify your answers.
a. 4 b. 4

MODELING WITH −6 6 −6 6

MATHEMATICS
To be proficient in
−4 −4
math, you need to
analyze relationships
mathematically to
draw conclusions.
Communicate Your Answer
3. How can you write an equation of a line that is parallel or perpendicular to a
given line and passes through a given point?
4. Write an equation of the line that is (a) parallel and (b) perpendicular to the line
y = 3x + 2 and passes through the point (1, −2).

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 3.5 Lesson What You Will Learn
Use slope to partition directed line segments.
Identify parallel and perpendicular lines.
Core Vocabul
Vocabulary
larry Write equations of parallel and perpendicular lines.
directed line segment, p. 156 Use slope to find the distance from a point to a line.
Previous
slope Partitioning a Directed Line Segment
slope-intercept form
A directed line segment AB is a segment that represents moving from point A to point
y-intercept
B. The following example shows how to use slope to find a point on a directed line
segment that partitions the segment in a given ratio.

Partitioning a Directed Line Segment

Find the coordinates of point P along the y B(6, 8)

8
directed line segment AB so that the ratio
of AP to PB is 3 to 2. 6

REMEMBER 4
Recall that the slope of
a line or line segment 2
A(3, 2)
through two points,
(x1, y1) and (x2, y2), is 2 4 6 8x
defined as follows.
y2 − y1
m=— SOLUTION
x2 − x1
change in y In order to divide the segment in the ratio 3 to 2, think of dividing, or partitioning,
= —— the segment into 3 + 2, or 5 congruent pieces.
change in x
rise Point P is the point that is —35 of the way from point A to point B.
=—
run
You can choose either Find the rise and run from point A to point B. Leave the slope in terms of rise and
of the two points to run and do not simplify.
be (x1, y1).
—: m = —
slope of AB
8−2 6 rise
=— =—
6−3 3 run
To find the coordinates of point P, add —35 of the run y
8
3 B(6, 8)
to the x-coordinate of A, and add —35 of the rise to the
y-coordinate of A. 6
P(4.8, 5.6)
3 3 6
run: — of 3 = — • 3 = 1.8 4
5 5 3.6
3 3 2
rise: — of 6 = — • 6 = 3.6 A(3, 2) 1.8
5 5
So, the coordinates of P are 2 4 6 8x

(3 + 1.8, 2 + 3.6) = (4.8, 5.6).

The ratio of AP to PB is 3 to 2.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the coordinates of point P along the directed line segment AB so that
AP to PB is the given ratio.
1. A(l, 3), B(8, 4); 4 to 1 2. A(−2, 1), B(4, 5); 3 to 7

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 Identifying Parallel and Perpendicular Lines
In the coordinate plane, the x-axis and the y-axis are perpendicular. Horizontal lines
are parallel to the x-axis, and vertical lines are parallel to the y-axis.

Theorems
Theorem 3.13 Slopes of Parallel Lines
In a coordinate plane, two distinct nonvertical lines y
are parallel if and only if they have the same slope.
Any two vertical lines are parallel.
x

Proof p. 439; Ex. 41, p. 444

READING m1 = m 2

If the product of two

Theorem 3.14 Slopes of Perpendicular Lines
numbers is −1, then
In a coordinate plane, two nonvertical lines are y
the numbers are called
negative reciprocals. perpendicular if and only if the product of their
slopes is −1.
Horizontal lines are perpendicular to vertical lines.
x

Proof p. 440; Ex. 42, p. 444 ⋅

m1 m2 = −1

Identifying Parallel and Perpendicular Lines

Determine which of the lines are parallel and d y a

which of the lines are perpendicular. 2
(0, 3)
b
(−3, 2) (2, 0)
SOLUTION
(−2, 0) 2 x
Find the slope of each line. (0, −1)
3−2 1
Line a: m = — = — c
0 − (−3) 3 −4
(−1, −5) (1, −4)
0 − (−1) 1
Line b: m = — = —
2−0 2
−4 − (−5) 1
Line c: m = — = —
1 − (−1) 2
2−0
Line d: m = — = −2
−3 − (−2)

Because lines b and c have the same slope, lines b and c are parallel. Because
1
—2 (−2) = −1, lines b and d are perpendicular and lines c and d are perpendicular.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

3. Determine which of the lines are parallel and y a b c

which of the lines are perpendicular. 4

(0, 2)
(−3, 0) (2, 3) (4, 2)

−4 2 4 x
(−2, −2) (3, −1)
(0, −1)
d

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 Writing Equations of Parallel and Perpendicular Lines
You can apply the Slopes of Parallel Lines Theorem and the Slopes of Perpendicular
Lines Theorem to write equations of parallel and perpendicular lines.

Writing an Equation of a Parallel Line

Write an equation of the line passing through the point (−1, 1) that is parallel to the
line y = 2x − 3.
REMEMBER SOLUTION
The linear equation
y = 2x − 3 is written in Step 1 Find the slope m of the parallel line. The line y = 2x − 3 has a slope of 2.
slope-intercept form By the Slopes of Parallel Lines Theorem, a line parallel to this line also has a
y = mx + b, where m is slope of 2. So, m = 2.
the slope and b is the Step 2 Find the y-intercept b by using m = 2 and (x, y) = (−1, 1).
y-intercept.
y = mx + b Use slope-intercept form.
1 = 2(−1) + b Substitute for m, x, and y.
3=b Solve for b.

Check Because m = 2 and b = 3, an equation of the line is y = 2x + 3. Use a graph to

y check that the line y = 2x − 3 is parallel to the line y = 2x + 3.
4
y = 2x + 3
−1, 1))
(−1,
(−
Writing an Equation of a Perpendicular Line

−4 2 4x Write an equation of the line passing through the point (2, 3) that is perpendicular to
−2
the line 2x + y = 2.
y = 2x − 3
SOLUTION
Step 1 Find the slope m of the perpendicular line. The line 2x + y = 2, or
y = −2x + 2, has a slope of −2. Use the Slopes of Perpendicular Lines
Theorem.

⋅
−2 m = −1 The product of the slopes of ⊥ lines is −1.
1
m= —2 Divide each side by −2.

Step 2 Find the y-intercept b by using m = —12 and (x, y) = (2, 3).
Check
y
1
y = mx + b Use slope-intercept form.
y = 2x + 2
3 = —12 (2) + b Substitute for m, x, and y.
4
y = −2x + 2 (2, 3) 2=b Solve for b.

Because m = —12 and b = 2, an equation of the line is y = —12 x + 2. Check that

−4 −2 2 4 x
the lines are perpendicular by graphing their equations and using a protractor to
measure one of the angles formed by their intersection.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. Write an equation of the line that passes through the point (1, 5) and is (a) parallel
to the line y = 3x − 5 and (b) perpendicular to the line y = 3x − 5.
5. How do you know that the lines x = 4 and y = 2 are perpendicular?

158 Chapter 3 Parallel and Perpendicular Lines

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 Finding the Distance from a Point to a Line
Recall that the distance from a point to a line is the length of the perpendicular
segment from the point to the line.

Finding the Distance from a Point to a Line

y Find the distance from the point (1, 0) to the line y = −x + 3.

y = −x + 3
2
SOLUTION
Step 1 Find an equation of the line perpendicular to the line y = −x + 3 that passes
2 4 x through the point (1, 0).
(1, 0)
First, find the slope m of the perpendicular line. The line y = −x + 3 has a
slope of −1. Use the Slopes of Perpendicular Lines Theorem.

⋅
−1 m = −1 The product of the slopes of ⊥ lines is −1.
m=1 Divide each side by −1.
Then find the y-intercept b by using m = 1 and (x, y) = (1, 0).
y = mx + b Use slope-intercept form.
0 = 1(1) + b Substitute for x, y, and m.
−1 = b Solve for b.
Because m = 1 and b = −1, an equation of the line is y = x − 1.

Step 2 Use the two equations to write and solve a system of equations to find the
REMEMBER point where the two lines intersect.
Recall that the solution y = −x + 3 Equation 1
of a system of two linear
y=x−1 Equation 2
equations in two variables
gives the coordinates of Substitute −x + 3 for y in Equation 2.
the point of intersection
y=x−1 Equation 2
of the graphs of the
equations. −x + 3 = x − 1 Substitute −x + 3 for y.
There are two special x=2 Solve for x.
cases when the lines have
y
the same slope. Substitute 2 for x in Equation 1 and solve for y.
• When the system has y = −x + 3 Equation 1 2 y=x−1
no solution, the lines
y = −2 + 3 Substitute 2 for x. (2,
(2
2 1))
are parallel.
2 4 x
• When the system y=1 Simplify. (1,
1, 0
0)
has infinitely many So, the perpendicular lines intersect at (2, 1). y = −x + 3
solutions, the lines
coincide. Step 3 Use the Distance Formula to find the distance from (1, 0) to (2, 1).
—— —— —
distance = √ (1 − 2)2 + (0 − 1)2 = √ (−1)2 + (−1)2 = √ 2 ≈ 1.4

So, the distance from the point (1, 0) to the line y = −x + 3 is about 1.4 units.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

6. Find the distance from the point (6, 4) to the line y = x + 4.

7. Find the distance from the point (−1, 6) to the line y = −2x.

Section 3.5 Equations of Parallel and Perpendicular Lines 159

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 3.5 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept

p Check
1. COMPLETE THE SENTENCE A ________ line segment AB is a segment that represents moving from
point A to point B.

2. WRITING How are the slopes of perpendicular lines related?

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, find the coordinates of point P along 10. Line 1: (−3, 1), (−7, −2)
the directed line segment AB so that AP to PB is the Line 2: (2, −1), (8, 4)
given ratio. (See Example 1.)
11. Line 1: (−9, 3), (−5, 7)
3. A(8, 0), B(3, −2); 1 to 4
Line 2: (−11, 6), (−7, 2)
4. A(−2, −4), B(6, 1); 3 to 2
12. Line 1: (10, 5), (−8, 9)
Line 2: (2, −4), (11, −6)
5. A(1, 6), B(−2, −3); 5 to 1
In Exercises 13–16, write an equation of the line passing
6. A(−3, 2), B(5, −4); 2 to 6
through point P that is parallel to the given line. Graph
the equations of the lines to check that they are parallel.
In Exercises 7 and 8, determine which of the lines are (See Example 3.)
parallel and which of the lines are perpendicular.
(See Example 2.) 13. P(0, −1), y = −2x + 3

7. y d (1, 6) 1
6 a 14. P(3, 8), y = —5 (x + 4)
(−1, 4) (5, 6)
15. P(−2, 6), x = −5 16. P(4, 0), −x + 2y = 12

(−1, 1)
2 b
(3, 2) In Exercises 17–20, write an equation of the line passing
c
(−3, −2) 4 x
through point P that is perpendicular to the given line.
(3, −2) (3, 0) Graph the equations of the lines to check that they are
perpendicular. (See Example 4.)
17. P(0, 0), y = −9x − 1
8. y d c
(0, 6) 18. P(4, −6), y = −3
(2, 4)
19. P(2, 3), y − 4 = −2(x + 3)
(−2, 3) (2, 2)
2
(−2, 0) a
x 20. P(−8, 0), 3x − 5y = 6
(−3, 0) 1(3,−2)
b In Exercises 21–24, find the distance from point A to the
−2
(0, −2) given line. (See Example 5.)
21. A(−1, 7), y = 3x
In Exercises 9–12, tell whether the lines through the
given points are parallel, perpendicular, or neither. 22. A(−9, −3), y = x − 6
Justify your answer.
23. A(15, −21), 5x + 2y = 4
9. Line 1: (1, 0), (7, 4)
Line 2: (7, 0), (3, 6) ( 1
)
24. A −—4 , 5 , −x + 2y = 14

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 25. ERROR ANALYSIS Describe and correct the error 33. REASONING A triangle has vertices L(0, 6), M(5, 8),
in determining whether the lines are parallel, and N(4, −1). Is the triangle a right triangle? Explain
perpendicular, or neither. your reasoning.

✗ Line 1: (3, −5), (2, −1)

Line 2: (0, 3), (1,7)
34. MODELING WITH MATHEMATICS A new road is
being constructed parallel to the train tracks through
point V. An equation of the line representing the
−1 − (−5) 7− 3 train tracks is y = 2x. Find an equation of the line
m1 = — = −4 m2 = — = 4
2− 3 1−0 representing the new road.
Lines 1 and 2 are perpendicular.
V 3 y

1
26. ERROR ANALYSIS Describe and correct the error in
writing an equation of the line that passes through the −3 −1 1 3x
point (3, 4) and is parallel to the line y = 2x + 1.
−3

✗ y = 2x + 1, (3, 4)
4 = m(3) + 1 35. MODELING WITH MATHEMATICS A bike path is
1=m being constructed perpendicular to Washington
The line y = x + 1 is parallel Boulevard through point P(2, 2). An equation of
to the line y = 2x + 1. the line representing Washington Boulevard is
2
y = −—3 x. Find an equation of the line representing
the bike path.
—. Then write
In Exercises 27–30, find the midpoint of PQ
an equation of the line that passes through the midpoint
—. This line is called the
and is perpendicular to PQ
perpendicular bisector.
27. P(−4, 3), Q(4, −1) 28. P(−5, −5), Q(3, 3)

29. P(0, 2), Q(6, −2) 30. P(−7, 0), Q(1, 8)

31. MODELING WITH MATHEMATICS Your school lies

directly between your house and the movie theater.
The distance from your house to the school is
one-fourth of the distance from the school to the
movie theater. What point on the graph represents 36. PROBLEM SOLVING A gazebo is being built near a
your school? nature trail. An equation of the line representing the
nature trail is y = —13 x − 4. Each unit in the coordinate
y
plane corresponds to 10 feet. Approximately how far
(5, 2)
2 is the gazebo from the nature trail?

y
−4
4 −2 2 4 x
gazebo
4
(−4, −2) (−6, 4)

−12 −8 −4 4 12 x

32. REASONING Is quadrilateral QRST a parallelogram?

Explain your reasoning.
y Q(2, 6)
6
37. CRITICAL THINKING The slope of line is greater
4 than 0 and less than 1. Write an inequality for
R(6, 4)
the slope of a line perpendicular to . Explain
2 your reasoning.
T(1, 3)
S(5, 1)
2 4 6x

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 38. HOW DO YOU SEE IT? Determine whether MATHEMATICAL CONNECTIONS In Exercises 43 and 44,
quadrilateral JKLM is a square. Explain find a value for k based on the given description.
your reasoning.
43. The line through (−1, k) and (−7, −2) is parallel to
y the line y = x + 1.
K(0, n) L(n, n)
44. The line through (k, 2) and (7, 0) is perpendicular to
28
the line y = x − —5
.

45. ABSTRACT REASONING Make a conjecture about

J(0, 0) M(n, 0) x how to find the coordinates of a point that lies beyond
point B along AB⃗. Use an example to support your
conjecture.

46. PROBLEM SOLVING What is the distance between the

39. CRITICAL THINKING Suppose point P divides the
lines y = 2x and y = 2x + 5? Verify your answer.
directed line segment XY so that the ratio of XP to PY
is 3 to 5. Describe the point that divides the directed
PROVING A THEOREM In Exercises 47 and 48, use
line segment YX so that the ratio of YP to PX is 5 to 3.
the slopes of lines to write a paragraph proof of
the theorem.
40. MAKING AN ARGUMENT Your classmate claims that
no two nonvertical parallel lines can have the same 47. Lines Perpendicular to a Transversal Theorem
y-intercept. Is your classmate correct? Explain. (Theorem 3.12): In a plane, if two lines are
perpendicular to the same line, then they are parallel
41. MATHEMATICAL CONNECTIONS Solve each system to each other.
of equations algebraically. Make a conjecture about
what the solution(s) can tell you about whether the 48. Transitive Property of Parallel Lines Theorem
lines intersect, are parallel, or are the same line. (Theorem 3.9): If two lines are parallel to the same
line, then they are parallel to each other.
a. y = 4x + 9
4x − y = 1
49. PROOF Prove the statement: If two lines are vertical,
b. 3y + 4x = 16 then they are parallel.
2x − y = 18
50. PROOF Prove the statement: If two lines are
c. y = −5x + 6
horizontal, then they are parallel.
10x + 2y = 12
51. PROOF Prove that horizontal lines are perpendicular
42. THOUGHT PROVOKING Find a formula for the to vertical lines.
distance from the point (x0, y0) to the line
ax + by = 0. Verify your formula using a point
and a line.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons

Plot the point in a coordinate plane. (Skills Review Handbook)

52. A(3, 6) 53. B(0, −4)
54. C(5, 0) 55. D(−1, −2)

Copy and complete the table. (Skills Review Handbook)

56. 57.
x −2 −1 0 1 2 x −2 −1 0 1 2
3
y=x+9 y=x−—
4

162 Chapter 3 Parallel and Perpendicular Lines

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 3.4–3.5 What Did You Learn?

Core Vocabulary
distance from a point to a line, p. 148
perpendicular bisector, p. 149
directed line segment, p. 156

Core Concepts
Section 3.4
Finding the Distance from a Point to a Line, p. 148
Constructing Perpendicular Lines, p. 149
Theorem 3.10 Linear Pair Perpendicular Theorem, p. 150
Theorem 3.11 Perpendicular Transversal Theorem, p. 150
Theorem 3.12 Lines Perpendicular to a Transversal Theorem, p. 150

Section 3.5
Partitioning a Directed Line Segment, p. 156
Theorem 3.13 Slopes of Parallel Lines, p. 157
Theorem 3.14 Slopes of Perpendicular Lines, p. 157
Writing Equations of Parallel and Perpendicular Lines, p. 158
Finding the Distance from a Point to a Line, p. 159

Mathematical Practices
1. Compare the effectiveness of the argument in Exercise 24 on page 153 with the argument “You can
find the distance between any two parallel lines.” What flaw(s) exist in the argument(s)? Does either
argument use correct reasoning? Explain.
2. Look back at your construction of a square in Exercise 29 on page 154. How would your
construction change if you were to construct a rectangle?
3. In Exercise 31 on page 161, a classmate tells you that your answer is incorrect
rect beca
because
cause yo
youu
should have divided the segment into four congruent pieces. Respond to your
ourr cl
ou clas
classmate’s
assm
mat
ate’
e’ss
argument by justifying your original answer.

Performance Task
k
Navajo Rugs
Navajo rugs use mathematical properties to enhance their
beauty. How can you describe these creative works of art with
geometry? What properties of lines can you see and use to
describe the patterns?

To explore the answers to this question and more, go to

BigIdeasMath.com.

163

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 3 Chapter Review
3.1 Pairs of Lines and Angles (pp. 125–130)
Dynamic Solutions available at BigIdeasMath.com

Think of each segment in the figure as part of a line. B D

a. Which line(s) appear perpendicular to ⃖⃗
AB? C
A
BD, ⃖⃗
⃖⃗ AC, ⃖⃗ ⃖⃗ appear perpendicular to ⃖⃗
BH, and AG AB.

b. Which line(s) appear parallel to ⃖⃗

H F
AB?
⃖⃗, ⃖⃗
CD EF appear parallel to ⃖⃗
GH, and ⃖⃗ AB.
G E
c. Which line(s) appear skew to ⃖⃗
AB?
⃖⃗
CF, ⃖⃗
CE, DF EG appear skew to ⃖⃗
⃖⃗, and ⃖⃗
⃖⃗, FH AB.

d. Which plane(s) appear parallel to plane ABC?

K L
Plane EFG appears parallel to plane ABC.
J M
Think of each segment in the figure as part of a line. Which line(s) or
plane(s) appear to fit the description?
P
Q
1. line(s) perpendicular to ⃖⃗
QR 2. line(s) parallel to ⃖⃗
QR
N
3. ⃖⃗
line(s) skew to QR 4. plane(s) parallel to plane LMQ R

3.2 Parallel Lines and Transversals (pp. 131–136)

Find the value of x.

By the Vertical Angles Congruence Theorem (Theorem 2.6), m∠6 = 50°.
(x − 5)° + m∠6 = 180° Consecutive Interior Angles Theorem (Thm. 3.4)
(x − 5)° + 50° = 180° Substitute 50° for m∠6.
(x − 5)°
x + 45 = 180 Combine like terms.
6
x = 135 Subtract 45 from each side. 50°

So, the value of x is 135.

Find the values of x and y.

5. 6.
35º yº
48º
xº yº
(5x − 17)º

7. 8.
2yº 58º (5y − 21)º (6x + 32)º
2x º 116º

164 Chapter 3 Parallel and Perpendicular Lines

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 3.3 Proofs with Parallel Lines (pp. 137–144)

Find the value of x that makes m  n.

By the Alternate Interior Angles Converse (Theorem 3.6), (5x + 8)° m
m  n when the marked angles are congruent. 53°
(5x + 8)° = 53° n

5x = 45
x=9

The lines m and n are parallel when x = 9.

Find the value of x that makes m  n.

9. 10.
147°
x° m
m
73°
n (x + 14)° n

11. 12.
m (7x − 11)°
(2x + 20)° m (4x + 58)°
3x° n n

3.4 Proofs with Perpendicular Lines (pp. 147–154)

Determine which lines, if any, must be parallel. Explain your reasoning. a b

Lines a and b are both perpendicular to d, so by the Lines Perpendicular to a c
Transversal Theorem (Theorem 3.12), a  b.
d
Also, lines c and d are both perpendicular to b, so by the Lines Perpendicular
to a Transversal Theorem (Theorem 3.12), c  d.

Determine which lines, if any, must be parallel. Explain your reasoning.

13. x y 14. w z
x
z
y

15. m n 16. m n
a a

b b
c

Chapter 3 Chapter Review 165

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 3.5 Equations of Parallel and Perpendicular Lines (pp. 155–162)

a. Write an equation of the line passing through the point (−2, 4) that is parallel to
the line y = 5x − 7.
Step 1 Find the slope m of the parallel line. The line y = 5x − 7 has a slope of 5. By the Slopes
of Parallel Lines Theorem (Theorem 3.13), a line parallel to this line also has a slope of 5.
So, m = 5.
Step 2 Find the y-intercept b by using m = 5 and (x, y) = (−2, 4).
y = mx + b Use slope-intercept form.
4 = 5(−2) + b Substitute for m, x, and y.
14 = b Solve for b.

Because m = 5 and b = 14, an equation of the line is y = 5x + 14.

b. Write an equation of the line passing through the point (6, 1) that is perpendicular
to the line 3x + y = 9.
Step 1 Find the slope m of the perpendicular line. The line 3x + y = 9, or y = −3x + 9, has a
slope of −3. Use the Slopes of Perpendicular Lines Theorem (Theorem 3.14).

⋅
−3 m = −1 The product of the slopes of ⊥ lines is −1.
1
m= —3 Divide each side by −3.

Step 2 Find the y-intercept b by using m = —13 and (x, y) = (6, 1).
y = mx+ b Use slope-intercept form.
1
1= —3 (6) +b Substitute for m, x, and y.
−1 = b Solve for b.

Because m = —13 and b = −1, an equation of the line is y = —13 x − 1.

Write an equation of the line passing through the given point that is parallel to the
given line.
1
17. A(3, −4), y = −x + 8 18. A(−6, 5), y = —2 x − 7
1
19. A(2, 0), y = 3x − 5 20. A(3, −1), y = —3 x + 10

Write an equation of the line passing through the given point that is perpendicular
to the given line.
1
21. A(6, −1), y = −2x + 8 22. A(0, 3), y = −—2 x − 6
1
23. A(8, 2), y = 4x − 7 24. A(−1, 5), y = —7 x + 4

Find the distance from point A to the given line.

1
25. A(2, −1), y = −x + 4 26. A(−2, 3), y = —2 x + 1

166 Chapter 3 Parallel and Perpendicular Lines

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 3 Chapter Test
Find the values of x and y. State which theorem(s) you used.
1. 2. 3.
42°
y° (11y + 19)°
61° (8x + 2)° [6(2y − 3)]°
8x°
x° 96°

Find the distance from point A to the given line.

1
4. A(3, 4), y = −x 5. A(−3, 7), y = —3 x − 2

Find the value of x that makes m  n.

6. 7. m n 8.
(11x + 33)°
8x°
m
x° m
(4x + 24)° (6x − 6)°
97° n n

Write an equation of the line that passes through the given point and is (a) parallel to and
(b) perpendicular to the given line.
1
9. (−5, 2), y = 2x − 3 10. (−1, −9), y = −—3 x + 4

j
k
11. A student says, “Because j ⊥ k, j ⊥ .” What missing information is the student
assuming from the diagram? Which theorem is the student trying to use?

y q
12. You and your family are visiting some attractions while on vacation. You
and your mom visit the shopping mall while your dad and your sister visit p
the aquarium. You decide to meet at the intersection of lines q and p. Each aquarium
unit in the coordinate plane corresponds to 50 yards.
a. Find an equation of line q. subway
b. Find an equation of line p.
c. What are the coordinates of the meeting point?
shopping
d. What is the distance from the meeting point to the subway? mall x

A
B 13. Identify an example on the puzzle cube of each description.
C Explain your reasoning.
I E
G a. a pair of skew lines
b. a pair of perpendicular lines
K J M
2 c. a pair of parallel lines
1 d. a pair of congruent corresponding angles
3 L
D e. a pair of congruent alternate interior angles
F
H

Chapter 3 Chapter Test 167

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 3 Cumulative Assessment

1. Use the steps in the construction to explain how you know that ⃖⃗
CD is the perpendicular
—.
bisector of AB
Step 1 Step 2 Step 3

15

in.
14
13

1
12
11
C

10

2
9
8

3
7
6
5

4
A B A B A M B

4
3

5
2
D

1
cm

6
2. The equation of a line is x + 2y = 10.
a. Use the numbers and symbols to create the equation of a line in slope-intercept form
that passes through the point (4, −5) and is parallel to the given line.
b. Use the numbers and symbols to create the equation of a line in slope-intercept form
that passes through the point (2, −1) and is perpendicular to the given line.

y x = + − −9 −2 −1

1 1 3
−— — 1 — 2 3 4 5
2 2 2

3. Classify each pair of angles whose measurements are given.

a. b.
D F 18° G
23° H

44° 136°
A B C
E

c. J K d.
P
Q
I
75° 75°
42°
M L 48°
N
R

4. Your school is installing new turf on the football field. y

A coordinate plane has been superimposed on a diagram
of the football field where 1 unit = 20 feet.
a. What is the length of the field?
b. What is the perimeter of the field?
c. Turf costs $2.69 per square foot. Your school has a x
$150,000 budget. Does the school have enough money
to purchase new turf for the entire field?

168 Chapter 3 Parallel and Perpendicular Lines

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 5. Enter a statement or reason in each blank to complete the two-column proof.
Given ∠1 ≅ ∠3 1 3
Prove ∠2 ≅ ∠4
2 4
STATEMENTS REASONS
1. ∠1 ≅ ∠3 1. Given

2. ∠1 ≅ ∠2 2. _____________________________

3. ∠2 ≅ ∠3 3. _____________________________
4. ________________ 4. Vertical Angles Congruence Theorem (Thm. 2.6)

5. ∠2 ≅ ∠4 5. _____________________________

6. Your friend claims that lines m and n are parallel. Do you support your
friend’s claim? Explain your reasoning.
39° m
141°
n
7. Which of the following is true when ⃖⃗
AB and ⃖⃗
CD are skew?
A ⃖⃗
AB and ⃖⃗
CD are parallel.
B ⃖⃗
AB and ⃖⃗
CD intersect.
C ⃖⃗ ⃖⃗ are perpendicular.
AB and CD
D A, B, and C are noncollinear.

8. Select the angle that makes the statement true.

7 8
a. ∠4 ≅ ___ by the Alternate Interior Angles Theorem (Thm. 3.2). 5 6
b. ∠2 ≅ ___ by the Corresponding Angles Theorem (Thm. 3.1). 3 4
1 2
c. ∠1 ≅ ___ by the Alternate Exterior Angles Theorem (Thm. 3.3).
d. m∠6 + m _____ = 180° by the Consecutive Interior Angles Theorem (Thm. 3.4).

∠1 ∠2 ∠3 ∠4 ∠5 ∠6 ∠7 ∠8

y
9. You and your friend walk to school together every day. You ffriend’s house
meet at the halfway point between your houses first and then
walk to school. Each unit in the coordinate plane corresponds
to 50 yards.
school
a. What are the coordinates of the midpoint of the line segment
joining the two houses?
your house
yo
b. What is the distance that the two of you walk together?

Chapter 3 Cumulative Assessment 169

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