UNIT 2 EXPONENTS

Exponents allow us to write the multi-product of same

number in a short form. In an exponential expression NOTES
e.g. an ; a called the base and n called the power.
In 35 ; 3 is base and 5 is power

OO am x an = am+n

A. RULES OF EXPONENTS

1. EXPONENTS WITH THE SAME BASES

NOTES
Multiplication: If the bases are the same, add the powers
and keep your base the same.

O am x an = am+n

ii EXAMPLE:
ii x2 x3 = x5
ii 23 . 2–1 . 2 4 = 26
ii 2x . 2y . 2 = 2x + y + 1 (2 = 21)
ii 2y3x3y –1x–5 = 2y2x–2

ii 2x3y5z . (–5x5 y6)= –10x8y11 z

1\Ş 1\ß 3\â + 2\â 5\â
ii x . x =x =x

Grade 9 > Mathematics Paper • 1 > 21

Unit 2 Exponents

Division : If the bases are the same, subtract the power in the denominator from the power in numerator
on the same base.

am
OO = am–n
an

ii EXAMPLE:
NOTES
x6
ii = x6–2 = x4
x2

3x15
ii = 1\ä x2
24x13

x4y7z2
ii = xy6z2
x3y

ii x–2x4x5 ÷ xx–8 = x–2+4+5–1+8 = x14

2. EXPONENTS WITH THE SAME POWERS

Multiplication: If the bases are different but the powers (indices) are the same, multiply the bases and
write the same power.

i EXAMPLE:
OO am x bm = (ab)m
i 53 . 23 = 103
i 2x . 3x = 6x
i y2 . x2 = (xy)2

Division : If the bases are different but the powers are the same, divide the base in the numerator by the
base in the denominator and write the same power as it is.

ii EXAMPLE: m
am
OO
m = (a\B)
a15 15 b
ii
15
= (a\B)
b
6
66
ii = (6\Ş) = 36
26

22 > Unit 2 > Exponents

 Unit 2
Exponents

3. THE ZERO POWER

NOTES
Any number except 0, to the power 0 is equal to 1:

OO 1,a a¹ ¹0 0
a0 = 1

ii EXAMPLE:

ii (3y)0 = 1
ii 5x0 = 5 . 1 = 5 (0 is for x, not for 5)

ii –5a0b2 = –5b2

ii –a0 = -1
0
ii (–a ) = 1

(1\Y –x2) = 1
0
ii

4. THE POWER OF A POWER

NOTES
If there is another power on the power,
we multiply these powers.

OO
O
(am)n = amxn
m.n

ii EXAMPLE:

ii (a3)5 = a15

x 2x
ii (32) = 3

i (x2)3 x6
i =
(y2)4 y8

Grade 9 > Mathematics Paper • 1 > 23

Unit 2 Exponents

5. THE POWER OF A PRODUCT

i EXAMPLE:
OO (ambn)k= amxk
m.k bn.k
nxk
i (2x4)3 = 23 x12 = 8x12
( ) = a
am k mxk
m.k
x2y 4
( ) = 12
x 8 y4 OO
n
ii b nxk
bn.k
z3 z

6. THE NEGATIVE POWER

The negative power means the reciprocal of positive ("one over positive"):
i EXAMPLE:
1
a–n =
2–3 = 3 = 1\ä
1 OO
i an
2
( ) =( )
4 a –n b n
a
4x-5 = 5
OO
i
x b b
a
1
i = a7
a–7

ii EXAMPLE:
ii Simplify the following: 1
1
–
(8) 3

Solution:
i The power of 8 is negative; take the exponent to the numerator, and change the sign of 1/3.
1
1 – 31 3) 3= 21 = 2
ii
1
= (8) = (2
–
(8) 3

ii EXAMPLE:
–2
ii Simplify the following: (3–1 + 2–2)

Solution:
i First do the operation inside the brackets. You can not use the power of the power rule;
the operation in the brackets is addition (two terms).
–2 –2 7–2 122
= (1\ß + 1\à) = (Å/ò)
–2 144
ii (3–1 + 2–2) = –2
= 2
=
12 7 49

24 > Unit 2 > Exponents

 Unit 2
Exponents

i i
EXAMPLE:
7–1 – 2–1
i i
Simplify the following:
3–2 + 5–1

Solution:
i

1\ã – 1\Ş
2–7 –5
Ã/ô = –
7–1 – 2–1 14 14 –5 . 225
i = = = =
5+9 14 14 196
i

1\å + 1\á
3–2 + 5–1
45 45

i EXAMPLE:
27 – 1\ß
i

i Simplify the following: –70( )

125
i

Solution:
1\ß
i

(53)
27 – 1\ß 125 1\ß
i –7 (
0 ) = –1( ) =– = – 5\ß
125 27 1\ß
i

(3 )
3

i i
EXAMPLE:
–3 –1
i i
Simplify the following: (3\Ş) + (4\ß)

i i
Solution:
–1 1
+ 3\à = Æ/í + 3\à =
–3 3 23
(3\Ş) + (4\ß) = (2\ß) + (3\à) =
32 + 81 113
i =
33 108 108
i

i EXAMPLE:
27(a–1b2)3
i

. ab5
i Simplify the following: 2
a3b–2
i

(3ab)

i i
Solution: First expand the brackets

27a–3b6 ab5 27a–2b11 3b11

i
3 –2
. 2 2
= = 3a–7b11 =
a b 9a b 9a5b0 a7
i

Grade 9 > Mathematics Paper • 1 > 25

 Assessment TASK-10

1. Use exponential laws to simplify the 2. Simplify and express your answer with
following expressions; positive indices;

2.1 (a–3b2)3 . (a2b4)

–1
1.1 (2u2)3

4p2q3
1.2
pq2
2.2 2(x2y–1)2 . (3xy4)3

0
1.3 (2k – 5\Y)

3(rs2)4 (2r2s)2
© ... Publications

2.3 .
r–3s4 s7

m2w . m3w2
1.4
m4w3

4(x–2y4)2 xy6
2.4 .
(2xy)2 . 2(x2y)3 x2y–3 2x–2y
1.5
8xy2 . x7y3

3(x2y–4)2 (xy)–3 a2b3 2 ab4 –2

1.6 . 2.5 ( ) ÷( )
2(xy2) (3x–2y4)2 b2 a2

26 > Unit 2 > Exponents

 Assessment TASK-11

1. Use exponential laws to simplify the 2. Simplify and express your answer with
following expressions; positive indices;

2\ß
8 . x7 . y 6
1.1 ( )
27
2.1 =
125 x6 . (2y–4)2

1.2 63 . 18–4 . 92 2.2 x3y2z ÷ xy2z3 =

5 –3
2.3 (a\B) . (b\A)
5 –3
1.3 50 . 20 =
© ... Publications

(x3\à)
4
–2

1.4 –5 (Â/í)
0
3 2.4 3 =
4\ß
(x )

1\ß
2.5 (a–2)–3 ÷ ( ) =
1 –2
1.5 752 . 125 . 15–2
a2

1\Ş 3\à 1\à 1\Ş

44 . 9 . 18–3 23 . a . a . 2b
1.6 2.6 =
122 1\Ş
4b

Grade 9 > Mathematics Paper • 1 > 27

 Assessment TASK-12

1. Use exponential laws to simplify the 2. Simplify and express your answer with
following expressions; positive indices;

1.1 3 –1 + 4–1 = 2
2.1 =
3x–1

1\Ş 1\ß
32 . 5–1
1.2 = 2.2 x . x =
2–2
5\â
x

– 2\ß 1\Ş
– 1\Ş
0(Æ/í) =
1.3 –3 2.3 2z . 4z =
© ... Publications

(a4\ß)
3

182 . 62 . 8–2 =
1.4 = 2.4
( 3\Ş)
122 2
a

1.5 (2–2 – 3–2)–1 = 1

2.5 =
(x + y)–1

–2 25 –1
1.6 (5\à) +( ) =
1
2.6 =
100 2–2 +2

28 > Unit 2 > Exponents

 Unit 2
Exponents

B. SCIENTIFIC NOTATION

Scientific notation is a convenient way to express very NOTES

large or very small numbers. Scientific notation requires
writing only 1 significant digit before comma.

O Count digits
OO Count to to
digits move thethe
move comma
comma
O Large numbers
OO Large numberwill
willhave
haveapositive
positivepower
power
O OO Small numbers
Decimal number will
willhave
havenegative power
a negative power

i EXAMPLE:
NOTES
i 0,00318 = 3,18 . 10 –3
i 1340000000 = 1,34 . 10 9
i 1,25 . 104 = 12500
i 5,068 . 10–6 = 0,000005068
i 32,8 . 10–3 = 3,28 . 10 –3+1 (+1 big number)
i 0,0034 . 10 5 = 3,4 . 10 5–3 (–3 small number)

i 2 . 104 . 9,1 . 10 –8 = 18,2 . 10 –4 = 1,82 . 10–3

i
i 1,05 . 10 –2 + 3,8 . 10 –3
= 0,0105 + 0,0038
= 0,0143
= 1,43.10–2

Grade 9 > Mathematics Paper • 1 > 29

Unit 2 Exponents

ii QUESTION 1: Write in scientific notation:

NOTES
ii a) 3 728 935

ii b) 173,529

ii c) 0,000 0605

ii d) 0,007 832

ii e) 87 500 000

ii f) 0,006

ii g) 345 000 000

ii h) 158 ,002 3

ii QUESTION 2: Write these as ordinary numbers:

NOTES
ii a) 8,515 . 10 4

ii b) 7,632 . 10 –2

ii c) 6,12 . 10 –5

i QUESTION 3:
Simplify the following without using a calculator:
i a) 3,6 . 103 + 2 . 10 4

i b) 2,34 . 10–12 . 5 . 107

i c) 7,23 . 10–2 + 6,9 . 10–2

i d) 4,2 . 10–4 + 51 . 10–5

30 > Unit 2 > Exponents

 Assessment TASK-13

1. The number 8,375 . 10 –3 is equivalent 5. According to the 2000 census, the

to... population of New York State was
approximately 18 900 000. How is this
A) 8,375 B) 0,008375 number expressed in scientific notation?
C) 0,0008375 D) 0,08375
A) 1,89 . 10 7 B) 1890 . 10 4

C) 189 . 10 5 D) 18,9 . 10 6

–2
2. The number 156 . 10 is equivalent to...

A) 0,00156 B) 0,156

C) 0,0156 D) 1,56
© ... Publications

6. The distance from Earth to the Sun is

approximately 93 million miles. A
scientist would write this number as...

3 A) 93 . 10 7 B) 93 . 10 10
3. The expression 0,62 . 10 is equivalent
to... C) 9,3 . 10 6 D) 9,3 . 10 7

A) 6,2 . 10 2 B) 62 000

C) 0,062 D) 6,2 . 10 4

7. The video of the movie Star Wars earned

$193 500 000 in rental fees during its first
4. If 0,0347 is written by a scientist in the year. Expressed in scientific notation,
form 3,47 .10 n , the value of n is... the number of dollars earned is...

A) 2 B) -2 A) 1935 . 10 8 B) 1,935 . 10 6

C) 3 D) -3 C) 193,5 . 10 6 D) 1,935 . 10 8

Grade 9 > Mathematics Paper • 1 > 31

Unit 2 Assessment Task - 13

8. A micron is a unit used to measure .

12. If 3,85 106 is divided by 385 10 4 , the .
specimens viewed with a microscope. result is
One micron is equivalent to 0,00003937
inch. How is this number expressed in A) 0,01 B) 1
4 10
scientific notation? C) 3,85 . 10 D) 3,85 . 10

A) 3937 . 10 -8 B) 3,937 . 10 5

C) 3937 . 10 8 D) 3,937 . 10 -5

9. The approximate number of seconds in 13. What is the value of

.
6,3 10
8
in scientific
a year is 32 000 000. When this number notation?
.
3 10 4
is written in scientific notation, the
numerical value of the exponent is A) 2,1 . 10 2 B) 2,1 . 10 -4

C) 2,1 . 10 4 D) 2,1 . 10 -2
A) -7 B) 6

C) 8 D) 7
© ... Publications

10. T h e m a s s o f a n o r c h i d s e e d i s
approximately 0,0000035 gram. Written 14. If the number of molecules in 1 mole of
in scientific notation, the mass is .
a substance is 6,02 10 23 , then the
.n
equivalent to 3,5 10 . What is the value number of molecules in 100 moles is
of n.
A) 6,02 . 10 22 B) 6,02 . 10 24
A) -6 B) -7
C) 6,02 . 10 21 D) 6,02 . 10 25
C) -5 D) -8

11. The size of a certain type of molecule is 15. If the mass of a proton is 1,67 10-24 .
0,00009078 inch. If this number is gram, what is the mass of 1000 protons?
.
expressed as 9,078 10n , what is the
A) 1,67 . 10 -27 B) 1,67 . 10 -21
value of n?
C) 1,67 . 10 -23 D) 1,67 . 10 -22
A) -5 B) 8

C) -8 D) 5

32 > Unit 2 > Exponents

 8 Similarity
8.1 Similar Polygons
8.2 Proving Triangle Similarity by AA
8.3 Proving Triangle Similarity by SSS and SAS
8.4 Proportionality Theorems

Shuffleboard (p
(p. 447)

Ferris Wheel (p
(p. 447)

Flagpole (p. 434)

SEE the Big Idea

Tennis Court (p. 429)

Olympic-Size Swimming Pool (p

(p. 424)

Mathematical Thinking: Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace.
Maintaining Mathematical Proficiency
Determining Whether Ratios Form a Proportion (7.4.D)

2 3
Example 1 Tell whether — and — form a proportion.
8 12
Compare the ratios in simplest form.
2 2÷2 1
—=—=—
8 8÷2 4
3 3÷3 1
—=—=—
12 12 ÷ 3 4
The ratios are equivalent.
2 3
So, — and — form a proportion.
8 12

Tell whether the ratios form a proportion.

5 35 9 24 8 6
1. —, — 2. —, — 3. —, —
3 21 24 64 56 28
18 27 15 55 26 39
4. —, — 5. —, — 6. —, —
4 9 21 77 8 12

Finding a Scale Factor (G.3.C)

Example 2 Find the scale factor of each dilation.

a. b. A′ 25 B′
3 P A 10 B
P′
2
C
C
E D
E′ D′
CP′ 2
Because — = —,
CP 3 A′B′ 25
Because — = —, the
2 AB 10
the scale factor is k = —.
3 25 5
scale factor is k = — = —.
10 2

Find the scale factor of the dilation.

7. 8. 9. J′
14 P J
P′ C K′ C
6 K
P 9 28
C
P′ 24 M 14
M′

10. ABSTRACT REASONING If ratio X and ratio Y form a proportion and ratio Y and ratio Z form a
proportion, do ratio X and ratio Z form a proportion? Explain your reasoning.

419
 Mathematical Mathematically proficient students analyze mathematical relationships

Thinking to connect and communicate mathematical ideas. (G.1.F)

Discerning a Pattern or Structure

Core Concept
Dilations, Perimeter, Area, and Volume
Consider a figure that is dilated by a scale factor of k. Scale factor: k
1. The perimeter of the image is k times
the perimeter of the original figure.
2. The area of the image is k 2 times the
area of the original figure.
3. If the original figure is three dimensional,
then the volume of the image is k 3 times
the volume of the original figure. original image

Finding Perimeter and Area after a Dilation

The triangle shown has side lengths of 3 inches, 4 inches,

and 5 inches. Find the perimeter and area of the image 5 in.
when the triangle is dilated by a scale factor of (a) 2, (b) 3, 3 in.
and (c) 4.
4 in.
SOLUTION
Perimeter: P = 5 + 3 + 4 = 12 in. Area: A = —12 (4)(3) = 6 in.2

Scale factor: k Perimeter: kP Area: k2A

a. 2 2(12) = 24 in. (22)(6) = 24 in.2
b. 3 3(12) = 36 in. (32)(6) = 54 in.2
c. 4 4(12) = 48 in. (42)(6) = 96 in.2

Monitoring Progress
1. Find the perimeter and area of the image 2. Find the perimeter and area of the image
when the trapezoid is dilated by a scale when the parallelogram
factor of (a) 2, (b) 3, and (c) 4. is dilated by a scale
factor of (a) 2,
2 cm
(b) 3, and (c) —12 .
5 cm 5 ft 4 ft
3 cm

6 cm 2 ft

3. A rectangular prism is 3 inches wide, 4 inches long, and 5 inches tall. Find the
surface area and volume of the image of the prism when it is dilated by a scale factor
of (a) 2, (b) 3, and (c) 4.

420 Chapter 8 Similarity

 8.1 Similar Polygons
Essential Question How are similar polygons related?
TEXAS ESSENTIAL
KNOWLEDGE AND SKILLS
G.7.A
Comparing Triangles after a Dilation
G.7.B
Work with a partner. Use dynamic geometry software to draw any △ABC. Dilate
△ABC to form a similar △A′B′C′ using any scale factor k and any center of dilation.

A
C

a. Compare the corresponding angles of △A′B′C′ and △ABC.

b. Find the ratios of the lengths of the sides of △A′B′C′ to the lengths of the
corresponding sides of △ABC. What do you observe?
c. Repeat parts (a) and (b) for several other triangles, scale factors, and centers of
dilation. Do you obtain similar results?

Comparing Triangles after a Dilation

Work with a partner. Use dynamic
geometry software to draw any
B
△ABC. Dilate △ABC to form a
ANALYZING similar △A′B′C′ using any
MATHEMATICAL scale factor k and any center
RELATIONSHIPS of dilation.
To be proficient in math, A
you need to look closely
a. Compare the perimeters of △A′B′C′ C
to discern a pattern
and △ABC. What do you observe?
or structure.
b. Compare the areas of △A′B′C′
and △ABC. What do you observe?
c. Repeat parts (a) and (b) for several other triangles, scale factors, and centers of
dilation. Do you obtain similar results?

Communicate Your Answer

3. How are similar polygons related?
4. A △RST is dilated by a scale factor of 3 to form △R′S′T′. The area of
△RST is 1 square inch. What is the area of △R′S′T′?

Section 8.1 Similar Polygons 421

8.1 Lesson What You Will Learn
Use similarity statements.
Find corresponding lengths in similar polygons.
Core Vocabul
Vocabulary
larry Find perimeters and areas of similar polygons.
Previous Decide whether polygons are similar.
similar figures
similarity transformation
corresponding parts Using Similarity Statements
Recall from Section 4.6 that two geometric figures are similar figures if and only if
there is a similarity transformation that maps one figure onto the other.

ANALYZING
MATHEMATICAL
Core Concept
Corresponding Parts of Similar Polygons
RELATIONSHIPS
In the diagram below, △ABC is similar to △DEF. You can write “△ABC is similar
Notice that any two
to △DEF ” as △ABC ∼ △DEF. A similarity transformation preserves angle
congruent figures are also
measure. So, corresponding angles are congruent. A similarity transformation also
similar. In △LMN and △WXY
enlarges or reduces side lengths by a scale factor k. So, corresponding side lengths
below, the scale factor is
5 6 7
are proportional.
—5 = —6 = —7 = 1. So, you can E
write △LMN ∼ △WXY and B ka kc
△LMN ≅ △WXY. a c similarity transformation
M X C A F D
b kb
5 7 5 7
Corresponding angles Ratios of corresponding side lengths
L 6 N W 6 Y DE EF FD
∠A ≅ ∠D, ∠B ≅ ∠E, ∠C ≅ ∠F —=—=—=k
AB BC CA

Using Similarity Statements

READING In the diagram, △RST ∼ △XYZ. T
In a statement of
Z
proportionality, any a. Find the scale factor from △RST to △XYZ.
pair of ratios forms 25 30 18
b. List all pairs of congruent angles. 15
a true proportion.
c. Write the ratios of the corresponding side X 12 Y
lengths in a statement of proportionality. R 20 S

SOLUTION
XY 12 3 YZ 18 3 ZX 15 3
a. — = — = — —=—=— —=—=—
RS 20 5 ST 30 5 TR 25 5
3
So, the scale factor is —.
5
b. ∠R ≅ ∠X, ∠S ≅ ∠Y, and ∠T ≅ ∠Z.
XY YZ ZX
c. Because the ratios in part (a) are equal, — = — = —.
K RS ST TR
6 4
J 8 L Q Monitoring Progress Help in English and Spanish at BigIdeasMath.com
9 6 1. In the diagram, △JKL ∼ △PQR. Find the scale factor from △JKL to △PQR.
Then list all pairs of congruent angles and write the ratios of the corresponding
P 12 R side lengths in a statement of proportionality.

422 Chapter 8 Similarity

 Finding Corresponding Lengths in Similar Polygons

Core Concept
Corresponding Lengths in Similar Polygons
READING If two polygons are similar, then the ratio of any two corresponding lengths in
Corresponding lengths in the polygons is equal to the scale factor of the similar polygons.
similar triangles include side
lengths, altitudes, medians,
and midsegments. Finding a Corresponding Length

In the diagram, △DEF ∼ △MNP. Find the value of x. E

SOLUTION x
15
The triangles are similar, so the corresponding side lengths
are proportional. D 20 F
MN NP
—=— Write proportion.
DE EF N
FORMULATING 18 30
—=— Substitute.
A PLAN 15 x 30
There are several ways to 18x = 450 Cross Products Property 18
write the proportion. For
x = 25 Solve for x.
example, you could write M 24 P
DF EF
— = —. The value of x is 25.
MP NP
Finding a Corresponding Length

In the diagram, △TPR ∼ △XPZ.

—.
Find the length of the altitude PS T
X

6 8
P 20
SOLUTION S Y
6 8
First, find the scale factor from △TPR to △XPZ.
R
TR 6 + 6 12 3 Z
—=—=—=—
XZ 8 + 8 16 4
Because the ratio of the lengths of the altitudes in similar triangles is equal to the
scale factor, you can write the following proportion.
PS 3
—=— Write proportion.
PY 4
PS 3
—=— Substitute 20 for PY.
20 4
PS = 15 Multiply each side by 20 and simplify.
— is 15.
The length of the altitude PS

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

2. Find the value of x. 3. Find KM.

A 12 B K G 40 H E
10 Q 6 R
x 5 35
4
D 16 C T 8 S J 48 M L F

ABCD ∼ QRST △JKL ∼ △EFG

Section 8.1 Similar Polygons 423

 Finding Perimeters and Areas of Similar Polygons

Theorem
ANALYZING Theorem 8.1 Perimeters of Similar Polygons
MATHEMATICAL If two polygons are similar, then the ratio of Q
RELATIONSHIPS L P
their perimeters is equal to the ratios of their K
When two similar polygons corresponding side lengths.
have a scale factor of k, the
N M
ratio of their perimeters is S R
equal to k.
PQ + QR + RS + SP PQ QR RS SP
If KLMN ∼ PQRS, then —— = — = — = — = —.
KL + LM + MN + NK KL LM MN NK

Proof Ex. 52, p. 430; BigIdeasMath.com

Modeling with Mathematics

A town plans to build a new swimming

ppool. An Olympic pool is rectangular
with a length of 50 meters and a width of
w 25 m
225 meters. The new pool will be similar in
sshape to an Olympic pool but will have a
llength of 40 meters. Find the perimeters of 50 m
aan Olympic pool and the new pool.

SOLUTION
S
11. Understand the Problem You are given the length and width of a rectangle and
the length of a similar rectangle. You need to find the perimeters of both rectangles.
2. Make a Plan Find the scale factor of the similar rectangles and find the perimeter
of an Olympic pool. Then use the Perimeters of Similar Polygons Theorem to write
and solve a proportion to find the perimeter of the new pool.
3. Solve the Problem Because the new pool will be similar to an Olympic pool, the
40
scale factor is the ratio of the lengths, —
50
= —45 . The perimeter of an Olympic pool is
STUDY TIP 2(50) + 2(25) = 150 meters. Write and solve a proportion to find the perimeter x
You can also write the
of the new pool.
scale factor as a decimal. x 4
—=— Perimeters of Similar Polygons Theorem
In Example 4, you can 150 5
write the scale factor as 0.8
and multiply by 150 to get
x = 120 Multiply each side by 150 and simplify.
x = 0.8(150) = 120. So, the perimeter of an Olympic pool is 150 meters, and the perimeter of the
new pool is 120 meters.

4. Look Back Check that the ratio of the perimeters is equal to the scale factor.
120
—=—
150
4
5
✓
Gazebo B
Gazebo A

A 10 m B
F 15 m G Monitoring Progress Help in English and Spanish at BigIdeasMath.com
9m
x C 18 m H 4. The two gazebos shown are similar pentagons. Find the perimeter of Gazebo A.
12 m
E D
K 15 m J

424 Chapter 8 Similarity

 Theorem
ANALYZING Theorem 8.2 Areas of Similar Polygons
MATHEMATICAL If two polygons are similar, then the ratio of P
Q
K L
RELATIONSHIPS their areas is equal to the squares of the ratios
When two similar polygons of their corresponding side lengths.
have a scale factor of k, N M
S R
the ratio of their areas is
equal to k2.
Area of PQRS
If KLMN ∼ PQRS, then —— = —
Area of KLMN
PQ
KL ( ) = ( LM
2 QR
) = ( MN
—
RS
) = ( NK
2 SP
—). 2
—
2

Proof Ex. 53, p. 430; BigIdeasMath.com

Finding Areas of Similar Polygons

In the diagram, △ABC ∼ △DEF. Find the area of △DEF.

B
E
10 cm 5 cm

D F
A C

Area of △ABC = 36 cm2

SOLUTION
Because the triangles are similar, the ratio of the area of △ABC to the area of △DEF
is equal to the square of the ratio of AB to DE. Write and solve a proportion to find the
area of △DEF. Let A represent the area of △DEF.
2
Area of △ABC
—— = —
Area of △DEF
AB
DE ( ) Areas of Similar Polygons Theorem
2
36
—= —
A
10
5 ( ) Substitute.

36 100
—=— Square the right side of the equation.
A 25
⋅
36 25 = 100 A ⋅ Cross Products Property
900 = 100A Simplify.
9=A Solve for A.

The area of △DEF is 9 square centimeters.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

5. In the diagram, GHJK ∼ LMNP. Find the area of LMNP.

P L
K G
7m 21 m
J H
N M
Area of GHJK = 84 m2

Section 8.1 Similar Polygons 425

 Deciding Whether Polygons Are Similar

Deciding Whether Polygons Are Similar

Decide whether ABCDE and KLQRP are similar. Explain your reasoning.

D 9 E
6
C
P 6 R
4
Q
12
9 8 6

B 12 A K 8 L

SOLUTION
Corresponding sides of the pentagons are proportional with a scale factor of —23 .
However, this does not necessarily mean the pentagons are similar. A dilation with
center A and scale factor —23 moves ABCDE onto AFGHJ. Then a reflection moves
AFGHJ onto KLMNP.

D 9 E
6
C H 6 4 N
4 P 4
J M
G 6 R Q
9 8 8
6 6

B 4 F 8 A K 8 L

KLMNP does not exactly coincide with KLQRP, because not all the corresponding
angles are congruent. (Only ∠A and ∠K are congruent.)

Because angle measure is not preserved, the two pentagons are not similar.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Refer to the floor tile designs below. In each design, the red shape is a
regular hexagon.

Tile Design 1 Tile Design 2

6. Decide whether the hexagons in Tile Design 1 are similar. Explain.

7. Decide whether the hexagons in Tile Design 2 are similar. Explain.

426 Chapter 8 Similarity

 8.1 Exercises Tutorial Help in English and Spanish at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE For two figures to be similar, the corresponding angles must be ____________,
and the corresponding side lengths must be _________________.

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

What is the scale factor?

A

What is the ratio of their areas?

20
12 D
5
3
What is the ratio of their corresponding side lengths?
F 4 E
C 16 B

△ABC ∼ △DEF What is the ratio of their perimeters?

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4, find the scale factor. Then list 6. E
all pairs of congruent angles and write the ratios H
of the corresponding side lengths in a statement of
proportionality. (See Example 1.) x 20 15 18

3. △ABC ∼ △LMN
G 12 J
L D 16 F
A

4.5 6.75 9 7. N 12 P
6
J 6 K
C 6 B
N 8 M
12 13 24 26

4. DEFG ∼ PQRS
M x L
D 9 E
4 S R 22 Q
3 R
6 1 2
F Q 3 P 8. L 6 M
12 G 4 H
G
9 6
15 10
In Exercises 5–8, the polygons are similar. Find the J
value of x. (See Example 2.) N
8
x K
5. J
P P
x 20
21 14

Q 12 R
L 18 K

Section 8.1 Similar Polygons 427

In Exercises 9 and 10, the black triangles are similar. 18. MODELING WITH MATHEMATICS Your family has
Identify the type of segment shown in blue and find the decided to put a rectangular patio in your backyard,
value of the variable. (See Example 3.) similar to the shape of your backyard. Your backyard
has a length of 45 feet and a width of 20 feet.
9.
The length of your new patio is 18 feet. Find the
27
perimeters of your backyard and of the patio.
x
16 In Exercises 19–22, the polygons are similar. The area of
one polygon is given. Find the area of the other polygon.
18
(See Example 5.)
19.
10.
18 3 ft 6 ft
y
A = 27 ft2
16

y−1 20.
4 cm
12 cm
A = 10 cm2
In Exercises 11 and 12, RSTU ∼ ABCD. Find the ratio
of their perimeters.
21.
11. R S
A B
4 in.
12 8 20 in.
A = 100 in.2
D 14 C
U T
22.
12. A 24 B
R 18 S

3 cm
12 cm
U 36 T A = 96 cm2
D C

In Exercises 13–16, two polygons are similar. 23. ERROR ANALYSIS Describe and correct the error
The perimeter of one polygon and the ratio of the in finding the perimeter of triangle B. The triangles
corresponding side lengths are given. Find the are similar.

✗
perimeter of the other polygon.
10 5 28
13. perimeter of smaller polygon: 48 cm; ratio: —3
2
A
6
—
10
=—
x
14. perimeter of smaller polygon: 66 ft; ratio: —4
3 12 5x = 280
5 x = 56
1 B
15. perimeter of larger polygon: 120 yd; ratio: —6

2
16. perimeter of larger polygon: 85 m; ratio: —5 24. ERROR ANALYSIS Describe and correct the error
in finding the area of rectangle B. The rectangles
17. MODELING WITH MATHEMATICS A school are similar.
gymnasium is being remodeled. The basketball court
will be similar to an NCAA basketball court, which
has a length of 94 feet and a width of 50 feet. The
school plans to make the width of the new court
✗ A = 24 units2
A
6
6
—
18
=—
x
24

45 feet. Find the perimeters of an NCAA court and of 6x = 432

the new court in the school. (See Example 4.) B
x = 72
18

428 Chapter 8 Similarity

In Exercises 25 and 26, decide whether the red and blue 36. DRAWING CONCLUSIONS In table tennis, the table is
polygons are similar. (See Example 6.) a rectangle 9 feet long and 5 feet wide. A tennis court
is a rectangle 78 feet long and 36 feet wide. Are the
25. 40
two surfaces similar? Explain. If so, find the scale
factor of the tennis court to the table.
30 22.5

30

26.

3
3
3 3
3 3
MATHEMATICAL CONNECTIONS In Exercises 37 and 38,
the two polygons are similar. Find the values of x and y.
37. 27
27. REASONING Triangles ABC and DEF are similar.
Which statement is correct? Select all that apply.
18
BC AC AB CA x−6
A —=— B —=—
EF DF DE FE 24 39

AB BC CA BC y
C —=— D —=—
EF DE FD EF

ANALYZING RELATIONSHIPS In Exercises 28 –34, 38. x

JKLM ∼ EFGH. (y − 73)° 116°
61°
J 4
6
65° 30 116°
H3G 5
20 M
y 11
z°
E 8 F K x L
ATTENDING TO PRECISION In Exercises 39– 42, the
28. Find the scale factor of JKLM to EFGH.
figures are similar. Find the missing corresponding
side length.
29. Find the scale factor of EFGH to JKLM. 39. Figure A has a perimeter of 72 meters and one of the
side lengths is 18 meters. Figure B has a perimeter
30. Find the values of x, y, and z. of 120 meters.

31. Find the perimeter of each polygon. 40. Figure A has a perimeter of 24 inches. Figure B
has a perimeter of 36 inches and one of the side
32. Find the ratio of the perimeters of JKLM to EFGH. lengths is 12 inches.

33. Find the area of each polygon. 41. Figure A has an area of 48 square feet and one of
the side lengths is 6 feet. Figure B has an area of
34. Find the ratio of the areas of JKLM to EFGH. 75 square feet.

35. USING STRUCTURE Rectangle A is similar to 42. Figure A has an area of 18 square feet. Figure B
rectangle B. Rectangle A has side lengths of 6 and has an area of 98 square feet and one of the side
12. Rectangle B has a side length of 18. What are lengths is 14 feet.
the possible values for the length of the other side of
rectangle B? Select all that apply.
A 6 B 9 C 24 D 36

Section 8.1 Similar Polygons 429

CRITICAL THINKING In Exercises 43 –48, tell whether the 52. PROVING A THEOREM Prove the Perimeters of
polygons are always, sometimes, or never similar. Similar Polygons Theorem (Theorem 8.1) for similar
rectangles. Include a diagram in your proof.
43. two isosceles triangles 44. two isosceles trapezoids
53. PROVING A THEOREM Prove the Areas of Similar
45. two rhombuses 46. two squares
Polygons Theorem (Theorem 8.2) for similar
rectangles. Include a diagram in your proof.
47. two regular polygons

48. a right triangle and an equilateral triangle

54. THOUGHT PROVOKING The postulates and theorems
in this book represent Euclidean geometry. In
49. MAKING AN ARGUMENT Your sister claims
spherical geometry, all points are points on the
that when the side lengths of two rectangles are surface of a sphere. A line is a circle on the sphere
proportional, the two rectangles must be similar. whose diameter is equal to the diameter of the sphere.
Is she correct? Explain your reasoning. A plane is the surface of the sphere. In spherical
geometry, is it possible that two triangles are similar
50. HOW DO YOU SEE IT? You shine a flashlight directly but not congruent? Explain your reasoning.
on an object to project its image onto a parallel
screen. Will the object and the image be similar?
Explain your reasoning. 55. CRITICAL THINKING In the diagram, PQRS is a
square, and PLMS ∼ LMRQ. Find the exact value
of x. This value is called the golden ratio. Golden
rectangles have their length and width in this ratio.
Show that the similar rectangles in the diagram are
golden rectangles.
P Q L

S 1 R M
x

51. MODELING WITH MATHEMATICS During a total

56. MATHEMATICAL CONNECTIONS The equations of the
eclipse of the Sun, the moon is directly in line with
the Sun and blocks the Sun’s rays. The distance DA lines shown are y = —43 x + 4 and y = —43 x − 8. Show
between Earth and the Sun is 93,000,000 miles, the that △AOB ∼ △COD.
distance DE between Earth and the moon is
y
240,000 miles, and the radius AB of the Sun is
432,500 miles. Use the diagram and the given B
measurements to estimate the radius EC of the moon. A
O C x
B
C
D
A E D
Sun moon Earth
△DEC ∼ △DAB
△ Not drawn to scale

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

Find the value of x. (Section 5.1)

57. 58. 59. 60.
x°
52°
x° 24°

76° 41°
x° x°

430 Chapter 8 Similarity

 8.2 Proving Triangle Similarity by AA
Essential Question What can you conclude about two triangles
TEXAS ESSENTIAL when you know that two pairs of corresponding angles are congruent?
KNOWLEDGE AND SKILLS
G.5.C
G.7.A Comparing Triangles
G.7.B
Work with a partner. Use dynamic geometry software.
a. Construct △ABC and △DEF
so that m∠A = m∠D = 106°,
m∠B = m∠E = 31°, and
△DEF is not congruent D E
A B 106° 31°
to △ABC.
106° 31°

C
F

b. Find the third angle measure and the side lengths of each triangle. Copy the table
below and record your results in column 1.

1. 2. 3. 4. 5. 6.
m∠ A, m∠D 106° 88° 40°
m∠B, m∠E 31° 42° 65°
m∠C
MAKING m∠F
MATHEMATICAL AB
ARGUMENTS DE
To be proficient in math, BC
you need to understand
EF
and use stated assumptions,
definitions, and previously AC
established results in DF
constructing arguments.
c. Are the two triangles similar? Explain.
d. Repeat parts (a)–(c) to complete columns 2 and 3 of the table for the given
angle measures.
e. Complete each remaining column of the table using your own choice of two pairs
of equal corresponding angle measures. Can you construct two triangles in this way
that are not similar?
f. Make a conjecture about any two triangles with two pairs of congruent
corresponding angles.

M 3 N
R
Communicate Your Answer
3 2. What can you conclude about two triangles when you know that two pairs of
corresponding angles are congruent?
L T 4 S 3. Find RS in the figure at the left.

Section 8.2 Proving Triangle Similarity by AA 431

8.2 Lesson What You Will Learn
Use the Angle-Angle Similarity Theorem.
Solve real-life problems.
Core Vocabul
Vocabulary
larry
Previous Using the Angle-Angle Similarity Theorem
similar figures
similarity transformation
Theorem
Theorem 8.3 Angle-Angle (AA) Similarity Theorem
If two angles of one triangle are
congruent to two angles of another E
B
triangle, then the two triangles D
A
are similar.
If ∠A ≅ ∠D and ∠B ≅ ∠E,
then △ABC ∼ △DEF. C
F
Proof p. 432

Angle-Angle (AA) Similarity Theorem

Given ∠A ≅ ∠D, ∠B ≅ ∠E E
B
Prove △ABC ∼ △DEF D
A

C
F

DE
Dilate △ABC using a scale factor of k = — and center A. The image
AB
of △ABC is △AB′C′.
B′ B
A

C
C′

Because a dilation is a similarity transformation, △ABC ∼ △AB′C′. Because the

AB′ DE
ratio of corresponding lengths of similar polygons equals the scale factor, — = —.
AB AB
Multiplying each side by AB yields AB′ = DE. By the definition of congruent
— ≅ DE
segments, AB′ —.
By the Reflexive Property of Congruence (Theorem 2.2), ∠A ≅ ∠A. Because
corresponding angles of similar polygons are congruent, ∠B′ ≅ ∠B. Because
∠B′ ≅ ∠B and ∠B ≅ ∠E, ∠B′ ≅ ∠E by the Transitive Property of Congruence
(Theorem 2.2).
— ≅ DE
Because ∠A ≅ ∠D, ∠B′ ≅ ∠E, and AB′ —, △AB′C′ ≅ △DEF by the
ASA Congruence Theorem (Theorem 5.10). So, a composition of rigid motions
maps △AB′C′ to △DEF.
Because a dilation followed by a composition of rigid motions maps △ABC to △DEF,
△ABC ∼ △DEF.

432 Chapter 8 Similarity

 Using the AA Similarity Theorem

Determine whether the triangles are C D H

similar. If they are, write a similarity 26°
64°
statement. Explain your reasoning.
E
SOLUTION G K

Because they are both right angles, ∠D and ∠G are congruent.

By the Triangle Sum Theorem (Theorem 5.1), 26° + 90° + m∠E = 180°,
REASONING so m∠E = 64°. So, ∠E and ∠H are congruent.
So, △CDE ∼ △KGH by the AA Similarity Theorem.
H C D

Using the AA Similarity Theorem

E
Show that the two triangles are similar.
G K
a. △ABE ∼ △ACD b. △SVR ∼ △UVT
Use colored pencils to
A T
show congruent angles. S
This will help you write V
E 52° B
similarity statements.
52° R
D C U

SOLUTION
a. Because m∠ABE and m∠C both equal 52°, ∠ABE ≅ ∠C. By the Reflexive
Property of Congruence (Theorem 2.2), ∠A ≅ ∠A.
REASONING
You may find it helpful So, △ABE ∼ △ACD by the AA Similarity Theorem.
to redraw the triangles
b. You know ∠SVR ≅ ∠UVT by the Vertical Angles Congruence Theorem
separately. —  UT
(Theorem 2.6). The diagram shows RS —, so ∠S ≅ ∠U by the Alternate Interior
A Angles Theorem (Theorem 3.2).
T
52° A S
E B
V

R
52° U
D C
So, △SVR ∼ △UVT by the AA Similarity Theorem.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Show that the triangles are similar. Write a similarity statement.

1. △FGH and △RQS 2. △CDF and △DEF

G R D

58°
F H 32°
Q S C F E

— —
3. WHAT IF? Suppose that SR  TU in Example 2 part (b). Could the triangles still
be similar? Explain.

Section 8.2 Proving Triangle Similarity by AA 433

 Solving Real-Life Problems
Previously, you learned a way to use congruent triangles to find measurements
indirectly. Another useful way to find measurements indirectly is by using
similar triangles.

Modeling with Mathematics

A flagpole casts a shadow that is 50 feet long.

At the same time, a woman standing nearby who
is 5 feet 4 inches tall casts a shadow that is
40 inches long. How tall is the flagpole to the
nearest foot?

SOLUTION
1. Understand the Problem You are given the
length of a flagpole’s shadow, the height of a Not drawn to scale

woman, and the length of the woman’s shadow.

You need to find the height of the flagpole.
2. Make a Plan Use similar triangles to write a proportion and solve for the height
of the flagpole.
3. Solve the Problem The flagpole and the
woman form sides of two right triangles
with the ground. The Sun’s rays hit the
flagpole and the woman at the same angle.
You have two pairs of congruent angles, x ft
so the triangles are similar by the 5 ft 4 in.
AA Similarity Theorem.
40 in. 50 ft

You can use a proportion to find the height x. Write 5 feet 4 inches as 64 inches
so that you can form two ratios of feet to inches.
x ft 50 ft
—=— Write proportion of side lengths.
64 in. 40 in.

40x = 3200 Cross Products Property

x = 80 Solve for x.
The flagpole is 80 feet tall.

4. Look Back Attend to precision by checking that your answer has the correct
units. The problem asks for the height of the flagpole to the nearest foot.
Because your answer is 80 feet, the units match.
Also, check that your answer is reasonable in the context of the problem. A
height of 80 feet makes sense for a flagpole. You can estimate that an eight-story
building would be about 8(10 feet) = 80 feet, so it is reasonable that a flagpole
could be that tall.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. WHAT IF? A child who is 58 inches tall is standing next to the woman in
Example 3. How long is the child’s shadow?
5. You are standing outside, and you measure the lengths of the shadows cast by
both you and a tree. Write a proportion showing how you could find the height
of the tree.

434 Chapter 8 Similarity

 8.2 Exercises Tutorial Help in English and Spanish at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE If two angles of one triangle are congruent to two angles of another
triangle, then the triangles are _______.

2. WRITING Can you assume that corresponding sides and corresponding angles of any two similar
triangles are congruent? Explain.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, determine whether the triangles are In Exercises 11–18, use the diagram to copy and
similar. If they are, write a similarity statement. Explain complete the statement.
your reasoning. (See Example 1.) 7
A 3G B
3. 4.
53° 45°
F R Q V U 4 C
K 85° 65°
42° 12 2
48°
G H J L 35° 35°
D F 9 E
S T

5. M W X 6. D 11. △CAG ∼ 12. △DCF ∼

40° 82°
55° 13. △ACB ∼ 14. m∠ECF =
C E
25° S
Y 73° 15. m∠ECD = 16. CF =
L N 25°
T
17. BC = 18. DE =
U
19. ERROR ANALYSIS Describe and correct the error in
In Exercises 7–10, show that the two triangles are using the AA Similarity Theorem (Theorem 8.3).
similar. (See Example 2.)
7.
M 45°
N 8. L
M ✗ A
B

C E
F

G
Y
D
H
45° Q P N
X Z Quadrilateral ABCD ∼ quadrilateral EFGH
by the AA Similarity Theorem.
9. Y 10. R
S
85° 20. ERROR ANALYSIS Describe and correct the error in
Z V finding the value of x.
X 45°
T

✗
50°
W U U 4 5
4 —6 = —x
5 6 4x = 30
x x = 7.5

Section 8.2 Proving Triangle Similarity by AA 435

21. MODELING WITH MATHEMATICS You can measure 28. HOW DO YOU SEE IT? In the diagram, which
the width of the lake using a surveying technique, as triangles would you use to find the distance x
shown in the diagram. Find the width of the lake, WX. between the shoreline and the buoy? Explain
Justify your answer. your reasoning.

V 104 m W L

x
X
6m K M
Z 8m Y 20 m
Not drawn to scale J 100 m P N
25 m
22. MAKING AN ARGUMENT You and your cousin are
trying to determine the height of a telephone pole.
Your cousin tells you to stand in the pole’s shadow
29. WRITING Explain why all equilateral triangles
so that the tip of your shadow coincides with the tip
are similar.
of the pole’s shadow. Your cousin claims to be able
to use the distance between the tips of the shadows
and you, the distance between you and the pole, and 30. THOUGHT PROVOKING Decide whether each is a
your height to estimate the height of the telephone valid method of showing that two quadrilaterals are
pole. Is this possible? Explain. Include a diagram in similar. Justify your answer.
your answer. a. AAA b. AAAA

REASONING In Exercises 23–26, is it possible for △JKL

and △XYZ to be similar? Explain your reasoning. 31. PROOF Without using corresponding lengths
in similar polygons, prove that the ratio of two
23. m∠J = 71°, m∠K = 52°, m∠X = 71°, and m∠Z = 57°
corresponding angle bisectors in similar triangles is
equal to the scale factor.
24. △JKL is a right triangle and m∠X + m∠Y= 150°.
32. PROOF Prove that if the lengths of two sides of a
25. m∠L = 87° and m∠Y = 94°
triangle are a and b, respectively, then the lengths of the
b
26. m∠J + m∠K = 85° and m∠Y + m∠Z = 80° corresponding altitudes to those sides are in the ratio —.
a
27. MATHEMATICAL CONNECTIONS Explain how you 33. MODELING WITH MATHEMATICS A portion of an
can use similar triangles to show that any two points amusement park ride is shown. Find EF. Justify
on a line can be used to find its slope. your answer.
y

A
E B
x 40 ft
30 ft

D F C

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

Determine whether there is enough information to prove that the triangles are congruent.
Explain your reasoning. (Section 5.3, Section 5.5, and Section 5.6)
34. G H 35. U 36. Q

T V

F K J P S R
W

436 Chapter 8 Similarity

8.1–8.2 What Did You Learn?

Core Concepts
Section 8.1
Corresponding Parts of Similar Polygons, p. 422
Corresponding Lengths in Similar Polygons, p. 423
Theorem 8.1 Perimeters of Similar Polygons, p. 424
Theorem 8.2 Areas of Similar Polygons, p. 425

Section 8.2
Theorem 8.3 Angle-Angle (AA) Similarity Theorem, p. 432

Mathematical Thinking
1. In Exercise 35 on page 429, why is there more than one correct answer for the length of
the other side?
2. In Exercise 50 on page 430, how could you find the scale factor of the similar figures?
Describe any tools that might be helpful.
3. In Exercise 21 on page 436, explain why the surveyor needs V, X, and Y to be collinear and
Z, X, and W to be collinear.

Study Skills

Take Control of
Your Class Time
• Sit where you can easily see and hear the teacher, and the teacher can
see you. The teacher may be able to tell when you are confused just by
the look on your face and may adjust the lesson accordingly. In addition,
sitting in this strategic place will keep your mind from wandering.
• Pay attention to what the teacher says about the math,
not just what is written on the board. Write problems
on the left side of your notes and what the teacher says
about the problems on the right side.
• If the teacher is moving through the material too fast,
ask a question. Questions help slow the pace for a
few minutes and also clarify what is confusing to you.
• Try to memorize new information while learning it.
Repeat in your head what you are writing in your notes.
That way you are reviewing the information twice.

437
8.1–8.2 Quiz

List all pairs of congruent angles. Then write the ratios of the corresponding side lengths
in a statement of proportionality. (Section 8.1)
1. △BDG ∼ △MPQ 2. △DEFG ∼ HJKL
H J
B Q P F
G
L
M
D G E D K

The polygons are similar. Find the value of x. (Section 8.1)

3. W X 4. F J 7 K

Q 6 9 15 x 3
6 R
L
2
T S Z x Y
H 21 G

Determine whether the polygons are similar. If they are, write a similarity statement.
Explain your reasoning. (Section 8.1 and Section 8.2)
5. 10 X 6. H L 7. E
W B

4 50° 50°
6 37°
A 85°
5 R
Q D
50°
3 Y M N
4 45°
2 S 4 C
V J K F
3 T 3 Z

Show that the two triangles are similar. (Section 8.2)

8. A E 9. G J 10.
65°
D H
66°
B D H
65° E G
F 66°

C K
F

11. The dimensions of an official hockey rink used by the National Hockey League (NHL) are
200 feet by 85 feet. The dimensions of an air hockey table are 96 inches by 40.8 inches.
Assume corresponding angles are congruent. (Section 8.1)
a. Determine whether the two surfaces are similar.
b. If the surfaces are similar, find the ratio of their perimeters and the ratio of their areas.
If not, find the dimensions of an air hockey table that are similar to an NHL hockey rink.

44° 12. You and a friend buy camping tents made by the same
company but in different sizes and colors. Use the
68° information given in the diagram to decide whether the
triangular faces of the tents are similar. Explain your
reasoning. (Section 8.2)
68°
68°

438 Chapter 8 Similarity

 8.3 Proving Triangle Similarity
by SSS and SAS
Essential Question What are two ways to use corresponding sides
TEXAS ESSENTIAL of two triangles to determine that the triangles are similar?
KNOWLEDGE AND SKILLS
G.2.B Deciding Whether Triangles Are Similar
G.7.B
Work with a partner. Use dynamic geometry software.
a. Construct △ABC and △DEF with the side lengths given in column 1 of the
table below.

1. 2. 3. 4. 5. 6. 7.
AB 5 5 6 15 9 24
BC 8 8 8 20 12 18
AC 10 10 10 10 8 16
DE 10 15 9 12 12 8
EF 16 24 12 16 15 6
DF 20 30 15 8 10 8
m∠A
m∠B
m∠C
m∠D
m∠E
MAKING m∠F
MATHEMATICAL b. Copy the table and complete column 1.
ARGUMENTS
c. Are the triangles similar? Explain your reasoning.
To be proficient in math,
you need to analyze d. Repeat parts (a)–(c) for columns 2–6 in the table.
situations by breaking them
e. How are the corresponding side lengths related in each pair of triangles that are
into cases and recognize
similar? Is this true for each pair of triangles that are not similar?
and use counterexamples.
f. Make a conjecture about the similarity of two triangles based on their
corresponding side lengths.
g. Use your conjecture to write another set of side lengths of two similar triangles.
Use the side lengths to complete column 7 of the table.

Deciding Whether Triangles Are Similar

Work with a partner. Use dynamic geometry software. Construct any △ABC.
a. Find AB, AC, and m∠A. Choose any positive rational number k and construct
⋅ ⋅
△DEF so that DE = k AB, DF = k AC, and m∠D = m∠A.
b. Is △DEF similar to △ABC? Explain your reasoning.
c. Repeat parts (a) and (b) several times by changing △ABC and k. Describe
your results.

Communicate Your Answer

3. What are two ways to use corresponding sides of two triangles to determine that
the triangles are similar?

Section 8.3 Proving Triangle Similarity by SSS and SAS 439

8.3 Lesson What You Will Learn
Use the Side-Side-Side Similarity Theorem.
Use the Side-Angle-Side Similarity Theorem.
Core Vocabul
Vocabulary
larry Prove slope criteria using similar triangles.
Previous
similar figures
Using the Side-Side-Side Similarity Theorem
corresponding parts
slope In addition to using congruent corresponding angles to show that two triangles are
similar, you can use proportional corresponding side lengths.
parallel lines

Theorem
perpendicular lines

Theorem 8.4 Side-Side-Side (SSS) Similarity Theorem

If the corresponding side lengths of A R
two triangles are proportional, then
the triangles are similar. S T
B C
AB BC CA
If — = — = —, then △ABC ∼ △RST.
RS ST TR

Proof p. 441

Using the SSS Similarity Theorem

Is either △DEF or △GHJ similar to △ABC?

FORMULATING B
D 12 F H
A PLAN 8 12
10 8
When using the 6 9
SSS Similarity Theorem, A 16 C E J 16 G
compare the shortest sides,
the longest sides, and then SOLUTION
the remaining sides.
Compare △ABC and △DEF by finding ratios of corresponding side lengths.
Shortest Longest Remaining
sides sides sides
AB 8 CA 16 BC 12
—=— —=— —=—
DE 6 FD 12 EF 9
4 4 4
=— =— =—
3 3 3

All the ratios are equal, so △ABC ∼ △DEF.

Compare △ABC and △GHJ by finding ratios of corresponding side lengths.

Shortest Longest Remaining
sides sides sides
AB 8 CA 16 BC 12
—=— —=— —=—
GH 8 JG 16 HJ 10
6
=1 =1 =—
5

The ratios are not all equal, so △ABC and △GHJ are not similar.

440 Chapter 8 Similarity

 SSS Similarity Theorem
K S
RS ST TR
Given — = — = —
JK KL LJ
Prove △RST ∼ △JKL J L P Q
R T

Locate P on RS— so that PS = JK. Draw PQ — so that PQ

—  RT
—. Then △RST ∼ △PSQ by
JUSTIFYING RS ST TR
the AA Similarity Theorem (Theorem 8.3), and — = — = —. You can use the given
STEPS PS SQ QP
proportion and the fact that PS = JK to deduce that SQ = KL and QP = LJ. By the
The Parallel Postulate SSS Congruence Theorem (Theorem 5.8), it follows that △PSQ ≅ △JKL. Finally, use
(Postulate 3.1) allows you the definition of congruent triangles and the AA Similarity Theorem (Theorem 8.3) to
to draw an auxiliary line conclude that △RST ∼ △JKL.
⃖⃗
PQ in △RST. There is only
one line through point P
parallel to ⃖⃗
RT , so you are Using the SSS Similarity Theorem
able to draw it.
Find the value of x that makes △ABC ∼ △DEF.
E
B
4 x−1 12 18
A 8 C
FORMULATING D 3(x + 1) F
A PLAN
You can use either SOLUTION
AB BC AB AC
— = — or — = — Step 1 Find the value of x that makes corresponding side lengths proportional.
DE EF DE DF
in Step 1. AB BC
—=— Write proportion.
DE EF
4 x−1
—=— Substitute.
12 18

⋅
4 18 = 12(x − 1) Cross Products Property
72 = 12x − 12 Simplify.
7=x Solve for x.
Step 2 Check that the side lengths are proportional when x = 7.
BC = x − 1 = 6 DF = 3(x + 1) = 24
AB ? BC
—= —
DE EF
4
—=—
12
6
18
✓ AB ? AC
—= —
DE DF
4
—=—
12
8
24
✓
When x = 7, the triangles are similar by the SSS Similarity Theorem.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

R 24 S X
Use the diagram.
1. Which of the three triangles are similar? L 30 33 39 36
Write a similarity statement. 20 26

2. The shortest side of a triangle similar T

M 24 N Y 30 Z
to △RST is 12 units long. Find the
other side lengths of the triangle.

Section 8.3 Proving Triangle Similarity by SSS and SAS 441

 Using the Side-Angle-Side Similarity Theorem

Theorem
Theorem 8.5 Side-Angle-Side (SAS) Similarity Theorem
If an angle of one triangle is congruent to an X M
angle of a second triangle and the lengths
of the sides including these angles are
proportional, then the triangles are similar.
P N
Z Y
ZX XY
If ∠X ≅ ∠M and — = —, then △XYZ ∼ △MNP.
PM MN
Proof Ex. 33, p. 447

Using the SAS Similarity Theorem

Y are building a lean-to shelter starting from a tree branch, as shown. Can you
You
cconstruct the right end so it is similar to the left end using the angle measure and
llengths shown?
A
F
53°
53° 10 ft 15 ft
6 ft 9 ft

G H
B C

SOLUTION
Both m∠A and m∠F equal 53°, so ∠A ≅ ∠F. Next, compare the ratios of the lengths
of the sides that include ∠A and ∠F.
Shorter sides Longer sides
AB 9 AC 15
—=— —=—
FG 6 FH 10
3 3
=— =—
2 2
The lengths of the sides that include ∠A and ∠F are proportional. So, by the SAS
Similarity Theorem, △ABC ∼ △FGH.

Yes, you can make the right end similar to the left end of the shelter.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Explain how to show that the indicated triangles are similar.

3. △SRT ∼ △PNQ 4. △XZW ∼ △YZX

S X
P
20 15
24 18 12

N 21 Q W 16 Z 9 Y
R 28 T

442 Chapter 8 Similarity

Concept Summary
Triangle Similarity Theorems
AA Similarity Theorem SSS Similarity Theorem SAS Similarity Theorem

A D A D A D

E F E F E F
B C B C B C

AB BC AC AB AC
If ∠A ≅ ∠D and ∠B ≅ ∠E, If — = — = —, then If ∠A ≅ ∠D and — = —,
DE EF DF DE DF
then △ABC ∼ △DEF.
△ABC ∼ △DEF. then △ABC ∼ △DEF.

Proving Slope Criteria Using Similar Triangles

You can use similar triangles to prove the Slopes of Parallel Lines Theorem
(Theorem 3.13). Because the theorem is biconditional, you must prove both parts.
1. If two nonvertical lines are parallel, then they have the same slope.
2. If two nonvertical lines have the same slope, then they are parallel.
The first part is proved below. The second part is proved in the exercises.

Part of Slopes of Parallel Lines Theorem (Theorem 3.13)

Given  n, and n are nonvertical.

Prove m = mn
First, consider the case where and n are horizontal. Because all horizontal lines are
parallel and have a slope of 0, the statement is true for horizontal lines.
y For the case of nonhorizontal, nonvertical lines, draw two such parallel lines, and n,
n — parallel
and label their x-intercepts A and D, respectively. Draw a vertical segment BC
E
to the y-axis from point B on line to point C on the x-axis. Draw a vertical segment
— parallel to the y-axis from point E on line n to point F on the x-axis. Because
EF
B
vertical and horizontal lines are perpendicular, ∠BCA and ∠EFD are right angles.

A D STATEMENTS REASONS
C F x
1. n 1. Given
2. ∠BAC ≅ ∠EDF 2. Corresponding Angles Theorem (Thm. 3.1)
3. ∠BCA ≅ ∠EFD 3. Right Angles Congruence Theorem (Thm. 2.3)
4. △ABC ∼ △DEF 4. AA Similarity Theorem (Thm. 8.3)
BC AC
5. — = — 5. Corresponding sides of similar figures are
EF DF
proportional.
BC EF
6. — = — 6. Rewrite proportion.
AC DF
BC EF
7. m = — , mn = — 7. Definition of slope
AC DF
BC
8. mn = — 8. Substitution Property of Equality
AC
9. m = mn 9. Transitive Property of Equality

Section 8.3 Proving Triangle Similarity by SSS and SAS 443

 To prove the Slopes of Perpendicular Lines Theorem (Theorem 3.14), you must prove
both parts.
1. If two nonvertical lines are perpendicular, then the product of their slopes is −1.
2. If the product of the slopes of two nonvertical lines is −1, then the lines are
perpendicular.
The first part is proved below. The second part is proved in the exercises.

Part of Slopes of Perpendicular Lines Theorem

(Theorem 3.14)
Given ⊥ n, and n are nonvertical.
Prove m mn = −1
y n
E Draw two nonvertical, perpendicular lines, and n, that intersect at point A. Draw a
horizontal line j parallel to the x-axis through point A. Draw a horizontal line k parallel
A
to the x-axis through point C on line n. Because horizontal lines are parallel, j  k.
D j Draw a vertical segment AB — parallel to the y-axis from point A to point B on line k.
—
Draw a vertical segment ED parallel to the y-axis from point E on line to point D on
B C k line j. Because horizontal and vertical lines are perpendicular, ∠ ABC and ∠ ADE are
x right angles.
STATEMENTS REASONS
1. ⊥n 1. Given
2. m∠CAE = 90° 2. ⊥n
3. m∠CAE = m∠DAE + m∠CAD 3. Angle Addition Postulate (Post. 1.4)
4. m∠DAE + m∠CAD = 90° 4. Transitive Property of Equality
5. ∠BCA ≅ ∠CAD 5. Alternate Interior Angles Theorem
(Thm. 3.2)
6. m∠BCA = m∠CAD 6. Definition of congruent angles
7. m∠DAE + m∠BCA = 90° 7. Substitution Property of Equality
8. m∠DAE = 90° − m∠BCA 8. Solve statement 7 for m∠DAE.
9. m∠BCA + m∠BAC + 90° = 180° 9. Triangle Sum Theorem (Thm. 5.1)
10. m∠BAC = 90° − m∠BCA 10. Solve statement 9 for m∠BAC.
11. m∠DAE = m∠BAC 11. Transitive Property of Equality
12. ∠DAE ≅ ∠BAC 12. Definition of congruent angles
13. ∠ABC ≅ ∠ADE 13. Right Angles Congruence Theorem
(Thm. 2.3)
14. △ABC ∼ △ADE 14. AA Similarity Theorem (Thm. 8.3)
AD DE
15. — = — 15. Corresponding sides of similar figures
AB BC
are proportional.
AD AB
16. — = — 16. Rewrite proportion.
DE BC
DE AB
17. m = —, mn = −— 17. Definition of slope
AD BC
DE
18. m mn = — −—
AD
AB
BC ⋅() 18. Substitution Property of Equality

AD ⋅ ( DE )
DE AD
19. m m =n — − — 19. Substitution Property of Equality

20. m mn = −1 20. Simplify.

444 Chapter 8 Similarity

 8.3 Exercises Tutorial Help in English and Spanish at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE SENTENCE You plan to show that △QRS is similar to △XYZ by the SSS Similarity Theorem
QR QS
(Theorem 8.4). Copy and complete the proportion that you will use: — = — = — .
YZ

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

12 8
8 6 9
6
4 6
12 4 3 18

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4, determine whether △JKL or In Exercises 7 and 8, verify that △ABC ∼ △DEF.
△RST is similar to △ABC. (See Example 1.) Find the scale factor of △ABC to △DEF.
3. B 8 C K 7 L S 4 T 7. △ABC: BC = 18, AB = 15, AC = 12
3.5 △DEF: EF = 12, DE = 10, DF = 8
7 6 6
11
12 R 8. △ABC: AB = 10, BC = 16, CA = 20
J △DEF: DE = 25, EF = 40, FD = 50
A
In Exercises 9 and 10, determine whether the two
4. L triangles are similar. If they are similar, write a
B T similarity statement and find the scale factor of
25 triangle B to triangle A. (See Example 3.)
16 14 17.5 16
10.5 Y
9. D 12 F
A 20 C K 20 J R 12 S
A
8 9
In Exercises 5 and 6, find the value of x that makes B
△DEF ∼ △XYZ. (See Example 2.)
E X 6 W
5. Y
E 2x − 1 10 14 10. S
5 A
D 11 F X 5x + 2 Z 112° 8
L 24 J
R 18 T
112°
10
6. E 8 F B
K
X
10 In Exercises 11 and 12, sketch the triangles using the
3(x − 1) 7.5
x−1 given description. Then determine whether the two
triangles can be similar.
Z 4 Y
D 11. In △RST, RS = 20, ST = 32, and m∠S = 16°. In
△FGH, GH = 30, HF = 48, and m∠H = 24°.

12. The side lengths of △ABC are 24, 8x, and 48, and the
side lengths of △DEF are 15, 25, and 6x.

Section 8.3 Proving Triangle Similarity by SSS and SAS 445

In Exercises 13 –16, show that the triangles are ATTENDING TO PRECISION In Exercises 21–26, use the
similar and write a similarity statement. Explain diagram to copy and complete the statement.
your reasoning.
L 3.5 S 2
13. F 14. E M
5 14 2
4 44.5°
G 27
24 A D N
15 C 18
18 61°
21 8
4
H 16.5 J 5.5 K B
P 91°
4 R
15. X 30 Z J
Q
47°
21 35
Y 21. m∠LNS = 22. m∠NRQ =
47°
G 50 D 23. m∠NQR = 24. RQ =
16. R 12 S
T 25. m∠NSM = 26. m∠NPR =
16
24 18 27. MAKING AN ARGUMENT Your friend claims that
12
△JKL ∼ △MNO by the SAS Similarity Theorem
V 9 U (Theorem 8.5) when JK = 18, m∠K = 130°,
Q
KL = 16, MN = 9, m∠N = 65°, and NO = 8. Do you
support your friend’s claim? Explain your reasoning.
In Exercises 17 and 18, use △XYZ.
Y 28. ANALYZING RELATIONSHIPS Certain sections of
stained glass are sold in triangular, beveled pieces.
Which of the three beveled pieces, if any, are similar?
13 12 3 in.
3 in. 5.25 in.
3 in.
5 in.
X 10 Z
3 in.
7 in.
17. The shortest side of a triangle similar to △XYZ is
20 units long. Find the other side lengths of the 4 in.
triangle.
4 in.
18. The longest side of a triangle similar to △XYZ is
39 units long. Find the other side lengths of the 29. ATTENDING TO PRECISION In the diagram,
triangle. MN MP
— = —. Which of the statements must be true?
MR MQ
19. ERROR ANALYSIS Describe and correct the error in Select all that apply. Explain your reasoning.
writing a similarity statement.
Q R

✗
2 3
15 B P R
A
86° N 1 4 P
18 24 86° 20
M
C Q
△ABC ∼ △PQR by the SAS A ∠1 ≅ ∠2 —  NP
B QR —
Similarity Theorem (Theorem 8.5).
C ∠1 ≅ ∠4 D △MNP ∼ △MRQ

20. MATHEMATICAL CONNECTIONS Find the value of n 30. WRITING Are any two right triangles similar?
that makes △DEF ∼ △XYZ when DE = 4, EF = 5, Explain.
XY = 4(n + 1), YZ = 7n − 1, and ∠E ≅ ∠Y. Include
a sketch.

446 Chapter 8 Similarity

31. MODELING WITH MATHEMATICS In the portion of 35. WRITING Can two triangles have all three ratios of
BC BD corresponding angle measures equal to a value greater
the shuffleboard court shown, — = —.
AC AE than 1? less than 1? Explain.

C
36. HOW DO YOU SEE IT? Which theorem could you
D use to show that △OPQ ∼ △OMN in the portion of
the Ferris wheel shown when PM = QN = 5 feet
B E and MO = NO = 10 feet?

A
P
M
a. What additional information do you need to show
that △BCD ∼ △ACE using the SSS Similarity Q
O
Theorem (Theorem 8.4)? N

b. What additional information do you need to show

that △BCD ∼ △ACE using the SAS Similarity
Theorem (Theorem 8.5)?

32. PROOF Given that △BAC is a right triangle and D, E, 37. DRAWING CONCLUSIONS Explain why it is not
and F are midpoints, prove that m∠DEF = 90°. necessary to have an Angle-Side-Angle Similarity
Theorem.
B
E
D 38. THOUGHT PROVOKING Decide whether each is a
valid method of showing that two quadrilaterals are
A F C
similar. Justify your answer.

33. PROVING A THEOREM Write a two-column proof of a. SASA b. SASAS c. SSSS d. SASSS
the SAS Similarity Theorem (Theorem 8.5).
AB AC 39. MULTIPLE REPRESENTATIONS Use a diagram to show
Given ∠A ≅ ∠D, — = —
DE DF why there is no Side-Side-Angle Similarity Theorem.
Prove △ABC ∼ △DEF
40. MODELING WITH MATHEMATICS The dimensions
B of an actual swing set are shown. You want to create
E
a scale model of the swing set for a dollhouse using
similar triangles. Sketch a drawing of your swing
D F set and label each side length. Write a similarity
A C
statement for each pair of similar triangles. State the
scale factor you used to create the scale model.
34. CRITICAL THINKING You are given two right triangles
with one pair of corresponding legs and the pair of 14 ft
hypotenuses having the same length ratios. D A
a. The lengths of the given pair of corresponding legs
are 6 and 18, and the lengths of the hypotenuses 6 ft
are 10 and 30. Use the Pythagorean Theorem to
6 ft
find the lengths of the other pair of corresponding
8 ft 8 ft
legs. Draw a diagram.
F E
b. Write the ratio of the lengths of the second pair 18 in.
of corresponding legs. 9 in.
c. Are these triangles similar? Does this suggest a B
C 4 ft
Hypotenuse-Leg Similarity Theorem for right
triangles? Explain.

Section 8.3 Proving Triangle Similarity by SSS and SAS 447

41. PROVING A THEOREM Copy and complete the paragraph proof of the second part of y
B n
the Slopes of Parallel Lines Theorem (Theorem 3.13) from page 443.
E
Given m = mn, and n are nonvertical.
Prove n
BC EF
You are given that m = mn. By the definition of slope, m = — and mn = —. By A D
AC DF C F x
BC EF
______________________, — = —. Rewriting this proportion yields __________.
AC DF
By the Right Angles Congruence Theorem (Thm. 2.3), _________________. So,
△ABC ∼ △DEF by ______________________. Because corresponding angles of
similar triangles are congruent, ∠BAC ≅ ∠EDF. By _____________________,  n.

42. PROVING A THEOREM Copy and complete the two-column proof of the second part of y n
E
the Slopes of Perpendicular Lines Theorem (Theorem 3.14) from page 444.
A
Given m mn = −1, and n are nonvertical.
D j
Prove ⊥n
B C k
x
STATEMENTS REASONS
1. m mn = −1 1. Given
DE AB
2. m = —, mn = −— 2. Definition of slope
AD BC

3. —
DE
AD ⋅ −—
AB
BC
= −1 3. __________________________________

DE BC BC
4. — = — 4. Multiply each side of statement 3 by −—.
AD AB AB
DE
5. — = — 5. Rewrite proportion.
BC
6. _________________________________ 6. Right Angles Congruence Theorem (Thm. 2.3)
7. △ABC ∼ △ADE 7. __________________________________
8. ∠BAC ≅ ∠DAE 8. Corresponding angles of similar figures
are congruent.
9. ∠BCA ≅ ∠CAD 9. Alternate Interior Angles Theorem (Thm. 3.2)
10. m∠BAC = m∠DAE, m∠BCA = m∠CAD 10. ________________________________
11. m∠BAC + m∠BCA + 90° = 180° 11. ________________________________
12. _________________________________ 12. Subtraction Property of Equality
13. m∠CAD + m∠DAE = 90° 13. Substitution Property of Equality
14. m∠CAE = m∠DAE + m∠CAD 14. Angle Addition Postulate (Post. 1.4)
15. m∠CAE = 90° 15. ________________________________
16. _________________________________ 16. Definition of perpendicular lines

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

Find the coordinates of point P along the directed line segment AB so that AP to PB is
the given ratio. (Section 3.5)
43. A(−3, 6), B(2, 1); 3 to 2 44. A(−3, −5), B(9, −1); 1 to 3 45. A(1, −2), B(8, 12); 4 to 3

448 Chapter 8 Similarity

 8.4 Proportionality Theorems
Essential Question What proportionality relationships exist in a
TEXAS ESSENTIAL triangle intersected by an angle bisector or by a line parallel to one of the sides?
KNOWLEDGE AND SKILLS
G.8.A Discovering a Proportionality Relationship
Work with a partner. Use dynamic geometry software to draw any △ABC.
— parallel to BC
a. Construct DE — with endpoints on AB
— and AC
—, respectively.

A
ANALYZING
MATHEMATICAL
RELATIONSHIPS
To be proficient in math, b. Compare the ratios of AD to BD and AE to CE.
you need to look closely — to other locations parallel to BC
c. Move DE — with endpoints on AB
— and AC
—,
to discern a pattern and repeat part (b).
or structure.
d. Change △ABC and repeat parts (a)–(c) several times. Write a conjecture that
summarizes your results.

Discovering a Proportionality Relationship

Work with a partner. Use dynamic geometry software to draw any △ABC.
a. Bisect ∠B and plot point D at the
intersection of the angle bisector
—.
and AC
B

b. Compare the ratios of AD to DC A D C

and BA to BC.
c. Change △ABC and repeat parts (a)
and (b) several times. Write a
conjecture that summarizes
your results.

Communicate Your Answer B

3. What proportionality relationships exist in a triangle E

intersected by an angle bisector or by a line parallel D
to one of the sides?
4. Use the figure at the right to write a proportion. C
A

Section 8.4 Proportionality Theorems 449

8.4 Lesson What You Will Learn
Use the Triangle Proportionality Theorem and its converse.
Use other proportionality theorems.
Core Vocabul
Vocabulary
larry
Previous Using the Triangle Proportionality Theorem
corresponding angles
ratio
proportion
Theorems
Theorem 8.6 Triangle Proportionality Theorem
If a line parallel to one side of a triangle Q
T
intersects the other two sides, then it divides
the two sides proportionally. R
U
S
If —
TU  —
RT RU
QS , then — = —.
Proof Ex. 27, p. 455 TQ US

Theorem 8.7 Converse of the Triangle Proportionality Theorem

If a line divides two sides of a triangle Q
T
proportionally, then it is parallel to the
R
third side.
U
S
RT RU
If — = —, then TU  QS.
Proof Ex. 28, p. 455 TQ US

Finding the Length of a Segment

—  UT
In the diagram, QS —, RS = 4, ST = 6, and QU = 9. What is the length of RQ
—?
R
Q 4
9 S
6
U
T

SOLUTION
RQ RS
—=— Triangle Proportionality Theorem
QU ST
RQ 4
—=— Substitute.
9 6
RQ = 6 Multiply each side by 9 and simplify.
— is 6 units.
The length of RQ

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1.
—.
Find the length of YZ V 35 W 44 X

36
Y
Z

450 Chapter 8 Similarity

 The theorems on the previous page also imply the following:
Contrapositive of the Triangle Inverse of the Triangle
Proportionality Theorem Proportionality Theorem
RT RU
If — ≠ —, then TU —  QS—. —  QS
If TU —, then — RT RU
≠ —.
TQ US TQ US

Solving a Real-Life Problem

On the shoe rack shown, BA = 33 centimeters, C

CB = 27 centimeters, CD = 44 centimeters, and
DE = 25 centimeters. Explain why the shelf is not B
parallel to the floor. D
A
SOLUTION E

Find and simplify the ratios of the lengths.

CD 44 CB 27 9
—=— —=—=—
DE 25 BA 33 11
44 9 — —. So, the shelf is not parallel to the floor.
Because — ≠ —, BD is not parallel to AE
25 11
Q
50
P
90 Monitoring Progress Help in English and Spanish at BigIdeasMath.com

N 72 S 40 R
—  QR
2. Determine whether PS —.

Recall that you partitioned a directed line segment in the coordinate plane in Section
3.5. You can apply the Triangle Proportionality Theorem to construct a point along a
directed line segment that partitions the segment in a given ratio.

Constructing a Point along

a Directed Line Segment
— so that the ratio of AL to LB is 3 to 1.
Construct the point L on AB

SOLUTION
Step 1 Step 2 Step 3

C C C
G G
F F
E E
D D

A B A B A J K L B

Draw a segment and a ray Draw arcs Place the point of Draw a segment Draw GB —. Copy ∠AGB
Draw AB— of any length. Choose any a compass at A and make an arc and construct congruent angles at D, E, and
of any radius intersecting ⃗ — at J, K, and L.
point C not on ⃖⃗
AB. Draw ⃗ AC . Label F with sides that intersect AB
AC.
the point of intersection D. Using the — — —
Sides DJ , EK , and FL are all parallel,
same compass setting, make three — equally. So, that
and they divide AB
more arcs on ⃗
AC, as shown. Label the AJ = JK = KL = LB. Point L divides
points of intersection E, F, and G and directed line segment AB in the ratio 3 to 1.
note that AD = DE = EF = FG.

Section 8.4 Proportionality Theorems 451

 Using Other Proportionality Theorems

Theorem
Theorem 8.8 Three Parallel Lines Theorem
If three parallel lines intersect two transversals, r s t
then they divide the transversals proportionally. U W Y
m
V X Z

UW VX
Proof Ex. 32, p. 455 —=—
WY XZ

Using the Three Parallel Lines Theorem

In the diagram, ∠1, ∠2, and ∠3 are all congruent,

GF = 120 yards, DE = 150 yards, and F Main St. 1 E
CD = 300 yards. Find the distance HF between
Main Street and South Main Street. 120 yd 2 150 yd
G D Second St.
SOLUTION
300 yd
Corresponding angles are congruent, so 3
South Main St.
FE, ⃖⃗
⃖⃗ GD, and ⃖⃗
HC are parallel. There are H C
different ways you can write a proportion
to find HG.
Method 1 Use the Three Parallel Lines Theorem to set up a proportion.
HG CD
—=— Three Parallel Lines Theorem
GF DE
HG 300
—=— Substitute.
120 150
HG = 240 Multiply each side by 120 and simplify.
By the Segment Addition Postulate (Postulate 1.2),
HF = HG + GF = 240 + 120 = 360.

The distance between Main Street and South Main Street is 360 yards.

Method 2 Set up a proportion involving total and partial distances.

Step 1 Make a table to compare the distances.

⃖⃗
CE ⃖⃗
HF
Total distance CE = 300 + 150 = 450 HF
Partial distance DE = 150 GF = 120

Step 2 Write and solve a proportion.

450 HF
—=— Write proportion.
150 120
360 = HF Multiply each side by 120 and simplify.

The distance between Main Street and South Main Street is 360 yards.

452 Chapter 8 Similarity

 Theorem
Theorem 8.9 Triangle Angle Bisector Theorem
If a ray bisects an angle of a triangle, then A
it divides the opposite side into segments
D
whose lengths are proportional to the
lengths of the other two sides.
C B
AD CA
Proof Ex. 35, p. 456 —=—
DB CB

Using the Triangle Angle Bisector Theorem

—.
In the diagram, ∠QPR ≅ ∠RPS. Use the given side lengths to find the length of RS

Q
7
P R
15
x
13

S
SOLUTION
Because ⃗
PR is an angle bisector of ∠QPS, you can apply the Triangle Angle Bisector
Theorem. Let RS = x. Then RQ = 15 − x.
RQ PQ
—=— Triangle Angle Bisector Theorem
RS PS
15 − x 7
—=— Substitute.
x 13
195 − 13x = 7x Cross Products Property
9.75 = x Solve for x.
— is 9.75 units.
The length of RS

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Find the length of the given line segment.

—
3. BD —
4. JM
E M
40 3
C 16 J
16 G
A 2
1 15 18
H K N
B D 30 F

Find the value of the variable.

5. S 6. Y
14
T 4
24 x Z
4 2 4
V U
48 W y X

Section 8.4 Proportionality Theorems 453

 8.4 Exercises Tutorial Help in English and Spanish at BigIdeasMath.com

Vocabulary and Core Concept Check

1. COMPLETE THE STATEMENT If a line divides two sides of a triangle proportionally, then it is
_________ to the third side. This theorem is known as the ___________.
— and ⃗
2. VOCABULARY In △ABC, point R lies on BC AR bisects ∠CAB. Write the proportionality
statement for the triangle that is based on the Triangle Angle Bisector Theorem (Theorem 8.9).

Monitoring Progress and Modeling with Mathematics

—.
In Exercises 3 and 4, find the length of AB In Exercises 13–16, use the diagram to complete the
(See Example 1.) proportion.

3. A E 4. A F D B
14
12 E B E C
G
B D 12 18
3 4
C D C
BD CG BF
13. — = — 14. — = —
— || JN
In Exercises 5–8, determine whether KM —. BF CG DF
(See Example 2.)
EG DF CG
5. L 6. J N 15. — = — 16. — = —
CE BD CE
8 12 22.5 18
K M K M In Exercises 17 and 18, find the length of the indicated
5 7.5 25 20
line segment. (See Example 3.)
J L
N —
17. VX —
18. SU
7. L 8. J
Y Z P 8 R T
N
24 20 15 12
W X
18 35 N S U
M 34 8 U V 10
K
15 K
10 M
16 In Exercises 19–22, find the value of the variable.
N J 15
(See Example 4.)
L
19. 20. z
y 3
CONSTRUCTION In Exercises 9–12, draw a segment with 8 1.5
the given length. Construct the point that divides the 4.5
segment in the given ratio. 4 6
9. 3 in.; 1 to 4
21. 22.
p q 36
10. 2 in.; 2 to 3 16.5 16

11. 12 cm; 1 to 3 28
11
29
12. 9 cm; 2 to 5

454 Chapter 8 Similarity

23. ERROR ANALYSIS Describe and correct the error in 29. MODELING WITH MATHEMATICS The real estate term
solving for x. lake frontage refers to the distance along the edge of a
piece of property that touches a lake.

✗ A x D 14 C
lake
10 16 174 yd
B Lot A
AB CD 10 14 Lot B
—
BC —
=
AD —
16
=—
x 48 yd 55 yd
Lot C
61 yd
10x = 224 Lakeshore Dr.
x = 22.4
a. Find the lake frontage (to the nearest tenth) of
each lot shown.
24. ERROR ANALYSIS Describe and correct the error in
the student’s reasoning. b. In general, the more lake frontage a lot has, the
higher its selling price. Which lot(s) should be

✗ B

D
listed for the highest price?
c. Suppose that lot prices are in the same ratio as lake
frontages. If the least expensive lot is $250,000,
A C what are the prices of the other lots? Explain
your reasoning.
BD AB
Because — = — and BD = CD,
CD AC
30. USING STRUCTURE Use the diagram to find the
it follows that AB = AC.
values of x and y.
2
MATHEMATICAL CONNECTIONS In Exercises 25 and 26,
—  RS
find the value of x for which PQ —. 5 1.5

25. P 2x + 4 26. P Q
S 5 3 x
T 12 21 y
7 R S
R
2x − 2
3x + 5 3x − 1
Q T 31. REASONING In the construction on page 451, explain
why you can apply the Triangle Proportionality
27. PROVING A THEOREM Prove the Triangle Theorem (Theorem 8.6) in Step 3.
Proportionality Theorem (Theorem 8.6).
32. PROVING A THEOREM Use the diagram with the
—  TU
Given QS — Q auxiliary line drawn to write a paragraph proof of
T
the Three Parallel Lines Theorem (Theorem 8.8).
QT SU R
Prove — = —
TR UR Given k1  k2  k3
U
S
CB DE
Prove —=—
BA EF
28. PROVING A THEOREM Prove the Converse of the
Triangle Proportionality Theorem (Theorem 8.7). auxiliary
t1 t2 line
ZY ZX C D
Given — = — W Y
YW XV k1
Prove —  WV
YX — Z B E
k2
V X A F
k3

Section 8.4 Proportionality Theorems 455

33. CRITICAL THINKING In △LMN, the angle bisector of 38. MAKING AN ARGUMENT Two people leave points A
∠M also bisects LN—. Classify △LMN as specifically as and B at the same time. They intend to meet at
possible. Justify your answer. point C at the same time. The person who leaves
point A walks at a speed of 3 miles per hour. You and
a friend are trying to determine how fast the person
34. HOW DO YOU SEE IT? During a football game, who leaves point B must walk. Your friend claims you
the quarterback throws the ball to the receiver. The
need to know the length of AC—. Is your friend correct?
receiver is between two defensive players, as shown. Explain your reasoning.
If Player 1 is closer to the quarterback when the ball
is thrown and both defensive players move at the
same speed, which player will reach the receiver
A B
first? Explain your reasoning. 0.6 mi 0.9 mi
D E
C

39. CONSTRUCTION Given segments with lengths r, s,

r t
and t, construct a segment of length x, such that — = —.
s x

s
35. PROVING A THEOREM Use the diagram with the t
auxiliary lines drawn to write a paragraph proof of
the Triangle Angle Bisector Theorem (Theorem 8.9). 40. PROOF Prove Ceva’s Theorem: If P is any point
Given ∠YXW ≅ ∠WXZ AY CX BZ
inside △ABC, then — — — = 1.
YC XB ZA ⋅ ⋅
YW XY
Prove — = — N B M
WZ XZ
Y Z X

X
W P
A Z
auxiliary lines A Y C
— through A and C,
(Hint: Draw segments parallel to BY
36. THOUGHT PROVOKING Write the converse of the
as shown. Apply the Triangle Proportionality Theorem
Triangle Angle Bisector Theorem (Theorem 8.9).
(Theorem 8.6) to △ACM. Show that △APN ∼ △MPC,
Is the converse true? Justify your answer.
△CXM ∼ △BXP, and △BZP ∼ △AZN.)

37. REASONING How is the Triangle Midsegment Theorem

(Theorem 6.8) related to the Triangle Proportionality
Theorem (Theorem 8.6)? Explain your reasoning.

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

Use the triangle. (Section 5.5)

41. Which sides are the legs? c
a
42. Which side is the hypotenuse?
b
Solve the equation. (Skills Review Handbook)
43. x2 = 121 44. x2 + 16 = 25 45. 36 + x2 = 85

456 Chapter 8 Similarity

8.3–8.4 What Did You Learn?

Core Concepts
Section 8.3
Theorem 8.4 Side-Side-Side (SSS) Similarity Theorem, p. 440
Theorem 8.5 Side-Angle-Side (SAS) Similarity Theorem, p. 442
Proving Slope Criteria Using Similar Triangles, p. 443

Section 8.4
Theorem 8.6 Triangle Proportionality Theorem, p. 450
Theorem 8.7 Converse of the Triangle Proportionality Theorem, p. 450
Theorem 8.8 Three Parallel Lines Theorem, p. 452
Theorem 8.9 Triangle Angle Bisector Theorem, p. 453

Mathematical Thinking
1. In Exercise 17 on page 446, why must you be told which side is 20 units long?
2. In Exercise 42 on page 448, analyze the given statement. Describe the relationship between
the slopes of the lines.

3. In Exercise 4 on page 454, is it better to use —76 or 1.17 as your ratio of the lengths when
—? Explain your reasoning.
finding the length of AB

Performance
ce Task

Judging the Math Fair

You have been selected to be one of the judges for the Middle dle School
Math Fair. In one competition, seventh-grade students were asked
to create scale drawings or scale models of real-life objects. As a
judge, you need to verify that the objects are scaled correctlyy in
at least two different ways. How will you verify that the entries
ries
are scaled correctly?

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

BigIdeasMath.com.

457
 8 Chapter Review
8.1 Similar Polygons (pp. 421– 430)

In the diagram, EHGF ∼ KLMN. Find the scale factor from EHGF to KLMN. Then list all
pairs of congruent angles and write the ratios of the corresponding side lengths in a statement
of proportionality.
— and KL
From the diagram, you can see that EH — K 18 L
are corresponding sides. So, the scale factor of E 12 H
EH 12 2 15
EHGF to KLMN is — = — = —. 10
KL 18 3 14 21
F N
∠E ≅ ∠K, ∠H ≅ ∠L, ∠G ≅ ∠M, and ∠F ≅ ∠N. 16
G 24
EH HG GF FE M
—=—=—=—
KL LM MN NK

Find the scale factor. Then list all pairs of congruent angles and write the ratios of the
corresponding side lengths in a statement of proportionality.
1. ABCD ∼ EFGH 2. △XYZ ∼ △RPQ
A B F G Y
Q 6 R
25 8
8 9 15 10
P
D 12 C E 6 H X 20 Z

3. Two similar triangles have a scale factor of 3 : 5. The altitude of the larger triangle is 24 inches.
What is the altitude of the smaller triangle?
4. Two similar triangles have a pair of corresponding sides of length 12 meters and 8 meters.
The larger triangle has a perimeter of 48 meters and an area of 180 square meters. Find the
perimeter and area of the smaller triangle.

8.2 Proving Triangle Similarity by AA (pp. 431–436)

Determine whether the triangles are similar. If they are, write a similarity statement.
Explain your reasoning.
Because they are both right angles, ∠F and ∠B are congruent. A 29° B
D
By the Triangle Sum Theorem (Theorem 5.1), 61° + 90° + m∠E = 180°,
so m∠E = 29°. So, ∠E and ∠A are congruent. So, △DFE ∼ △CBA by 61°
C
the AA Similarity Theorem (Theorem 8.3).
Show that the triangles are similar. Write a similarity statement. F E

5. R 6. C B
F E
35° T
Q
S 35° 60°
30°
A D
U
7. A cellular telephone tower casts a shadow that is 72 feet long, while a nearby tree that
is 27 feet tall casts a shadow that is 6 feet long. How tall is the tower?

458 Chapter 8 Similarity

8.3 Proving Triangle Similarity by SSS and SAS (pp. 439–448)

Show that the triangles are similar.

a. A
D
35 15
14 6
E 12 F
B 28 C

Compare △ABC and △DEF by finding ratios of corresponding side lengths.

Shortest sides Longest sides Remaining sides

AB 14 7 AC 35 7 BC 28 7
—=—=— —=—=— —=—=—
DE 6 3 DF 15 3 EF 12 3
All the ratios are equal, so △ABC ∼ △DEF by the SSS Similarity Theorem (Theorem 8.4).
b. Y
21
20 V
X 30 Z
14
W
∠YZX ≅ ∠WZV by the Vertical Angles Congruence Theorem (Theorem 2.6). Next, compare the
ratios of the corresponding side lengths of △YZX and △WZV.
WZ 14 2 VZ 20 2
—=—=— —=—=—
YZ 21 3 XZ 30 3

So, by the SAS Similarity Theorem (Theorem 8.5), △YZX ∼ △WZV.

Use the SSS Similarity Theorem (Theorem 8.4) or the SAS Similarity Theorem
(Theorem 8.5) to show that the triangles are similar.
8. C 9. T
4 3.5 4.5
B D U
15
8 7 10 9

A E
S 7 R 14 Q

10. Find the value of x that makes △ABC ∼ △DEF.

B E
6 2x
24 32
A 9 C

D 6x + 12 F

Chapter 8 Chapter Review 459

 8.4 Proportionality Theorems (pp. 449–456)
—  LQ
a. Determine whether MP —.
—.
Begin by finding and simplifying ratios of lengths determined by MP
N
NM 8 2
—=—=—=2 24
ML 4 1 8

NP 24 2 M P
—=—=—=2 12
PQ 12 1 4
L Q
NM NP — — by the Converse of the Triangle Proportionality
Because — = —, MP is parallel to LQ
ML PQ
Theorem (Theorem 8.7).
— bisects ∠CAB. Find the length of DB
b. In the diagram, AD —.
— is an angle bisector of ∠CAB, you can apply the Triangle Angle Bisector
Because AD
Theorem (Theorem 8.9).
DB AB
—=— Triangle Angle Bisector Theorem A
DC AC
x 15
—=— Substitute. 15
5 8 8
8x = 75 Cross Products Property
9.375 = x Solve for x.
C 5 D x B
— is 9.375 units.
The length of DB

—  CD
Determine whether AB —.
11. D 12. C D
10
B 13.5 12
16 A B
C
20 A 28 E 22.5 20
E
13. Find the length of YB .
— A
15
7 Z
Y
24

B C
—.
Find the length of AB
14. 15. B
B 4
D
A 6 10
7 4

C 18 A

460 Chapter 8 Similarity

 8 Chapter Test
Determine whether the triangles are similar. If they are, write a similarity statement.
Explain your reasoning.
1. A 18 B 2. 2
10 3 3. Y
T A L J X
20 110°
24
32 15 6 8
110°
C V 14 U W P Z
C 8 B
K

Find the value of the variable.

4. 5. 17.5 6.
9 15
q 21
21
12
p
w 5
33
24

7. Given △QRS ∼ △MNP, list all pairs of congruent angles. Then write the ratios of the
corresponding side lengths in a statement of proportionality.

Use the diagram. D 2.8 C 1.4 B 4.2 A

8. —.
Find the length of EF 1.5 2.25
3.2
9. —.
Find the length of FG E
4.5
F
10. Is quadrilateral FECB similar to quadrilateral GFBA?
If so, what is the scale factor of the dilation that maps
G
quadrilateral FECB to quadrilateral GFBA?

11. You are visiting the Unisphere at Flushing Meadows Corona Park
in New York. To estimate the height of the stainless steel model of
Earth, you place a mirror on the ground and stand where you can
see the top of the model in the mirror. Use the diagram to estimate h
the height of the model. Explain why this method works.

5.6 ft
12. You are making a scale model of a rectangular park for a school Not drawn to scale
4 ft 100 ft
project. Your model has a length of 2 feet and a width of 1.4 feet.
The actual park is 800 yards long. What are the perimeter and
area of the actual park?

vanishing
8.4 cm
point
13. In a perspective drawing, lines that are parallel in real life must 19 cm
m
meet at a vanishing point on the horizon. To make the train cars
in the drawing appear equal in length, they are drawn so that the
lines connecting the opposite corners of each car are parallel.
Use the dimensions given and the yellow parallel lines to find 5.4 cm
the length of the bottom edge of the drawing of Car 2. Car 2
Car 1

Chapter 8 Chapter Test 461

 8 Standards Assessment

— —
1. In the figure, WX  YZ. Which are possible values for VX and XZ? (TEKS G.8.A)

A VX = 5 and XZ = 5 V
4
B VX = 6 and XZ = 4 W
X
6
C VX = 9 and XZ = 6 Y

D VX = 8 and XZ = 12 Z

3
2. The slope of line is −—4 . The slope of line n is —43. What must be true about
lines and n? (TEKS G.2.B)

F Lines and n are parallel. G Lines and n are perpendicular.

H Lines and n are skew. J Lines and n are the same line.

3. GRIDDED ANSWER Quadrilateral PQRS is similar to quadrilateral WXYZ. Use the

angle measures in the table to find m∠ Z (in degrees). (TEKS G.7.A)

Angle P Q R
Measure 131° 105° 82°

4. The map shows the driving route from Allentown to Bakersville and from Allentown
to Dawson. The distance between Allentown and Dawson is about 20 miles. Which
is a possible distance from Allentown to Bakersville? (TEKS G.6.D)

A 18 miles Dawson

B 20 miles
8 mi
C 22 miles 15 mi 60°
Allentown 35°
D not enough information
8 mi
Bakersville

—
5. What is the length of BD? (TEKS G.7.B) A B
35
F —
4
3 x
37
E
G —5 5 3
20
H —3 D C
12
J —5

462 Chapter 8 Similarity

6. Use the steps in the construction to determine which statement is not true.
(TEKS G.5.B)

Step 1 Step 2 Step 3

C C C
G 13
14
15

in.
12
11 1
10
9
8 2
7
6
5 3
4

A A A
3 4
2

B B
1

B
cm 5

A ∠CAG ≅ ∠ BAG B △CAG ≅ △BAG

— —
C CB ⊥ AB D m∠CAG + m∠GAB = m∠CAB

7. In the diagram, △LMN and △QRS are similar. What is the perimeter of △QRS?
(TEKS G.7.A)

F 18 cm R
M
G 21—13 cm 15 cm 15 cm
10 cm 10 cm
H 48 cm
L 12 cm N Q S
J 72 cm

8. What is the most specific name for the quadrilateral? (TEKS G.6.E)

A rectangle B square

C parallelogram D rhombus

KJ KH
9. In the figure, — = —. Which statement is true? (TEKS G.7.A)
KL KM

F ∠ LMN ≅ ∠ JHG J M
N
G ∠ JHK ≅ ∠ JHG K
G
H ∠ KJH ≅ ∠ KML H

L
J △KLM ≅ △KJH

Chapter 8 Standards Assessment 463

 UNIT 11 PYTHAGOREAN THEOREM

One of the best known and most useful theorems in all of

mathematics is the Pythagorean Theorem. NOTES

Remember that in a right triangle, the side opposite the

right angle is called the hypotenuse.
The other sides are called the legs.




  

The Pythagorean Theorem relates the length of the

hypotenuse to the lengths of the legs of a right triangle

Theorem: In a right triangle, the square of the length of

the hypotenuse is equal to the sum of the squares of the NOTES
lengths of the legs.




  



150
4 > Unit 11 >
 Unit 11
Pythagorean Theorem

i EXAMPLE 1:
NOTES
i Find the value of x




ii SOLUTION:
ii In the right triangle one leg is 3, another is 4 and we
should find hypotenuse.
ii Using Pythagoras Formula hyp2 = leg2 + leg2
ii x2 = 32 + 42
ii x2 = 9 + 16
ii x2 = 25
ii x = ò25 = 5

i EXAMPLE 2:
NOTES
i Find the value of x




ii SOLUTION:
ii This time one leg is 8, another is unknown and
hypotenuse is 10.
ii Using Pythagoras Formula hyp2 = leg2 + leg2
ii 102 = x2 + 82
ii 100 = x2 + 64
ii 100 – 64 = x2
ii 36 = x2 or x2 = 36
ii x = ò36 = 6

Grade 8 > Mathematics Part • 2 > 151

Unit 11 Pythagorean Theorem

i EXAMPLE 3:
NOTES
i Find the value of x


 

ii SOLUTION:
ii Here one leg is 8, another is unknown and hypotenuse
is 12.
ii Using Pythagoras Formula hyp2 = leg2 + leg2
ii 122 = x2 + 82
ii 144 = x2 + 64
ii 144 – 64 = x2
ii 80 = x2 or x2 = 80
ii x = ò80 = ó16.5 = 4ñ5

i EXAMPLE 4:
NOTES
i Find the values of x and y









ii SOLUTION:
i We have an isosceles triangle, so y is 3
And by Pythagoras Formula hyp2 = leg2 + leg2
ii x2 = 32 + 32
ii x2 = 9 + 9
ii x2 = 18
ii x = ò18 = ó9 . 2 = 3ñ2

152
4 > Unit 11 >
 Assessment TASK-36

1. Find values of x in each triangle 4. Find the missing lengths

1.1 1.2 4.1 4.2


  
   


 

1.3 1.4 4.3 4.4

   
  


  

5. Determine whether each triangle is a

© ... Publications

2. Find values of x and y in each triangle right triangle or not.

2.1 2.2
5 5.1 5.2



6  



 
y

3. Using Pythagorean Theorem determine

whether each triangle is a right triangle 6. Find the area of each triangle.

3.1 3.2 6.1 6.2


  
 






Grade 8 > Mathematics Part • 2 > 153

 Assessment TASK-37

1. 3.

In a computer catalog, a computer monitor

To get from point A to point B you must is listed as being 15 inches. This distance
avoid walking through a pond. To avoid the is the diagonal distance across the screen.
pond, you must walk 9 meters south and If the screen measures 12 inches in
12 meters east. width, what is the actual height of the
To the nearest meter, how many meters screen?
would be saved if it were possible to walk
through the pond?
© ... Publications

2. 4.

Two joggers run 8 miles north and then 5

A suitcase measures 15 inches long and miles west.
20 inches high. What is the shortest distance they must
What is the diagonal length of the travel to return to their starting point?
suitcase to the nearest tenth of a foot?

154
4 > Unit 11 >
 Assessment TASK-38

1.   3.   


 


 
  

ABCD is a rectangle, AC = 16 cm, In the given isosceles trapezoid AB = 10

DH = 5 cm, AC ^ DH, cm and AD = DC = CB = 6 cm,
then find A(ABCD). then find the height of the trapezoid.

A) 40 B) 60 C) 80 D) 100 E) 110 A) 4ñ2 B) ò34 C) 2ò17 D) 4ñ3 E) 6

© ... Publications

2.   4. 





  

 
ABCD is a square and, AC = 4ñ2 cm,
ABCD is a right triangle, AC = 5 cm,
AC ^ CE, then find the length BE.
écm CH = 3 cm, AH ^ CH, ë A = 90°,
HB= 16
find the area of triangle ABC.
A) 2 B) 2ñ2 C) 3 D) 4 E) 4ñ2
B) È/é C) Ã/é
100
A) 25 D) E) 45
3

Grade 8 > Mathematics Part • 2 > 155

 Unit 11
TASK-38 ADVANCED Assessment

5.  7. Perimeter of an isosceles triangle is 48 cm.

If its height is 12 cm, find one of equal
sides of isosceles triangle.


A) 12 B) 13 C) 15 D) 17 E) 18
   

In the given right triangle, AH ^ BC,

ëA = 90°, HC = 6 cm, AC = 10 cm, find

é cm .
2
length of BH if the area A(ABH) is 128
___

A) Ê/é B) 23 C) È/é D) 20 E) Ò/é

© ... Publications

6.  8.  

 




 
  
In the given figure ABC is a right triangle
and AB = 10 cm and perimeter of that ABCD is a square, PBKE is a rectangle and
triangle is 30 cm. E Î AC, AD = 3 cm and EK = x,
Find the hypotenuse of ABC. EP = 2x, then find x.

A) 20 B) 17 C) 15 D) Ã/è E) 13
A) 2.5 B) 1.5 C) 1.25 D) 1 E) 2

156
4 > Unit 11 >
Many artists use geometric concepts in
their work.

Think about what you have learned in

geometry. How do these examples of
First Nations art and architecture show
geometry ideas?

What
You’ll Learn
• Identify and construct
parallel and perpendicular
line segments. Why It’s
• Construct perpendicular bisectors Important
and angle bisectors, and verify • A knowledge of the geometry
the constructions. of lines and angles is required in
• Identify and plot points in the four art and sports, and in careers such
quadrants of a grid. as carpentry, plumbing, welding,
• Graph and describe transformations engineering, interior design,
of a shape on a grid. and architecture.
Key Words
• parallel lines
• perpendicular lines
• line segment
• bisect
• bisector
• perpendicular
bisector
• angle bisector
• coordinate grid
• Cartesian plane
• x-axis
• y-axis
• origin
• quadrants
 8.1 Parallel Lines
Focus Use different methods to construct
and identify parallel line segments.

Identify parallel line

segments in these photos.
How could you check
they are parallel?

You may need a ruler, plastic triangle, tracing paper, protractor, and Mira.
Use any methods or tools. Draw a line segment on plain paper.
Draw a line segment parallel to the line segment.
Find as many ways to do this as you can using different tools.

Reflect & Share

Compare your methods with those of another pair of classmates.
How do you know the line segment you drew is parallel to the line segment?
Which method is most accurate? Explain your choice.

Parallel lines are lines on the same flat surface that never meet.
They are always the same distance apart.

Here are 3 strategies to draw a line segment parallel

to a given line segment.
➤ Use a ruler.
Place one edge of a ruler along the line segment.
Draw a line segment along
the other edge of the ruler.

➤ Use a ruler and protractor.

Choose a point on the line segment.
Place the centre of the protractor on the point.

300 UNIT 8: Geometry

 Align the base line of the protractor with
the line segment.
Mark a point at 90°.
Repeat this step once more.
Join the 2 points to draw a line segment parallel
to the line segment.

➤ Use a ruler and compass as shown below.

Example
Use a ruler and compass to draw a line segment parallel A line segment is the
to line segment AB that passes through point C. part of a line between
two points on the line.
A Solution
• Mark any point D on AB. C

• Place the compass point on D.

A E D B
Set the compass so the pencil point is on C.
Draw a circle.
Label point E where the circle intersects AB.

• Do not change the distance between C

the compass and pencil points.

Place the compass point on E. A E D B
Draw a circle through D.

• Place the compass point on E.

Set the compass so the pencil point is on C.

• Place the compass point on D. F

C
Draw a circle to intersect the circle
through D.
Label the point of intersection F. A E D B

• Draw a line through points C and F.

Line segment CF is parallel to AB.

The 2 line segments are parallel because they

are always the same distance apart.

8.1 Parallel Lines 301

 1. Which lines are parallel? How do you know?
a) b) c)

2. a) Draw line segment CD of length 5 cm.

Use a ruler to draw a line segment parallel to CD.
b) Choose 3 different points on CD.
Measure the shortest distance from each point to the line segment you drew.
What do you notice?

3. Draw line segment EF of length 8 cm.

a) Use a ruler and protractor to draw a line segment parallel to EF.
b) Use a ruler and compass to draw a line segment parallel to EF.

4. Suppose there are 2 line segments that look parallel.

How could you tell if they are parallel?

5. Make a list of where you see parallel line segments

in your community or around the house. E
D
Sketch diagrams to illustrate your list.
C
B
6. Assessment Focus Your teacher will give you
a large copy of this diagram.
M
Find as many pairs of parallel line segments as you can. F
How do you know they are parallel? G
L N
H K
7. Take It Further Draw line segment CD. J A

Use what you know about drawing parallel line segments

to construct parallelogram CDEF.
Explain how you can check you have drawn a parallelogram.

Describe 3 different methods you can use to draw a line segment

parallel to a given line segment. Which method do you prefer?
Which method is most accurate? Explain your choice.

302 UNIT 8: Geometry

 8.2 Perpendicular Lines
Focus Use different methods to construct and
identify perpendicular line segments.

Identify perpendicular line

segments in these photos.
How could you check they
are perpendicular?

You may need a ruler, plastic triangle, protractor, and Mira.

Use any methods or tools. Draw a line segment on plain paper.
Draw a line segment perpendicular to the line segment.
Find as many ways to do this as you can using different tools.

Reflect & Share

Compare your methods with those of another pair of
classmates. How do you know the line segment you drew is
Recall that 2 lines intersect
perpendicular to the line segment?
if they meet or cross.
Which method is most accurate? Explain your choice.

Two line segments are perpendicular if they intersect at right angles.

Here are 5 strategies to draw a line segment perpendicular to a given line segment.
➤ Use a plastic right triangle.
Place the base of the triangle along the line segment.
Draw a line segment along the side
that is the height of the triangle.
➤ Use paper folding.
Fold the paper so that the line segment
coincides with itself. Open the paper.
The fold line is perpendicular to the line segment.

8.2 Perpendicular Lines 303

➤ Use a ruler and protractor.
Choose a point on the line segment.
Place the centre of the protractor on the point.
Align the base line of the protractor with
the line segment. Mark a point at 90°.
Join the 2 points to draw a line segment
perpendicular to the line segment.
➤ Use a Mira. Place the Mira so that the reflection
of the line segment coincides with itself
when you look in the Mira.
Draw a line segment along the edge of the Mira.
➤ Use a ruler and compass as shown below.

Example
Use a ruler and compass to draw a line segment
perpendicular to line segment AB.

A Solution
• Mark a point C on AB.
A C B

• Set the compass so the distance between

the compass and pencil points is
greater than one-half the length of CB.
D
Place the compass point on B.
Draw a circle that intersects AB.

• Do not change the distance between

A C B
the compass and pencil points.
Place the compass point on C.
Draw a circle to intersect the first circle
E
you drew.
Label the points D and E where the D

circles intersect.

• Draw a line through points D and E.

DE is perpendicular to AB. A C B

To check, measure the angles

to make sure each is 90°.
E

304 UNIT 8: Geometry

1. Which lines are perpendicular? How do you know?
a) b) c)

2. a) Draw line segment AB of length 6 cm.

Use a Mira to draw a line segment perpendicular to AB.
b) Draw line segment CD of length 8 cm. Mark a point on the segment.
Use paper folding to construct a line segment perpendicular to CD
that passes through the point.
How do you know that each line segment you drew is
perpendicular to the line segment?

3. Draw line segment EF of length 10 cm.

a) Use a ruler and protractor to draw a line segment perpendicular to EF.
b) Use a ruler and compass to draw a line segment perpendicular to EF.
c) Check that the line segments you drew are perpendicular to EF.

4. Make a list of where you see perpendicular line segments F

in the world around you. Sketch diagrams to illustrate your list. G J K A
E
H
5. Assessment Focus Your teacher will give you S
R M
B
a large copy of this diagram. N L
D P
Find as many pairs of perpendicular line segments as you can.
How do you know they are perpendicular?

6. Take It Further Draw line segment JK of length 10 cm. C

Use what you know about drawing perpendicular and
parallel line segments to construct a rectangle JKMN, where KM is 4 cm.
Explain how you can check you have drawn a rectangle.

Describe 4 different methods you can use to draw

a line perpendicular to a given line segment.
Which method do you prefer?
Which method is most accurate? Explain your choice.

8.2 Perpendicular Lines 305

 8.3 Constructing Perpendicular Bisectors
Focus Use a variety of methods to
construct perpendicular bisectors
of line segments.

Recall that a rhombus has all sides equal and opposite angles equal.

Each diagonal divides the rhombus

into 2 congruent isosceles triangles.
How do you know the triangles are isosceles?
How do you know the triangles are congruent?

You will investigate ways to cut line segments into 2 equal parts.

You may need rulers, protractors, tracing paper, plain paper,

and Miras.
Use any methods or tools.
Draw a line segment on plain paper.
Draw a line segment perpendicular to the line segment
that cuts the line segment in half.

Reflect & Share

Compare your results and methods with those of
another pair of classmates.
How could you use your method to cut your classmate’s
line segment in half?

When you draw a line to divide a line segment into two

equal parts, you bisect the segment. A B
The line you drew is a bisector of the segment.

When the bisector is drawn at right angles to the segment,

the line is the perpendicular bisector of the segment. C D

306 UNIT 8: Geometry

Here are 3 strategies to draw the perpendicular bisector of a given line segment.

➤ Use paper folding.

Fold the paper so that point A
lies on point B.
Crease along the fold. Open the paper.
The fold line is the perpendicular
bisector of AB.

➤ Use a Mira. Place the Mira so that the reflection

of point A lies on point B.
Draw a line segment along the edge of the Mira.

➤ Use a ruler. Place the ruler so that A is on one side

of the ruler and B is on the other.
Draw line segments along both edges of the ruler.
Repeat this step once more so that A and B are now
on opposite sides of the ruler.
Draw line segments along both edges of the ruler.
Label the points C and D where the line segments you drew intersect.
Join CD. CD is the perpendicular bisector of AB.

Recall that each diagonal of a rhombus is a line of symmetry.

The diagonals intersect at right angles.
The diagonals bisect each other.
So, each diagonal is the perpendicular bisector of
the other diagonal.

We can use these properties of a rhombus to construct

the perpendicular bisector of a line segment.
Think of the line segment as a diagonal of a rhombus.
As we construct the rhombus, we also construct the
perpendicular bisector of the segment.

8.3 Constructing Perpendicular Bisectors 307

 Example
Use a ruler and compass to draw the perpendicular bisector of any line segment AB.

A Solution
Use a ruler and compass.
A B
• Draw any line segment AB.
• Set the compass so the distance between the compass and
pencil points is greater than one-half the length of AB.

• Place the compass point on A.

Draw a circle.
Do not change the distance between the
A B
compass and pencil points.
Place the compass point on B.
Draw a circle to intersect the first circle you drew.

• Label the points C and D where the

circles intersect. C

Join the points to form rhombus ACBD.

Draw the diagonal CD.
A E B
The diagonals intersect at E.
CD is the perpendicular bisector of AB.
D
That is, AE
EB and ⬔AEC
⬔CEB
90°

To check that the perpendicular bisector Note that any point on the
perpendicular bisector of a line
has been drawn correctly, measure the
segment is the same distance from
two parts of the segment to check they are equal, the endpoints of the segment.
and measure the angles to check each is 90°. For example, AC
BC and AD
BD

Show all construction lines.

1. a) Draw line segment CD of length 8 cm.
Use paper folding to draw its perpendicular bisector.
b) Choose three different points on the bisector.
Measure the distance to each point from C and from D.
What do you notice?

308 UNIT 8: Geometry

2. a) Draw line segment EF of length 6 cm.
Use a Mira to draw its perpendicular bisector.
b) How do you know that you have drawn the perpendicular bisector of EF?

3. Draw line segment GH of length 4 cm.

Use a ruler to draw its perpendicular bisector.

4. a) Draw line segment AB of length 5 cm.

Use a ruler and compass to draw its perpendicular bisector.
b) Choose three different points on the bisector.
Measure the distance to each point from A and from B.
What do you notice? Explain.

5. Find out what happens if you try to draw the perpendicular bisector of a line
segment when the distance between the compass and pencil points is:
a) equal to one-half the length of the segment
b) less than one-half the length of the segment

6. Assessment Focus Draw line segment RS of length 7 cm.

Use what you know about perpendicular bisectors to construct rhombus RTSU.
How can you check that you have drawn a rhombus?

7. Look around you. Give examples of perpendicular bisectors.

8. Take It Further Draw a large 䉭PQR.

Construct the perpendicular bisector of each side. “Circum” is Latin for “around.”
Label point C where the bisectors meet. So, the circumcircle is the circle
that goes around a triangle.
Draw the circle with centre C and radius CP.

9. Take It Further The point at which the

a) How could you use the construction in question 8 to draw perpendicular bisectors
a circle through any 3 points that do not lie on a line? of the sides of a triangle
intersect is called the
b) Mark 3 points as far apart as possible. Draw a circle
circumcentre.
through the points. Describe your construction.

How many bisectors can a line segment have?

How many perpendicular bisectors can a line segment have?
Draw a diagram to illustrate each answer.

8.3 Constructing Perpendicular Bisectors 309

 8.4 Constructing Angle Bisectors
Focus Use a variety of methods to construct
bisectors of angles.

You will investigate ways to divide an angle into 2 equal parts.

Your teacher will give you a large copy of this picture.

You may need rulers, protractors, tracing paper,
plain paper, and Miras.
Use any methods or tools.
George wants to share this slice of pie equally
with a friend.
Show how he could divide the slice of pie into
2 equal parts.

Reflect & Share

Compare your results and methods with those of
another pair of classmates.
How could you use your classmates’ methods to divide
the slice of pie in half?

When you divide an angle into two equal parts, you bisect the angle.

Here are 3 strategies to draw the bisector of a given angle.

➤ Use paper folding.
Fold the paper so that XY lies along ZY.
Crease along the fold line.
Open the paper.
The fold line is the bisector of ⬔XYZ.

➤ Use a Mira. Place the Mira so that the reflection

of one arm of the angle lies along the other arm.
Draw a line segment along the edge of the Mira.
This line segment is the bisector of the angle.

310 UNIT 8: Geometry

➤ Use a plastic right triangle.
Place the triangle with one angle at B and one edge along BC.
Draw a line segment.
Place the triangle with the same angle at B and the same edge along AB.
Draw a line segment.
Label M where the line segments you drew intersect. BM is the bisector of ⬔ABC.

We can use the properties of a rhombus to construct the bisector of an angle.

Think of the angle as one angle of a rhombus.

Example
Draw obtuse ⬔B of measure 126°.
Use a ruler and a compass to bisect the angle.
Measure the angles to check.

A Solution
Use a ruler and protractor to draw ⬔B
126°. F
Use ⬔B as one angle of a rhombus.
With compass point on B, draw a circle that
B G
intersects one arm at F and the other arm at G. FB and BG are
2 sides of the
Do not change the distance between rhombus; FB
BG

the compass and pencil points.

F
Place the compass point on F.
H
Draw a circle.
Place the compass point on G. B G
Draw a circle to intersect the second
circle you drew.
Label the point H where the circles intersect.
FH and HG are the
F
Join FH and HG to form rhombus BFHG. H other 2 sides of
Draw a line through BH. the rhombus.

This line is the angle bisector of ⬔FBG. B G BH is a diagonal

That is, ⬔FBH
⬔HBG of the rhombus.

8.4 Constructing Angle Bisectors 311

 Use a protractor to check. Measure each angle.
⬔FBG
126°
⬔FBH
63° and ⬔GBH
63°
⬔FBH  ⬔GBH
63°  63°

126°

⬔FBG

To check that the bisector of an angle has been

drawn correctly, we can:
➤ Measure the two angles formed by the bisector.
They should be equal.
➤ Fold the angle so the bisector is the fold line.
The two arms should coincide.
➤ Place a Mira along the angle bisector.
The reflection image of one arm of the angle
should coincide with the other arm, and vice versa.

Show any construction lines.

A
1. Your teacher will give you a copy of this obtuse angle.
Use a Mira to bisect the angle.
Measure the two parts of the angle.
C
Are they equal? B

2. Your teacher will give you a copy of this acute angle. D

Use a plastic right triangle to bisect the angle.
Measure the two parts of the angle.
Are they equal?
F
E

3. Use a ruler and compass.

a) Draw acute ⬔PQR
50°. Bisect the angle.
b) Draw obtuse ⬔GEF
130°. Bisect the angle.

4. Draw a reflex angle of measure 270°.

a) How many different methods can you find to bisect this angle? A reflex angle is an
b) Describe each method. angle between 180°
Check that the bisector you draw using each method is correct. and 360°.

312 UNIT 8: Geometry

5. You have used Miras, triangles, and paper folding to bisect an angle.
What is the advantage of using a ruler and compass?

6. a) Draw line segment HJ of length 8 cm.

Draw the perpendicular bisector of HJ.
b) Bisect each right angle in part a.
c) How many angle bisectors did you need to draw in part b?
Explain why you needed this many bisectors.

R
7. Assessment Focus Your teacher will give you a large copy
of this isosceles triangle. Use a ruler and compass.
a) Bisect ⬔R.
b) Show that the bisector in part a S T

is the perpendicular bisector of ST.

c) Is the result in part b true for:
i) a different isosceles triangle?
ii) an equilateral triangle?
iii) a scalene triangle?
How could you find out? Show your work.

8. Describe examples of angle bisectors that you see in the environment.

9. Take It Further Your teacher will give you a copy of this triangle.
Cut it out.
C
Fold the triangle so BC and BA coincide. Open the triangle.
Fold it so AB and AC coincide. Open the triangle.
Fold it so AC and BC coincide. Open the triangle.
A B
a) Measure the angles each crease makes at each vertex.
What do you notice?
b) Label point K where the creases meet.
Draw a circle in the triangle that touches each side of 䉭ABC.
What do you notice?
c) What have you constructed by folding?

How many bisectors can an angle have?

Draw a diagram to illustrate your answer.

8.4 Constructing Angle Bisectors 313

 LESSON

8.1 1. a) Draw a line segment CD of 8.3 3. a) Draw line segment AB of length

length 9 cm. Draw a point F 10 cm. Use a ruler and compass
not on the line segment. to draw the perpendicular
Use a ruler and compass to bisector of AB.
construct a line segment parallel b) Draw line segment AB again.
to CD that passes through F. Use a different method to draw
b) Draw line segment CD again. the perpendicular bisector.
Use a different method to c) How can you check that you
construct a line segment parallel have drawn each bisector
to CD that passes through F. correctly?
c) Which method is more accurate?
Explain you choice. 4. a) Draw line segment AB of length
6 cm. AB is the base of a triangle.
8.2 2. Your teacher will give you a large b) Construct the perpendicular
copy of this picture. bisector of AB. Label point C
A B C
where the perpendicular
bisector intersects AB.
P D Mark a point D on the
N M
perpendicular bisector.
J L
Join AD and DB.
H E
c) What kind of triangle have you
G drawn? How do you know?
F
What does CD represent?

a) Identify as many parallel line 8.4 5. a) Draw obtuse ⬔PQR
140°.

segments as you can. Use a ruler and compass to
How do you know they are bisect ⬔PQR.
parallel? b) Draw acute ⬔CDE
50°.
b) Find as many perpendicular line Use a different method to
segments as you can. bisect ⬔CDE.
How do you know they are c) How can you check that you
perpendicular? have drawn each bisector
correctly?

314 UNIT 8: Geometry

 UNIT 10 TRANSFORMATIONAL GEOMETRY

Transformation is general term used for any translation, reflection or rotation of a point to a new position.
The new point is called the image of the original point.

A. TRANSLATION

A translation changes the position of the point by sliding

the point along a straight line (either vertical or horizontal) NOTES
to another position
We translate the point P(x; y) to point to P'(x + a; y + b)
by a translation of (a; b) where "a" is a horizontal move and
"b" is a vertical move.
We show the translation like this

(x; y) ® (x + a; y + b)

ii EXAMPLE 1: ii SOLUTION:
ii Let A (1;0) be the point on the coordinate plane. ii For better orientation look at the
coordinate graph

a) Find the image of the point after the translation of

3 units to the right

b) Find the image of the point after the translation of  

5 units to the left

c) Find the image of the point after the translation of

2 units up 

d) Find the image of the point after the translation of

4 units down a) Right means + for x-axis. So we have
to add 3 to x-coordinate. Ş A'(4;0)
b) Left means – for x-axis. So we have to
subtract 5 from x-coordinate. Ş A'(-4;0)
c) Up means + for y-axis. So we have to
add 2 to y-coordinate. Ş A'(1;2)
d) Down means – for y-axis. So we have to
subtract 4 from y-coordinate. Ş A'(1;-4)

140
4 > Unit 10 >
Unit 10 Transformations

ii EXAMPLE 2:
NOTES
ii The point A (2;3) is given.

a) Move the point 3 units down, 4 units to the right

b) Move the point 4 units to the right, and 3 units down

ii SOLUTION:
ii Again look at the coordinate graph

a) 3 units down means -3 from y-axis 4 units to the

right means +4 to x-axis
Ş A'(2 + 4; 3 – 3) = A'(6;0)
b) The answer will be same with previous because
we changing only the order of translation,
Ş A'(2 + 4; 3 – 3) = A'(6;0)

ii EXAMPLE 3:
NOTES
ii The point A’ (5;4) is the image of the point A after
moving the point A, 3 units to the right and 7 units
to the down. Find the coordinates of A?

ii SOLUTION:
ii We should go back to find the original point, so
ii 3 right ® 3 left
ii 7 down ® 7 up
ii Ş A(5 – 3; 4 + 7) = A(2;11)

Grade 8 > Mathematics Part • 2 > 141

 Unit 10
Transformations

i EXAMPLE 4:
NOTES
i Determine the rule of translation given as
P(1; –3) ® P'(– 2;5)

i SOLUTION:
i The horizontal change was 3 units to the left and the
vertical change was 8 units up, so we show this
translation:
(x; y) ® (x – 3; y + 8)
Or we may use the formula:

Dx = x2 – x1

Dy = y2 – y1

Dx or Dy stands for distance of translation So,

Dx = – 2 – 1 = – 3
Dy = 5 – –3 = 8
This means 3 units left and 8 units up.

NOTES NOTES

142
4 > Unit 10 >
 TASK-34
Assessment
1. Let A (3;2) be the point on the coordinate 3. The point B (-1;5) . Find the image of the
plane. point after

1.1 Find the image of the point after the 3.1 5 units down and 2 units to the right
translation of 5 units to the right translation

1.2 Find the image of the point after the 3.2 7 units up and 7 units to the right
translation of 2 units to the left translation

1.3 Find the image of the point after the 3.3 3 units to the left and 4 units up translation
translation of 4 units up

3.4 6 units to the right and 1 unit up

1.4 Find the image of the point after the translation
translation of 3 units down
© . Publications

4. Find the image of the point C (-7;-3) after

4.1 5 units down and 2 units to the right

2. The point A (4;-2) is given. translation

2.1 Move the point 5 units down and 3 units

to the right
4.2 7 units up and 7 units to the right
translation

2.2 Move the point 2 units to the right and 1

units down
4.3 3 units to the left and 4 units up translation

4.4 6 units to the right and 1 unit up

translation

Grade 8 > Mathematics Part • 2 > 143

 Unit 10
TASK-34 Assessment

5. The point A' (2;9) is the image of the point 9. Determine the rule of translation given
A after moving the point A, 2 units to the as P(1;0) ® P'(–2;2)
right and 6 units down. Find the
coordinates of A?

10. Determine the rule of translation given

as M(–3;1) ® M'(2;–1)

6. The point B' (-1;3) is the image of the

point B after the translation of 4 units to
the left and 7 units up. Find the
coordinates of B?

11. Determine the rule of translation given

as K(7;–8) ® K'(0;–3)
© ... Publications

7. The point C' (-10;-5) is the image of the

point C after the translation of 8 units to
the right and 1 unit up. Find the
coordinates of C?
12. Determine the rule of translation given
as P(–1;9) ® P'(–6;–2)

8. The point D' (5;-7) is the image of the

point D after moving the point D, 1 unit
13. Determine the rule of translation given
to the left and 12 units to the down. Find
as M(–10;5) ® M'(3;8)
the coordinates of D?

144
4 > Unit 10 >
Unit 10 Transformations

B. REFLECTION

A reflection about a line can be described by mirror image

of the point. NOTES

In the figure below P’ is the image of the point P after

reflection on the horizontal line.
The point and its reflection (image) have the same distance
from the line of reflection




Reflection about x-axis

NOTES
The reflection of P(x; y) about the x-axis (y=0) gives the
image P'(x;–y).

We write (x; y) ® (x; –y)







Grade 8 > Mathematics Part • 2 > 145

 Unit 10
Transformations

Reflection about y-axis

NOTES
The reflection of P(x; y) about the y-axis (x=0) gives the
image P'(–x;y).

We write (x; y) ® (–x; y)

 



EXAMPLE 1:
NOTES
Write the coordinates of the images in each case, after
reflecting the point about x-axis.
a) A (2;8)
b) B (-1;7)
c) C (5;-8)
d) D (-6;-3)
e) E (3;0)
f) F (0;-5)

EXAMPLE 2:
Reflect the given points on y-axis
a) A (3;5)
b) B (-5;2)
c) C (-1;-4)
d) D (9;-5)
e) E (0;-7)
f) F (1;0)

146
4 > Unit 10 >
Unit 10 Transformations

EXAMPLE 3:
NOTES
The point A is reflected about a line and gives the image A'.
In each case, determine the line of reflection. A diagram may
be useful.
a) A( 4 ; 3 ) and A'( 4 ; -3 )
b) A( 4 ; 3 ) and A'( -4 ; 3 )
c) A( 5 ; 0 ) and A'( -5 ; 0 )

EXAMPLE 4:
Write down the co-ordinates of the image when the following
points are reflected according to the given rules:
a)
(i) B(-8;3) : (x; y) ® (–x; y)
(ii) B(-8;3) : (x; y) ® (x;–y)
b) Describe the transformations in words.
(Identify the line of reflection)

NOTES NOTES

Grade 8 > Mathematics Part • 2 > 147

 Assessment TASK-35

1. In the sketch below, P is the point (4; 1). 3. In each of the following case, draw the
image of the point P(-3;2) according to
given transformations and describe the
 transformation in words.


State the types of transformation.
 i. P1 : (x; y) ® (x; –y)
ii. P2 : (x; y) ® (x - 2; –y)
iii. P3 : (x; y) ® (x; y – 3)
iv. P4 : (x; y) ® (–x; y)
Determine the co-ordinates of the image 
of P after each of the following 
transformations (each from the original 

point P). 

1.1 Reflection about the y-axis 

1.2 Reflection about the x-axis 
             
© ... Publications

1.3 Move 8 units to the left 


1.4 Move 3 units down 

1.5 Translation 2 units down and 3 units to 

the left
1.6 Translation 1 unit up and 1 unit to the
right

4. Give the rule and the type of

2. For each of the following, complete: transformation in each of the following:
(x; y) ® ________

2.1 Reflection about the x-axis 4.1

2.2 Reflection about the x-axis, followed by 

translation 3 units to the right 


2.3 Reflection about the y-axis


2.4 Reflection about the y-axis, followed by        

translation 3 units up



148
4 > Unit 10 >
Unit 10 Assessment TASK-35
5.2 Determine the coordinates of ABCD

4.2 




5.3 State the general rule for the coordinates
of any point representing the

  transformation of quadrilateral PQRS to

        quadrilateral ABCD.




5.4 Determine the coordinates of quadrilateral

WXYZ


4.3
 5.5 Describe TWO possible transformations
 of PQRS to WXYZ.



 

       



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6. The diagram below shows ΔPQR with its

transformation Δ P'Q'R'.
5. The diagram shows quadrilateral PQRS 
and its transformations ABCD and WXYZ.

 
   



 Q
    

 

  
 


6.1 Determine the coordinates of PQR



5.1 Determine the coordinates of PQRS 6.2 Determine the coordinates of P'Q'R'

6.3 Describe the transformation above.

Grade 8 > Mathematics Part • 2 > 149

 UNIT 7 DATA HANDLING

Data Handling is the study of quantitative information. Quantitative information is a numerical data that
can be measured directly. This type of information is number based.
i For Example: Heights of students in a class, scores of a maths test, results of a 100-m race.
In this section you will learn how to evaluate basic measures of data and make graphical representations
of the data and etc.

A. THE 3 M'S: MEAN, MEDIAN, MODE

The most often occurring value in a data set is called the mode.
Suppose the test scores were: 95, 80, 78, 91, 78, 98, 92, 80, 88, and 80. Since 3 of the values are 80, 80 is
the mode of the set. If there is more than one value, which has the same number of occurrences, and that
number of occurrences is the highest in the set, then the data has more than one mode.
The absolute middle value in a set of data is the median.
What happens in Nate's class of 10 people - does he take the 5th or 6th value? In this case, he takes the
mean value. The words "mean" and "average" will be used interchangeably in this text. He orders the class
from lowest to highest and selects the middle two values: 78, 78, 80, 80, 80, 88, 91, 92, 95, 98

Now he adds them together and divides by 2 (because he is averaging 2 numbers), resulting in 84 as the
Median number.
The mean of a data set is the sum of all the values divided by the number of values in the set. So he would
add the numbers and divide by 10 in this case:

78 + 78 + 80 + 80 + 80 + 88 + 91 + 92 + 95 + 98
= 86
10

The range of a set of data values is the difference between the largest and smallest values in the set. In our
test example, the range is 98 - 78 = 20. He can say that 20 points separate the top student and the student
with the least understanding.

i EXAMPLE:
i Find the 3M's (Mean, Median, Mode) and Range for the following set of data
(Hint: Re arrange the given data (numbers) in an ascending (increasing) order first):
5, 4, 6, 5, 7, 3, 5, 9,1, 2, 7, 3, 8, 5
i Answers:
Mean = 70/14 = 5, Median = 5, Mode = 5, Range=8.

Grade 9 > Mathematics Paper • 2 > 255

Unit 7 Data Handling

B. LOWER AND UPPER QUARTILES

To determine the spread of the data;

lower and upper quartiles should be determined. NOTES
Median separates our data into two equal parts:
lower half and upper half.
The median of the lower half is called the lower quartile and
the median of the upper half is called upper quartile.


In our test:
lower half upper half
588868887 588868887
78,78, 80 ,80,80, 88,91, 92 ,95,98
lower upper quartile quartile

IQR, Inter quartile range is the difference between first and

third quartiles.

C. FIVE-NUMBER SUMMARIES, BOX AND WHISKER DIAGRAMS

Q Five-number summaries consist of the following information in order:

i Minimum number (lowest)
i Lower Quartile Q1
i Median Q2
(minimum; Q1 ;Q2 ; Q3; maximum)
i Upper Quartile Q3
ii Maximum number (highest)
QQ If we go back to our test:
78, 78, 80 ,80, 80 88, 91, 92 ,95, 98
min=78 Q1 =80 Q3 =92 max=98
Median Q2 =84
Knowing five-number summaries allow us to draw box and whisker diagram and to see spread of data.
  
 

     

256 > Unit 7 > Data Handling

 Unit 7
Data Handling

D. STEM AND LEAF DIAGRAM

NOTES
Stem and Leaf diagram is another way of representing
data. After ordering data we can group it and draw a
diagram as follows:

7 88
8 0008
9 1258
Key 9 | 1 = 91

The key helps to understand diagram.

From top there are scores 78, 78 then 80, 80, 80, 88, and
91, 92, 95, 98 (our test scores).

E. GRAPHICAL REPRESENTATION OF DATA



Two other ways of representing data are histogram and

frequency polygon. Frequency means how many times a value

in a survey occurs.

Example: Scores on a math test 

Intervals Frequency (f)

40-49 2

50-59 3









6





5











60-69 5
When we join the middle-top points of the bars,
70-79 7
we get a frequency polygon
80-89 5

90-99 3

First column shows interval of marks and second column
shows number (frequency)of learners that is included in 
the survey. Histogram is way of representing frequencies 
by a bar graph.







5

6



















Grade 9 > Mathematics Paper • 2 > 257

Unit 7 Data Handling

F. OGIVE AND CUMULATIVE FREQUENCY

NOTES
Cumulative frequency is a total of frequencies “so far” in
a frequency table. Let’s use the previous example to draw
a cumulative frequency table.

Cumulative
Marks Frequency
Frequency
Less than 50 2 2
Less than 60 3 5
Less than 70 5 10
Less than 80 7 17
Less than 90 5 22
Less than 100 3 25
Ogive is the graph that represent cumulative frequencies.
The ogive of the data above is given as follows.
This graph can help us to find the median and quartiles of a
grouped data.


By starting at frequency 12,5 (50% ) , the median is 73,


) lower quartile (Q1) is 63

0 + 12.5 
By frequency 6,25(
2

And by 18,75 ( ) upper quartile (Q3) is 84
12,5 + 25
2 


     

G. SCATTER PLOT

Scatter plot is a type of graph in Cartesian plane containing 10

points (dots). It is used to find a relationship between
two variables.The scatter plot alongside contains 11 points 
each represents Maths and Biology scores of 11 students 60
in a class. We see that if the Maths scores increase, the
Biology scores decrease (in general). So this shows that 40
there is a negative correlation between the Maths and 20
Biology scores in this group of learners. One student got
good scores in both subjects. He / she is called an outliner 
1 20 30 40 50 60 70 80 90 100
of the plot.
 
258 > Unit 7 > Data Handling
 Assessment TASK-1

1. For the following data, find the 3 M’s and 2. In a country the number of marriages
range. registered over a 10 year period were as
follows:
1.1 6, 8, 11, 15, 24, 38 Year Number of marriages
1 40650
2 40812
3 41300
4 41450
5 39594
6 40734
1.2 11, -6, -2, 16, 9, -8, 17, 19
7 39993
8 38814
9 37828

10 35716

Using the information from the above

table, find
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2.1 the range.

2.2 the median.
1.3 6.4, 3.8, 5.9, 4.7, 5.3, 7.1, 3.2
2.3 the upper and lower quartiles.
2.4 the inter-quartile range.
2.5 the five-number summary.

Grade 9 > Mathematics Paper • 2 > 259

 Assessment TASK-2

1. Listed below are the maximum daily 2. The following table gives the number of
temperatures (in degrees Celsius) from industrial disputes over a ten year period;
June 21 to July 3: Year Number of industrial disputes
29.3, 29.1, 28.2, 19.1, 18.8, 22.4, 18.4, 17.0, 1 266
20.2, 25.0, 25.8, 24.1, 22.1 2 231
3 223
4 262
5 260
1.1 Find the range. 6 230
7 191
8 182
1.2 Calculate the inter quartile range.
9 165
10 153
1.3 Calculate the five-number summary. 2.1 Find the range.
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1.4 Draw a box and whisker plot for this

data.

2.2 Calculate the inter-quartile range.

2.3 Calculate the five-number summary.

2.4 Draw a box and whisker plot for this

data.

260 > Unit 7 > Data Handling

 Assessment TASK-3

1. The number of cricket games attended 2. Table of goals scored in one season:
by 50 season ticket-holders were: Club Goals
15, 10, 17, 11, 15, 12, 13, 16, 12, 14, 14, Manchester United 91
16, 15, 18, 11, 16, 13, 17, 12,
Real Madrid 87
16, 18, 15, 17, 15, 19, 13, 14, 17, 16, 15,
AC Milan 73
12, 11, 17, 16, 15, 10, 14, 15,
13, 16, 18, 15, 17, 11, 14, 17, 15, 14, 13, 16 Galatasaray FC 81
1.1 Rearrange the data in an ascending order. CSKA Moscow 58
Bayern Munich 85
FC Porto 85

2.1 Find the 3 M’s of data

1.2 Calculate the mean, median and mode. 

2.2 Find the range.

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2.3 Find lower and upper quartiles

1.3 Determine the range and the quartiles.

2.4 Draw Box and Whisker Diagram of the data

1.4 Complete the table below and represent
the data by using a histogram.
Number of games Frequency
2.5 Draw a histogram in order from the
10 – 11
highest to the lowest
12 – 13
14 – 15
16 – 17
18 – 19

Grade 9 > Mathematics Paper • 2 > 261

 Assessment TASK-4

1. The masses of a group of students were 3. A group of workers were asked their wages.
recorded as shown below. The table below indicates the response:
Mass (kg) Frequency Wage Cumulative
Frequency
30 – 39 31 (R1000) Freq
40 – 49 27 10 – 12 14
50 – 59 13 12 – 14 18
60 – 69 18 14 – 16 27
70 – 79 21 16 – 18 10
1.1 Draw a histogram of the data. 18 – 20 4

1.2 Draw a frequency polygon of data. 3.1 Complete cumulative frequency table.
3.2 Draw the ogive diagram on the given
axes and estimate the median wage.





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2. A group of workers were asked their

wages. The table below indicates the

response:

Wage (R) Frequency 
10000 – 11999 14           

12000 – 13999 18
14000 – 15999 27
16000 – 17999 10
18000 – 19999 4
2.1 Represent the data in the form of a
histogram.
2.2 Draw a frequency polygon of the data.

262 > Unit 7 > Data Handling

 Assessment TASK-5

1. 160 teenagers have cellular phones that 2. The masses

 of a group of students were
were purchased as a pay-as-you-go package: recorded as shown below.
Number of Cumilative Cumulative
Amount (rands) Mass (kg) Frequency
teenagers Frequency freq
0 to less than 20 19 30 – 39 3
20 to less than 40 46 40 – 49 7
40 to less than 60 54 50 – 59 14
60 to less than 80 30 60 – 69 20
80 to less than 100 8 70 – 79 8
100 to less than 120 3
2.1 Complete the cumulative frequency
1.1 C omplete the cumulative frequency table.
table.

2.2 Draw the ogive diagram and estimate

the median, upper and lower quartile
1.2 Draw an ogive for the data.
masses.

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6

12

8

 


 2 4  8 10 12

     

1.3 Find the value of median and quartiles.

Grade 9 > Mathematics Paper • 2 > 263