Topic 1 Tools of Geometry

TOPIC OVERVIEW VOCABULARY

1-1 Points, Lines, and Planes English/Spanish Vocabulary Audio Online:

1-2 Measuring Segments
1-3 Measuring Angles
1-4 Exploring Angle Pairs
1-5 Basic Constructions
English Spanish
angle bisector, p. 22 bisectriz de un ángulo
collinear points, p. 4 puntos colineales
congruent segments, p. 10 segmentos congruentes
construction, p. 27 construcción
linear pair, p. 22 par lineal
measure of an angle, p. 16 medida de un ángulo
perpendicular bisector, p. 27 mediatriz
postulate, p. 4 postulado
point, p. 4 punto
ray, p. 5 semirrecta
segment bisector, p. 11 bisectriz de un segmento
vertical angles, p. 22 ángulos opuestos por el vértice

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2 Topic 1  Tools of Geometry

 The Mystery
Spokes

3--Act Math
Some photos are taken in
such a way that it’s difficult to
determine exactly what the
picture shows. Sometimes it’s
because the photo is a close-up
of part of an object, and you
do not see the entire object.
Other times, it might be because
the photographer used special
effects when taking the photo.

You can often use clues from

the photo to determine what is
in the photo and also what the
rest of the object might look like.
What clues would you look for?
Think about this as you watch
this 3-Act Math video.

Scan page to see a video

for this 3-Act Math Task.

If You Need Help . . .

Vocabulary Online
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terms in both English and
Spanish. All of the terms have
audio support.
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PearsonTEXAS.com  3
 1-1  Points, Lines, and Planes
TEKS FOCUS
TEKS (4)(A) Distinguish
between undefined terms,
definitions, postulates,
conjectures, and theorems.
TEKS (1)(D) Communicate
mathematical ideas,
reasoning, and their
implications using multiple
representations, including
symbols, diagrams, graphs,
and language as appropriate.
Additional TEKS (1)(F)
VOCABULARY
• Axiom – See postulate.
• Collinear points – Collinear points lie on
the same line.
• Coplanar – Coplanar points and lines lie in
the same plane.
• Intersection – The intersection of two or
more geometric figures is the set of points
the figures have in common.
• Line – A line is represented by a straight
path that extends in two opposite directions
without end and has no thickness. A line
contains infinitely many points.
• Opposite rays – Opposite rays are two
rays that share the same endpoint and
form a line.
• Plane – A plane is represented by a flat
surface that extends without end and has
no thickness. A plane contains infinitely
many lines.
• Point – A point indicates a location and
has no size.
• Postulate – A postulate, or axiom, is an
accepted statement of fact.
• Ray – A ray is part of a line that consists of
one endpoint and all points of the line on
one side of the endpoint.
• Segment – A segment is part of a line that
consists of two endpoints and all points
between them.
• Space – Space is the set of all points in
three dimensions.
• Implication – a conclusion that follows
from previously stated ideas or reasoning
without being explicitly stated
• Representation – a way to display or
describe information. You can use a
representation to present mathematical
ideas and data.

ESSENTIAL UNDERSTANDING
Geometry is a mathematical system built on accepted facts, basic terms, and definitions.

Key Concept  Undefined Terms

Term Description
A point indicates a location and has
no size.
A line is represented by a straight path
that extends in two opposite directions
without end and has no thickness. A
line contains infinitely many points.
A plane is represented by a flat
surface that extends without end
and has no thickness. A plane
contains infinitely many lines.
How to Name It Diagram
You can represent a point by a dot and A
name it by a capital letter, such as A.
You can name a line by any< two > 
points on the<line,
> such as AB (read
“line AB”) or BA , or by a single B
lowercase letter, such as line /. A hsm11gmse_0102_t00699.ai
You can name a plane by a capital
A P
letter, such as plane P, or by at least B
three points in the plane that do not all C
lie on the same line, such as plane ABC. hsm11gmse_0102_t00700.ai

4 Lesson 1-1  Points, Lines, and Planes

hsm11gmse_0102_t00701.ai
 Key Concept  Defined Terms
Definition
A segment is part of a line that
consists of two endpoints and all
points between them.
A ray is part of a line that consists
of one endpoint and all the points
of the line on one side of the
endpoint.
Opposite rays are two rays that
share the same endpoint and form
a line.
How to Name It Diagram
You can name a segment by A B
its two endpoints, such as AB
(read “segment AB”) or BA.
You can name a ray by its endpoint A B
>
and another point on the ray, such
hsm11gmse_0102_t007
as AB (read “ray AB”). The order of
points indicates the ray’s direction.
You can name opposite rays by their A C B
hsm11gmse_0102_t00704
shared endpoint and any> other point
>
on each ray, such as CA and CB .

hsm11gmse_0102_t00705.a
Postulate 1-1
Through any two points there is exactly one line.

t
B
A
Line t passes through points A and B. Line t is the only line that passes
through both points.

Postulate 1-2
hsm11gmse_0102_t00707.ai
If two distinct lines intersect, then they intersect in exactly one point. A B
< > < >
AE and DB intersect in point C. C
D E

Postulate 1-3
If two distinct planes intersect, then they intersect in exactly one line.
< > hsm11gmse_0102_t00709.ai
Plane RST and plane WST intersect in ST . R
T W
S

Postulate 1-4
Through any three noncollinear points there is exactly one plane. R
S
hsm11gmse_0102_t00710.ai
Points Q, R, and S are noncollinear. Plane P is the
only plane that contains them. P Q

PearsonTEXAS.com  5

hsm11gmse_0102_t00714.ai
 Problem 1
Naming Points, Lines, and Planes
< > T
Why can figures have A   What are two other ways to name QT ?
more than one name? < > < > R Q
Two other ways to name QT are TQ and line m. S 
Lines and planes are
made up of many points. P V
B   What are two other ways to name plane P?
You can choose any
N
two points on a line Two other ways to name plane P are plane RQV and plane RSV. m
and any three or more
noncollinear points in a C  What are the names of three collinear points? What are the
plane for the name. names of four coplanar points?
Points R, Q, and S are collinear. Points R, Q, S, and V are coplanar.
hsm11gmse_0102_t00702.ai
Problem 2 TEKS Process Standard (1)(D)

Naming Segments and Rays

How do you make
A   What are the names of the segments in the figure at the right?
sure you name all
F
the rays? The three segments are DE or ED, EF or FE, and DF or FD. E
Each point on the line is D
an endpoint for a ray. At B   What are the names of the rays in the figure?
each point, follow the > > > > > >
line both left and right The four rays are DE or DF , ED , EF , and FD or FE .
to see if you can find a C   Which of the rays in part (B) are opposite rays?
second point to name > > hsm11gmse_0102_t00706.ai
the ray. The opposite rays are ED and EF .

Problem 3

Distinguishing Between Undefined Terms and Definitions

Which term below is undefined and which term has a definition? Write the
definition of the defined term.
point ray
Point is an undefined term, whereas ray has a definition. A ray is part of a line that
consists of one endpoint and all of the points of the line on one side of the endpoint.

Problem 4 TEKS Process Standard (1)(F)

Finding the Intersection of Two Planes D C

Each surface of the box at the right represents part of a plane. A B
What is the intersection of plane ADC and plane BFG? H G
E F
Plane ADC and The intersection of Find the points that the
plane BFG the two planes planes have in common.

continued on next page ▶

hsm11gmse_0102_t00711.ai

6 Lesson 1-1  Points, Lines, and Planes

 Problem 4 continued

D C D
Is the intersection a Focus on plane ADC and C You can see that both
segment? A B plane BFG to see where A B
H planes contain point B
No. The intersection of G they intersect. H G and point C.
the sides of the box is
a segment, but planes E F E F
continue without end. < >
The intersection is a line. The planes intersect in BC .

Problem 5
hsm11gmse_0102_t00712.ai hsm11gmse_0102_t00713.ai
Using Postulate 1-4
Use the figure at the right. M L
How can you find the
plane? A   What plane contains points N, P, and Q? Shade the plane. J
R K
Try to draw all the lines Q
that contain two of the M L
N P
three given points. You J The plane on the bottom of the figure
R K
will begin to see a plane Q contains points N, P, and Q.
form.
N P

B   What plane contains points J, M, and Q? Shade the plane. hsm11gmse_0102_t00715.ai

M L
hsm11gmse_0102_t00716.ai
J
K The plane that passes at a slant through
Q the figure contains points J, M, and Q.

N P

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO hsm11gmse_0102_t00717.ai
Use the figure at the right for Exercises 1–3. m

1.
What are two other ways to name plane C? E B
n F
For additional support when 2.
Name three collinear points.
completing your homework,
C G
go to PearsonTEXAS.com. 3.
Name four coplanar points.

Use Multiple Representations to Communicate Mathematical

Ideas (1)(D)  Use the figure at the right for Exercises 4 and 5.
4.
Name the segments in the figure.
5.
Name the rays in the figure. hsm11gmse_0102_t00719.ai
R S
T W

hsm11gmse_0102_t00720.ai
PearsonTEXAS.com  7
 Use the figure at the right for Exercises 6–15. X W
Name the intersection of each pair of planes. U V
6.
planes QRS and RSW 7. planes UXV and WVS
Name two planes that intersect in the given line. T S
< > < > < > < >
8.
QU 9.
TS 10.
XT 11.
VW Q R
Copy the figure. Shade the plane that contains the given points.
12. R, V, W 13.
U, V, W 14.
U, X, S 15.
T, U, V

Postulate 1-4 states that any three noncollinear points lie in hsm11gmse_0102_t00721.ai
exactly one plane. Find the plane that contains the first three
points listed. Then determine whether the fourth point is in that Z
plane. Write coplanar or noncoplanar to describe the points. S Y U
16. Z, S, Y, C 17. S, V, C, Y V X

18. Display Mathematical< Ideas

> < (1)(G) 
> <Draw
> a figure with points B, C, D, C
E, F, and G that shows CD , BG , and EF , with one of the points on all
three lines.
19. Your friend drew the diagram at the right to prove to you that
two planes can intersect in exactly one point. Describe your
friend’s error. hsm11gmse_0102_t00722.ai
20. Which term below is undefined and which term has a definition?
Write the definition of the defined term.
line       opposite rays
21. Analyze Mathematical Relationships (1)(F)  If one ray contains
another ray, are they the same ray? Explain.
For Exercises 22–25, determine whether each statement is always,
sometimes, or never true. hsm11gmse_0102_t00723.ai
< > < >
22. TQ and QT are the same line. 23. Two intersecting lines are coplanar.
> >
24. JK and JL are the same ray. 25. Four points are coplanar.

26. Use the diagram at the right. How many planes contain both the line P Q
and the point?
< > < >
a. FG and point P b. EP and point G
c. Explain Mathematical Ideas (1)(G)  What do you think is true of G
H
a line and a point not on the line? Explain. E F

hsm11gmse_0102_t00724.ai

8 Lesson 1-1  Points, Lines, and Planes

 STEM 27. Apply Mathematics (1)(A)  A cell phone A
tower at point A receives a cell phone signal
from the southeast. A cell phone tower at
point B receives a signal from the same cell SE
phone from due west. Trace the diagram
at the right and find the location of the cell
phone. Describe how Postulates 1-1 and
1-2 help you locate the phone.
28. You can represent the hands on a clock at
6:00 as opposite rays. Estimate the other
11 times on a clock that you can represent as B
opposite rays. W

29. Apply Mathematics (1)(A)  What are some basic words in English HSM11GMSE_0102_a00319
that are difficult to define? 2nd pass 01-02-09
Durke
30. a. Explain Mathematical Ideas (1)(G)  Suppose two points are in plane P.
Explain why the line containing the points is also in plane P.
b. Use Representations to Communicate Mathematical Ideas (1)(E) 
Suppose two lines intersect. How many planes do you think contain A C
both lines? Use the diagram at the right and your answer to part (a) to B
explain your answer.
Display Mathematical Ideas (1)(G)  Graph the points and state whether
they are collinear.
31. (1, 1), (4, 4), ( -3, -3) 32. (2, 4), (4, 6), (0, 2) hsm11gmse_0102_t00725.ai
33. (0, 0), ( -5, 1), (6, -2)
Use a Problem-Solving Model (1)(B)  Suppose you pick points at
random from A, B, C, and D shown at the right. Find the probability D
that the number of points given meets the condition stated.
34. 2 points, collinear 35. 3 points, collinear A B C

TEXAS Test Practice

hsm11gmse_0102_t00726.ai
36. Which geometric term is undefined?
A. segment B. collinear C. ray D. plane
37. You want to cut a block of cheese into four pieces. What is the least number
of cuts you need to make?
F. 2 G. 3 H. 4 J. 5 A

38. The figure at the right is called a tetrahedron.

a. Name all the planes that form the surfaces of the tetrahedron.
D
b. Name all the lines that intersect at D. B

PearsonTEXAS.com  9
hsm11gmse_0102_t00732.ai
 1-2  Measuring Segments
TEKS FOCUS
TEKS (2)(A)  Determine the coordinates
of a point that is a given fractional
distance less than one from one end of
a line segment to the other in one- and
two-dimensional coordinate systems,
including finding the midpoint.
TEKS (1)(D) Communicate
mathematical ideas, reasoning, and
their implications using multiple
representations, including symbols,
diagrams, graphs, and language as
appropriate.
Additional TEKS (1)(F), (1)(G)
VOCABULARY
• Congruent segments – Two
segments are congruent (≅)
segments if they have the same
length.
• Coordinate – The coordinate of
a point is the real number that
corresponds to a point.
• Distance – The distance between
two points is the absolute value of
the difference of their coordinates.
• Midpoint – The midpoint of a
segment is a point that divides
the segment into two congruent
segments.
• Segment bisector – A segment
bisector is a point, a line, a
ray, or another segment that
intersects a segment at its
midpoint (or bisects it).
• Implication – a conclusion that
follows from previously stated
ideas or reasoning without being
explicitly stated
• Representation – a way to display
or describe information. You can
use a representation to present
mathematical ideas and data.

ESSENTIAL UNDERSTANDING
You can use number operations to find and compare the lengths of segments.

Postulate 1-5  Ruler Postulate

Every point on a line can be paired with a real number. This A B
makes a one-to-one correspondence between the points on
the line and the real numbers.
The real number that corresponds to a point is called the a b
coordinate of the point.
coordinate of A coordinate of B

Postulate 1-6  Segment Addition Postulate

hsm11gmse_0103_t00738.ai
If three points A, B, and C are collinear and B is between A and C, then AB + BC = AC.
AB BC

A B C
AC

hsm11gmse_0103_t00742.ai
10 Lesson 1-2  Measuring Segments
 Key Concept  Midpoint and Segment Bisector
The midpoint of a segment is a point that divides the segment into two congruent
segments. A point, line, ray, or other segment that intersects a segment at its midpoint is
said to bisect the segment. That point, line, ray, or segment is called a segment bisector.

B is the midpoint  is a segment

of AC. 
bisector of AC.

A B C

hsm11gmse_0103_t00749.ai
Key Concept  Midpoint Formula on a Number Line
Description Formula Diagram
The coordinate of the midpoint The coordinate of the A M B
is the average or mean of the midpoint M of AB is a +2 b . a ab b
coordinates of the endpoints. 2

Problem 1
What are you trying
to find?
ST represents the length
of ST , so you are trying
to find the distance
between points S and T.
hsm11gmse_0107_t00958.ai
Measuring Segment Lengths
What is ST ?
S T U V
6 4 2 0 2 4 6 8 10 12 14 16
The distance between points S and T is the absolute value of the difference of their
coordinates, or |s - t|. This value is also called ST, or the length of ST .
hsm11gmse_0103_t00741.ai
The coordinate of S is -4. Ruler Postulate
The coordinate of T is 8. Ruler Postulate
ST = 0 -4 - 8 0 Definition of distance
= 0 -12 0 Subtract.
= 12 Find the absolute value.

PearsonTEXAS.com  11
 Problem 2 TEKS Process Standard (1)(D)

Using the Segment Addition Postulate

Algebra If EG = 59, what are EF and FG? 8x  14 4x  1
E F G

EG = 59 EF and FG Use the Segment Addition Postulate to

EF = 8x - 14 write an equation.
FG = 4x + 1
hsm11gmse_0103_t00743.ai
EF + FG = EG Segment Addition Postulate
(8x - 14) + (4x + 1) = 59 Substitute.
12x - 13 = 59 Combine like terms.
12x = 72 Add 13 to each side.
x=6 Divide each side by 12.
Use the value of x to find EF and FG.
EF = 8x - 14 = 8(6) - 14 = 48 - 14 = 34
Substitute 6 for x.
FG = 4x + 1 = 4(6) + 1 = 24 + 1 = 25

Problem 3 TEKS Process Standard (1)(F)

Comparing Segment Lengths

How do you know
Are AC and BD congruent?
if segments are
congruent? A B C D E
Congruent segments
have the same length. So 6 4 2 0 2 4 6 8 10 12 14 16
find and compare the
lengths of AC and BD. AC = 0 -2 - 5 0 = 0 -7 0 = 7
Definition of distance
BD = 0 3 - 10 0 = 0 -7 0 = 7
hsm11gmse_0103_t00747.ai
Yes. AC = BD, so AC ≅ BD.

Problem 4

Finding the Midpoint

Will the midpoint be AB has endpoints at −4 and 9. What is the A B
positive or negative? coordinate of its midpoint?
8 6 4 2 0 2 4 6 8 10 12
Since the positive number
has a greater absolute Let a = - 4 and b = 9.
value, the midpoint of a + b -4 + 9 5
  M= 2 = 2 = 2 = 2.5
- 4 and 9 will be positive.
The coordinate of the midpoint of AB is 2.5.
hsm11gmse_0107_t00960.ai

12 Lesson 1-2  Measuring Segments

 Problem 5

Using the Midpoint

How can you use Algebra  Q is the midpoint of PR. What are PQ, QR, and PR?
algebra to solve the
6x  7 5x  1
problem?
The lengths of the P Q R
congruent segments
are given as algebraic Step 1 Find x.
expressions. You can set
the expressions equal to PQ = QR Definition of midpoint
each other. 6x - 7 = 5x +hsm11gmse_0103_t00762.ai
1 Substitute.
x-7=1 Subtract 5x from each side.
x=8 Add 7 to each side.
Step 2 Find PQ and QR.
PQ = 6x - 7 QR = 5x + 1
= 6(8) - 7
Substitute 8 for x. = 5(8) + 1
= 41
= 41
Simplify.
Step 3 Find PR.
PR = PQ + QR Segment Addition Postulate
= 41 + 41 Substitute.
= 82 Simplify.
PQ and QR are both 41. PR is 82.

Problem 6

Determining the Coordinate of a Point on a Line Segment

In AB, point C is 23 the distance from point A to point B.
What is the coordinate of point C?
A C B
0 6 15

AB = 0 15 - 6 0 = 9 Find AB.
  23 # 9 = 6 Find 23 AB.
To which coordinate 2
do you add or
  6 + 6 = 12 Add 3 AB to the coordinate of point A.
subtract?
Use the point you are Add, because the starting coordinate
starting from, which is is less than the ending coordinate.
point  A.
The coordinate of point C is 12.

PearsonTEXAS.com  13
 NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Find the length of each segment. A B C D E

For additional support when
completing your homework,
go to PearsonTEXAS.com.
1.
AB 2. BD 8 6 1 3 7
Use the figure at the right for Exercises 3 and 4.
If RS = 15 and ST = 9, then RT = ■.
3.
If ST = 15 and RT = 40, then RS = ■.
4. R S T
hsm11gmse_0103_t00820.ai
Apply Mathematics (1)(A)  The numbers labeled on the map of Florida are mile
5.
markers. Assume that Route 10 between Quincy and Jacksonville is straight.
Quincy Monticello hsm11gmse_0103_t00821.ai 95

199 Madison
181
225
10
Jacksonville
Tallahassee 251 283 Macclenny
303 10
357
Live Oak 335
Lake City
95

Suppose you drive at an average speed of 55 mi/h. How long will it take
to get from Live Oak to Jacksonville? HSM11GMSE_0103_a00326
2nd pass 01-05-09
On a number line, A is at - 2 and B is at 4. What is the coordinate
6. of C, which is
Durke
2
3 of the way from A to B?
Analyze Mathematical Relationships (1)(F)  A is the midpoint of XY .
7.
a. Find XA. 3x 5x  6
b. Find AY and XY. X A Y
< >
Suppose point E has a coordinate of 3 on EG and EG = 5. What are the possible
8.
coordinates of point G?
Use the diagram at the right for Exercises 9 and 10. A B
hsm11gmse_0103_t00822
If AD = 12 and AC = 4y - 36, find the value of y.
9.
D
Then find AC and DC. E C
10. If ED = x + 4 and DB = 3x - 8, find ED, DB, and EB.
11. Explain Mathematical Ideas (1)(G)  Suppose you know PQ and QR.
Can you use the Segment Addition Postulate to find PR? Explain.
12. Use Multiple Representations to Communicate 4x  3
hsm11gmse_0103_t00825
Mathematical Ideas (1)(D)  Use the diagram at the right. 2x  3
a. What algebraic expression represents GK? x
b. If GK = 30, what are GH and JK?
G H J K
Determine the coordinate of the midpoint of the segment
with the given endpoints.
13. 2 and 4 14. -9 and 6 15. 2 and -5
hsm11gmse_0103_t00826

14 Lesson 1-2  Measuring Segments

 16. C is the midpoint of AB, D is the midpoint of AC, E is the midpoint of AD,
F is the midpoint of ED, G is the midpoint of EF , and H is the midpoint of DB.
If DC = 16, what is GH?
Connect Mathematical Ideas (1)(F)  Use the number line below for Exercises 17–20.
Tell whether the segments are congruent.
L M N P Q
10 5 0 5 10 15

17. LN and MQ 18.

MP and NQ 19.
MN and PQ 20.
LP and MQ

21. A driver reads the highway sign and says, “It’s 145 miles from
hsm11gmse_0103_t00769.ai
Mitchell to Watertown.” What error did the driver make? Explain.

Analyze Mathematical Relationships (1)(F)  For Exercises 22–24,

3
determine the coordinate of the point that is 5 the distance from the
first point given to the second point given.
22. Point A has coordinate 3; point B has coordinate 5.
23. Point Y has coordinate 11; point X has coordinate -4.
24. Point N has coordinate 12 ; point P has coordinate 0.

25. A bowling alley is 5 miles from your house on a straight road. The supermarket is
on the same road, 13 of the way from your house to the bowling alley. If you draw
a number line and put your house at coordinate 0, what is the coordinate of the
supermarket?

TEXAS Test Practice

26. Which statement is true based on the diagram?

A B C D E
7 3 2 4 8
    
A. BC ≅ CE C. AC + BD = AD
B. BD 6 CD D. AC + CD = AD
hsm11gmse_0103_t00847
27. Points X, Y, and Z are collinear, and Y is between X and Z. Which statement must
be true?
XY = YZ
F. H. XY + XZ = YZ
G. XZ - XY = YZ J. XZ = XY - YZ E D
C
B
28. Name four points that are collinear in the figure A
F
at the right.

PearsonTEXAS.com  15

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 1-3  Measuring Angles
TEKS FOCUS
Foundational To TEKS (6)(A) Verify
theorems about angles formed by the
intersection of lines and line segments,
including vertical angles, and angles
formed by parallel lines cut by a transversal
and prove equidistance between the
endpoints of a segment and points on its
perpendicular bisector and apply these
relationships to solve problems.
TEKS (1)(D)  Communicate mathematical
ideas, reasoning, and their implications
using multiple representations, including
symbols, diagrams, graphs, and language as
appropriate.
Additional TEKS (1)(C)
ESSENTIAL UNDERSTANDING
You can use number operations to find and compare the measures of angles.
Key Concept  Angle
Definition
An angle is formed by two rays
with the same endpoint.
The rays are the sides of the
angle. The endpoint is the vertex
of the angle.
16 Lesson 1-3  Measuring Angles
VOCABULARY
• Acute angle – An acute angle is an • Sides of an angle – The sides of an
angle whose measure is between
0 and 90.
• Angle – An angle is formed by two
rays with the same endpoint.
• Congruent angles – Congruent
angles are angles with the same
measure. If m∠A = m∠B, then
∠A ≅ ∠B.
• Measure of an angle – The
measure of an angle is the
absolute value of the difference of
the real numbers paired with the
sides of the angle.
• Obtuse angle – An obtuse angle
is an angle whose measure is
between 90 and 180.
• Right angle – A right angle is an
angle whose measure is 90.
How to Name It
You can name an angle by
• its vertex, ∠A
• a point on each ray and the
vertex, ∠BAC or ∠CAB
• a number, ∠1
angle are the rays of the angle.
• Straight angle – A straight angle is
an angle whose measure is 180.
• Vertex of an angle – The vertex
of an angle is the common
endpoint of the two rays that
form the angle.
• Implication – a conclusion that
follows from previously stated
ideas or reasoning without being
explicitly stated
• Representation – a way to display
or describe information. You can
use a representation to present
mathematical ideas and data.
Diagram
B
1
A
C
>
> of the angle are AB
The sides
and AC .
The vertex is A.
hsm11gmse_0104_t00828.ai
 Postulate 1-7  Protractor Postulate
> > >
Consider OB and a point A on one side of OB . Every ray of the form OA can be
paired one to one with a real number from 0 to 180.

A 70
80 90 100 11
90 80 0 1
60 110 100 70 20
0 60 13
50 12 50
0
0
13

14 0 3
0 1 40

0
40

15
60 30

0 1 0 10 0
15

0
20

60
2
180 170 1

170 180
0 10
O
inches 1 2 3 4 5 6
B

Key Concept  Types of Angles

hsm11gmse_0104_t00832.ai
Consider the diagram below. The measure of ∠COD
> is>the absolute value
> of the
>
difference of the real numbers paired with OC and OD . That is, if  OC corresponds
with c, and OD corresponds with d, then m∠COD = 0 c - d 0 .

80 90 100 11
70 90 80
0 1
60 110 100 20
C 5 0 1 2 0
70
60 13
0
0 50
13

14 0 3
0 1 40

0
40

4
c

15
60 30

0 1 0 10 0
15

0
d
20

60
2
180 170 1

170 180
0 10

O
inches 1 2 3 4 5 6

acute angle right angle obtuse angle straight angle

hsm11gmse_0104_t00870.ai
x x
x x
0  x  90 x  90 90  x  180 x  180

Postulate 1-8  Angle Addition Postulate

hsm11gmse_0104_t00872.ai
hsm11gmse_0104_t00871.ai hsm11gsme_0104_t00874.ai
hsm11gsme_0104_t00873.ai
If point B is in the interior of ∠AOC, then m∠AOB + m∠BOC = m∠AOC.

A B

O C

hsm11gsme_0104_t00877.ai

PearsonTEXAS.com  17
 Problem 1
Naming Angles
J K
What
> rays> form j1? What are two other names for j1?
1 2
MJ and MK form ∠1. L
∠JMK and ∠KMJ are also names for ∠1.
M

Problem 2 TEKS Process Standard (1)(C)

Measuring and Classifying Angles

hsm11gmse_0104_t00830.ai
What are the measures of jLKN , jJKL, and jJKN ? Classify each angle
as acute, right, obtuse, or straight.

J
80 90 100 11
70 90 80 0 1
60 110 100 20
L 5 0 1 2 0
70
60 13
0
M
0 50
13

14 0 3
0 1 40

0
40

15
60 30

0
15

0
160
20

20
180 170 1

170 180
0 10

10 0
H inches
1 2 K 3 4 5 6
N

Do the classifications
make sense?
Yes. In each case, the
classification agrees
with what you see in the
diagram.
Use the definition of the measure of an angle to calculate each measure.
m∠LKN = 0 145 - 0 0 = 145; ∠LKN is obtuse.
hsm11gmse_0104_t00875
m∠JKL = 0 90 - 145 0 = 0 -55 0 = 55; ∠JKL is acute.
m∠JKN = 0 90 - 0 0 = 90; ∠JKN is right.

Problem 3

Using Congruent Angles

Look at the diagram. Sports  Synchronized swimmers form angles
What do the angle with their bodies, as shown in the photo. D
marks tell you? F
If mjGHJ = 90, what is mjKLM?
The angle marks tell
you which angles are ∠GHJ ≅ ∠KLM because they
congruent. E
both have two arcs. C B
So m∠GHJ = m∠KLM = 90.
A
M
K

J
L
G H

18 Lesson 1-3  Measuring Angles

 Problem 4 TEKS Process Standard (1)(D)

Using the Angle Addition Postulate

How can you use the
expressions in the
diagram?
The algebraic expressions
represent the measures
of the smaller angles,
so they add up to the
measure of the larger
angle.
Algebra If mjRQT = 155, what are mjRQS and mjTQS?
S
m∠RQS + m∠TQS = m∠RQT Angle Addition Postulate (3x  14)
(4x  20) T
1 4x - 20 2 + 1 3x + 14 2 = 155 Substitute.
R Q
7x - 6 = 155 Combine like terms.
7x = 161 Add 6 to each side.
x = 23 Divide each side by 7.
hsm11gmse_0104_t00878.ai
m∠RQS = 4x - 20 = 4 1 23 2 - 20 = 92 - 20 = 72
Substitute 23 for x.
m∠TQS = 3x + 14 = 3 1 23 2 + 14 = 69 + 14 = 83

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Name each shaded angle in three different ways.

1.
For additional support when
completing your homework,
go to PearsonTEXAS.com.
2. 3. K
X
C 2
J
1 L
Y Z A M
B

Use the diagram at the right. Find the measure of each

angle. Then classify the angle as acute, right, obtuse, D
E
hsm11gsme_0104_t00882.ai
or straight. hsm11gsme_0104_t00883.ai 70
80 90 100 11
0 1
hsm11gsme_0104_t00884.ai 0
60 110 100
0
90 80
70 20
60 13
∠EAF
2
4. 5
13
0
1 50
0

14 0 3
0 1 40

0
40

4
∠DAF
5.

15
60 30
C

0
15

0
160
20

20
6.∠BAE
180 170 1

170 180
0 10

10 0
Draw a figure that fits each description. B inches
1 2 A 3 4 5 6
F
an obtuse angle, ∠RST
7.
an acute angle, ∠GHJ
8.

Use the diagram at the right. Complete each statement. hsm11gsme_0104_t00885.ai

C D E
∠CBJ ≅ ■
9. F
G
10. If m∠EFD = 75, then m∠JAB = ■. B J H
11. If m∠GHF = 130, then m∠JBC = ■.
A

hsm11gmse_0104_t11570.ai
PearsonTEXAS.com  19
 12. Apply Mathematics (1)(A)  A pair of earrings has blue wedges that are all the
same size. One earring has a 25° yellow wedge. The other has a 14° yellow wedge.
Find the angle measure of a blue wedge.

25
14

13. Create Representations to Communicate Mathematical Ideas (1)(E) Sketch

a right angle with vertex V. Name it ∠1. Then sketch a 135° angle that shares a
side with ∠1. Name it ∠PVB. Is there more than one way to sketch ∠PVB? If so,
sketch all the different possibilities.
14. If m∠MQV = 90, which expression can you use to find m∠VQP? Q P
A. m∠MQP - 90 C. m∠MQP + 90 V

B. 90 - m∠MQV D. 90 + m∠VQP
M N
Analyze Mathematical Relationships (1)(F)  Find the angle measure
of the hands of a clock at each time.
15. 6:00 16. 7:00 17. 11:00
hsm11gsme_0104_t00857.ai
18. 4:40 19. 5:20 20. 2:15

21. Use Representations to Communicate

Mathematical Ideas (1)(E)  According to legend,
King Arthur and his knights sat around the
Round Table to discuss matters of the kingdom.
The photo shows a round table on display at
Winchester Castle, in England. From the center
of the table, each section has the same degree
measure. If King Arthur occupied two of these
sections, what is the total degree measure of
his section?

Use a protractor. Measure and classify each angle.

22. 23. 24.

hsm11gmse_0104_t00852.ai
hsm11gsme_0104_t00853.ai
hsm11gmse_0104_t00855.ai

20 Lesson 1-3  Measuring Angles

 25. Connect Mathematical Ideas (1)(F)  Your classmate constructs an angle. Then
he constructs a ray from the vertex of the angle to a point in the interior of the
angle. He measures all the angles formed. Then he moves the interior ray as
shown below. What postulate do the two pictures support?

105
105
81
63
24 42

Use the diagram at the right for Exercises 26 and 27.

Solve for x. Find the angle measures to check your work. A B
26. m∠AOB = 4x - 2, m∠BOC = 5x + 10, m∠COD
hsm11gmse_0104_t00858.ai = 2x + 14 C
hsm11gmse_0104_t00861.ai
27. m∠AOB = 28, m∠BOC = 3x - 2, m∠AOD = 6x O D

28. If m∠ABD = 79, what are 29. ∠RQT is a straight angle. What
m∠ABC and m∠DBC? are m∠RQS and m∠TQS?
S hsm11gsme_0104_t00856.ai
D C
(5x  4) (6x  20) (2x  4)
(8x  3) T Q R
B A

TEXAS Test Practice hsm11gsme_0104_t00851.ai

hsm11gsme_0104_t00850.ai
30. Two adjacent angles form a straight angle. If the larger angle is four times the
size of the smaller angle, what is the measure of the smaller angle?
A. 36 C. 54
B. 45 D. 60
31. XY has endpoints X = -72 and Y = 43. What is XY?
F. -115 G. -29 H. 29 J. 115
32. Use the figure at the right. 6x  2 9x  10
a. What is the value of x?
A B C
b. What is AC?

hsm11gmse_0104_t00867.ai

PearsonTEXAS.com  21
 1-4  Exploring Angle Pairs
TEKS FOCUS
Foundational to TEKS (6)(A) Verify
theorems about angles formed by the
intersection of lines and line segments,
including vertical angles, and angles
formed by parallel lines cut by a transversal
and prove equidistance between the
endpoints of a segment and points on its
perpendicular bisector and apply these
relationships to solve problems.
TEKS (1)(D)  Communicate mathematical
ideas, reasoning, and their implications
using multiple representations, including
symbols, diagrams, graphs, and language as
appropriate.
Additional TEKS (1)(F)
VOCABULARY
• Adjacent angles – Adjacent angles
are two coplanar angles with a
common side, a common vertex,
and no common interior points.
• Angle bisector – An angle bisector
is a ray that divides an angle into
two congruent angles.
• Complementary angles –
Complementary angles are two
angles whose measures have a
sum of 90.
• Linear pair – A linear pair is a
pair of adjacent angles whose
noncommon sides are opposite
rays.
• Supplementary angles –
Supplementary angles are two
angles whose measures have a
sum of 180.
• Vertical angles – Vertical angles
are two angles whose sides are
opposite rays.
• Implication – a conclusion that
follows from previously stated
ideas or reasoning without being
explicitly stated
• Representation – a way to display
or describe information. You can
use a representation to present
mathematical ideas and data.

ESSENTIAL UNDERSTANDING
Special angle pairs can help you identify geometric relationships. You can use these
angle pairs to find angle measures.

Key Concept  Types of Angle Pairs

Definition Example
Adjacent angles are two coplanar angles ∠1 and ∠2, ∠3 and ∠4
with a common side, a common vertex, 3
1 2 4
and no common interior points.
Vertical angles are two angles whose ∠1 and ∠2, ∠3 and ∠4
3
sides are opposite rays. 1 2
4
hsm11gmse_0105_t00888.ai
Complementary angles are two angles ∠1 and ∠2, ∠A and ∠B
whose measures have a sum of 90. 47
1 B
Each angle is called the complement 2 43
of the other. hsm11gmse_0105_t00889.ai
A
Supplementary angles are two angles ∠3 and ∠4, ∠B and ∠C
whose measures have a sum of 180.
3 4 137
Each angle is called the supplement
C
of the other. hsm11gmse_0105_t00890.ai

22 Lesson 1-4  Exploring Angle Pairs

hsm11gmse_0105_t00891.ai
 Concept Summary  Finding Information From a Diagram
There are some relationships you can assume to be true from a diagram that has
no marks or measures. There are other relationships you cannot assume directly.
For example, you can conclude the following from an unmarked diagram.
• Angles are adjacent.
• Angles are adjacent and supplementary.
• Angles are vertical angles.
You cannot conclude the following from an unmarked diagram.
• Angles or segments are congruent.
• An angle is a right angle.
• Angles are complementary.

Postulate 1-9  Linear Pair Postulate

If two angles form a linear pair, then they are supplementary.

Problem 1 TEKS Process Standard (1)(D)

Identifying Angle Pairs

What should you look
for in the diagram?
For part (A), check
whether the angle pair
matches every part of
the definition of adjacent
angles.
B
Use the diagram at the right. Is the statement true? Explain. A 28 C
A jBFD and jCFD are adjacent angles. F
> B 62
 o. They have a common side (FD )
N common 118 D
C E
and a common vertex (F), but they also interior
have common interior points. points
F D
So ∠BFD and ∠CFD are not adjacent.

hsm11gmse_0105_t00892.ai

B jAFB and jEFD are vertical angles.

> > B
hsm11gmse_0105_t00893.ai
No.> FA and> FD are opposite rays, but not opposite
A rays
FE and FB are not. So ∠AFB and ∠EFD
are not vertical angles. F
D
E

C jAFE and jBFC are complementary.

B
Yes. m∠AFE + m∠BFC = 62 + 28 = 90. hsm11gmse_0105_t00894.ai
A 28 C
The sum of the angle measures is 90, so
∠AFE and ∠BFC are complementary. F
62 The sum of the
measures is 90.
E

PearsonTEXAS.com  23
hsm11gmse_0105_t00895.ai
 Problem 2
How can you get
information from
a diagram?
Look for relationships
between angles. For
example, look for
congruent angles and
adjacent angles.
Problem 3
Draw a diagram. Use
the definition of
supplementary angles
to write and solve an
equation.
Problem 4
Draw a diagram to help you
visualize what you are
given and what you need
to find.
24 Lesson 1-4  Exploring Angle Pairs
Making Conclusions From a Diagram
What can you conclude from the information in the diagram?
2
• ∠1 ≅ ∠2 by the markings. 3
1
• ∠3 and ∠5 are vertical angles. 5 4
• ∠1 and ∠2, ∠2 and ∠3, ∠3 and ∠4, ∠4 and ∠5, and ∠5 and ∠1
are adjacent angles.
hsm11gmse_0105_t00896.ai
Finding Missing Angle Measures
Algebra  jKPL and jJPL are a linear pair, mjKPL = 2x + 24, and
mjJPL = 4x + 36. What are the measures of jKPL and jJPL?
Step 1 m∠KPL + m∠JPL = 180 Def. of supplementary angles
L
(2x + 24) + (4x + 36) = 180 Substitute.
6x + 60 = 180 Combine like terms. (2x  24) (4x  36)
6x = 120 Subtract 60 from each side. K P J
x = 20 Divide each side by 6.
Step 2 Evaluate the original expressions for x = 20.
m∠KPL = 2x + 24 = 2 # 20 + 24 = 40 + 24 = 64 hsm11gmse_0105_t00899.ai
m∠JPL = 4x + 36 = 4 # 20 + 36 = 80 + 36 = 116
Substitute 20 for x.
TEKS Process Standard (1)(F)
Using an Angle Bisector to Find Angle Measures
>
Multiple Choice  AC bisects jDAB. If mjDAC = 58, what is mjDAB?
29 58 87 116
Draw a diagram.
D C
58
A B
m∠CAB = m∠DAC Definition of angle bisector
= 58 Substitute.
m∠DAB = m∠CAB + m∠DAC Angle Addition Postulate
hsm11gmse_0105_t00901.ai
= 58 + 58 Substitute.
= 116 Simplify.
The measure of ∠DAB is 116. The correct choice is D.
 NLINE

O
PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

RK
HO
ME
WO

Use the diagram at the right. Is each statement true? Explain.

∠1 and ∠5 are adjacent angles.
1. 4 5 1
For additional support when ∠3 and ∠5 are vertical angles.
2. 3 2
completing your homework,
go to PearsonTEXAS.com. ∠3 and ∠4 are complementary.
3.
Use Multiple Representations to Communicate Mathematical
Ideas (1)(D)  Name an angle or angles in the diagram described by
each of the following. A
B
supplementary to ∠AOD
4. hsm11gmse_0105_t00905.ai
E
adjacent and congruent to ∠AOE
5. O
60
supplementary to ∠EOA
6.
D
7.
a pair of vertical angles C

Analyze Mathematical Relationships (1)(F)  Find the measure of each

angle in the angle pair described.
8.
The measure of one angle is twice the measure of its supplement.
hsm11gmse_0105_t00906.ai
9.
The measure of one angle is 20 less than the measure of its complement.
In the diagram at the right, mjACB = 65. Find each of the following. F A
10. m∠ECD 11. m∠ACE
12. Analyze Mathematical Relationships (1)(F)  ∠RQS and ∠TQS E C B
are a linear pair where m∠RQS = 2x + 4 and m∠TQS = 6x + 20.
D
a. Solve for x.
b. Find m∠RQS and m∠TQS.
c. Show how you can check your answer.
13. Justify Mathematical Arguments (1)(G)  In the diagram at the right, are
hsm11gmse_0105_t00911.ai
∠1 and ∠2 adjacent? Justify your reasoning. 1
> 2
14. Explain Mathematical Ideas (1)(G) When BX bisects ∠ABC, ∠ABX ≅ ∠CBX .
One student claims there is always a related equation m∠ABX = 12 m∠ABC.
Another student claims the related equation is 2m∠ABX = m∠ABC.
Who is correct? Explain.
15. ∠EFG and ∠GFH are a linear pair, hsm11gmse_0105_t0
m∠EFG = 2n + 21, and m∠GFH = 4n + 15.
What are m∠EFG and m∠GFH?
>
16. In the diagram, GH bisects ∠FGI . F H

a. Solve for x and find m∠FGH.

(3x  3)
b. Find m∠HGI . (4x  14)
c. Find m∠FGI . G I

PearsonTEXAS.com  25

hsm11gmse_0105_t00908.ai
 STEM 17. Apply Mathematics (1)(A)  A beam of light and a
mirror can be used to study the behavior of light.
Light that strikes the mirror is reflected so that the Angle of Angle of
incidence reflection
angle of reflection and the angle of incidence are
C
congruent. In the diagram, ∠ABC has a measure of 41.
a. Name the angle of reflection and find its measure. A D

b. Find m∠ABD.
c. Find m∠ABE and m∠DBF .
E F
18. Connect Mathematical Ideas (1)(F)  Describe all B
situations where vertical angles are also supplementary.
> > >
19. XC bisects> ∠AXB, XD bisects> ∠AXC, XE bisects
∠AXD,
> XF bisects ∠EXD, XG  bisects ∠EXF , and
XH bisects ∠DXB. If m∠DXC = 16, find m∠GXH.
Use Multiple Representations to Communicate Mathematical
Ideas (1)(D)  For Exercises 20–23, can you make each conclusion
E
from the information in the diagram? Explain. F
A
20. ∠J ≅ ∠D
21. C is the midpoint of JD.
22. ∠JAE and ∠EAF are adjacent and supplementary. C
J D
23. ∠EAF and ∠JAD are vertical angles.

24. Connect Mathematical Ideas (1)(F) The x- and y-axes of the coordinate plane
form four right angles. The interior of each of the right angles is a quadrant of
the coordinate plane. What is the equation for the line that containshsm11gmse_0105_t00907.ai
the
angle bisector of these axes and lies in Quadrants I and III?

TEXAS Test Practice

25. Which statement is true?

A. A right angle has a complement.
B. An obtuse angle has a complement.
C. The supplement of a right angle is a right angle.
D. Every angle has a supplement.
26. The diagram shows distance in meters. How far, in
meters, is it from the parking lot to your house? P

F.
44 H. 183 27 0 162
G. 135 J. 189

hsm11gmse_0105_t00913.ai

26 Lesson 1-4  Exploring Angle Pairs

 1-5  Basic Constructions
TEKS FOCUS
TEKS (5)(B)  Construct congruent
segments, congruent angles, a segment
bisector, an angle bisector, perpendicular
lines, the perpendicular bisector or a line
segment, and a line parallel to a given
line through a point not on a line using a
compass and a straightedge.
TEKS (1)(E)  Create and use
representations to organize, record, and
communicate mathematical ideas.
VOCABULARY
• Compass – A compass is a
geometric tool used to draw
circles and parts of circles
called arcs.
• Construction – A construction is
a geometric figure drawn using a
straightedge and a compass.
• Perpendicular bisector – A
perpendicular bisector of a
segment is a line, segment, or
• Perpendicular lines – Perpendicular
lines are two lines that intersect to
form right angles.
• Straightedge – A straightedge is a
ruler with no markings on it.
• Representation – a way to display
or describe information. You can
use a representation to present
mathematical ideas and data.

Additional TEKS (1)(F) ray that is perpendicular to the

segment at its midpoint.

ESSENTIAL UNDERSTANDING
You can use special geometric tools to make a figure that is congruent to an original
figure without measuring. This method is more accurate than sketching and drawing.

Problem 1 TEKS Process Standard (1)(E)

Constructing Congruent Segments

Why must the
compass setting stay
the same?
Using the same compass
setting keeps segments
congruent. It guarantees
that the lengths of AB
and CD are exactly the
same.
Use a straightedge and compass to construct a segment congruent
to a given segment.
Given:  AB
A B
Construct:  CD so that CD ≅ AB
Step 1 Use a straightedge to draw a ray with endpoint C.
C
hsm11gmse_0106_t00916.ai
Step 2 Open the compass to the length of AB.
A B
hsm11gmse_0106_t00917.ai
Step 3 With the same compass setting, put the compass point
on point C. Draw an arc that intersects the ray. Label
the point of intersection D.
C D
CD ≅ AB
hsm11gmse_0106_t00918.ai

hsm11gmse_0106_t00920.ai

PearsonTEXAS.com  27
 Problem 2
Why do you need
points like B and C?
B and C are reference
points on the original
angle. You can construct
a congruent angle by
locating corresponding
points R and T on your
new angle.
Problem 3
What is a bisector of
a line segment?
A bisector of a line
segment is a line,
segment, or ray that
passes through the
midpoint of the segment.
(It can also be the
midpoint itself.)
28 Lesson 1-5  Basic Constructions
Constructing Congruent Angles
Use a straightedge and compass to construct an angle congruent to a given angle.
Given:  ∠A
A
Construct:  ∠S so that ∠S ≅ ∠A
Step 1
Use a straightedge to draw a ray with endpoint S. S
hsm11gmse_0106_t00922.ai
Step 2
With the compass point on vertex A, draw an arc that intersects the B
sides of ∠A. Label the points of intersection B and C. Ahsm11gmse_0106_t00923.ai
C
Step 3
With the same compass setting, put the compass point on point S.
Draw an arc and label its point of intersection with the ray as R.
hsm11gmse_0106_t00924.ai
S R
Step 4 T
Open the compass to the length BC. Keeping the same compass
setting, put the compass point on R. Draw an arc to locate point T.
R
Shsm11gmse_0106_t00925.ai
Step 5 T
>
Use a straightedge to draw ST .
∠S ≅ ∠A hsm11gmse_0106_t00926.ai
S R
Constructing a Segment Bisector
hsm11gmse_0106_t00927.ai
Use a compass and straightedge to construct a bisector of a
given segment.
Given:  AB
< > < > A B
Construct:  CD so that CD is a bisector of AB
Step 1 
With the compass point on endpoint A, draw an arc above
the segment. Then use the same compass setting to draw a
similar arc, with point B as the center, below the line segment.
A B
continued on next page ▶
 Problem 3 continued

Step 2 
Open the compass to a setting greater that the one used in
Step 1. With the compass point on endpoint A, draw an arc
which intersects the arc below the segment. Then use the
same compass setting to draw a similar arc, with point B as
the center, which intersects the arc above the segment.

A B

Step 3 
Label the intersection of the arcs above AB as C. Label the
intersection of the arcs below AB as D. Use a straightedge C
to draw a line through C and D.
< >
CD bisects AB.

A B

Problem 4 TEKS Process Standard (1)(E)

Constructing the Perpendicular Bisector

Use a straightedge and compass to construct the perpendicular
bisector of a segment. A B

Given:  AB
< > < >
Construct:  XY so that XY is the perpendicular bisector of AB

Why must the hsm11gmse_0106_t00934.a

Step 1 Put the compass point on point A and draw a long A B
compass opening be
greater than 12 AB? arc as shown. Be sure the opening is greater than 12AB.
If the opening is less than
1 X
2  AB, the two arcs will Step 2 With the same compass setting, put the compass point on
not intersect in Step 2. point B and draw another long arc. Label the points where
the two arcs intersect as X and Y. Ahsm11gmse_0106_t00935
B
Y
< >
Step 3 
Use a straightedge
< > to draw XY . Label the point of intersection
of AB and XY as M, the midpoint of AB. X
< > < >
XY # AB at midpoint M, so XY is the perpendicular

bisector of AB. hsm11gmse_0106_t00936
A
M
B
Y

PearsonTEXAS.com  29
hsm11gmse_0106_t00937
 Problem 5
Constructing the Angle Bisector
Use a straightedge and compass to construct the bisector of an angle.
Given:  ∠A A
>
Construct:  AD , the bisector of ∠A

Step 1 B
Put the compass point on vertex A. Draw an arc that intersects A
the sides of ∠A. Label the points of intersection B and C. hsm11gmse_0106_t00938.ai
C

Step 2 B
Why must the arcs D
Put the compass point on point C and draw an arc in the interior of ∠A. A
intersect?
With the same compass setting, draw an arc using point B. Be sure the
The arcs need to intersect C
hsm11gmse_0106_t00939.ai
so that you have a point arcs intersect. Label the point where the two arcs intersect as D.
through which to draw
a ray. Step 3 B
> D
Use a straightedge to draw AD . A
> hsm11gmse_0106_t00941.ai
AD is the bisector of ∠CAB. C

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO
hsm11gmse_0106_t00942.ai
Sketch the figure described. Explain how to construct it. Then do the construction.
< > < > >
1.
XY # YZ 2. ST bisects right ∠PSQ.
For additional support when
completing your homework, Connect Mathematical Ideas (1)(F)  How is constructing an angle bisector similar
3.
go to PearsonTEXAS.com. to constructing a perpendicular bisector?
Explain Mathematical Ideas (1)(G)  Explain how to do each construction with a
4.
compass and straightedge.
a. Draw a segment PQ. Construct the midpoint of PQ.
b. Divide PQ into four congruent segments.
5. a. Draw a large triangle with three acute angles. Construct the bisectors of the
three angles. What appears to be true about the three angle bisectors?
b. Repeat the constructions with a triangle that has one obtuse angle.
c. What appears to be true about the three angle bisectors of any triangle?
Use a ruler to draw segments of 2 cm, 4 cm, and 5 cm. Then construct each triangle
with the given side measures, if possible. If it is not possible, explain why not.
6.
4 cm, 4 cm, and 5 cm 7. 2 cm, 2 cm, and 4 cm

30 Lesson 1-5  Basic Constructions

 8.
Two triangles are congruent if each side and each angle of one triangle is
congruent to a side or angle of the other triangle. In Topic 4, you will learn
that if each side of one triangle is congruent to a side of the other triangle,
then you can conclude that the triangles are congruent without finding
the angles. Explain how you can use congruent triangles to justify the
angle bisector construction.
9.
Answer the questions about a segment in a plane. Explain each answer.
a. How many midpoints does the segment have?
b. How many bisectors does it have? hsm11gmse_0106_t00953
c. How many lines in the plane are its perpendicular bisectors?
d. How many lines in space are its perpendicular bisectors?
10. Study the figures. Complete the definition of a line r t
perpendicular to a plane: A line is perpendicular to a
plane if it is ? to every line in the plane that ? . M P

11. a. Use your compass to draw a circle. Locate three

points A, B, and C on the circle.
b. Draw AB and BC. Then construct the Line r  plane M. Line t is not  plane P.
perpendicular bisectors of AB and BC.
c. Analyze Mathematical Relationships (1)(F)  Label the intersection of the two
perpendicular bisectors as point O. What do you think is true about point O?
hsm11gmse_0106_t00952
Create Representations to Communicate Mathematical Ideas (1)(E) For
Exercises 12–16, draw a diagram similar to the given one. Then do the construction.
Check your work with a ruler or a protractor.
12. Construct XY congruent to AB.
A B
13. Construct VW so that VW = 2AB.
C
14. Construct ∠D so that ∠D ≅ ∠C.
15. Construct ∠F so that m∠F = 2m∠C.
16. Construct the perpendicular bisector of AB. hsm11gmse_0106_t00945.ai

17. Draw acute ∠PQR. Then construct its bisector.

18. Draw obtuse ∠XQZ. Then construct its bisector.
hsm11gmse_0106_t00948.ai
19. Display Mathematical Ideas (1)(G)  Draw an ∠A. Construct an angle whose
measure is 14m∠A.
20. a. Draw a segment, XY . Construct a triangle with sides congruent to XY .
b. Measure the angles of the triangle.
c. Describe how to construct a 60° angle using what you know. Then describe
how to construct a 30° angle.

PearsonTEXAS.com  31
 21. Which steps best describe how to construct the pattern at the right?

A. Use a straightedge to draw the segment and then a compass to draw five half circles.
B. Use a straightedge to draw the segment and then a compass to draw six half circles.
C. Use a compasshsm11gmse_0106_t00951.ai
to draw five half circles and then a straightedge to join their ends.
D. Use a compass to draw six half circles and then a straightedge to join their ends.
For Exercises 22–24, determine if the steps construct a segment bisector for a given
line segment AB.
22. Use a straightedge and compass to construct two perpendicular lines to AB, one
through point A and another through point B. Open the compass to a certain length
and draw an arc, with point A as the center, intersecting one perpendicular above
the segment. With the same compass setting, draw an arc, with point B as the
center, intersecting the other perpendicular below the segment. Use a straightedge
to draw a straight line through both intersection points.
23. Use a compass to construct an arc centered at point A above the segment, with
radius greater than one-half AB. Using a straightedge, draw a line through point A
intersecting the arc above the segment. Open the compass to the distance from this
intersection point to point B. Draw an arc with center B that intersects AB. Use a
straightedge to draw a line through both intersection points.
24. Use a compass to construct an arc centered at point A above the segment, with length
greater than one-half AB. With the same compass setting, draw an arc centered at
point B, intersecting the first arc. Repeat this procedure, but below the segment. Use a
straightedge to draw a straight line through both intersection points.

TEXAS Test Practice

25. Given the diagram at the right, what is NOT a reasonable name for the angle? B A
A. ∠ABC C. ∠CBA
B. ∠B D. ∠ACB C

26. What must you do to construct the midpoint of a segment?

F.
Measure half its length. H. Measure twice its length.
G. Construct an angle bisector. J. Construct a perpendicular bisector.
hsm11gmse_0106_t00954.ai
2
27. M is the midpoint of XY . Find the value of x. Show your work. x 2 x
X M Y

hsm11gmse_0106_t00956.ai
32 Lesson 1-5  Basic Constructions
 Technology Lab Exploring Constructions

Use With Lesson 1-5 teks (5)(A), (1)(G)

You can use Draw tools or Construct tools in geometry software to make points, lines,
and planes. A figure made by Draw has no constraints. When you manipulate, or try
to change, a figure made by Draw, it moves or changes size freely. A figure made by
Construct is related to an existing object. When you manipulate the existing object,
the constructed object moves or resizes accordingly.
In this Activity, you will explore the difference between Draw and Construct.

< >
< > bisector DC . Then Draw EF and
Draw AB and Construct the perpendicular
Construct G, any point on EF . Draw HG .

D H
B F
C G
A E

1. Find EG, GF, and m∠HGF . Try to drag G so that EG = GF . Try to drag H
so that m∠HGF = 90. Were you able to draw the perpendicular bisector
of EF ? Explain.
< >
hsm11gmse_0106b_t00983.ai
hsm11gmse_0106b_t00984.ai
2. Drag A and B. Observe AC, CB, and m∠DCB. Is DC always the
perpendicular bisector of AB no matter how you manipulate the figure?
3. Drag E and F. Observe
< > EG, GF, and m∠HGF . How is the relationship < >
between EF  and HG different from the relationship between AB and DC ?
4. Write a description of the general difference between Draw and Construct.
< > use your description to explain why the relationship
Then < > between EF and
HG differs from the relationship between AB and DC .

continued on next page ▶

PearsonTEXAS.com  33
 Technology Lab continued

Exercises
>
5. a. Draw ∠NOP. Draw OQ in the interior of ∠NOP. Drag Q until
m∠NOQ = m∠QOP.

N Q

O P

b. >
Manipulate the figure and observe the different angle measures.
Is OQ always the angle bisector of ∠NOP? >
6. a. Draw ∠JKL and Construct its angle bisector, KM .
hsm11gmse_0106b_t00986.ai

M
K L

b. >
Manipulate the figure and observe the different angle measures.
Is KM always the angle bisector of ∠JKL?
c.
How can you manipulate the figure on the screen so that it shows
hsm11gmse_0106b_t00987.ai
a right angle? Justify your answer.

34 Technology Lab  Exploring Constructions

 Activity Lab Classifying Polygons

Use With Lesson 1-5 teks (1)(F)

In geometry, a figure that lies in a plane is called a plane figure.

A polygon is a closed plane figure formed by three or more segments. Each segment
intersects exactly two other segments at their endpoints. No two segments with a
common endpoint are collinear. Each segment is called a side. Each endpoint of a
side is a vertex.

B B B
A A A
C C C

E D E D D E
A polygon Not a polygon; Not a polygon;
not a closed figure two sides intersect
between endpoints.
hsm11gmse_0108a_t01050.ai hsm11gmse_0108a_t01051.ai hsm11gmse_0108a_t01052.ai
To name a polygon, start at any vertex and list the vertices consecutively
in a clockwise or counterclockwise direction.

Example 1
D H
Name the polygon. Then identify its sides and angles.
Two names for this polygon are DHKMGB and MKHDBG. B K
sides: DH, HK , KM, MG, GB, BD
angles: ∠D, ∠H, ∠K, ∠M, ∠G, ∠B G M

You can classify a polygon by its number of sides. The tables below show the names
of some common polygons.
hsm11gmse_0108a_t01054.ai
Names of Common Polygons
Sides Name Sides Name
3 Triangle, or trigon 9 Nonagon, or enneagon
4 Quadrilateral, or tetragon 10 Decagon
5 Pentagon 11 Hendecagon
6 Hexagon 12 Dodecagon
7 Heptagon
…
…

8 Octagon n n-gon

continued on next page ▶

PearsonTEXAS.com  35

hsm11gmse_0108a_t01058.ai
 Activity Lab continued

You can also classify a polygon as concave or convex, using the diagonals of the
polygon. A diagonal is a segment that connects two nonconsecutive vertices.

A D M P
K
R Y W G Q

T S
A convex polygon has no diagonal A concave polygon has at least one
with points outside the polygon. diagonal with points outside the polygon.

In this textbook, a polygon is convex unless otherwise stated.

hsm11gmse_0108a_t01055.ai hsm11gmse_0108a_t01056.ai
Example 2
Classify the polygon by its number of sides. Tell whether the polygon is convex
or concave.
The polygon has six sides. Therefore, it is a hexagon.
No diagonal of the hexagon contains points outside the hexagon. The hexagon is convex.

Exercises
Is the figure a polygon? If not, explain why. hsm11gmse_0108a_t01059.ai
1. 2. 3. 4.

Name the polygon. Then identify its sides and angles.

5. M 6. K C 7. P T
hsm11gmse_0108a_t01061.ai
hsm11gmse_0108a_t01062.ai hsm11gmse_0108a_t01065.ai
hsm11gmse_0108a_t01063.ai
E
X W A

P L H
F B G
N
Classify the polygon by its number of sides. Tell whether the polygon is convex
or concave. hsm11gmse_0108a_t01067.ai
hsm11gmse_0108a_t01066.ai
8. 9. 10.
hsm11gmse_0108a_t01069.ai

36 Activity Lab  Classifying Polygons

hsm11gmse_0108a_t01070.ai hsm11gmse_0108a_t01073.ai
hsm11gmse_0108a_t01072.ai
 Topic 1  Review
TOPIC VOCABULARY
• acute, right, obtuse, straight • congruent angles, p. 16 • measure of an angle, p. 17 • sides of an angle, p. 16
angles, p. 17
• congruent segments, p. 10 • midpoint, p. 11 • space, p. 4
• adjacent angles, p. 22 • construction, p. 27 • perpendicular bisector, p. 27 • straightedge, p. 27
• angle, p. 16 • coordinate, p. 10 • perpendicular lines, p. 27 • supplementary
• angle bisector, p. 22 • coplanar, p. 4 • point, line, plane, p. 4
angles, p. 22

• collinear points, p. 4 • distance, p. 10 • postulate, axiom, p. 4 • vertex of an angle, p. 16

• complementary angles, p. 22 • diagonal, p. 36 • ray, opposite rays, p. 5 • vertical angles, p. 22
• compass, p. 27 • intersection, p. 4 • segment, p. 5
• concave, convex, p. 36 • linear pair, p. 22 • segment bisector, p. 11

Check Your Understanding

Choose the correct term to complete each sentence.
1. A ray that divides an angle into two congruent angles is a(n) ? .
2. ? are two lines that intersect to form right angles.
3. A(n) ? is a geometric figure drawn using a straightedge and a compass.

1-1  Points, Lines, and Planes

Quick Review Exercises

A point indicates a location and has no size. Use the figure below for Exercises 4–6.
A line is represented by a straight path that extends in two 4. Name two intersecting lines. T S
opposite directions without end and has no thickness.
5. Name the intersection of
A plane is represented by a flat surface that extends Q
planes QRB and TSR. R
without end and has no thickness.
C
Points that lie on the same line are collinear points. 6. Name three noncollinear D
Points and lines in the same plane are coplanar. points. A B
Segments and rays are parts of lines.
Determine whether the statement is true or false.
Explain your reasoning.
Example 7. Two points are always collinear.
D
> >
hsm11gmse_01cr_t01238.ai
Name all the segments and rays in
the figure. 8. LM and ML are the same ray.

Segments: AB, AC, BC, and BD A B C

> > > > > > >
Rays: BA , CA or CB , AC or AB , BC , and BD

hsm11gmse_01cr_t01237.ai PearsonTEXAS.com  37

 1-2  Measuring Segments

Quick Review Exercises

The distance between two points is the length of the For Exercises 9 and 10, use the number line below.
segment connecting those points. Segments with the same P H
length are congruent segments. A midpoint of a segment
4 2 0 2 4
divides the segment into two congruent segments.
9. Find two possible coordinates of Q such that
Example PQ = 5.

Are AB and CD congruent? hsm11gmse_01cr_t01240.ai

C A D
8 6 4 2
AB = 0 -3 - 2 0 = 0 -5 0 = 5
CD = 0 -7 - ( -2) 0 = 0 -5 0 = 5
AB = CD, sohsm11gmse_01cr_t01239.ai
AB ≅ CD.
10. Find the coordinate of the midpoint of PH.
B
11. Find the value of m.
0 2
3m  5 4m  10
A B C
12. If XZ = 50, what are XY and YZ?
a a8
X Y Z
hsm11gmse_01cr_t01241.ai

1-3  Measuring Angles

Quick Review
Two rays with the same endpoint form an angle. The
endpoint is the vertex of the angle. You can classify angles
as acute, right, obtuse, or straight. Angles with the same
measure are congruent angles.
hsm11gmse_01cr_t01242.ai
Exercises
Classify each angle as acute, right, obtuse, or straight.
13. 14.

Example
If mjAOB = 47 and mjBOC = 73, find mjAOC. Use the diagram below for Exercises 15 and 16.

hsm11gmse_01cr_t01246.ai
hsm11gmse_01cr_t01245.ai
A B N M

P
O C Q R

m∠AOC = m∠AOB + m∠BOC 15. If m∠MQR = 61 and m∠MQP = 25, find m∠PQR.
= 47 + 73 16. If m∠NQM = 2x + 8 and m∠PQR = x + 22,
= 120 hsm11gmse_01cr_t01243.ai find the value of x.hsm11gmse_01cr_t01247.ai

38 Topic 1 Review
1-4  Exploring Angle Pairs

Quick Review Exercises

Some pairs of angles have special names. Name a pair of each of the following.
• A
 djacent angles: coplanar angles with a common side, 17. complementary angles
a common vertex, and no common interior points B
18. supplementary angles A
• Vertical angles: sides are opposite rays C
19. vertical angles D
• Complementary angles: measures have a sum of 90
E F
• Supplementary angles: measures have a sum of 180 20. linear pair
• L inear pair: adjacent angles with noncommon sides as
Find the value of x.
opposite rays
Angles of a linear pair are supplementary. 21. (3x  31) (2x  6)
hsm11gmse_01cr_t01249.ai
Example
Are jACE and jBCD vertical E B 22.
angles? Explain.
C 3x
No. They have only one set of sides A D
(4x  15)
hsm11gmse_01cr_t01250.ai
with opposite rays.

1-5  Basic Constructionshsm11gmse_01cr_t01248.ai

hsm11gmse_01cr_t01251.ai
Quick Review Exercises
Construction is the process of making geometric 23. Use a protractor to draw a 73° angle. Then construct an
figures using a compass and a straightedge. Four basic angle congruent to it.
constructions involve congruent segments, congruent 24. Use a protractor to draw a 60° angle. Then construct the
angles, and bisectors of segments and angles. bisector of the angle.
25. Sketch LM on paper. Construct a line segment
Example congruent to LM. Then construct the perpendicular
Construct AB congruent to EF . bisector of your line segment.
E F
Step 1 L M
Draw a ray with endpoint A. A 26. a. Sketch ∠B on paper. Construct
Step 2 an angle congruent to ∠B.
hsm11gmse_01cr_t01252.ai
Open the compass to the length of b. Construct the bisector of your
EF . Keep that compass setting and hsm11gmse_01cr_t01255.ai
angle from part (a).
put the compass point on point A. hsm11gmse_01cr_t01253.ai B
Draw an arc that intersects the ray. A B
Label the point of intersection B.

hsm11gmse_01cr_t01256.
hsm11gmse_01cr_t01254.ai

PearsonTEXAS.com  39
 Topic 1  TEKS Cumulative Practice
Multiple Choice 5. Which construction requires drawing only one arc
with a compass?
Read each question. Then write the letter of the correct
answer on your paper. A.
constructing congruent segments

1. Points A, B, C, D, and E are collinear. A is to the right of B.

constructing congruent angles
B, E is to the right of D, and B is to the left of C. Which C.
constructing the perpendicular bisector
of the following is NOT a possible arrangement of the
points from left to right? D.
constructing the angle bisector
< >
A.
D, B, A, E, C C.
B, D, E, C, A 6. What is the intersection of AC and plane Q?

B.
D, B, A, C, E D.
B, A, E, C, D
A
2. Which postulate most closely resembles the Angle E B
Addition Postulate?
D Q
F.
Ruler Postulate
C
G.
Protractor Postulate
H.
Segment Addition Postulate F.
point E H.
point B

J.
Area Addition Postulate G.
point Q J.
point D

3. What is the coordinate of the point that is 14 the distance 7. If ∠A and ∠B are supplementary angles, what angle
from 20 to 4 on a number line? relationship between ∠A and ∠B CANNOT be true?

A.
8 C.
16 ∠A and ∠B are right angles.
A.

B.
9 D.
15 ∠A and ∠B are adjacent angles.
B.

4. Given: ∠A ∠A and ∠B are complementary angles.

C.

What is the second step in constructing the ∠A and ∠B are congruent angles.
D.
angle bisector of ∠A? 8. Which geometric term is undefined?

F.
plane
B
G.
angle bisector
D
A
H.
construction
C J.
opposite rays
> 9. The measure of an angle is 12 less than twice the
F.
Draw AD .
measure of its supplement. What is the measure of
G.
hsm11gmse_01cu_t01227.ai
From points B and C, use the same compass setting the angle?
to draw arcs that intersect at D.
A.
28 C.
64
H.
Draw a line segment connecting points B and C.
B.
34 D.
116
J.
From point A, draw an arc that intersects the sides of
the angle at points B and C.

40 Topic 1  TEKS Cumulative Practice

 10. If m∠BDJ = 7y + 2 and m∠JDR = 2y + 7, find the value Constructed Response
of y.
18. Copy the graph below. Find the midpoints of
two adjacent sides of the square. Connect the
B K perpendicular bisectors of the two adjacent sides.
What is the perimeter of the new square? Show
J your work.
D R y
y=3
F.
y=8
G. 4
y=5
H.
2
y=9
J. x
11. Which statement is true? 6 4 2 O 4
2
A.
It is possible for three points to be noncoplanar.
B.
A plane containing two points of a line contains the 4
entire line.
19. Suppose PQ = QR. Your friend says that Q is always
C.
Complementary angles are congruent.
the midpoint of PR. Is he correct? Explain.
D.
A straight angle has a supplement.
20. Why might it be useful to have more than one way to
hsm11gmse_01cu_t01231.ai
name an angle?
Gridded Response
21. The bisector of obtuse ∠AOD goes through point C.
12. The measure of an angle is 78 less than the measure of The bisector of ∠AOC goes through point B.
its complement. What is the measure of the angle?
a. If m∠COD = 4x + 12, what is the measure of
13. The measure of an angle is one third the measure of its ∠BOC in terms of x? How do you know?
supplement. What is the measure of the angle?
b. If m∠COD = 4x + 12 and m∠AOD = 120, what is
14. Y is the midpoint of XZ. What is the value of b? the value of x? How do you know?
2b  1 26  4b 22. In JK , JH = 4x - 15 and HK = 2x + 3, where H is
X Y Z between J and K on JK .
15. The sum of the measures of a complement and a a. If JK = 48, find the value of x.
supplement of an angle is 200. What is the measure of
b. Is H the midpoint of JK ? Explain.
the angle?
hsm11gmse_01cu_t01229.ai
16. In AB, the coordinate of point A is -4, and the
coordinate of point B is 6. What is the coordinate of a
point C such that C is 38 of the distance from point A to
point B?
< >
17. VW is the bisector of AY , and they intersect at E. If
EY = 3.5, what is AY ?

PearsonTEXAS.com  41