Geometry 3

Grade
5-7
Geometry 3
Topics Include:
Basic angle relationships
Classifying triangles
Congruent & similar figures
Transformations
Ruler and compass
Pythagorean theorem
by Maria Miller
www.k5learning.com
Geometry 3
Grades 5 - 7 Workbook
AUTHOR: Maria Miller
Distributed by K5 Learning
Copyright 2006-2016 Maria Miller
EDITION 10/2016
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, or by any information storage and retrieval system, without permission in
writing from the author.
Copying permission: Permission IS granted to reproduce this material to be used with one (1) teacher's
students by virtue of the purchase of this book. In other words, one (1) teacher MAY make copies of
these worksheets to be used with his/her students. Permission is not given to reproduce the material for
resale. Making the file(s) available on any website for the purpose of sharing is strictly prohibited. If you
have other needs, such as licensing for a school or tutoring center, contact the author at
http://www.MathMammoth.com/contact.php
____________________________________________
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K5 Learning is proud to offer its customers Math Mammoth’s Blue Series of math workbooks for
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About the Author
Maria Miller is a math teacher turned housewife and homeschooler. She has a master’s degree
in mathematics with minors in physics and statistics and has been developing math educational
materials since the early 2000s. Maria is the founder of the MathMammoth website.
About K5 Learning
K5 Learning offers an online reading and math program for children in kindergarten through
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Contents
Introduction ......................................................................... 4
Angle Relationships ............................................................. 9

Classify Triangles ................................................................ 14
Angles in a Triangle ............................................................ 16
Angles in Polygons .............................................................. 21
Congruent Figures .............................................................. 23

Similar Figures .................................................................... 24
Similar Figures and Scale Ratio ........................................ 27
Congruent Transformations .............................................. 30

Transformations in the Coordinate Grid ......................... 34
Basic Geometric Constructions ......................................... 38

More Constructions ............................................................ 44
Bisecting Lines and Angles ................................................. 49
Drawing Problems ............................................................... 52
Geometry Review ................................................................ 59
Square Roots ........................................................................ 65

Equations That Involve Taking a Square Root ................ 69
The Pythagorean Theorem ................................................. 74
The Pythagorean Theorem: Applications ......................... 79
A Proof of the Pythagorean Theorem ............................... 86
Review .................................................................................. 87
Answer Key .......................................................................... 90
© Maria Miller 3 k5learning.com

Introduction
Math Mammoth Geometry 3 can be studied after the student has finished Math Mammoth Geometry 1, and is
suitable for grades 5-7. This book does not require the students to calculate area or volume, and that is why it is not
necessary to study Math Mammoth Geometry 2 (which deals with those topics in depth) before this book.
We start out with basic angle relationships, such as adjacent angles (angles along a line), vertical angles, and
corresponding angles (the last only briefly). Classifying triangles according to both angles and sides and the angle
sum of a triangle are our next topics, giving students lots of opportunities for drawing exercises. Angles in Polygons
is a sequel to studying angles in a triangle.
The next set of lessons deals with congruent and similar figures. The first lessons here are simpler, suitable for 4th-
5th grade students. The lesson Similar Figures and Scale Ratio uses the concepts of ratio and proportion, and is
meant for 6th-7th grades.
Next, we practice some basic compass-and-ruler constructions. These constructions were practiced and studied a lot
by the ancient Greeks. In fact, the mathematics of ancient Greece centered around geometry. Most students will
probably enjoy doing the drawing problems in these lessons on blank paper instead of in the worktext. Students also
draw figures using a normal ruler and compass in the lesson Drawing Problems. They especially determine whether
the given information defines a unique figure (triangle or a parallelogram).
The last section of this book focuses on the Pythagorean Theorem and its applications. First, students need to
become familiar with square roots so they can solve the equations that result from applying the Pythagorean
Theorem. The first lesson of the section introduces taking a square root as the opposite operation of squaring a
number. The lesson includes both a guess and check method and using a calculator to find the square root of a
number.
Next, students learn how to solve simple equations that involve taking a square root. This makes them fully ready to
study and apply the Pythagorean Theorem.
The Pythagorean Theorem is introduced in the lesson with the same name. Students learn to check whether or not a
triangle fulfills the Pythagorean Theorem and thus is a right triangle. They apply their knowledge about square
roots and solving equations to solve for an unknown side in a right triangle when two of the sides are given.
Students solve a variety of real-life and geometric problems that involve the usage of the Pythagorean Theorem.
This theorem is extremely important in many practical situations. Students should show their work for these word
problems and include the solution process of the equation resulting from the Pythagorean Theorem.
There are literally hundreds of proofs for the Pythagorean Theorem. In this book, we present a proof that is easy
and based on geometry (not algebra). Students are asked to supply the steps of reasoning to another, geometric
proof of the theorem, and for those interested the lesson also provides an Internet link that has even more proofs of
this theorem.
I wish you success in teaching math!

Maria Miller, the author

Helpful Resources on the Internet
Use the online resources as you see fit to supplement the main text.
ANGLE RELATIONSHIPS
Math Warehouse - Angles

Find interactive demonstrations, examples and practice problems concerning various types of angles.
http://www.mathwarehouse.com/geometry/angle/complementary-angles.php
http://www.mathwarehouse.com/geometry/angle/supplementary-angles.php
http://www.mathwarehouse.com/geometry/angle/vertical-angles.php
http://www.mathwarehouse.com/geometry/triangles/
Angles at a Point
Drag the points of the angles to see how the angle measurements of the model change.
http://www.transum.org/software/SW/Angle_Theorems/ShowOne.asp?T=1
Angles Around a Point

A short lesson showing that angles around a point add up to 360 degrees, followed by self-check questions.
http://www.mathsisfun.com/angle360.html
Angle Points Exercises

Apply the properties of angles at a point, angles at a point on a straight line, and vertically opposite angles in this
interactive online exercise.
http://www.transum.org/software/SW/Starter_of_the_day/Students/AnglePoints.asp?Level=4
Complementary and Supplementary Angles from Maths Is Fun

Each page includes a clear explanation, an interactive exploration, and self-check interactive questions.
http://www.mathsisfun.com/geometry/complementary-angles.html
http://www.mathsisfun.com/geometry/supplementary-angles.html
Complementary and Supplementary Angles

Find missing angles in this interactive exercise.
https://www.khanacademy.org/math/geometry/hs-geo-foundations/hs-geo-angles/e/complementary_and_supplementary_angles
Working with Angles

Online lessons with interactive self-check questions from Absorb Mathematics course. The lessons cover
measuring angles, the types of angles, angles on a straight line, and other angle topics.
http://www.absorblearning.com/mathematics/demo/units/KCA003.html
Identifying Supplementary, Complementary, and Vertical Angles

Practice telling whether two angles are supplementary, complementary, or vertical.
https://www.khanacademy.org/math/basic-geo/basic-geo-angle/vert-comp-supp-angles/e/identifying-supplementary-complementary-vertical
Finding Missing Angles

Use your knowledge of vertical, complementary, and supplementary angles to find missing angles in this exercise.
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-unknown-angle-algebra/e/find-missing-angles
Angle Relationships Quizzes

Test your knowledge about angle relationships with these interactive online quizzes.
http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-860103-7&chapter=10&lesson=3&headerFile=4
http://www.thatquiz.org/tq-C/?-j7-l8-p1ug
Solving for unknown angles from Khan Academy

Use your knowledge of supplementary and complementary angles to solve questions of varying difficulty. Some
questions involve writing and solving an equation.
https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-angles/e/solving-for-unknown-angles

Angle Sums
Examine the angles in a triangle, quadrilateral, pentagon, hexagon, heptagon or octagon. Can you find a
relationship between the number of sides and the sum of the interior angles?
http://illuminations.nctm.org/Activity.aspx?id=3546
Angles in a Triangle Quiz

Find the size of the angle marked with a letter in each triangle.
http://www.transum.org/software/SW/Starter_of_the_day/Students/AnglesInTriangle/Quiz.asp
TRIANGLES
Triangle Shoot
Practice classifying triangles by their angles or by their sides, or identifying types of angles, with this “math splat”
game.
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_shoot.htm
Rags to Riches: Classify Triangles by Sides and Angles

Answer multiple-choice questions about classifying triangles by their angles and sides and about angle measures of
a triangle in a quest for fame and fortune.
http://www.quia.com/rr/457498.html
Identify Triangles Quiz

A simple multiple-choice quiz about identifying (classifying) triangles either by their sides or angles. You can
modify some of the quiz parameters, such as the number of problems in it.
http://www.thatquiz.org/tq-A/?-j1-l34-p0
Interactive Triangles Activity

Play with different kinds of triangles (scalene, isosceles, equilateral, right, acute, obtuse). Drag the vertices and see
how the triangle's angles and sides change.
https://www.mathsisfun.com/geometry/triangles-interactive.html
Classify Triangles Worksheets

Make free printable worksheets for classifying triangles by their sides, angles, or both.
http://www.homeschoolmath.net/worksheets/classify_triangles.php
CONSTRUCTIONS
Geometric Construction
These lessons cover constructions for perpendicular lines, an equilateral triangle, angle bisection, parallel lines, and
copying an angle. They include explanations, interactive animations, and self-check questions.
http://www.absorblearning.com/mathematics/demo/units/KCA006.html
Animated Geometric Constructions

Simple animations that show how to do basic geometric constructions.
http://www.mathsisfun.com/geometry/constructions.html
Constructing A Triangle With Three Known Sides

A short demonstration showing how to construct a triangle with three known sides using a compass and a ruler.
http://www.mathsisfun.com/geometry/construct-ruler-compass-1.html
Constructing Triangles
Practice constructing triangles in this interactive activity from Khan Academy.
https://www.khanacademy.org/math/7th-engage-ny/engage-7th-module-6/7th-module-6-topic-b/e/constructing-triangles
Triangle Inequality Theorem

Answer questions about the third side of a triangle when the lengths of two sides are given.
https://www.khanacademy.org/math/7th-engage-ny/engage-7th-module-6/7th-module-6-topic-b/e/triangle_inequality_theorem

SQUARE ROOTS
Squares and Square Roots

A fun lesson about squares and square roots with lots of visual aids and little tips. It is followed by 10 interactive
multiple-choice questions.
http://www.mathsisfun.com/square-root.html
The Roots of Life

Practice finding square roots of perfect squares and help the roots of a tree grow.
http://www.hoodamath.com/games/therootsoflife.html
Square Root Game

Match square roots of perfect squares with the answers. Includes several levels.
http://www.math-play.com/square-root-game.html
Approximating Square Roots

Practice finding the approximate value of square roots by thinking about perfect squares.
https://www.khanacademy.org/math/pre-algebra/pre-algebra-exponents-radicals/pre-algebra-square-roots/e/square_roots_2
Square Roots Quiz

Test your knowledge of square roots with this interactive self-check quiz.
Pyramid Math
Choose “SQRT” to find square roots of perfect squares. Drag the correct answer to the jar on the left. This game is
pretty easy.
http://www.mathnook.com/math/pyramidmath.html
Rags to Riches Square Root Practice

Answer multiple-choice questions that increase in difficulty. The questions include finding a square root of perfect
squares, determining the two nearest whole numbers to a given square root, and finding square roots of numbers
that aren’t perfect squares to one decimal digit.
http://www.quia.com/rr/382994.html
THE PYTHAGOREAN THEOREM
The Pythagorean Theorem - Video Lessons by Maria

A set of free videos that teach the topics in this book - by the author.
http://www.mathmammoth.com/videos/prealgebra/pre-algebra-videos.php#pythagorean
Pythagorean Theorem - Braining Camp

This learning module includes a lesson, an interactive manipulative, multiple-choice questions, real-life problems,
and interactive open-response questions.
https://www.brainingcamp.com/content/pythagorean-theorem/
Pythagoras' Theorem from Maths Is Fun

A very clear lesson about the Pythagorean Theorem and how to use it, followed by 10 interactive practice
questions.
http://www.mathsisfun.com/pythagoras.html
Pythagorean Triplets
Move the two orange points in this activity to find Pythagorean Triplets, sets of three whole numbers that fulfill the
Pythagorean Theorem.
http://www.interactive-maths.com/pythagorean-triples-ggb.html
The Pythagorean Theorem Quiz

A 10-question quiz that asks for the length of the third side of a right triangle when the two sides are given.
http://www.thatquiz.org/tq-A/?-j10-la-p1ug

Interactivate: Pythagorean Theorem
Interactive practice problems for calculating the third side of a right triangle when two sides are given.
http://www.shodor.org/interactivate/activities/PythagoreanExplorer/
Exploring the Pythagorean Theorem

This multimedia mathematics resource shows how the Pythagorean Theorem is an important math concept used in
the structural design of buildings. Using an interactive component, students construct right triangles of various sizes
to explore calculations of the Pythagorean Theorem.
http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.PYTH
Using the Pythagorean Theorem - Quiz

Review the Pythagorean Theorem in this interactive self-check quiz.
Self-Check Quiz
Test your knowledge of the Pythagorean Theorem in this interactive online quiz.
http://www.glencoe.com/sec/math/studytools/cgi-bin/msgQuiz.php4?isbn=0-07-829633-1&chapter=11&lesson=3&headerFile=4&
Pythagoras in 3D
A challenge problem: can you find the longest dimension of a box?
http://www.interactive-maths.com/pythagoras-in-3d-ggb.html
PROOF
Proving the Pythagorean Theorem

See if you can figure out two more proofs of the Pythagorean theorem. Only the pictures are given to you. Tips and
Solutions are available.
http://www.learner.org/courses/learningmath/geometry/session6/part_b/more.html
Annotated Animated Proof of the Pythagorean Theorem

Watch the animation to learn a proof of the Pythagorean Theorem.
http://www.davis-inc.com/pythagor/proof2.html
Many Proofs of the Pythagorean Theorem

A list of animated proofs.
http://www.takayaiwamoto.com/Pythagorean_Theorem/Pythagorean_Theorem.html
Pythagorean Theorem and its many proofs

A collection of 111 approaches to prove this theorem.
http://cut-the-knot.com/pythagoras/

Angle Relationships
A ray has a starting point and continues indefinitely in one
direction (indicated by one arrowhead).
An angle consists of two rays that start at the same point,

called the vertex. Each ray is called a side of the angle.
We can denote the angle on the right as angle BAC, or using
the symbol “∠” for “angle,” as ∠BAC.
Note that we list the vertex point in the middle: it is ∠BAC,

not ∠ABC. We could also name it ∠CAB.
In mathematics, we also often denote angles with the beginning letters of the
Greek alphabet: α (alpha), β (beta), γ (gamma), and δ (delta). So ∠BAC can also be called “angle α.”
Two angles are adjacent if they have a common vertex

and share one side.
In the image on the right, ∠α and ∠β are adjacent

(side-by-side) angles.
1. How many angles do you see in the picture? ________
How many degrees do these angles measure?
∠ABC = __________°
∠CBD = __________°
∠ABD = __________°
What is the sum of ∠ABC and ∠CBD? _____________°
What is the sum of all three angles? _____________ °
2. Measure the angles. Calculate their sum.
∠A = __________°
∠B = __________°
∠C = __________°
∠D = __________°
Sum of the angles = _________°

The angles ∠α and ∠β in this image are adjacent, and they form
a straight angle (an angle of 180 degrees). They are called
supplementary angles.
Two angles are supplementary if their sum is 180 degrees:
∠α + ∠β = 180°
The angles ∠α and ∠β in this image are adjacent, and they form
a right angle. They are called complementary angles.
Two angles are complementary if their sum is 90 degrees:
∠α + ∠β = 90°
We can also say, “α complements β.”
Here’s a mnemonic to help you remember the difference: Supplementary angles
form a Straight line, and Complementary angles form a Corner (a right angle).
Supplementary angles don’t have to be adjacent, and neither do complementary angles.
These are still complementary angles, These are still supplementary angles,
because 21° + 69° = 90°. because 146° + 34° = 180°.
3. a. Draw a 38° angle. Then draw an

adjacent angle that complements it.
b. Draw an 82° angle. Then draw an adjacent

angle that supplements it.

4. Write an equation for each of the unknown angles. Then solve it. Do not measure any angles.
a.
b.
Equation for x: ______________________ Equation for α: ______________________
Solution: __________________________ Solution: __________________________
5. Figure out the missing entries in the table without actually measuring any angles. Remember that
a full circle is 360°.
Angle Degrees Fraction Percentage
α 1/4
β 120°
δ 75°
6. Figure out the missing entries in the table without actually measuring any angles.
α 50°
γ 1/6
7. What is the value of x + y?

Vertical angles
When two lines intersect, they form four angles. The two
opposite angles are called vertical angles.
Vertical angles are congruent. (They have the same angle measure.)
Example 1. In this picture, you see two pairs of vertical angles.

What is the measure of angle x?
Notice that the angle x and the 51° angle are supplementary
(they form a straight line), which means that x + 51° = 180°.
From that we get x = 180° − 51° = 129°.
8. Find the measures of angles α and β without measuring.
∠α = _______ ° ∠β = _______ °
9. a. Find a pair of vertical angles in the figure.
b. Write an equation for α, and solve it.

Hint: Look for angles that form a straight line.
c. What is the measure of ∠γ?
10. Calculate the measures of angles α, β, γ, and δ.

Hint: Look for vertical angles and for angles that form a straight line.
∠α = _______ ° ∠β = _______ °
∠γ = _______ ° ∠δ = _______ °

11. In this figure, lines k and m are parallel
and line l intersects them both.
a. Mark all the pairs of vertical

angles in the figure.
b. Measure or calculate all

the eight angles. Mark them
in the figure.
What do you notice?
Lines l and k are parallel, and line m intersects them both.

We call angles A and C corresponding angles because
they are oriented in the same sense in matching “corners.”
Angles B and D are also corresponding angles.
Because the rays that form them are parallel,
corresponding angles are equal.
12. One angle is given. Find the measures of the marked angles without measuring.
a. ∠A = _______ ° ∠B = _______ ° b. ∠A = _______ °
13. a. This figure has two pairs of parallel lines, and angle A = 109°.
Reason out the measures of the other angles.
∠B = _______ ° ∠C = _______ ° ∠D = _______ °
b. What familiar polygon is formed in the middle?
14. Reason out the measures of angles A, B, and C

in this parallelogram.

Classify Triangles
Triangles can be classified in two ways: by their angles, or by their side lengths.
Classification according to angles Classification according to sides
1. An acute triangle: 1. An equilateral triangle:

All three angles are All three sides are congruent.
acute. (The little tick marks mean
that those sides are congruent.)
2. A right triangle: 2. An isosceles triangle:
One angle is right, At least two sides are congruent.
and the other two are (The little tick marks mean that
those sides are congruent.)
__________________. 3. A scalene triangle:
All its sides are of different
3. An obtuse triangle: lengths.
One angle is obtuse, (The tick mark, double tick mark,
and the other two are and triple tick mark mean that
those sides are not congruent.)
__________________.
1. Classify these triangles both according to their angles and according to their sides.
b. c. d.
a.
e. f.
g.
a. ______________________________ b. ______________________________
c. ______________________________ d. ______________________________
e. ______________________________ f. ______________________________
g. ______________________________

2. Draw a triangle with one 80-degree angle, and one 34-degree angle. You choose
the side lengths. (Hint: Start out by drawing one of the sides however long you want it.)
a. What is the measure of the third angle?
b. Classify your triangle according to its

sides and angles:
It is _________________________
and _________________________.
3. Draw any scalene obtuse triangle.

(Use a ruler in order to draw more neatly.)
4. Draw a copy of your triangle from

exercise #3, but double its side lengths.
Your new triangle will have the same
angle measures. (Hint: measure the angles
of the first triangle.)
5. Draw any isosceles triangle. Start out by

drawing the two congruent sides, and draw
the third side last. Use a ruler.
Measure its angles: _____°, _____°, _____°.
6. Draw any right isosceles triangle.

(Hint: start out by drawing a right angle, and
then measure the two congruent sides.)

Angles in a Triangle
1. Using a ruler, draw any triangle in this
space or in your notebook. Measure all
its angles. Calculate their sum.
The sum of the angles is _________°.
2. Draw a different triangle.

Measure all its angles.
Calculate their sum.
The sum of the angles is _________°.
You’ve probably already made a guess that the sum of the angles in a triangle is 180°. That is true. Here is a
proof for it. “Proof” means that we use already established principles to show that some new statement is true.
Let ABC be a triangle (a generic We draw line l so that it is parallel to AC and passes through
triangle we will use in the proof). point B. We also extend AB and CB as shown in the figure.
Extending the rays forms the adjacent angles α′, β, and γ′.
Because α and α′ are corresponding angles, ∠α′ = ∠α .
Because β and β′ are vertical angles, ∠β′ = ∠β .
And because γ and γ′ are corresponding angles, ∠γ′ = ∠γ.
Therefore, the sum ∠α′ + ∠β′ + ∠γ′ is equal to

the sum ∠α + ∠β + ∠γ.
Since l is a straight line, the three angles α′, β′, and γ′ form
a straight angle, so the sum of their measures is 180°. In the
previous step we just demonstrated that ∠α′ + ∠β′ + ∠γ′
= ∠α + ∠β + ∠γ, so, since ∠α′ + ∠β′ + ∠γ′ = 180°, this
means that ∠α + ∠β + ∠γ = 180°, too (which is what we wanted to prove).

3. In each problem, write an equation for the unknown angle and solve it. Do not measure.
b.
a.
4. a. A certain triangle has three equal angles. What is the measure of each angle? _______°
b. Draw one such triangle using your protractor.

Make each of its sides 5 cm long.
c. This triangle has a special name.

What is it called?
5. What is the measure of the top angle?

Let’s review how to draw a line that is perpendicular (at a right angle) to a given line
First draw a point (a dot) on the given line. For the next step you will need a protractor.
Align the point and the straight side of your protractor.

Also align the given line and the 90° mark on the protractor. Draw the line.
6. a. The figure below on the right shows line segment AB that

is 4 cm long. Draw another line segment, AC, from A
that is 6 cm long and perpendicular to AB. Then draw
the segment CB.
b. What kind of triangle is formed?
c. Are any two angles in your triangle complementary?

If so, which ones?
d. Are any two angles in your triangle supplementary?

If so, which ones?
7. Can you draw a triangle that has two obtuse angles?

Why or why not?

An isosceles triangle has two sides that Not only does an isosceles triangle have two sides
are equal. Think of it as a “same-legged” that are equal, but two of its angles are also equal.
triangle, the “legs” being the two sides They are called the base angles. The remaining
that are the same length. angle is called the top angle.
8. The top angle of an isosceles triangle measures 25°.

What do the other two angles measure?
9. Draw an isosceles triangle with 40° base angles

and a 4 1/2-inch side between the two angles.
10. Draw an isosceles triangle with a 64° top angle and

two 4.3-cm sides. What is the measure of the base angles?

Classification of triangles
Every triangle is
z acute, obtuse, or right (classified according to angles), and
z equilateral, isosceles, or scalene (classified according to sides). This is an obtuse scalene triangle.
11. a. Draw a triangle with 65° and 50° angles and a 7.5-cm side between those two angles. Start out by
drawing the 7.5-cm side near the bottom of the drawing space below.
b. Calculate the third angle. It is _______°. Then measure it in your triangle to check.
c. Classify your triangle according to its sides and angles:
It is ______________________________ and ______________________________.
12. Lines l and m are parallel. Figure out

the measure of the unknown angle.
Any quadrilateral can be divided into two triangles by drawing

a diagonal. We can use this idea to easily prove what the sum
of the angles of any quadrilateral must be.
a. What is the sum of the angles of any quadrilateral?
b. Prove it.

Angles in Polygons
The angle sum in a quadrilateral is 360°.
See if you can understand and fill in this proof about the angle sum in a quadrilateral!
PROOF. Look at the quadrilateral ABCD. We draw a diagonal into it. The
diagonal divides the quadrilateral into two triangles, triangle ABC and triangle
ACD.
The angle B from triangle ABC is also an angle of the quadrilateral.
The angle D from triangle ACD is also an angle of the quadrilateral.
Angle BCA and angle ACD are angles in the two triangles (the two angles with
vertex C), but they also form together one angle of the quadrilateral. Similarly,
angle CAB and angle DAC are angles in the two triangles (the two marked
angles with vertex A), but they also form together another angle of the
quadrilateral.
The angle sum of triangle ADC is _______ degrees, and the angle sum of triangle ABC is also _______
degrees.
It follows that the four angles in the quadrilateral ABCD are formed of the angles of the two triangles. Thus, the
angle sum of a quadrilateral is twice ______° , or ________ °.
1. The figure illustrates how we can find the angle sum in a pentagon.
Use the reasoning above to find the angle sum of a pentagon.
The angle sum of a pentagon is ___________°.
2. Draw six points randomly. Connect

them with a ruler so you get a hexagon.
Then, divide it into triangles using
diagonals. Use the reasoning above
to find the angle sum of a hexagon.
It is ___________°.

3. You have seen this picture earlier. It has two sets of parallel lines.
We see lots of vertical angles and corresponding angles.
a. Angle A is 102°. Mark in the picture (using a single arc)
all the other angles that are also 102°.
b. Mark in the picture (using a double arc) all the other
angles that measure the same as angle C.
c. How many degrees is angle C? _______°
d. What quadrilateral is enclosed by the two sets of parallel lines? ___________________________
From this figure we can learn something special about the angles in a parallelogram:
In a parallelogram, the opposite angles are congruent.

Also, two “neighboring” angles have the angle sum of 180 degrees.
In total, the four angles of course add up to 360°, just like in any quadrilateral.
4. One angle in a parallelogram is 74°.

What are the measures of its other angles?
_______°, _______° and _______°.
Now draw one such parallelogram.
You can choose the side lengths.
5. One angle of a rhombus is 115°.

What are the measures of its other angles?
_______°, _______° and _______°.
Now draw one such rhombus. You can
choose the side lengths. Just remember,
in a rhombus, all sides are congruent.
a. This is a regular pentagon. The angle marked with “?” is called

an exterior angle of the pentagon. Figure out its angle measure.
b. This is a regular hexagon. Figure out the measure of
the exterior angle (marked with “?”).
c. How many degrees is the exterior angle of a regular nonagon?

Congruent Figures
Two figures are called congruent if, when you place them on top of each other, they are an exact match. In
that sense, they are identical.
You may have to turn or flip one of the figures to fit it on top of the other one.
These figures are congruent.

These are not
Imagine turning one of them 90° and
congruent.
putting it on top of the other one.
1. Are the following figures congruent or not?
a.
b. c.
d. e. f.
g.
h. i.
2. Can you divide these shapes into two congruent parts? Into four congruent parts?
a. b. c. d. e.

Similar Figures
If you stretch the figure one way only (horizontally), the resulting
new figure is NOT similar to the original one.
If you stretch it vertically, again the resulting

figure is NOT similar to the original one.
But if you stretch the figure both ways (equally in all directions)
then the new figure is similar to the original one. Its shape is
preserved, it is just bigger.
These figures are similar. They have

the same basic shape, but one is larger
than the other.
These figures are not similar. The stretching

or shrinking has not been both ways.
In a drawing software
Drawing software is excellent for exploring similar figures. Just draw something and then stretch
or shrink it. (In Microsoft Word first choose View -> Toolbars -> Drawing.)
In many programs, if you press down the “Shift” key while stretching or shrinking,
the shape is preserved and the resulting figure is similar to the original one.
In Paint (a Windows program), you can choose to stretch the figure in the “Edit” menu. If you
choose the same percentages for horizontal and vertical stretching, the resulting figure IS similar
to the original one, and otherwise not.
So if you have any such software, draw some basic shapes, such as rectangles, parallelograms,
trapezoids, circles, and more. (MS Word has a “Basic shapes” menu.) Make copies of your shapes,
and stretch them and shrink them equally in all directions.

1. Do the pairs of figures depict congruent figures, similar figures, or neither?
b. c.
a.
d.
e. f.
h. i.
g.
j. k.
l.
m. o.
n.
2. One rectangle has sides 3 cm and 9 cm, and

another has sides 2 cm and 4 cm.
Are they similar? You can draw them!
3. A rectangle has sides 2 in. and 3 in., and

another has sides 4 in. and 6 in.
Are they similar? You can draw them!

4. Draw a triangle with angles 45°, 45°, and 90°.
Then draw another triangle that has the same
angles, but its sides are shorter. Do your two
triangles look congruent, similar, or neither?
5. Draw a triangle with angles 90°, 30°, and 60°.

Then draw another triangle that has the same
angles, but its sides are longer. Do your two
triangles look congruent, similar, or neither?
6. One circle has a radius of 5 in. and another

has a radius of 2 in. Are they similar?
How about a circle with diameter 10 cm?
7. Draw two similar parallelograms so that

the side lengths of the one are half the
side lengths of the other.
8. Draw two similar rectangles so that the

side lengths of the one are 0.7 times
the side lengths of the other.

Similar Figures and Scale Ratio
With polygons, we can express the “stretching equally in all directions” in mathematical terms.
Two polygons are similar IF both of these are true:
z The corresponding angles in the two polygons are congruent (the same);
z The corresponding sides in the two polygons are in the same ratio.
This ratio is called the scale ratio or just scale.
Example. The pentagons ABCDE and

A'B'C'D'E' are similar. Their angles
are congruent. This means that
∠A = ∠A', ∠B = ∠B', and so on.
Also, their corresponding sides are in the same ratio.
For example, the ratio AB : A'B' is 25:35, which simplifies to 5:7. The ratio AE : A'E' is 15:21,
which simplifies to 5:7. And so on. Each pair of corresponding sides is in the ratio of 5:7.
So, the scale ratio between the smaller and the larger pentagon is 5:7. Note that we can also turn
the ratio around, and say that the scale ratio between the larger and the smaller pentagon is 7:5.
1. Write the ratios between the corresponding sides of these similar figures. Simplify the ratios.
a. b.
AB : A'B' = AB : A'B' =
BC : B'C' = AC : A'C' =
2. Find the scale ratio.
3. The sides of one triangle measure 5 ft., 3 ft., and 4 ft.

The sides of another measure 10 ft, 5 ft, and 8 ft.
Are the triangles similar?

Sometimes we write the scale ratio as a single decimal number.
Example. The scale between two similar figures is 7:5 = 7/5 = 1.4. Writing the scale as the single number 1.4
means that the larger figure is 1.4 times the size of the smaller figure. The number 1.4 is easy to use in
calculations of side lengths.
Or, if we compare the smaller figure to the larger figure, the scale ratio is 5:7 = 5/7 ≈ 0.71.
This means the smaller figure is 5/7 or about 0.71 times the size of the larger figure.
4. Draw a smaller copy of this

parallelogram. Let each side be
exactly 0.7 as long as the sides
in the original.
5. The scale ratio between two rectangles is 2:5.

The sides of the smaller one measure 6 cm and 8 cm.
How long are the sides of the larger one?
6. The scale ratio between two parallelograms is 2:3.

The sides of the larger one measure 36 mm and 48 mm.
How long are the sides of the smaller one?
7. The radius of one circle is 5.5 cm, and the radius of

another is 10.4 cm. Are the circles similar?
8. When you follow these instructions, is the resulting triangle similar

to the original, congruent, or neither?
a. You draw a copy of this triangle, but while drawing, your paper is upside down.
b. You draw a new triangle using the same angle measurements
as in this triangle but different side lengths.
c. You draw a new triangle using one angle measurement that is the same
as in this triangle and two angle measurements that are different.
d. You draw a new triangle so that its sides are exactly 2.4 times
as long as the sides in the original triangle.

Example. The two kites are similar. Find the side length marked with x.
Solution 1. The two ratios we get from
the two pairs of corresponding sides
are equal, so we can write a proportion:
20 mm x
=
15 mm 27 mm
Solution 2.
15x = 20 × 27 mm
15x = 540 mm
The scale ratio between the larger and smaller
kite is 20:15 = 4:3. As a single number, this
15x 540 mm ratio is 4:3 = 4/3. Therefore, the unknown
= side length is 4/3 × 27 mm = 36 mm.
15 15
x = 36 mm
9. The figures are similar. Calculate the side length marked with x.
a. b.
c. d.

Congruent Transformations
In this lesson we study congruent

transformations. There are ways to change or
transform the image so that its shape and size
do not change. In other words, the changed
image is congruent to the original.
There are three different types of congruent

transformations:
1. Translation (or “slide”). You simply move or
slide the image without tilting or rotating it.
2. Reflection (“flip”). The image is reflected or mirrored in some line. The line is like the mirror.
3. Rotation (“turn”).
The image is rotated
or turned around
some point.
1. Was the bird translated, reflected, or rotated to the new position?
a. b. c.

2. The dark-lined figure was transformed into the faded-lined one. Name the transformation.
a. b. c.
d. e. f.
3. Transform the figure.
a. Flip it in the vertical line. b. Flip it in the horizontal line. c. Rotate it 90° counter-
clockwise around the origin.
d. Rotate it 90° clockwise e. Slide it four units to f. Slide it three units up,
around the origin. the left, two up. one unit to the right.

4. The white triangle was transformed into the gray. Name the transformation.
You can cut out the gray triangle on the right to help you. Place it on top of the
white triangle in the exercise, and move it, rotate it, or reflect it.
a. b. c.
______________________ ______________________ ______________________
d. e. f.
______________________ ______________________ ______________________
g. h. i.
______________________ ______________________ ______________________
5. i. First reflect (flip) the figure in either line (you can choose). ii. Reflect the resulting figure in
the other line. iii. Reflect the resulting figure once more, in the first line you chose.
a. b. c.

6. a. Draw any shape you like in one of the parts of the grid. Then reflect your shape two times, first
in the vertical line, then in the horizontal line.
b. Draw any shape you like on the far left third of the grid. Reflect your figure first in the nearest line,
then in the other line.
7. One of the best ways to explore the transformations is using a computer drawing program. These
programs have commands to flip figures vertically or horizontally, rotate them, and move them.
If you do not have specialized image or drawing programs, even Windows Paint has a few commands
for transformations. You can even use word processing software. First make the drawing toolbar visible
by choosing “View→Toolbars→Drawing”. Draw some figures. You may need to explore in the
drawing toolbar to find the commands for rotating or flipping the figures.
To transform already created images of photographs, you can download and install a free image viewer
Irfanview (www.irfanview.com).
New Terms
z transformation z reflection
z translation z rotation

Transformations in the Coordinate Grid
When a figure is reflected in either x- or y-axis, there is a very simple relationship between the coordinates of the
original figure and the coordinates of the reflected figure. Let's explore.
1. These images have been reflected in the x-axis. Write the coordinates of their vertices.
a. b.
The original figure The reflected figure The original figure The reflected figure
A ( _____, _____ ) A' ( _____, _____ ) A ( _____, _____ ) A' ( _____, _____ )
B ( _____, _____ ) B' ( _____, _____ ) B ( _____, _____ ) B' ( _____, _____ )
C ( _____, _____ ) C' ( _____, _____ ) C ( _____, _____ ) C' ( _____, _____ )
D ( _____, _____ ) D' ( _____, _____ )
How do the coordinates change?
2. These images have been reflected in the y-axis. Write the coordinates of their vertices.
A ( _____, _____ ) A' ( _____, _____ ) A ( _____, _____ ) A' ( _____, _____ )
B ( _____, _____ ) B' ( _____, _____ ) B ( _____, _____ ) B' ( _____, _____ )
C ( _____, _____ ) C' ( _____, _____ ) C ( _____, _____ ) C' ( _____, _____ )
D ( _____, _____ ) D' ( _____, _____ )

When a point is reflected in the x-axis, its x-coordinate does not change.
Its y-coordinate changes to the opposite number.
When a point is reflected in the y-axis, its y-coordinate does not change.
Its x-coordinate changes to the opposite number.
3. Reflect the figures.
a. b. c.
Reflect the figure in the x-axis. Reflect the figure in the y-axis. Reflect the figure in the x-axis.
d. e. f.
Reflect the figure in the y-axis. Reflect the figure in the x-axis. Reflect the figure in the y-axis.
4. Draw any shape you like in one of the quarters of the grid. Reflect your shape first in the x-axis. Then
reflect the resulting figure in the y-axis. Yet one more time reflect the resulting figure in the x-axis.
Can you notice an interesting pattern forming every time?
a. b. c.

5. In (a), the figure is translated (moved) four units down and three units to the left. In (b), the figure is
moved five units up and three units to the right. Write the coordinates of their vertices.
a. b.
The original figure The moved figure The original figure The moved figure
A ( _____, _____ ) A' ( _____, _____ ) A ( _____, _____ ) A' ( _____, _____ )
B ( _____, _____ ) B' ( _____, _____ ) B ( _____, _____ ) B' ( _____, _____ )
C ( _____, _____ ) C' ( _____, _____ ) C ( _____, _____ ) C' ( _____, _____ )
D ( _____, _____ ) D' ( _____, _____ )
When a point is translated (moved) in the coordinate grid, its coordinates change accordingly.
z If a point moves up n units, its y-coordinate increases by n units.
z If a point moves down n units, its y-coordinate decreases by n units.
z If a point moves to the right n units, its x-coordinate increases by n units.
z If a point moves to the left n units, its x-coordinate decreases by n units.
6. Move the figures.
a. b. c.
Three units down, Five units up, Four units up,
two units to the right. five units to the right. four units to the left.

7. Follow the instructions.
a. b. c.
Reflect the figure in the x-axis. Move the figure four units up. Reflect the figure in the y-axis.
Reflect the resulting figure Reflect the resulting figure Move the resulting figure
in the y-axis. in the y-axis. five units down, two to the right.
8. A figure whose vertices are at (−5, −3), (−1, −3), (0, −5), and (−7, −5) is transformed this way:
a. It is reflected in the x-axis.
b. It is moved seven units to the right,
three down.
c. It is reflected in the y-axis.
Give the coordinates of its vertices
after all three transformations.
9. The vertices of certain triangles were changed in

the following ways. Describe the transformations.
a. original transformed b. original transformed c. original transformed
A (2, 4) A' (−2, 1) A (−2, 4) A' (−2, −4) A (1, −2) A' (−1, −2)
B (4, 5) B' (0, 2) B (−4, 4) B' (−4, −4) B (5, −1) B' (−5, −1)
C (3,1) C' (−1, −2) C (−3,0) C' (−3, 0) C (3, 3) C' (−3, 3)
A certain triangle underwent original intermediate final

two transformations. The
original and final coordinates A (−5, 5) A' ( ___, ___) A'' (−2, −5)
of its vertices are given on the right.
B (−2, 2) B' ( ___, ___) B'' (1, −2)
What were the transformations? C (−3, 1) C' ( ___, ___) C'' (0, −1)

Basic Geometric Constructions
Geometric constructions are drawings done using only these two tools:
z a compass
z a straightedge (a ruler).
A compass allows you to draw points that are at a specified distance from a certain point
(a circle’s center point). This fact proves out to be very useful in geometric drawings!
A straightedge is a ruler without measurement units (such as cm or in). It is used only to draw straight lines.
You can use your normal ruler. Just ignore the units of measurement on it.
You will complete most of the exercises of this lesson using only a compass and a straightedge or drawing
software. All you need is the ability to draw circles from their center point and to draw straight lines, so even the
drawing tools in a word processor program are sufficient.
Tips: 1. In MS Word, go to View → Toolbars → Drawing to see the drawing tools.
2. In many programs, holding the Control and Shift keys while drawing a circle forces the circle to be drawn as a
perfect circle (not as an ellipse) and from its center point (not from the side).
Copy a Line Segment
Our task is to draw a copy of a given line segment,

or in other words to draw another line segment of
the same length, anywhere on the paper.
Start out by drawing a long line and drawing a point
on it (A′). Now, think: how can you use the compass
to find where the point B′ should be so that A′B′ is
as long as AB?
1. Copy the line segment.
2. Draw a line segment that is as long as these two line segments together.

An Isosceles Triangle
This is an easy construction, too.

Locate point C so that ABC will form
an isosceles triangle. In other words, AB
and AC need to be congruent.
3. Draw any isosceles triangle on blank paper. Also draw one with drawing software.
Hint: start out by drawing any angle.
4. Draw an isosceles triangle with two sides this long:

An Equilateral Triangle
An equilateral triangle has three congruent sides. Its name helps you remember what it means:
“equi” refers to equal, and “lateral” to sides, so “equi-lateral” refers to an equal-sided triangle.
This means its vertices are at the same distance from each other. Keep in mind that a compass
helps us find points that are at the same distance from each other!
A equilateral triangle has another special feature also: each of its angles is 60 degrees.
The line segment AB marks the side of the triangle.
Draw a circle using point A as the center point and AB

as the radius. The third vertex of the triangle MUST lie
on this circle... because its distance to B is equal to AB.
Can you see what was done in this picture? The triangle is done!
5. Draw an equilateral triangle using this line segment as the base.
6. a. Draw any equilateral triangle on blank paper. You can choose how long the sides are.
b. Draw another equilateral triangle with drawing software.

A Triangle with Three Given Sides
Our task is to construct a triangle using these line

segments as its sides. We are essentially given three Start out by choosing any of the line segments
distances, which means a compass will help. as the base. Copy that line segment.
Draw a circle using one of the end points of the first Then draw a circle using the other end point of the first
line segment as the center point and the second line line segment as the center point and the third line
segment as the radius. segment as the radius.
Where is the third vertex of the triangle?
Lastly, draw the two sides of the triangle.
7. Draw a triangle using these three line segments as sides.

8. a. Draw a triangle using these three line segments as sides.
b. Classify the triangle according to its angles and sides.
9. Draw a triangle with sides 4.5 cm, 6.8 cm, and 5.7 cm long.
This time, you will need a regular centimeter-ruler and a compass.
10. a. The table lists three sets of lengths. If these are used as lengths of sides for a triangle, one of them
does not make a triangle. Which one? (Try to draw the triangles on a blank paper.)
8 cm, 6 cm, 10 cm 3 cm, 12 cm, 8 cm 10 cm, 13 cm, 15 cm
b. Change one of the lengths in the set that didn’t make a triangle so that the three lengths will
form a triangle.

Triangle Inequality
It is always shorter to go straight from A to B

Which way is shorter? (distance a) than to first go from A to X
From A to B, or (distance b) and then from X to B (distance c).
from A to B via X?
In symbols, a < b + c.
The triangle inequality also gives us a way to determine if three lengths can form a triangle.
Three lengths a, b, and c form a triangle if — and only if — the sum of any two is greater than the third.
Otherwise you would have a triangle where traveling along two of
the sides would be a shorter distance than traveling along the third side. Can you see why
this triangle is fake?
For example, the lengths 2 cm, 2 cm, and 5 cm cannot
form a triangle, because 2 + 2 is not greater than 5.
In symbols, for a, b, and c to form a triangle, each z a+b>c
of the following three inequalities must be true: z a+c>b
z b+c>a
11. Write the three triangle inequalities, a + b > c, a + c > b, and b + c > a for this triangle.
_______ + _________ > ________
_______ + _________ > ________
_______ + _________ > ________
12. Which sets of lengths do not make a triangle?
7 in, 3 in, 2 in 10 cm, 13 cm, 17 cm 6 yd, 8 yd, 11 yd 7 m, 10 m, 2 m
13. Fill in: In a triangle with sides 50 cm and 65 cm, the third side must be at least ____________ cm.
Let a, b, and c be the sides of a triangle. According to the triangle inequality,

a < b + c. But what if we allow equality so that a = b + c ? Use an actual
numerical example and a drawing to explain what happens in that case.
P.S. Mathematicians do actually allow for equality in the triangle inequality and write it as a ≤ b + c.

More Constructions
(This lesson is optional)
1. The instructions below explain how to construct a perpendicular line through a point on a line. The last
step is missing, though. Finish the construction.
(1) You are given a line and a point (2) First, draw any circle using (3) Now you have two helping
on it. The task is to draw a the given point as a center. points on both sides of the
perpendicular line through this Mark the points where your given point. Complete the
point. circle intersects the line. Then construction. Think back to
you can erase the circle. the constructions you have
already learned!
2. The instructions below explain how to construct a perpendicular line through a point not on the line. The
last step is missing, though. Finish the construction.
(1) You are given a line and a point (2) First, draw any circle using the (3) Now you have two helping
not on it. The task is to draw a given point as the center. Mark points on both sides of the
line, through the point, that is the points where your circle given point. Complete the
perpendicular to the original intersects the line. Then you construction. Think back to
line. can erase the circle. the constructions you have
already learned!

The following problems let you practice the constructions explained above and also discover new ones. You can draw them on
separate paper if you need to. Keep thinking. That’s part of the fun of drawing. Just memorizing how constructions are done is
not as valuable as thinking for yourself and finding a way they can be done! Also remember that the same construction can
often be done in several different ways.
3. Draw any line. Then draw

a line perpendicular to it.
4. Draw a rectangle that is not a square.

(Hint: start out by drawing a long line, and
mark the two vertices of the rectangle
with dots somewhere on that line.)

5. a. Construct a perpendicular line from the vertex A to the opposite base.
b. Choose another vertex, and construct a perpendicular line from that vertex to the opposite base.
c. Your two lines meet at a point inside the pentagon. Using that as a center point, draw a circle so it passes
through A and all the other vertices. You have just circumscribed the pentagon!

6. The instructions below explain how to draw an altitude to a triangle. The last step is missing, though. Finish
the construction.
You are given the triangle ABC. First draw a circle using _____ Then draw a second circle using
The task is to draw an altitude
through B (a line segment from as the center point and the line ____ as the center point and the
B to side AC that is perpendicular segment ______ as the radius. line segment ______ as the radius.
to AC). Complete the construction.
7. Draw an altitude to each triangle from the top vertex. Notice the second triangle is obtuse, so the
altitude will be outside of the triangle.

8. Draw all three altitudes to this triangle. What special thing do you notice?

Bisecting Lines and Angles
An angle bisector
An angle bisector is a line that divides a given angle into two equal angles.
The prefix “bi” refers to two, so “bi”-sector means “two” sections.
To bisect angle ABC, draw any What kind of triangle is triangle ABC, considering
circle using B as the center point. its sides? It is _____________________________
Mark the points where that circle triangle.
intersects the sides of the angle.
Now, we simply construct the altitude of triangle
ABC. That will also be the bisector of the angle ABC!
1. Bisect these angles.
b.
a.
2. Bisect all the angles in the rectangle.

3. Bisect all the angles of the triangle. Notice something special about the three angle bisectors!
Bisecting a line segment

Bisecting a line segment means finding its midpoint. An “old” construction will work for this!
To bisect the line segment AB, draw two circles. For the The two circles are drawn. Now, you can draw the
first, use A as center and AB as radius. For the second, line that bisects the line segment! Can you see how?
use B as center and AB as radius.
Lastly, erase all the lines, and mark the point
where the bisector line intersects AB.
4. Bisect this line segment.

5. a. Bisect all the sides of this triangle (not the angles).
b. Let D, E, and F be the three midpoints of the sides.

Join them with line segments to form a new triangle.
c. What special thing do you notice about the side lengths of the
triangle DEF as compared to the side lengths of the big triangle?
6. The ray u bisects ∠MNO, the ray s

bisects ∠RNO, and ray t bisects ∠RNP.
a. If ∠RNQ is 7.8 degrees, what is ∠MNO?
b. If ∠MNO is 68 degrees, what is ∠QNP?
Figure out a way to draw a 15°angle using only a

compass and straightedge.
Hint: Use an equilateral triangle.

Drawing Problems
A triangle can be described using its angles and its sides. This of course gives us six pieces of information:
the measures of three angles and the lengths of three sides.
However, we don’t actually need all six items to determine a triangle. We can get by with less information.
Let’s find out how many of the items it takes to determine a unique triangle.
Example 1. Draw a triangle with a 40-degree angle and

one 5-cm side.
Clearly, we can draw triangles of several different shapes

that fit this information. These two pieces of information
(one angle and one side) are not enough to uniquely
determine a triangle. We don’t even know if the angle is
opposite to the 5-cm side or next to it.
(Images are not

to true scale.)
Example 2. Draw a triangle with sides 7 cm, 8 cm, and

9 cm long. Can you draw several of different shapes?
We already studied how to draw a triangle with three given
sides using a compass and straightedge. That process
produces a unique triangle. If you draw it again, you will
get a triangle that is an exact copy of the first one, maybe
rotated, flipped, or in a different place on your paper, but
the two are congruent: if one were placed on top of the
other, they would match exactly.
1. Does the information given define a unique triangle? If yes, say so, and draw the triangle. If not, prove that
it doesn’t by drawing at least two non-congruent (different-shaped) triangles that satisfy the given conditions.
a. A triangle with two 60-degree angles
b. An isosceles triangle with two 7-cm sides
c. An isosceles triangle with two 7-cm sides and a 12-cm base
d. An equilateral triangle with 6 1/2-inch sides

In a parallelogram, the opposite angles are equal.
Not only that, but any two neighboring angles sum to 180 degrees:
∠A + ∠B = 180°.
Of course, the sum of all four angles is 360°, just like in any quadrilateral.
2. a. Draw a parallelogram with one 65° angle and sides that are 8 cm and 5 cm long.
Hint: Start out by drawing the 65° angle. Then draw the base side.
b. Are any of the angles in the parallelogram complementary?

If so, which ones?
c. Are any of the angles in the parallelogram supplementary?

If so, which ones?
3. A parallelogram has two 50° and two 130° angles. Does this information define a unique parallelogram?
If so, draw it. If not, draw several non-congruent parallelograms that fit this condition.

4. One angle of a rhombus (a parallelogram with four equal sides) is 115° and its side measures 2.5 inches.
a. Calculate the angle measures of the other three angles: they measure _______°, _______° and _______°.
b. Does the information given determine a unique rhombus?
c. If so, draw the rhombus. If not, draw several different rhombi that fit the description.
5. A parallelogram has 3-in and 4.5-inch sides and a 60°-angle between them. Does this information define
a unique parallelogram? If so, draw it. If not, draw several non-congruent (different-shaped)
parallelograms that fit this condition.

6. Carpenters often use the so-called 3-4-5 triangle, which is a triangle with sides 3, 4, and 5 units long.
The units can be inches, centimeters, meters, or even other sizes, such as 10-cm or 3-in. “units.”
For example, if the “unit” is 3 inches, then the triangle’s sides become 9 inches, 12 inches, and 15 inches.
a. Draw at least three 3-4-5 triangles using different “units.”
b. Measure the angles of your triangles. What do you notice?

7. This cross figure is drawn here at the scale 1:5 (which means that, in reality, it is five times as big).
a. Calculate the area of the figure in reality.

Hint: measure the sides of the figure in centimeters.
b. Make a new scale drawing of the original figure at the scale 1 : 6.

(Remember, you do not see the original figure here. The original is much larger
than the scale drawing below, which is at the scale 1 : 5.)
Scale 1 : 5
8. Below you see a scale drawing of a triangle, drawn at the scale 1 cm = 30 cm. Make
a new scale drawing of the original figure, this time using the scale 1 : 20.
Scale 1 cm = 30 cm

9. Let’s study some more about triangles. Does the information given define a unique triangle? If it does, say so,
and draw the triangle. If not, prove that it doesn’t by sketching at least two non-congruent (different-shaped)
triangles that satisfy the given conditions.
a. An isosceles triangle with a top angle of 90°.
b. An isosceles triangle with a 90° top angle and a 12-cm base.
c. A triangle with angles 50°, 40°, and 90°.
d. A triangle with 30° and 90° angles plus a 6-cm side.
e. A triangle with 30° and 90° angles plus a 6-cm side between those angles.
f. A triangle with sides 10 cm and 8 cm long that form a 70° angle.
g. A triangle with sides 10 cm and 8 cm long and a 70° angle (location not specified).

10. We haven’t studied all the possible combinations of pieces of information (angles and sides) that determine
a triangle, but we have looked at several. Based on the exercises in this lesson and logical thinking, fill in
the table. You will explore this topic more in high school geometry.
Determines a unique
Givens
triangle? (yes/no)
Three sides
Two sides and a given angle formed by those sides
Two sides and a given angle (location of angle not specified)
Three angles
Two angles and a side between them
Two angles and a side (location of side not specified)
One side and one angle
11. The image illustrates the principle for finding the sum of the angles of a pentagon.
a. Figure out what the principle is and fill in:
The sum of the angles of a pentagon is ___________°.
b. A regular pentagon has five equal angles and five equal sides.
Each angle in a regular pentagon must measure __________°.
c. Your friend has drawn a particular regular pentagon on paper.

Without seeing it, which information would you need to know
about her figure in order to be able to draw an identical copy of her pentagon?
a. A rhombus is a quadrilateral with four equal sides. Keeping in mind

that a compass allows you to draw points that are at a specified
distance from the center point, devise a way to construct a rhombus
using a compass and straightedge only. You decide how long each
side will be. Use blank paper or a notebook.
b. Construct a regular hexagon. Start out by constructing two

equilateral triangles using the usual construction for an
equilateral triangle with two circles (see the image).
The hexagon will be inside one of these circles.

Geometry Review
1. Find the missing angle measures.
b. c.
a.
2. a. An isosceles triangle has a top angle of 70°.

What are its other angles? _______° and _______°.
b. Its two congruent sides measure 5 cm each.

Draw the triangle. Measure the third side.
It is ____________ cm.
3. The top angle of an isosceles triangle measures 26°.

a. What do the other two angles measure?
b. Draw the triangle. Make the base 4 inches long.

4. The letters from u to z label the angles in the figure.
a. Which two angles are complementary?
b. Which two angles are supplementary?
c. Which two angles are vertical angles?
d. If w = 51° and v = 59°, then what are the measures of the rest of the angles?
u = ________° x = ________° y = ________° z = ________°
5. In the figure at the right, lines l and m are parallel.

a. Write an equation for the measure of the unknown angle x.
b. Solve your equation.
6. a. Draw a triangle with 40° and 60° angles, with

a 8-cm side between those two angles.
Start out by drawing the 8-cm side.
b. Calculate the third angle. It is _______°.
Then measure from your triangle to check.
c. Classify your triangle according to its
sides and angles:
It is _________________________
and _________________________.

7. A rhombus has 9 cm sides and one 40° angle.
a. What are the measures of its other angles?
_______°, _______° and _______°.
b. Draw the rhombus.

(Hint: Start with the 40° angle.)
8. a. Draw a triangle that is 1.5 times the size of this triangle.
b. Let a' be the side in your triangle that corresponds

to the side a in the triangle above.
In what ratio are the side lengths a and a' ?
9. Draw, using a compass and straightedge only, an isosceles triangle with two sides
the length of this line segment:

10. Draw a triangle with sides 2 in, 2 3/4 in, and 3 3/8 in long.
11. Two sides of a parallelogram measure 10.2 cm and 5.0 cm. There is a 45° angle
between them. Do these conditions define a unique parallelogram? If so, draw it.
If not, draw several non-congruent (different-shaped) parallelograms that all fit the
conditions.
12. The sides of one triangle measure 7 in., 4 in., and 6 in.
The sides of another measure 2 1/3 in., 1 in., and 2 in.
Are the triangles similar?
13. The scale ratio between two rectangles is 4:5.

The sides of the smaller one measure 36 mm and 48 mm.
How long are the sides of the larger one?

14. Name the congruent transformation.
a. b. c.
15. Reflect the figures.
a. b. c.
Reflect the figure in the x-axis. Reflect the figure in the y-axis. Reflect the figure in the x-axis.
16. Measure all the angles of the triangles. Then classify the triangles.
a. Angles: _______ °, _______ °, _______ ° b. Angles: _______ °, _______ °, _______ °

Acute, obtuse, or right? Acute, obtuse, or right?
Equilateral, isosceles, or scalene? Equilateral, isosceles, or scalene?
17. a. Draw an isosceles triangle with 50° base

angles and a 7 cm base side (the side
between the base angles).
b. Measure the top angle.
It is _______ ° .
c. Find the perimeter of your triangle in
millimeters.

18. a. What is this shape called?
b. Draw enough diagonals inside the shape to divide it into triangles.

c. Number each of the triangles.
d. Classify each triangle according to its sides (equilateral, isosceles,
scalene) and according to its angles (acute, obtuse, right).
19. a. Draw an isosceles obtuse triangle.
b. Draw a scalene acute triangle.
20. Do these constructions on a blank paper using only a compass and a straightedge.
a. Draw any line. Then construct a line that is perpendicular to the first line.
b. Construct an equilateral triangle.
c. Draw any triangle. Then construct one altitude to it.

Square Roots
The square of a number is that number multiplied by itself:
six squared = 62 = 6 · 6 = 36
Simply put, the square of 6 tells you the area of a square with sides 6 units long.
Taking a square root is the opposite operation to squaring. For example, the square root of 36 is 6.
This operation goes the opposite way: if you know the area of a square, then you can find the length of its side.
We use the “√ ” symbol (called the “radical”) to signify “square root.” For example, √25 = 5 because 52 = 25.
Here is a way to help you remember what a square root is. In the picture on the right,
the area of a square is written inside the square and the length of the side is written to the side:
Now, imagine the square is a square root symbol that “houses” the number for the area:
To find a square root of a number, think of a square with that area, and find the
length of the side of that square.
1. Find the square roots.
a. √ 100 b. √ 64 c. √ 4 d. √ 0
e. √ 81 f. √ 144 g. √ 1 h. √ 10,000
2. It is especially easy to find square roots of numbers that are

Perfect squares
perfect squares: numbers we get by squaring whole numbers.
For example, 49 is a perfect square because it is 72. 1 ______
Fill in the list of perfect squares from 12 to 202 at the right:
4 ______
9 169
3. Now find these square roots. You can use the table at the
16 196
right or guess and check.
25 ______
a. √ 169 b. √ 900 36 256
49 289
c. √ 225 d. √ 121 ______ 324
______ 361
e. √ 441 f. √ 8,100 ______ 400
4. Solve and find a shortcut for simplifying expressions of the form √a2 .
a. √ 6 · 6 b. √72 c. √572 d. √0.292
Fill in the shortcuts: Since squaring and square root are opposite operations,
(√a)2 = ____ and √a2 = ____ for any positive number a.

On the previous page you saw a list of numbers that were perfect squares (1, 4, 9, 16, 25, ...). The square roots of
those numbers are whole numbers. However, most numbers, such as 2, 5, and 17, are not perfect squares, and
their square roots are not so “pretty.” In fact, their square roots are irrational numbers, which means they are
unending decimals without any repeating patterns in the digits. We can use squaring with the guess-and-check
technique to approximate their values.
Example 1. Find the value of √19 to two decimal digits.

First we find two consecutive perfect squares so that 19 is between them: 16 < 19 < 25. From that fact we know
that 4 < √19 < 5. Also, since 19 is closer to 16 than to 25, we would expect √19 to be closer to 4 than to 5. So
let’s choose √19 = 4.3 or 4.4 as our initial guesses, square the guesses, and check how close to 19 we get:
4.32 = 18.49
4.42 = 19.36
We can see that √19 is between 4.3 and 4.4, and that it is closer to 4.4 than it is to 4.3 (because 19.36 is closer to
19 than 18.49 is). Let’s try 4.36 next.
4.362 = 19.0096 This is very close to 19! It is just a bit big, so let’s check the next smaller one,
4.352:
4.352 = 18.9225
Now we know that √19 is between 4.35 and 4.36 and closer to 4.36 than it is to 4.35 (because 19.0096 is much
closer to 19 than 18.9225 is). This means that to two decimal digits, √19 = 4.36.
5. Use only multiplication (squaring) to guess and check the values of the following square roots to two decimal
digits. You may use a calculator, but not the calculator’s “square root” function.
a. √7
b. √51
c. √99

Calculators have a button with the radicand symbol “√ ” for calculating square roots. On some calculators,
you first push the square root button, then the number of which you are taking the square root. On others, you
first enter the number and then push the square root button. Find out which way your calculator works.
Remember, if a square root is not a whole number, it is an irrational number, and irrational numbers are
unending decimals without any pattern in the digits. This means the calculator will show you only a part of the
decimal expansion of a square root—as many digits as fit onto its screen. For example, you might see:
√ 14 = 3.7416573867739413855837487323165
6. Use a calculator to find these square roots. Round your answers to four decimal digits.
a. √ 8 b. √ 12 c. √ 15.39
d. √ 5,493.2 e. √ 0.6 f. √ 0.01
The square root symbol acts as a grouping symbol: it is as if there were parentheses around
the expression under the square root. In other words, √15 + 10 means √(15 + 10) .
Example 2. Simplify √ 5 · (70 + 10) .

We simplify the expression under the square root first and take the square root last:
√5 · (70 + 10) = √5 · 80 = √400 = 20
7. Calculate.
a. √ 9 + 16 b. √ 11 · 11 c. √ 2 · (41 − 9)
d. √225 − 92 e. √102 − 82 f. √132 − 122
8. Find the value of these expressions to three decimal digits. Use a calculator. Note: if your calculator doesn’t
automatically follow the order of operations, you need to use parentheses when entering the expressions.
Another option is to write the intermediate results down or load them into the calculator’s memory.
a. √5.62 − 2.12 b. √45.72 + 38.122

There is something special about square roots and negative numbers. Try √−25 with a calculator. Surprising?
Can you imagine a square with a negative area? Using our previous illustration for area
of a square, could you have ?
Clearly, that is not possible. No matter how long or short the side of the square is,
when you multiply it by itself, you always get a positive number! That is why we Taking a square
cannot take a square root of a negative number. root of a negative
(More specifically, the square root of a negative number is not a real number. number is not
In high school math courses you will learn that mathematicians have found a possible!
way to get around this limitation by using imaginary numbers.)
9. Simplify or state that the result is not a real number.
a. √ 300 + 600 b. √ −49 c. √ 2 − 3
d. √25 − 62 e. √262 − 242 f. √352 − 392
10. a. What is the area of a square if its side measures √1,600 cm?
b. What is the area of a square if its side measures √37 in?
11. a. Sketch a square with an area of 18 square centimeters.
b. What is its perimeter, to two decimal digits?
12. a. Sketch a square with a perimeter of 18 cm.
b. What is its area, to two decimal digits?

Equations That Involve Taking a Square Root
Example 1. Solve x2 = 81.
We can use mental math: one obvious solution is x = 9. However, there is also another solution!
It is not only true that 92 = 81, but (−9)2 = 81 also, so x = −9 is a second solution to this equation.
Example 2. Solve x2 = 48.

This time, we cannot solve the equation with mental math, but we will take a square root of both sides of the
equation. This will undo the squaring, and isolate x, because taking a square root and squaring are opposite
operations.
The radicand symbol signifies taking a square root

x2 = 48 √
of both sides of the equation.
x = √48 ≈ 6.93 Since taking a square root undoes the squaring, x is now left alone
on the left side. Notice that there are two solutions: the square
or x = −√48 ≈ −6.93 root of 48 and the negative square root of 48.
Notice that −√48 doesn’t mean that we take a square root of a negative number. Instead,
−√48 means we first take the square root of 48 (a positive number) and then take the opposite of that result.
1. Solve. Remember, there will be two solutions. When the solutions aren’t integers, give them both as the
square root of an integer and also as a decimal approximation rounded to two decimal digits.
a. x2 = 25 b. y2 = 3,600
c. x2 = 500 d. z2 = 11
e. w2 = 287 f. q2 = 1,000,000

We want to isolate the term x2, so
Example 3. x2 + 78 = 129
we first subtract 78 from both sides.
x2 = 51 Now we take a square root of both sides.
x = √51 or x = −√51 There are two solutions, as usual.
If this is strictly a math problem and does not involve quantities with units, the answer can
be left in the square root form. Otherwise, you should find its decimal approximation.
Here are the checks. Usually, it is enough

(√51)2 + 78 129 (−√51)2 + 78 129
to check only the positive root (x = √51),
as the check for the negative root (x = −√51) 51 + 78 129 51 + 78 129
is practically identical.
129 = 129 129 = 129
Again, we want to isolate the term x2,

Example 4. 3x2 = 40 ÷3
so we first divide both sides by 3.
This symbol signifies taking a square root
x2 = 40/3 √
of both sides of the equation.
x = √40/3 or x = −√40/3 There are two solutions, as usual.
x ≈ 3.651 or x ≈ −3.651 These are the decimal approximations.
Here is a check 3 · 3.6512 40 Here is a check 3 · (√40/3)2 40

using the rounded using the exact
positive root: 3 · 13.329801 40 positive root: 3 · 40/3 40
39.989403 ≈ 40 40 = 40
2. Solve. Remember, there will be two solutions. Check your solutions.
a. 5x2 = 125 b. y2 + 100 = 1,000

3. Solve. You can use a calculator. Give the final solution both in square root format and as a decimal
approximation rounded to three decimals. For the next lesson (The Pythagorean Theorem) you need to be able
to solve equations like these that involve square roots.
a. a2 − 8 = 37 b. 8.2b2 = 319
c. a2 + 4.5 = 10.7 d. 12b2 = 36,000

Example 5. x2 + 72 = 122 First simplify.
x2 + 49 = 144 Now it looks more familiar. Subtract 49.
x2 = 95 Now we take a square root of both sides.

x = √95 or x = −√95 There are two solutions, as usual.
Check:
(√95)2 + 72 122
95 + 49 144
144 = 144
4. Solve. Round the answers to three decimals. Check your solutions. You can use a calculator.
a. a 2 + 32 = 72 b. 432 + x2 = 512
c. s2 = 2.12 + 5.42 d. 212 + 292 = w2

5. Here are some more practice problems. Round the answers to three decimals.
a. 45 − x2 = 20 b. 1122 + s2 = 18,200
c. s2 = 0.892 + 1.222 d. 6,650 − y2 = 702
Solve x2 − x = 0.

The Pythagorean Theorem
You will now learn a very famous mathematical result, the Pythagorean Theorem, which has to do with the
lengths of the sides in a right triangle. First, we need to study some terminology.
In a right triangle, the two sides that are perpendicular to each other are called legs.
The third side, which is always the longest, is called the hypotenuse.
In the image on the right, the sides a and b are the legs, and c is the hypotenuse.
Note: We don’t use the terms “leg” and “hypotenuse” to refer to the sides of an acute
or obtuse triangle—this terminology is restricted to right triangles.
The Pythagorean Theorem states that the sum of the squares

of the legs equals the square of the hypotenuse.
In symbols it looks much simpler:
a2 + b2 = c2
The picture shows squares drawn on the legs and on the
hypotenuse of a right triangle. Verify visually that the
total area of the two yellow squares drawn on the legs
looks about equal to the area of the blue square on the
hypotenuse.
We will prove this theorem in another lesson.
For now, let’s get familiar with it and learn how to use it.
1. This is the famous 3-4-5 triangle: its sides measure 3, 4, and 5 units.
It is a right triangle. Check that the Pythagorean Theorem holds for
it by filling in the numbers below.
2 + 2 2
2. a. Check that the Pythagorean Theorem holds for a triangle with

2 + 2 2
sides 6, 8, and 10 units long by filling in the numbers at the right.
b. Use a compass and a ruler to draw a triangle with sides 6, 8, and +

10 cm long. You can review the box, “A Triangle with Three
Given Sides,” on page 127. Measure its angles: did you get a
right triangle? =

Example 1. This triangle is not a right triangle, so
the Pythagorean Theorem does not hold:
2.552 + 3.312 3.582
6.5025 + 10.9561 12.8164
17.4586 > 12.8164
The sum of the areas of the squares drawn on the two

shortest sides is more than the area of the square
drawn
on the longest side. As you can see, the triangle is
acute.
Example 2. Is a triangle with sides 4 cm, 5 cm, and 7 cm 42 + 52 72

a right triangle?
16 + 25 49
We check if 4, 5, and 7 fulfill the Pythagorean Theorem
(on the right). They don’t. In fact, 42 + 52 < 72 and 41 < 49
the triangle is obtuse. (You can check that by drawing it.)
This triangle is obtuse.
3. For each set of lengths, determine whether they form a right triangle using the Pythagorean Theorem.
Notice carefully which length is the hypotenuse.
a. 6, 9, 13
b. 12, 13, 5

4. a. Measure each side of this triangle to the nearest millimeter.
b. Verify that the sum of the areas of the squares on the legs is very close to the area of the square on the
hypotenuse. I say “very close” because the process of measuring is always inexact, and therefore your
calculations and results will probably not yield true equality, just something close.
5. For each set of lengths below, determine whether the lengths form an acute, right, or obtuse triangle—or no
triangle. You can construct the triangles using a compass and a ruler and also use the Pythagorean theorem.
a. 9, 6, 4
b. 13, 11, 10
c. 12, 14, 28
d. 15, 20, 25

Example 3. The two legs of a right triangle measure 7.0 in. and 10.0 in. How long is the hypotenuse?
Let x be the length of the unknown side. We use the Pythagorean Theorem to solve for x:
72 + 102 = x2
49 + 100 = x2
x2 = 149
x = √149 or x = −√149 In this case, we ignore the negative root
as the length of a side cannot be negative!
x ≈ 12.2 in.
The hypotenuse measures about 12.2 in.
Example 4. Find the unknown leg of this right triangle.

This time we know the hypotenuse and one of the legs.
The Pythagorean Theorem gives us:
7.002 + x2 = 15.652
49 + x2 = 244.9225 We keep all the decimals for

the intermediate results.
x2 = 195.9225
x = √195.9225 or x = −√195.9225 Again, we ignore the negative root.
x ≈ 14.0 m.
The hypotenuse measures about 14.0 m.
6. Solve for the unknown side of each right triangle to one decimal digit.
a.
b.

7. Find the length of the unknown side. Round your final answer to the same accuracy as the numbers in
the problem.
a.
b.
8. If the legs of a right triangle measure 12 ft 5 in and 7 ft 8 in, find the length of the hypotenuse to the nearest inch.
A math teacher made the problem below for a test. Find what went wrong
with it. Then fix the problem, so it can be used in the test, and solve it.
How long is the unknown side?

The Pythagorean Theorem: Applications
Example 1. An eight-foot ladder is placed against a wall so that the base of the
ladder is 2 ft away from the wall. What is the height of the top of the ladder?
Since the ladder, the wall, and the ground form a right triangle, this problem is
easily solved by using the Pythagorean Theorem. Let h be the unknown height.
From the Pythagorean Theorem, we get:
22 + h2 = 82
4 + h2 = 64
h2 = 60
h = √60
h ≈ 7.75
Our answer, 7.75, is in feet. This means the ladder reaches to about 7 3/4 ft = 7 ft 9 in. high.
1. Is this corner a right angle?
2. How long is the diagonal of a laptop screen that is 9.0 inches high and 14.4 inches wide?
Note: when a laptop is advertised as having a “15-inch screen,” it is the diagonal that is
15 inches, not the width or the height.

3. A park is in the shape of a rectangle and measures 48 m by 30 m.
How much longer is it to walk from A to B around the park than
to walk through the park along the diagonal path?
4. The area of a square is 100 m2. How long is the diagonal of the square?

5. A clothesline is suspended between two apartment buildings.
Calculate its length, assuming it is straight and doesn’t sag any.
6. Construction workers have made a rectangular mold out of wood, and they are getting ready to pour
cement into it. How could they make sure that the mold is indeed a rectangle and not a parallelogram?
After all, in a parallelogram the opposite sides are equal, so simply measuring the opposite sides does
not guarantee that a shape is a rectangle.

Example 2. Find the area of Solution: To calculate the area of any triangle,
this isosceles triangle. we need to know its altitude. When we draw
the altitude, we get a right triangle:
The next step is to apply the Pythagorean
Theorem to solve for the altitude h, and after
that calculate the actual area.
7. Calculate the area of the isosceles triangle in the example above to the nearest ten square centimeters.
8. Calculate the area of an equilateral triangle with 24-cm sides to the nearest square centimeter.
Don’t forget to draw a sketch.

9. Calculate the length of the rafter in feet and inches, if...
a. ...the run is 12 ft and the rise is 3 ft
b. ...the run is 12 ft and the rise is 5 ft 3 in.
10. Find the surface area of this roof to the nearest tenth of a square meter.

11. A creek runs through a piece of land in a straight line.
a. Find the length of the creek. Give your answer to

the same accuracy as the dimensions in the picture.
b. The creek splits the plot into two parts. Calculate the areas of the two parts to the nearest ten square meters.

The roof of a little kiosk is in the shape of a square pyramid. Each
bottom edge measures 3.5 m, and the other edges measure 2.2 m.
Calculate the surface area of this roof to the nearest tenth of a square meter.

A Proof of the Pythagorean Theorem
There are hundreds of different proofs for the Pythagorean Theorem. In this lesson, we will look at two simple
ones that are based on geometry.
The figure above has four right triangles, Here the sides of the large square are still a + b,
each with sides a, b and c. The sides of the but the four right triangles have been rearranged
outside square are a + b. The triangles to form two smaller squares, with sides a and b.
enclose a square with sides c units long.
Since the areas of both large squares are equal, and the areas of the four right triangles are equal, it follows that
the remaining (blue) areas are also equal. In other words, the area of square 1, which is c2, equals the area of
square 2 (which is a2) plus the area of square 3 (which is b2). In symbols, it is c2 = a2 + b2.
1. Figure out how this proof of the Pythagorean Theorem works.
→ →

Review
1. Find the square roots.
a. √ 144 b. −√ 81 c. √ 1,600
d. √102 − 62 e. √ 49 · 49 f. √ 5 · (83 − 3)
2. a. If the side of a square measures √7 cm, what is its area?
b. How long is the side of a square with an area of 20 cm2?
3. Solve. Give your answer to the nearest thousandth. You may use a calculator.
a. y2 + 18 = 35 b. 0.6h2 = 4

4. For each set of lengths, determine whether they form a right triangle.
a. 20, 24, 30
b. 2.6, 1.0, 2.4
5. Solve for the unknown side of each triangle. Remember, you can ignore the negative answer. (Why?)
a.
b.

6. Lauren and Anna want to make this pennant for their jogging club. Calculate its total area.
7. The map shows part of downtown Nashville, Tennessee.

The triangle ABC on the map is very close to a right
triangle. The distance AB is 370 m and the distance AC is
620 m. However, these distances are approximate, so
your calculations will also be only approximate.
About how much shorter is it to travel from point A to

point C along Lafayette Street than to travel first along
Korean Veterans Boulevard and then along 5th Avenue
South?

Answer Key
Angle Relationships, p. 9
1. a. How many angles do you see in the picture? 3
How many degrees do these angles measure?
∠ABC = 111 °
∠CBD = 69 °
∠ABD = 180 °
What is the sum of ∠ABC and ∠CBD? 180 °

What is the sum of all three angles? 360 °
2. ∠A = 36°
∠B = 124°
∠C = 96°
∠D = 104°
Sum of the angles = 360°
3. a. The 52° angle complements the 38° angle.
b. The 98° angle supplements the 82° angle.
4.
a.
b.
equation for x: x + 78° = 180°
equation for α: α + 76° = 90°
solution: x = 102°
solution: α = 14°

Angle Relationships, cont.
5. Note that 75 degrees is 75/360 = 15/72 = 5/24 part of the whole circle. You can also find that fraction by
subtracting 1/4 and 1/3 from 1, and taking half of that result: 1 − (1/4) − (1/3) = 5/12, and 5/12 ÷ 2 = 5/24.

α 90° 1/4 25%
β 120° 1/3 33.3%
γ 75° 5/24 20.8%
δ 75° 5/24 20.8%
6. Notice that angles β and γ are supplementary (they form a 180° angle) and so are angles α and δ.

α 50° 5/36 13.9%
β 120° 1/3 33.3%
γ 60° 1/6 16.7%
δ 130° 13/36 36.1%
7. The value of x + y is 360° − 125° − 29° = 206°.
8. ∠α = 145° ∠β = 180° − 145° = 35°
9. a. The 43° angle and β are vertical angles.

b. 43° + α + 107° = 180°; α = 180° − 43° − 107° = 30°
c. Since β and the 43° angle are vertical angles, β = 43°. Since β and γ are supplementary, β + γ = 180°,
so γ = 180° − β = 180° − 43° = 137°.
10. ∠α = 30° ∠β = ∠δ = 105°
∠γ = 45° ∠δ = 180° − 45° − 30° = 105°
11. a. The pairs of vertical angles are:

angles A and B,
angles A′ and B′,
angles C and D, and
angles C′ and D′.
b. Angles A, B, A′, and B′ all measure 130°.
Angles C, D, C′, and D′ all measure 50°.
All of the vertical angles are equal. Each pair of adjacent angles (such as A and C or A and D) is supplementary.
(Its sum is 180 degrees.) Since k and m are parallel, they make the same angles when they cross l.
12. a. ∠A = 52° ∠B = 180° − 52° = 128°

b. ∠A = 180° − 134° = 46°
13. a. ∠B = 180° − ∠A = 71° ∠C = ∠A = 109° ∠D = ∠B = 71°

b. A parallelogram
14. ∠A = 180° − 38° = 142° ∠B = 38° ∠C = ∠A = 142°

Classify Triangles, p. 14
Teaching box:
2. a. 66° b. scalene and acute
1. An acute triangle: 3. Check the student’s work. One way to do this is to
All three angles are acute. start by drawing any obtuse angle. Example:
2. A right triangle:
One angle is right,
and the other two are acute .
3. An obtuse triangle:
One angle is obtuse,
and the other two are acute .
1. a. obtuse, scalene b. acute, equilateral 4. Check the student’s work. Measure the angles
c. a right, scalene d. obtuse, isosceles in the first triangle. Draw one of the angles.
e. acute, isosceles f. acute, equilateral Then measure and mark the two side lengths
g. right, isosceles (doubled, of course).
5.Check the student’s work.

6. Check the student’s work.
Angles in a Triangle, p. 16
1. Answers will vary. Check the student’s triangle. The three angles should add
up to 180°. See an example triangle at the right.
2. Answers will vary. Check the student’s triangle. The three angles should add up to 180°.
3.
b.
a.
? + 55° + 82° = 180° β + 24.6° + 90° = 180°

? = 180° − 55° − 82° β = 180° − 90° − 24.6°
? = 43° β = 65.4°

Angles in a Triangle, cont.
4. a. 180° ÷ 3 = 60°
b. See the triangle on the right. Check the student’s drawing.
c. an equilateral triangle
5. The angle adjacent to the 124° angle is 56° since the two are supplementary.
Now that we know two of the angles in the triangle, we can solve the unknown
angle: ? + 77° + 56° = 180°, from which ? = 180° − 56° − 77° = 47°.
6. a. See the image below. Note it is not to true scale.
b. A right (scalene) triangle.

c. Yes. The angles at B and C are complementary
since their sum is 90 degrees.
d. No.
7. No, you cannot. An obtuse angle is more than 90 degrees. Two obtuse angles would add up to more than 180 degrees,
so since the angle sum of a triangle is 180 degrees, a triangle cannot contain two obtuse angles.
8. The other (base) angles measure (180° − 25°)/2 = 77.5° each.
9. The image below is not to scale but the triangle has the same shape as the triangle students are supposed to draw.
You can start the drawing process in two ways:

(1) First draw one of the 40° angles. Then measure and mark the 4 1/2-in side. Then, measure and draw the other
40° angle.
or
(2) First draw the 4 1/2-in side and then measure and draw the 40° angles.
After you have both 40° angles, continue their sides until they meet.
The intersection point is the third vertex of the triangle.
10. Start by drawing the 64° angle. Then extend both of its
sides until you can measure and mark the 4.3 cm sides.
Lastly, simply draw in the third side. You will get a figure
that looks like some orientation of the image on the far
right, which isn’t to scale.
The base angles measure (180° − 64°)/2 = 58°.
If the triangle is turned so that the top angle is at the top,
it looks like some orientation of the image on the near right.

Angles in a Triangle, cont.
11. a. First draw the 7.5-cm side, and then draw the two angles.
Continue the two other sides until they meet.
b. Calculate the third angle. It is 65°.
c. Classify your triangle according to its sides and angles:
It is isosceles and acute.
12. Since angles α and α′ are corresponding angles, they are equal.
We can solve α′ from the triangle ABC:
α′ = 180° − 57° − 85° = 38°
So angle α is also 38°.
Puzzle corner:
a. It is 360°.
b. The basic idea of the proof is that, since any quadrilateral can be divided into
two triangles, the sum of its angles is just twice the sum of the angles of a
triangle, or 2 · 180° = 360°. Here is the proof written out with more detail:
We divide the quadrilateral into two triangles, triangle ABC and triangle ACD.
Notice that the two angles ∠A and ∠C of the quadrilateral are composed
of angles of the triangles: A = α + γ and ∠C = β + δ. The sum of the angles
of the quadrilateral ABCD is
∠A + ∠B + ∠C + ∠D = (α + γ) + ∠B + (β + δ) + ∠D.
Since addition is commutative and associative, we can rewrite the last expression as (α + ∠B + β) + (γ + δ + ∠D),
where (α + ∠B + β) is the sum of the angles of triangle ABC, and (γ + δ + ∠D) is the sum of the angles of triangle
ACD. Since the sum of the angles of each of the triangles is 180°, the sum of the angles of the quadrilateral is just
180° + 180° = 2 · 180° = 360°.

Angles in Polygons, p. 21
Teaching box: 3. a. b.
The angle sum of triangle ADC is 180º degrees,

and the angle sum of triangle ABC is also 180º.
It follows that the four angles in the
quadrilaterals ABCD are formed of the angles
of the two triangles. Thus, the angle sum of a
quadrilateral is two times 180º, or 360º.
1. 540° (3 times 180º)

2. 720° (four times 180º). Any hexagon can be divided c. 78°
into four triangles.
d. a parallelogram
4. 106º, 74º, and 106°
5. 65º, 115º, and 65º. For example:
Puzzle corner:
a. 72° b. 60° c. 40°
Congruent Figures, p. 23
1. a. no b. no c. no d. yes e. yes f. no g. no h. no i. no
2. Into two congruent parts: a, c, d, e.
Into four congruent parts: c, d. (you cannot divide b into either one)
Similar Figures, p. 24
1. a. similar b. neither c. neither d. neither e. congruent f. congruent
g. similar h. similar i. neither j. congruent k. similar l. congruent m. congruent n. neither o. neither
2. Not similar.
3. Yes.
4. They should look similar!
5. Similar.
6. Yes. All circles are similar to each other.

Similar Figures and Scale Ratio, p. 27
1. a. AB : A'B' = 32:40 = 4:5 6. 24 mm and 32 mm. As above, you can divide the known
BC : B'C' = 20:25 = 4:5 side lengths by 3 (as if three parts of the ratio), and then
multiply by 2: 36 mm ÷ 3 × 2 = 24 mm,
b. AB : A'B' = 48:36 = 4:3 and 48 mm ÷ 3 × 2 = 32 mm.
AC : A'C' = 20:15 = 4:3
7. Yes. All circles are similar to each other - they have the
2. 48:72 = 4:6 = 2:3 same shape.
3. No, because the first and last pairs of side lengths are in 8. a. congruent b. similar c. neither d. similar
the ratio 1:2 (5 ft to 10 ft and 4 ft to 8 ft), but the ones
listed in the middle are in the ratio of 3:5 (3 ft to 5 ft). 9. You can use a proportion to solve these, or think like
in problem 6.
4. Measure the sides of the parallelogram, and its angles. a. 32 cm b. 20 cm c. 30 in. d. 60 cm
Its bottom and top sides are 5 cm (2 inches). The other
sides are 3.5 cm (1 3/8 inches). When you multiply those
by 0.7, you get 3.5 cm (1.4 or 1 3/8 inches) and 2.5 cm
(1 inch). Its angles are 82º, 98º, 82º, and 98º.
5. 15 cm and 20 cm. You can look at the scale ratio 2:5
as a single number. Since we need to know the sides
of the larger rectangle, the scale ratio of larger to
smaller is 5:2 = 2.5. So each side of the larger rectangle
is 2.5 times the side of the smaller. Or, you could use
equivalent ratios: 6 cm : x = 2:5 and 8 cm : x = 2:5.
Or, divide each known side by 2 and then multiply by 5.
6 cm ÷2 ×5 = 15 cm, and 8 cm ÷2 ×5 = 20 cm.
Congruent Transformations, p. 30
1. a. The bird was rotated. b. The bird was reflected. c. The bird was translated.
2. a. translation b. reflection c. rotation d. rotation e. reflection f. translation
3. a. b. c.
d. e. f.
4. a. turn b. slide c. flip d. turn e. turn f. flip g. slide h. turn i. flip

Congruent Transformations, cont.
5.
a. c.
b.
6. Answers will vary.

a. The end result of reflecting a figure in a vertical line, then
in a horizontal line is the same as rotating the figure 180º.
For example:
b. When you reflect a figure in two parallel lines, the end

result is as if you had just moved the original figure.
For example:
Transformations in the Coordinate Grid, p. 34
1. The original figure The reflected figure The original figure The reflected figure
A (1, 1) A' (1, −1) A (−3 , −1) A' (−3, 1)
B (2, 4) B' (2, −4) B (−1, −2) B' (−1, 2)
C (3, 1) C' (3, −1) C (−3, −5) C' (−3, 5)
D (−4, −2) D' (−4, 2)
What changed? The x-coordinates do not change. The y-coordinates become the opposites of the original coordinates.
2.
A (1, 1) A' (−1, 1) A (−3, −1) A' (3, −1)

B (2, 4) B' (−2, 4) B (−1, −2) B' (1, −2)
C (3, 1) C' (−3, 1) C (−3, −5) C' (3, −5)
D (−4, −2) D' (4, −2)
What changed? The y-coordinates do not change. The x-coordinates become the opposites of the original coordinates.

Transformations in the Coordinate Grid, cont.
3.
a. b. c.
d. e. f.
4. Check the student's answer. Yes, you get a pattern where the same shape is in each
of the four quadrants. For example:
5. a. b.
The original figure The moved figure The original figure The moved figure
A (1, 1) A' (−2, −3) A (−3, −1) A' (0, 4)
B (2, 4) B' (−1, 0) B (−1, −2) B' (2, 3)
C (3, 1) C' (0, −3) C (−3, −5) C' (0, 0)
D (−4, −2) D' (−1, 3)

In (a), the x-coordinates are reduced by 3 units. The y-coordinates are reduced by 4 units.
In (b), the x-coordinates are increased by 3 units. The y-coordinates are increased by 5 units.
6.
a. b. c.

Transformations in the Coordinate Grid, cont.
7.
a. b. c.
8. The coordinates are now (−2, 0), (−6, 0), (−7, 2), and (0, 2).
9. a. a translation 4 units to the left, and three down b. a reflection in the x-axis c. a reflection in the y-axis
Puzzle corner.
First, a reflection in the x-axis. Then, a translation three units to the right.
Note: The same two transformations could also be done in one single rotation. original intermediate final
A (−5, 5) A' (−5, −5) A" (−2, −5)

B (−2, 2) B' (−2, −2) B" (1, −2)
C (−3, 1) C' ( −3, −1) C" (0, −1)
Basic Geometric Constructions, p. 38

1. Draw a long line segment and mark point A toward one end of it. Then, set the span of the compass to the length of the
line segment to copy. Next draw a circle of that radius with point A as the center. Mark point B where this circle
intersects the line segment you drew. Line segment AB is congruent to the line segment to be copied. Lastly, erase
the ends of the line segment that extend beyond AB.
2. First draw a long line, and copy the first line segment using the process explained above for copying a line segment.
Then copy the second line segment, using the end point of the first segment as the beginning point of the second.

Basic Geometric Constructions, cont.
3. On paper: Just draw an angle of any size. Next draw any circle using the vertex of the angle as the center. Where your
circle intersects the two sides of the angle mark the two other vertices of the triangle.
With software:
4. The given line segment (AB in the image below) will be one side of the triangle.
Draw a ray in any direction from A. Then draw a circle using A as a center point
and AB as the radius. The third vertex of the triangle (C) is located where that
circle intersects the ray you drew earlier.
5. Follow the instructions for the construction given in the lesson.
Draw a circle using point A as the Draw another circle using B Where the two circles intersect
center point and AB as the radius. as the center and AB as the radius. is the third vertex of the triangle.
6. a. b. Check the student’s answers.

7. Let’s call the first line segment AB and make that to be the base of our triangle.
(1) Draw a circle with A as the center and the second line segment as the radius.
(2) Draw a circle with B as the center and the third line segment as the radius.
(3) Where those two circles intersect is the third vertex of the triangle.
8. a.
b. It is acute (because all the angles are less than 90 degrees) and scalene (because all 3 sides are of different lengths).

Basic Geometric Constructions, cont.
9. Check the student’s work. The student’s triangle should
be either identical to the triangle at the right (in some
orientation) or a mirror image of it.
10. a. The lengths 3 cm, 12 cm, and 8 cm do not form a triangle.

b. Check the student’s work. The student should either:
(1) Increase the 3 cm length to be over 4 cm but under 20 cm,
(2) Increase the 8 cm length to be over 9 cm but under 15 cm, or
(3) Decrease the 12 cm length to be over 5 cm but under 11 cm.
11. 17 + 24 > 21
17 + 21 > 24
21 + 24 > 17
12. 7 in, 3 in, 2 in 10 cm 13 cm, 17 cm 6 yd, 8 yd, 11 yd 7 m, 10 m, 2 m

NO YES YES NO
13. In a triangle with sides 50 cm and 65 cm, the third side must be greater than 15 cm.
Puzzle corner.
If we allow a = b + c, we get a triangle with zero area. It is “flattened,” so that all three sides lie on the same line segment.
For example, if the three sides are 5 cm, 2 cm, and 3 cm, we'd get something like this:
More Constructions, p. 44
1. The first two steps are given in the problem in the student text.
(1) You are given a line and a point on it. The task is to (2) First, draw any circle using the given point as
draw a perpendicular line through this point. the center. Mark the points where your circle
intersects the line. Then you can erase the circle.
(3) Draw a circle using one of the “helping” points as (4) Draw a line from where the two circles intersect
the center and the distance between the helping points to the other point where they intersect.
as the radius. Then draw another circle with the same
radius but using the other helping point as the center.

More Constructions, cont.
2. The first three steps are given in the problem in the student text.
(1) You are given a line and a point (2) First, draw any circle using the given (3) Now you have two helping points,
not on it. The task is to draw a point as the center. Mark the points one on either side of the given point.
line, through the point, that is points where your circle intersects Let’s call them A and B.
perpendicular to the original the line. Then you can erase the
line. circle.
(4) The helping points are labeled A and B. Draw a circle (5) Draw a line from where the two circles
using point A as the center and AB as the radius. Draw intersect to the other point where they
another circle using B as the center and AB as the radius. intersect.
3. Answers will vary. Check the student’s drawing. Basically, draw any line and then draw any point on the line. Then
follow the construction in problem number 1 to get a line that is perpendicular to the line you drew.
4.
(1) Draw a line and mark two points on it. (2) To prepare to draw a perpendicular line through one of
the points, draw any circle with the point as center, and
mark the points where this circle intersects the line.
(3) Draw a circle using one of the helping points as the (4) Repeat the construction for a perpendicular line
center and the distance to the other helping point as at the other point you drew in the beginning. Now
the radius. Draw another circle using the same radius you have a perpendicular line at each of the points
but the other helping point as the center. Then draw you drew at first.
a line through the intersection points of the two
circles. This line is now perpendicular to the first line.

4. (5) Choose a length for the other side of the rectangle (6) The points of intersection of those circles with the
and draw a circle with that length as its radius perpendiculars are the other two vertices of the
centered on one of the vertices of the rectangle. rectangle. Just draw a line segment between them,
Use the same radius to repeat the process at the and the rectangle is done.
other vertex of the rectangle.
5.
a. Construct a perpendicular line from b. Construct a perpendicular line c. Draw a circle using the intersection
A to the base. See the answer to from another vertex to the point of those perpendiculars as
question (2) for help. opposite side. the center and the distance from
that point to any of the vertices as
the radius.
6.
You are given the triangle

ABC. The task is to draw First draw a circle using A Then draw a second circle using Draw a line from B
an altitude through B. as the center point and the line C as the center point and the line through the
segment AB as the radius. segment BC as the radius. intersection
Complete the construction. of the two circles.

7. The first triangle:
The second triangle:
(1) Continue the base of the triangle. (2) Draw any circle using the top vertex as the center so
that the circle intersects the base line in two places.
Mark these new points: They become the helping points
for the next step.
(3) Draw two circles using each of those new points as (4) Lastly you can erase the circles and the part
centers and any radius (as long as the two circles of the altitude that was drawn below the base.
intersect). Draw a line from the top vertex to where
the two circles intersect.
8. If done precisely (which is not easy), all three altitudes will meet (intersect) in a single point. This point is called
the orthocenter of the triangle.

Bisecting Lines and Angles, p. 49
What kind of triangle is triangle ABC, considering 3. All three angle bisectors meet
its sides? It is an isosceles triangle. at a single point:
1. a.
4.
5. a.
b.
b.
c. The sides of triangle DEF are exactly half the sides

2. of the original triangle. This means the two triangles
are similar.
6. a. 62.4 degrees b. 8.5 degrees
Puzzle corner. Draw an equilateral triangle. Bisect one of its
angles. That will give you a 30ºangle. Then, bisect that angle,
and you will have a 15º angle.

Drawing Problems, p. 52
1. a. No. The third angle must also be 60 degrees but the sides can be
any length. Any equilateral triangle will satisfy the condition.
b. No. The third side can have any length up to 14 cm, and the resulting
triangle will still be isosceles. (The images at the right are not to true scale.)
c. Yes. (The image at the right is not to true scale.)
d. Yes. (The image at the right is not to true scale.)
2. a. or
b. No.
c. Yes. Each pair of neighboring angles is supplementary: the angles sum to 180 degrees.
3. No. The angles alone don’t limit the lengths of sides of the parallelogram. For example:
4. a. Calculate the angle measures of the other three angles: they measure 65°, 115° and 65°.
b. Does the information given determine a unique rhombus? Yes.
c.

Drawing Problems, cont.
5. Yes, it defines a unique parallelogram. The image below is not to true scale.
In case you wonder about the parallelogram that has the 3-inch and 4.5 sides reversed, it is congruent with this one,
because if you first reflect this one vertically and then rotate it, you’ll get the other one.
6. a. Answers will vary. Check the student’s answers. For example:
b. The angles are always the same: 53, 37, and 90 degrees.
7. a. The original cross shape is 6 cm wide and 6 cm tall overall, and its shorter
sides measure 1.5 cm and the longer ones 3 cm. Since it is drawn at the
scale 1:5, the true dimensions are 30 cm by 30 cm, with short sides of 7.5 cm
and long sides of 15 cm.
We can simply subtract the areas of the four smaller squares from the area
of the large square:
A = 30 cm · 30 cm − 4 · 7.5 cm · 7.5 cm = 675 cm2.
b. There are two ways to figure out the dimensions of the figure when drawn at
a scale of 1:6.
(1) Consider the true dimensions of the figure, which were 30 cm by 30 cm, with
short sides of 7.5 cm and long sides of 15 cm. When it is drawn at a scale of
1:6, those dimensions get divided by 6. So, at scale 1:6, the cross is 30/6 cm
= 5 cm by 5 cm overall, and the sides measure 7.5/6 cm = 1.25 cm and
15/6 cm = 2.5 cm.
(2) When we go from the scale of 1:5 to the scale of 1:6, the dimensions of the
figure become 5/6 of the dimensions of the original figure. The original cross
shape is 6 cm wide and 6 cm tall overall, and its shorter sides measure 1.5 cm
and the longer ones 3 cm. So, at scale 1:6, the cross measures (5/6) · 6 cm
= 5 cm by 5 cm, and the sides measure (5/6) · 1.5 cm = 1.25 cm and
(5/6) · 3 cm = 2.5 cm.

8. See the figure at the right. It is 6 cm wide and 5.25 cm tall.
The original figure is 4 cm wide and 3.5 cm tall. Since the scale is
1 cm = 30 cm, the true dimensions of the figure are 4 cm · 30 = 120 cm
by 3.5 cm · 30 = 105 cm. When drawn at scale 1:20, we divide those
dimensions by 20 to get 120/20 cm = 6 cm and 105/20 cm = 5.25 cm.
9. a. No. The sides can be any length:
b. Yes. The student’s triangle should be either identical to the one at

the right or a rotated version of it. Draw the 12-cm base first.
Then draw the base angles, which are each 45°. Continue the sides
of those angles until they meet at a point, which is the third vertex
of the triangle. The image is not at true scale.
c. No. The sides can be any length. All the triangles with those
angle measures are similar, but of various sizes.
d. No. The 6-cm side could be any one

of the three sides. The images are
not to true scale.
e. Yes. The student’s triangle should

either be identical to the one on the
right or a rotated or reflected
version of it:

f. Yes. Two example triangles are shown at the right. They are
congruent since the second is simply a vertical reflection
of the first. The student’s triangle should be either identical
to one of the triangles at the right or a rotated version of
one of them. The images are not to true scale.
g. No. There are two possibilities: either the 70° angle is

between the 8-cm and 10-cm sides, or the 70° angle is
opposite the 10-cm side. (The 70° angle can’t be opposite
the 8 cm side because then the 8 cm side wouldn’t be long
enough to reach from the 10 cm side to the side of
unspecified length.) The images are not to true scale.
10.
Determines a unique
What is given or known:
triangle? (yes/no)
Three sides yes
Two sides that form a given angle yes
Two sides and an angle (location of angle not specified) no
Three angles no
Two angles and a side between them yes
Two angles and a side (location of side not specified) no
One side and one angle no
11. a. The sum of the angles of a pentagon is 540°.

b. How much is each angle in a regular pentagon? 108°
c. In order to draw your friend’s regular pentagon, you would need to know: the length of any side.

Puzzle corner.
a.
(1) Draw two line congruent segments (of the same

(2) Draw a circle with center B and radius AB.
length). They can have any angle between them.
(3) Draw a circle with center C and radius AB (or AC,

(4) Draw the two line segments BD and CD.
since AB and AC are congruent). D is the point
Erase the circles. The rhombus is done!
where the circles intersect.
b.
(1) Draw the two triangles. (2) Continue the sides of the triangles (3) Draw in the hexagon and erase
until they meet the circle. the other lines.

Geometry Review, p. 59
1. a. 87° b. 127° c. 31°

2. a. 55° and 55°
b. The third side is 5.7 cm. The image is not to scale:
3. a. The sum of the measurements of the other two angles is 180° − 26°= 154°.
Since the angles are identical, each of the angles measures half of that
sum: 154° ÷ 2 = 77°.
b. Check the student’s work. The image at the right is not to scale, but it
shows the general shape of the triangle. As long as the base measures
4 inches, the sides may be of any length.
4. a. Angles v and u are complementary.
b. Angles w and x are supplementary. So are angles x and y.
c. Angles w and y are vertical angles.
d. u = 31° x = 129° y = 51° z = 39°
5. a. 29° + x + 74° = 180°
b. x = 180° − 74° − 29° = 77°
6. a. b. 80°
c. It is scalene and acute.
7. a. 140°, 40°, and 140°.
b. (Image not to scale)
8. a. Check the student’s answer. Start out by measuring the sides and angles of the
given triangle. The given triangle’s sides measure 1 in., 1 3/4 in., and 2 in., OR
2.5 cm, 4.4 cm, and 5 cm. Its angles measure 30º, 60º, and 90º. The resulting triangle
should have the same angle measurements, but its sides should measure 1.5 in., 2 5/8 in.,
and 3 in., OR 3.8 cm, 6.6 cm, and 7.5 cm.
b. In the ratio of 1:1.5 or equivalently, 2:3.

Geometry Review, cont.
9. Answers will vary since the angles chosen may be different. Check the student’s work. For example:
(1) Lightly draw a circle using one of the (2) Complete the figure by drawing in
endpoints of the given line segment as
the center and the line segment as the radius. the third side of the triangle. Erase
the circle.
Choose any point on the circumference of
that circle. Draw a line segment from the
center to that point as the second side of the
triangle.
10. The image is not to scale.
11. Yes, the information defines a unique parallelogram. It is true that you can draw it in two different
orientations, but those are congruent (you can get one from the other by reflecting and rotating it).

12. No, because for example the second pair of sides is in
a ratio of 4:1 whereas the third pair of sides is in a ratio
of 6:2 = 3:1.
13. 45 mm and 60 mm
14. a. translation b. reflection c. rotation
15. a.
b.
c.
16. a. Angles 64°, 64°, and 52°. It is an acute isosceles

triangle.
b. Angles 30°, 125°,
and 25°. It is an
obtuse scalene
triangle.
17. a. Image on the right
(not to scale):
b. The top angle is 80°.
c. Perimeter: 70 mm
+ 54 mm + 54 mm
= 178 mm

18. a. a pentagon b. c. d. There are several ways to draw the diagonals:
Triangle 1: Acute isosceles triangle Triangle 1: Acute scalene triangle Triangle 1: Acute isosceles triangle
Triangle 2: Right scalene triangle Triangle 2: Obtuse scalene triangle Triangle 2: Obtuse scalene triangle
Triangle 3: Acute scalene triangle Triangle 3: Acute scalene triangle Triangle 3: Obtuse scalene triangle
19. Answers will vary. Check the student’s answers. For example: a. b.
20. a. Answers will vary. Please check the student’s work. For example:
Draw a line. Then, draw any circle using Now you have two Draw two circles using the two
Draw a point the given point as a center. helping points on helping points as centers and
on it. Mark the points where your both sides of the the distance between them as
circle intersects the line. given point. the radius.
You can erase the circle
line. Mark the two points where
these two circles intersect.
Draw a line that goes through
those points.
b. Answers will vary. Please check the student’s work. For example:
Draw a line and Draw a circle using one of the Draw another circle The triangle is
two points on it. points (A) as a center point and using the other point completed!
the other (B) indicating the radius. as the center and the
same radius.

20. c. Please check the student’s work. For example:
Draw a triangle. First draw a circle using A Then draw a second circle using B as a center
as a center point and the line point and the line segment BC as the radius.
segment AC as the radius. Lastly draw a line through the points where
the two circles intersect.
Square Roots, p. 65
1. a. 10 b. 8 c. 2 d. 0 5. b. First we find two consecutive perfect squares so
e. 9 f. 12 g. 1 h. 100 that 51 is between them: 49 < 51 < 64. From that fact
we know that 7 < √51 < 8. Also, since 51 is much
2. See the table → Perfect squares closer to 49 than to 64, √51 is much closer to 7 than
1 121 to 8. Let’s first guess that √51 = 7.1 and go on from
3. a. 13 b. 30 4 144 there: 7.12 = 50.41 Too small. Let’s guess bigger.
c. 15 d. 11 9 169 7.22 = 51.84 So √51 is between 7.1 and 7.2.
e. 21 f. 90 16 196 Also, it is closer to 7.1 than to 7.2 because 50.41
25 225 is closer to 51 than 51.84 is. 7.132 = 50.8369
36 256
Too small. Let’s guess bigger. 7.142 = 50.9796
49 289
64 324 Still too small. Let’s guess bigger. 7.152 = 51.1225
81 361 So √51 is between 7.14 and 7.15. Now we just need
100 400 to know whether it should be rounded to 7.14 or 7.15.
4. 7.1452 = 51.051025 This shows us that √51 < 7.145,
a. 6 b. 7 c. 57 d. 0.29 so when rounding to two decimal digits, √51 ≈ 7.14.
Fill in the shortcut: 5. c. First we find two consecutive perfect squares so
Since squaring and square root are opposite operations, that 99 is between them: 81 < 99 < 100. From that fact
we know that 9 < √99 < 10. Also, since 99 is much
(√a)2 = a and √a2 = a for any positive number a. closer to 100 than to 81, √99 is much closer to 10 than
to 9. Let’s first guess that √99 = 9.9 and go on from
5. a. First we find two consecutive perfect squares so there: 9.92 = 98.01 Since √99 is almost exactly
that 7 is between them: 4 < 7 < 9. From that fact halfway between 9.9 and 10, we can guess that the
we know that 2 < √7 < 3. Since 7 is closer to 9 second decimal is 5. 9.952 = 99.0025 (too high)
than to 4, let's guess that √7 = 2.6 and check: 9.942 = 98.8036 (too low)
2.62 = 6.76 Too small. Let's guess bigger: Now we know it is between 9.94 and 9.95, so it’s
2
2.7 = 7.29 This shows us that √7 is between 2.6 time to find whether it gets rounded to 9.94 or to 9.95.
and 2.7. Now let’s guess what the second decimal 9.9452 = 98.903025 This shows us that √99 > 9.945,
digit might be: 2.652 = 7.0225 Too big. Let’s guess so when rounding to two decimal digits, √99 ≈ 9.95.
smaller: 2.642 = 6.9696 So √7 is between 2.64 and
2.65. Now we just need to know whether it would be 6. a. 2.8284 b. 3.4641 c. 3.9230
d. 74.1161 e. 0.7746 f. 0.1
rounded to 2.64 or 2.65. 2.6452 = 6.996025
This shows us that √7 > 2.645, so when rounding to
two decimal digits, √7 ≈ 2.65.

Square Roots, cont.
7. a. 5 b. 11 c. 8
d. 12 e. 6 f. 5
8. a. 5.191. If your calculator doesn’t automatically perform the operations in order, you may need to write down the
intermediate results (or enter them into the calculator’s memory). If you write them down, keep at least 5 decimal
digits. In other words, don’t round the intermediate results to 3 decimal digits or your final answer may be off.
b. 59.512
9. a. 30 b. not a real number c. not a real number
d. not a real number e. 10 f. not a real number
10. a. 1,600 cm2
b. 37 sq in
11. a. Check the student’s square. The side of the square is about √18 cm ≈ 4.2 cm.
b. 4 · √18 cm ≈ 16.97 cm
12. a. Check the student’s square. The side of the square is 4.5 cm.
b. A = (4.5 cm)2 = 20.25 cm2
Equations That Involve Taking a Square Root, p. 69

1.
a. x2 = 25 b. y2 = 3,600
x = 5 y = 60
or x = −5 or y = −60
c. x2 = 500 d. z2 = 11
x = √500 ≈ 22.36 z = √11 ≈ 3.32
or x = −√500 ≈ −22.36 or z = −√11 ≈ −3.32
e. w2 = 287 f. q2 = 1,000,000
w = √287 ≈ 16.94 q = 1,000
or w = −√287 ≈ −16.94 or q = −1,000
2.
a. 5x2 = 125 b. y2 + 100 = 1,000

x2 = 25 y2 = 900
x = 5 y = 30
or x = −5 or y = −30
Check: Check:
5 · 52 125 302 + 100 1,000
5 · 25 125 900 + 100 1,000
125 = 125 1,000 = 1,000

Equations That Involve Taking a Square Root, cont.
3.
a. a2 − 8 = 37 b. 8.2b2 = 319
a2 = 45 b2 = 319/8.2
a = √45 ≈ 6.708 b = √319/8.2 ≈ 6.237
or a = −√45 ≈ −6.708 or b = −√319/8.2 ≈ −6.237
Check: (√45)2 − 8 37 Check: 8.2 · 6.2372 319
45 − 8 37 8.2 ·
38.900169 319
37 = 37
318.9813858 ≈ 319
c. a2 + 4.5 = 10.7 d. 12b2 = 36,000

a2 = 6.2 b2 = 3,000
a = √6.2 ≈ 2.490 b = √3,000 ≈ 54.772
or a = −√6.2 ≈ −2.490 or b = −√3,000 ≈ −54.772
Check: (√6.2)2 + 4.5 10.7 Check: 12 · (√3,000)2 36,000
6.2 + 4.5 10.7 12 · 3,000 36,000
10.7 = 10.7 36,000 ≈ 36,000
4.
a. a2 + 32 = 72 b. 432 + x2 = 512
a2 + 9 = 49 x2 = 512 − 432
a2 = 40 x2 = 752
a = √40 ≈ 6.325 x = √752 ≈ 27.423
or a = −√40 ≈ −6.325 or x = −√752 ≈ −27.423
Check: (√40)2 + 32 72 Check: 432 + (√752)2 512
40 + 9 49 1,849 + 752 2,601
49 = 49 2,601 = 2,601
c. s2 = 2.12 + 5.42 d. 212 + 292 = w2

s2 = 33.57 1,282 = w2
s = √33.57 ≈ 5.794 w2 = 1,282
or s = −√33.57 ≈ −5.794 w = √1,282 ≈ 35.805
or w = −√1,282 ≈ −35.805
Check: (√33.57)2 2.12 + 5.42
33.57 = 33.57 Check: 212 + 292 (√1,282)2
1,282 = 1,282

Equations That Involve Taking a Square Root, cont.
5.
a. 45 − x2 = 20 b. 1122 + s2 = 18,200
−x2 = −25 s2 = 18,200 − 1122
x2 = 25 s2 = 5,656
x = 5 s = √5,656 ≈ 75.206
or x = −5 or s = −√5,656 ≈ −75.206
Check:
Check: 45 − 52 20
1122 + (√5,656)2 18,200
45 − 25 20
12,544 + 5,656 18,200
20 = 20
18,200 = 18,200
c. s2 = 0.892 + 1.222 d. 6,650 − y2 = 702

s2 = 2.2805 6,650 − 702 = y2
s = √2.2805 ≈ 1.510 1,750 = y2
or s = −√2.2805 ≈ −1.510 y2 = 1,750
y = √1,750 ≈ 41.833
Check: (√2.2805)2 0.892 + 1.222
or y = −√1,750 ≈ −41.833
2.2805 = 2.2805
Check: 6,650 − (√1,750)2 702
6,650 − 1,750 4,900
4,900 = 4,900
Puzzle corner: solve x2 − x = 0. You can use guess and check: Zero fulfills the equation because 02 − 0 = 0.
One is also a solution because 12 − 1 = 0.
A way to see the solutions without guessing is to write the equation in the form x(x − 1) = 0. The product of x and x − 1 can
only be zero if either x is zero or x − 1 is zero, which means either x = 0 or x = 1. From this form of the equation we can also
see that there are no other solutions.
(We also know that there are no other solutions because of this principle of algebra: an equation where the highest exponent of
the variable is n can have at most n solutions within the real numbers. Therefore, our equation, which has 2 as the highest
exponent of the variable, can have at most two solutions within the real numbers.)
So the solution is: x = 0 or x = 1.

The Pythagorean Theorem, p. 74
1. 32 + 42 52 5. a. 62 + 42 92
9 + 16 25 36 + 16 81
25 = 25 52 < 81
The triangle is obtuse.
2. a. 62 + 82 102
b. 102 + 112 132
36 + 64 100
100 + 121 169
100 = 100
221 > 169
b. Check the student’s triangle.
The triangle is acute.
It should have the same shape as this one:
c. These three lengths do not form a triangle.
The legs aren’t long enough to touch: 12 + 14 < 28.
d. 152 + 202 252

225 + 400 625
625 = 625
Measure its angles: did you get a right triangle? The triangle is right.
Yes.
6. a. 142 + 92 = y2
3. a. 62 + 92 132
196 + 81 = y2
36 + 81 169
277 = y2
117 < 169
y = √277 ≈ 16.6
The triangle formed with lengths 6, 9, and 13 is not
a right triangle. (It is obtuse.) (We ignore the negative root.)
b. s2 + 222 = 282
b. 52 + 122 132
25 + 144 169 s2 + 484 = 784
169 = 169 s2 = 300
y = √300 ≈ 17.3
The triangle formed with lengths 5, 12, and 13
is a right triangle. (We ignore the negative root.)
4. a. The sides measure 67 mm, 63 mm, and between 7. a. w2 + 37.02 = 42.12

22 mm and 23 mm. The student could get 22 mm,
23 mm, or even 22.5 mm as the measurement of w2 + 1,369 = 1,772.41
the shortest side.
w2 = 403.41
b. Here, I used 63, 23, and 67. w = √403.41 ≈ 20.1 cm
632 + 232 672 (We ignore the negative root.)
3,969 + 529 4,489 b. t2 + 10442 = 11312

4,498 ≈ 4,489 t2 + 1,089,936 = 1,279,161
While it may seem to you that 4,498 and 4,489 are t2 = 189,225
quite different, they are actually very close to each t = √189,225 = 435 ft
other. To check how close they are, we must not
simply look at their difference of 9 but instead we (We ignore the negative root.)
must look at the percentage difference =
(difference/reference). To calculate that, I will use
the average value 4,493.5 as reference:
(difference/reference) = 9/4,493.5 ≈ 0.0020
= 0.2%. This is an extremely small difference.

The Pythagorean Theorem, cont.
8. To be able to use the Pythagorean Theorem, we need to convert the lengths of the sides into inches:
12 ft 5 in = 149 in and 7 ft 8 in = 92 in. Let x be the unknown hypotenuse. Then:
1492 + 922 = x2
22,201 + 8,464 = x2
30,665 = x2
x = √30,665 ≈ 175.11 (We ignore the negative root.)
The hypotenuse measures about 175 in or 14 ft 7 in.
Puzzle corner. The hypotenuse, 108 units, is shorter than one of the legs, 125 units. To fix it,
the teacher could switch the two numbers so that the hypotenuse measures 125 units and the
leg 108 units. In that case, we get:
x2 + 1082 = 1252
x2 + 11,664 = 15,625
x2 = 3,961
x = √3,961 units ≈ 62.9 units (We ignore the negative root.)
The Pythagorean Theorem: Applications, p. 79

1. We check if the three numbers fulfill the Pythagorean Theorem:
40.22 + 36.42 49.12

1,616.04 + 1,324.96 2,410.81
2,941 ≠ 2,410.81
No, the corner is not a right triangle, as 2,941 is very different from 2,410.81.
(You can check that by calculating the percent relative difference using the average of
the two numbers as the reference value. You should get 530.19/2675.905 ≈ 19.81%.)
2. Let x be the length of the diagonal. Applying the Pythagorean Theorem we get:
x2 = 9.02 + 14.42
x2 = 81 + 207.36
x2 = 288.36
x = √288.36 in ≈ 17.0 in (We ignore the negative root.)
3. The length of the diagonal, d, is given by the Pythagorean Theorem:

d2 = 482 + 302
d2 = 2,304 + 900
d2 = 3,204
d = √3,204 m ≈ 56.6 m
The walk around the park is 48 m + 30 m = 78 m. That route is therefore 78 m − 56.6 m = 21.4 m longer.

The Pythagorean Theorem: Applications, cont.
4. The side of a square with an area of 100 m2 is 10 m. The diagonal, d, is given by the Pythagorean Theorem:
d2 = 102 + 102
d2 = 100 + 100
d2 = 200
d = √200 m ≈ 14.1 m
5. We use the right triangle shown in the image. The side 1.13 m comes from
subtracting 6.40 m − 5.27 m = 1.13 m.
The Pythagorean Theorem applied to the triangle gives us:
x2 = 1.132 + 6.22
x2 = 1.2769 + 38.44
x2 = 39.7169
x = √39.7169 m ≈ 6.30 m
The clothes line is about 6.30 m long.
6. They can measure the two diagonals and check that they are equal. If so, the
two triangles are identical, and thus they must be right triangles.
Another possibility would be to actually calculate the length of the diagonal
with the Pythagorean Theorem and then measure to check that the measurement
agrees with the calculation.
The Pythagorean Theorem applied to the triangle gives us:
x2 = 32 + 6.752
x2 = 9 + 45.5625
x2 = 54.5625
x = √54.5625 m ≈ 7.39 m
So if the diagonals measure 7.39 m, the shape is a rectangle.

7. The Pythagorean Theorem applied to the triangle gives us:
202 + h2 = 922
h2 = 922 − 202
h2 = 8,064
h = √8,064 cm ≈ 89.7998 cm
Then, the area is A = bh/2 = 89.7998 cm · 40 cm / 2 = 1,795.996 cm2 ≈ 1,800 cm2.

8. First, we calculate the altitude using the Pythagorean Theorem:
122 + h2 = 242
h2 = 242 − 122
h2 = 432
h = √432 cm ≈ 20.7846 cm
Then, the area is A = bh/2 = 24 cm · 20.7846 cm / 2 = 249.4152 cm2 ≈ 249 cm2.
9. a. rafter2 = 32 + 122
rafter2 = 9 + 144
rafter2 = 153
rafter = √153 ≈ 12.37 ft ≈ 12 ft 4 in
b. The rise of 5 ft 3 in is 5 1/4 ft = 5.25 ft.
rafter2 = 122 + 5.252

rafter2 = 144 + 27.5625
rafter2 = 171.5625
rafter = √171.5625 ft ≈ 13.10 ft ≈ 13 ft 1 in
Alternatively, you could calculate everything in inches (instead of in feet) and lastly convert to feet and inches.
The answers will be the same as listed above.
10. The roof consists of two identical rectangles. One dimension of each
rectangle is given as 5 m. We need to calculate the other using the Pythagorean
Theorem in this triangle:
x2 = 0.52 + 1.52
x2 = 0.25 + 2.25
x2 = 2.50
x = √2.50 m ≈ 1.5811 m
So the area of the roof is 2 · 5 m · 1.5811 m = 15.811 m2 ≈ 15.8 m2.

11. a. We can calculate the length of the creek by applying the Pythagorean Theorem
to the right triangle in the image:
x2 = 662 + 28.82
x2 = 4,356 + 829.44
x2 = 5,185.44
x = √5,185.44 m ≈ 72.0 m
There is also another way to draw a right triangle into the picture, but its dimensions
are the same.
b. The two areas are trapezoids (see the image at the right). The northern one has
a height of 66.0 m, and the two parallel sides measure 34.2 m and 63.0 m.
The area is (34.2 m + 63.0 m)/2 · 66.0 m = 3,207.6 m2 ≈ 3,210 m2
Similarly, the area of the southern part is
(72.1 m + 43.3 m)/2 · 66.0 m = 3,808.2 m2 ≈ 3,810 m2
Puzzle corner. The roof consists of four identical isosceles triangles. To calculate the area of
those triangles, we need to find the altitude, h, of the triangles. Here’s one of the triangles:
Applying the Pythagorean Theorem to the right triangle in the image, we get:
1.752 + h2 = 2.22
h2 = 2.22 − 1.752
h2 = 1.7775
h = √1,7775 m ≈ 1.333 m
The total surface area is then 4 · 3.5 m · 1.333 m / 2 ≈ 9.3 m2.
A Proof of The Pythagorean Theorem, p. 86

1. Figure out how this proof of the Pythagorean Theorem works.
→ →
First, we have two squares Two lines are drawn so that The two right triangles are moved
with areas a2 and b2. two right triangles with legs into new positions. Now we have
The total area of the figure a and b are formed. a square with sides c units long
is therefore a2 + b2. and an area of c2.
Since the total area of the figure is preserved through these changes, a2 + b2 = c2.

Review, p. 87
1. a. 12 b. −9 c. 40
d. 8 e. 49 f. 20
2. a. 7 cm2 b. √20 cm
3.
a. y2 + 18 = 35 b. 0.6h2 = 4
y2 = 17 h2 = 4/0.6 = 40/6 = 20/3
y = √17 ≈ 4.123 h = √20/3 ≈ 2.582
or y = −√17 ≈ −4.123 or h = −√20/3 ≈ −2.582
Check: (√17)2 + 18 35 Check: 0.6 · (√20/3)2 4
17 + 18 = 35 0.6 · (20/3) 4
(6/10) · (20/3) 4
120/30 = 4
4. a. 202 + 242 302
400 + 576 900

976 > 900
No, they don’t form a right triangle (but an acute one).
b. 12 + 2.42 2.62
1 + 5.76 6.76
6.76 = 6.76
Yes, they form a right triangle.
5. We can ignore the negative answers because a length of side cannot be negative.
a. s2 = 32 + 52
s2 = 9 + 25
s2 = 34
s = √34 ≈ 5.8 units
b. x2 + 21.12 = 22.52
x2 + 445.21 = 506.25
x2 = 61.04
x = √61.04 ≈ 7.8 units

Review, cont.
6. The pennant is an isosceles triangle. We calculate its altitude using
the Pythagorean Theorem. From the right triangle in the image, we get:
x2 + 0.752 = 52
x2 + 0.5625 = 25
x2 = 24.4375
x = √24.4375 ≈ 4.9434 ft
Now, the area is A = bh/2 = 1.5 ft · 4.9434 ft /2 = 3.70725 ft2 ≈ 3.7 ft2.
7. Let x be the distance from B to C along 5th Avenue South. Then:
3702 + x2 = 6202
136,900 + x2 = 384,400
x2 = 247,500
x = √247,500 ≈ 497.49 m ≈ 500 m
To go directly from A to C is 620 m, and the distance from A to B

and then to C is 370 m + 500 m = 870 m. Therefore, to go directly
from A to C is 870 m − 620 m = 250 m shorter than to go from A
to B and then to C.

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The Blue Series has 46 workbooks in the following subject areas:

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Angle Relationships ............................................................. 9

Congruent Figures .............................................................. 23

Congruent Transformations .............................................. 30

Basic Geometric Constructions ......................................... 38

Geometry Review ................................................................ 59

Square Roots ........................................................................ 65

Answer Key .......................................................................... 90

© Maria Miller 3 k5learning.com

I wish you success in teaching math!

© Maria Miller 4 k5learning.com

Math Warehouse - Angles

Angles Around a Point

Angle Points Exercises

Complementary and Supplementary Angles from Maths Is Fun

Complementary and Supplementary Angles

Working with Angles

Identifying Supplementary, Complementary, and Vertical Angles

Finding Missing Angles

Angle Relationships Quizzes

Solving for unknown angles from Khan Academy

© Maria Miller 5 k5learning.com

Angles in a Triangle Quiz

Rags to Riches: Classify Triangles by Sides and Angles

Identify Triangles Quiz

Interactive Triangles Activity

Classify Triangles Worksheets

Animated Geometric Constructions

Constructing A Triangle With Three Known Sides

Triangle Inequality Theorem

© Maria Miller 6 k5learning.com

Squares and Square Roots

The Roots of Life

Square Root Game

Approximating Square Roots

Square Roots Quiz

Rags to Riches Square Root Practice

THE PYTHAGOREAN THEOREM

The Pythagorean Theorem - Video Lessons by Maria

Pythagorean Theorem - Braining Camp

Pythagoras' Theorem from Maths Is Fun

The Pythagorean Theorem Quiz

© Maria Miller 7 k5learning.com

Exploring the Pythagorean Theorem

Using the Pythagorean Theorem - Quiz

Proving the Pythagorean Theorem

Annotated Animated Proof of the Pythagorean Theorem

Many Proofs of the Pythagorean Theorem

Pythagorean Theorem and its many proofs

© Maria Miller 8 k5learning.com

An angle consists of two rays that start at the same point,

Note that we list the vertex point in the middle: it is ∠BAC,

Two angles are adjacent if they have a common vertex

In the image on the right, ∠α and ∠β are adjacent

1. How many angles do you see in the picture? ________

How many degrees do these angles measure?

Equation for x: Equation for α:

Solution: Solution:

a. ∠A = ___ ° ∠B = _ ° b. ∠A = _____ °

∠B = ___ ° ∠C = _ ° ∠D = _____ °