Grade 10

Mawhiba Advanced Supplementary Curriculum

Mathematics
Student book
The Advanced Supplementary Curriculum Materials have been developed for schools
in the Mawhiba Schools Partnership.

1435/4073
Copyright © King Abdulaziz and his Companions Foundation for Giftedness and Creativity

First Turki Ibn Abdulaziz Street

P.O. Box 300820 Riyadh 11372 Kingdom of Saudi Arabia www.mawhiba.org.sa

The reference to Eyre’s Category of Advanced Cognitive Performance is used with the kind permission
of Professor Deborah Eyre who wholly owns all rights to it.
Contents

Using this book 6

Unit 1: Logic and reasoning 7

Activity 1 Equivalent statements 8
Activity 2 Truth tables 9
Activity 3 Not both 10
Activity 4 Reducing symbols 11

Unit 2: Sets and proof 12

Activity 1 Proving simple statements 13
Activity 2 Counter-examples 13
Activity 3 False proof 14
Activity 4 Venn diagram 15

Unit 3: Parallel lines 16

Activity 1 Parallel shapes 17
Activity 2 Parallel lines in shapes 18
Activity 3 Parallelograms 20
Activity 4 Squares on a grid 22

Unit 4: Slopes and equations of lines 24

Activity 1 Where lines meet 25
Activity 2 Translated lines 26
Activity 3 Forming triangles from lines 28
Activity 4 Geometric distance 29

Unit 5: Congruent triangles 30

Activity 1 Relationships between types of triangles 31
Activity 2 Triangles where the angles are in the ratio n: n+1: n+2 31
Activity 3 Partitioning a triangle into congruent triangles 32
Activity 4 Joined triangles 32
Activity 5 Area conditions for congruence 33
Activity 6 Travelling triangles 34
Unit 6: Relationships in triangles 36
Activity 1 Bisecting diagonals 37
Activity 2 Triangle Inequality 37
Activity 3 Median movements 40
Activity 4 Triangles in nine-dot circles 41
Activity 5 Linking islands 43

Unit 7: Quadrilaterals 45
Activity 1 Decreasing areas 46
Activity 2 Cutting a triangle into quadrilaterals 48
Activity 3 Interior angles of regular polygons 49
Activity 4 Taking squares from rectangles 50

Unit 8: Proportions and similarity 52

Activity 1 Areas and similar triangles 53
Activity 2 Similar right-angled triangles 55
Activity 3 Similar shapes 57
Activity 4 Cutting cake 59

Unit 9: Transformations 61
Activity 1 Rotations and reflections 62
Activity 2 Combinations of transformations 63
Activity 3 Transformation inverses 64
Activity 4 Does order matter in transformations? 65

Unit 10: Circles 66

Activity 1 The ratio between two areas 67
Activity 2 Cones 68
Activity 3 Tangent triangles 70
Activity 4 The circle formula 71

Unit 11: Benford’s Law 72

About this unit 73
 Using this book
The activities in this book are planned to help you to become advanced learners. This means that the activities
in this book will challenge you to do such things as:
• using skills you have learned in your other lessons in order to apply these to new or unfamiliar problems
• being creative and flexible when trying to solve such problems
• persevering with tasks, trying alternative approaches if you do not succeed at first
• recognising patterns, generalising and predicting patterns and trends
• developing thinking and reasoning skills
• working with others as part of a team, sometimes leading the team and contributing successfully to the
work of the team on other occasions
• explaining your findings so that others can understand and respond to your work

For students in the Mawhiba Schools Partnership to become advanced learners these activities focus on six
key values, attitudes and attributes that encourage this type of working and thinking. They are:

Inquiry
Mawhiba Schools Partnership students will develop a spirit of inquiry. They will be willing to work on their own,
be proactive and keen to learn. They will show enterprise and independent thought, challenging assumptions
and requiring evidence for assertions. They will actively control their own learning, moving on from the
absorption of knowledge and procedures to developing their own views and solutions.

Risk taking
Mawhiba Schools Partnership students will develop a spirit of risk taking. They will demonstrate confidence,
experiment with novel ideas and effects and be willing to speculate. They will be comfortable working in
unfamiliar contexts. They will delay coming to premature conclusions and be tolerant of uncertainty.

Creativity
Mawhiba Schools Partnership students will develop a spirit of creativity. They should be open-minded and
flexible in their thought processes and demonstrate a willingness to innovate and invent new and multiple
solutions to a problem or situation. They will be able to adapt their approach according to need. They will
surprise and show originality in their work, developing their own personal style.

Perseverance
Mawhiba Schools Partnership students will develop a spirit of perseverance. They will encounter obstacles
and difficulties but will not give up, rather, they will persist in their efforts. They will show diligence and work
systematically, not being satisfied until high-quality, appropriate precision and the desired outcome are
achieved.

Collaboration
Mawhiba Schools Partnership students will develop a spirit of collaboration. They will seek out opportunities
to receive responses to their work, presenting their own views and ideas clearly and concisely whilst listening
to the views and ideas of others. They will be willing and able to work in teams, taking a variety of roles and be
able to evaluate their own ideas and contributions.

Concern for society

Mawhiba Schools Partnership students will develop a spirit of concern for society. While they will be highly
motivated for personal success they will also have a strong sense of the contribution that they can make
to society, for the good of their country and to the benefit of those less fortunate than themselves. They will
demonstrate citizenship and a sense of community ethos and will recognise the differences as well as the
similarities between people and peoples. They will be aware of their own and others’ cultural heritage and be
sensitive to the ethical and moral issues raised by their studies.

Recording your work

Your teachers will tell you where and how to record your Mawhiba Schools Partnership work. It is important that
you keep your work together in order to build up a record of your development and progress in this course as
you develop the skills and qualities associated with becoming a successful advanced learner.

6
Unit 1
Logic and reasoning
 About this unit

Unit learning objectives

• Confidence in the application of mathematical logic to a range of problems
• Fluency in the use of formal logic and its associated notation

Activity 1
Equivalent statements

1. Which of the following statements are true and which are false?

a. If this is a date, then it grew on a tree.

b. If this grew on a tree, then it is a date.

c. If this is not a date, then it grew on a tree.

d. If this is not a date, then it did not grow on a tree.

e. If this is a date, then it did not grow on a tree.

f. If this grew on a tree, then it is not a date.

g. If this did not grow on a tree, then it is not a date.

h. If this did not grow on a tree, then it is a date.

Using D for this is a date and G for it grew on a tree, a. can be written:
D→G

2. Rewrite a. to h. using the symbols D, G, → and ~.

3. Construct a truth table to show that D → G ≡ ~G → ~D.

4. List all equivalent pairs in the statements a. to h.

8
 Activity 2
Truth tables

P is the proposition: ‘A number n is a multiple of 3.’

Q is the proposition: ‘A number n is even.’
R is the proposition: ‘A number n is a multiple of 6.’

1. Express the logical statement R ↔ P ∧ Q in everyday language.

2. Show that R ↔ P ∧ Q is ‘tautology’, i.e “always true.”

hint: R ≡ P ∧ Q
3. Express the logical statement ~P ∨ ~Q → ~R in everyday language.

4. Construct a truth table to show that ~P ∨ ~Q → ~R is a tautology i.e. always true.

hint: R ≡ P ∧ Q

5. Use a truth table to show that this proposition is not a tautology:

‘If a number is not a multiple of 6, then it is not a multiple of three and it is not an even number.’

6. Give a numerical example to clarify the reason why the proposition in part 5 is not a tautology.

9
 Activity 3
Not both

1. Construct a truth table to show that ‘not p or not q’ is equivalent to ‘not (p and q)’
~P ∨ ~Q ≡ ~(P ∧ Q)
This is the ‘not both’, or sometimes called NAND ‘not and’ condition, and is sometimes
represented by the symbol ↑ ↑
So P ↑ Q is equivalent to ~(P ∧ Q)
This operation produces truth if at least one of the values is false.

In everyday language it fits the logic of the sentences ‘We will die if we do not have both food and
water’ and ‘We will die if we either do not have food or do not have water’.

2. Show the applicability of NAND on a Venn diagram.

It is possible to define other common connectors in terms of ↑

For example ~P ≡ P ↑ P

3. Construct a truth table to show that ‘p NAND p’ is equivalent to ‘not p’.

4. Construct a truth table to show that P ∨ Q ≡ (P ↑ P) ↑ (Q ↑ Q)

5. Express P ∧ Q using only ↑

6. Express P → Q using only ↑

10
 Activity 4
Reducing symbols

Fareed says:
~(a ∧ b) ≡ a ∨ ~b so we do not need the symbol ∧.

1. Is Fareed correct?
Write ~(a ∧ b) without using the symbol ∧.

2. Comment on the truth of the statement:

‘If a divides b and a divides c, then a divides b ⋅ c’.

3. ‘a divides b’ is written ‘a | b’.

Write the statement in Question 2 using only the symbols |, a, b, c, ∧ and →.

4. Rewrite your answer to Question 3 using only the symbols |, a, b, c, ~, ∨ and →.

5. Why might a mathematical logician want to have a minimal number of symbols?

11
Unit 2
Sets and proof
About this unit

Unit learning objective

•  onfidence and ability to tackle proofs using a variety of possible approaches (counterexample,
C
indirect or logical argument).

Activity 1
Proving simple statements

The equivalence a → b ≡ ~b → ~a can help with proofs.

In the following m and n are positive integers.
1. Use a → b ≡ ~b → ~a to prove:
m + n is even → m and n are either both even or both odd.

2. Prove that if n2 is an even number → n is an even number.

3. Prove that if n3 is an odd number → n is an odd number.

Activity 2
Counter-examples

Each of these statements is false.

Prove each one is false by giving a counterexample.
1. Every integer that can be expressed as 2n has a prime either one below it or one above it.

2. Every integer that can be expressed as 6n has a prime either one below it or one above it.

3. Every integer that can be expressed as n2 + 41n + 41 is prime.

4.  very integer has an even number of factors, for example the factors of 24 are 1 and 24, 2 and 12, 3
E
and 8, 4 and 6 (8 in all).

5. The largest possible interior angle in a quadrilateral (rounded down) is 179º.

6. The difference between the squares of two different integers is always greater than the difference
between the two integers.

7. Every thousand numbers (for example 1,000–1,999) has at least one square number in it.

8. There is at least one prime number in every decade (for example 30– 39 has 31 and 37).
13
 Activity 3
False proof

Here are two attempts at proofs that 1 = 2 (which are obviously incorrect).
1. Mohammed says:
‘1 = 2, here is my proof:
Adding up to both terms 2 = 1, we get 3 = 3.
Obviously 3 = 3 is correct, so this proves that my assumption 1 = 2 is correct.’
Use mathematical logic to explain why this is wrong.

2. Abdullah says:
‘Let x = y x = y
Multiply both sides by x x2 = xy
Subtract y2 from both sides x2 – y2 = xy – y2
Factorise each side (x + y)(x – y) = y(x – y)
Divide both sides by (x – y) x + y = y
If x = 1, and y = 1, so, by substitution 1+1=1
Therefore 2 = 1’

Use mathematical reasoning to explain why this is wrong.

3. How would you describe the difference between using mathematical logic and using mathematical
reasoning to show that an argument is wrong?

14
 Activity 4
Venn diagram

Here is a Venn diagram for three sets A, B and C, showing its eight regions 1 to 8.

A B

2
1 3

4
5 6

7
8 C

1. Write the notation for each of the regions 1 to 8 in terms of A, B, C, ∩, ∪ and ’.

2. Construct a table for each region in terms of the membership of sets A, B and C.

3. Choose one region, for example region 1.

Construct a truth table using the notation that was given as the answer to Question 1.

4. Do the values in the truth tables done for Questions 3 and 4 correspond to those in the equivalent
part of the table done for Question 2? If they do, does that show that your answers to question 1 are
correct?

15
Unit 3
Parallel lines
About this unit

Unit learning objectives

• A fuller understanding of parallel lines
• Awareness of parallel lines in shapes
• An ability to use grid coordinate differences to measure distances

Activity 1
Parallel shapes

1. Here is an equilateral triangle.

B C

If a line is drawn parallel to AB, and another line is drawn parallel to BC, and a third line is drawn
parallel to AC, the three lines will form a triangle, unless all three lines intersect at the same point.

a. Try this out several times to check if it is true.

b. Are all the new triangles the same size as the original triangle?

c. Are all the new triangles equilateral?

d. Would any new triangle created by drawing lines parallel to the line segments in an equilateral triangle
be equilateral? Explain how you know.

2. Repeat the activity with an isosceles triangle. Do you always get another isosceles triangle with the
same angles as the original?

3. Repeat with a scalene triangle. Are the angles in the new triangles the same as those in the original
triangle, regardless of how large or small the triangle is?

4. Now start with a square. Do you get other squares? When do you get squares?

5. Now start with a regular pentagon. What happens?

17
 Activity 2
Parallel lines in shapes

In these questions, the angles that are given are the ones to use, not the actual measurements of the
drawn shapes.

1. In this convex pentagon, is BC parallel to DE? Show or explain how you know.

E
110°
130°

120° B Not drawn accurately

60° 120°
D C

2. When the sides of a convex pentagon are extended, they can form a star shape.

B C

a. Measure the interior angles at A,B,C,D and E on this or a similar diagram.

What is the total of the angles?

b. Do the interior angles made from extending sides in every convex pentagon without parallel sides
have the same total?

18
c. When the sides of the shape in Question 1 are extended, how many points are created, and what is
the total of the interior angles made at the points that are created?

d. Do the angles made in that way from extending sides have the same total in every pentagon that
has some parallel sides?

3. In this hexagon:

A
B
135°
135°
F 90° C
90° Not drawn accurately

140°
130°
E
D

a. Is AB parallel to DE? Explain or show how you know.

b. Is BC parallel to EF? Explain or show how you know.

c. Is CD parallel to AF? Explain or show how you know.

19
 Activity 3
Parallelograms

Parallelograms are quadrilaterals in which both pairs of opposite sides are parallel.

Squares and rectangles and rhombuses are special cases of parallelograms.

1. In this figure, CDE is a straight line, and AE is equal in length to AD and to BC.
Is ABCD a parallelogram? Explain how you know.

A
B

105°

Not drawn
accurately

75°
E
D
C

2. Here are four points on a coordinate grid.

(24, 19)

(5, 16)

(17, 10)
(–2, 7)

a. Do they form a parallelogram? Explain how you know.

b. Can you tell if these sets of coordinates would form a parallelogram, without putting them on a
grid? Can you visualise them and explain their position?

(i) (7, 5) (8, 11) (9, 6) (6, 10)

(ii) (8, 3) (10, 10) (8, 7) (10, 5)

20
3.

(48, 59)
(–36, 47)

Not drawn accurately

(–20, –80)

a. What are the coordinates of the fourth point that will form a parallelogram with the three given
points? Give all three possible answers.

b.  escribe a method for finding the coordinates of a point that forms a parallelogram with three given points.
D
Illustrate your method with an example.

21
 Activity 4
Squares on a grid

When two pairs of parallel lines are perpendicular, a rectangle is formed. If the parallel lines have the same
perpendicular distance between them, it is a square.

1. Draw a pair of parallel lines and measure the perpendicular distance between them. Then draw
another pair of parallel lines with the same perpendicular distance between them, so that the pairs
of lines are perpendicular to each other.

This will form a square.

What is the area of the square that they form?

2.

x =3 x =8
y

y =9

y =4

a. What are the coordinates of the vertices of this square?

b. What is the area of the square?

3. How can you express the coordinates of the vertices of a square that has an area of 100 square units
and which is made from horizontal and vertical parallel lines.

22
4. What is the area of this square?

y
(5, 9)

(9, 6)

(2, 5)

(6, 2)

5. Give the coordinates of the vertices of a square made from parallel lines that are not horizontal or
vertical, and which has an area of 100 square units.

6a. U
 sing parallel lines that are not horizontal or vertical, draw some different squares on a grid that have
their vertices on grid intersections.

b. Explain how you can be sure they are square.

(i) How do you know that the parallel lines are parallel?
(ii) How do you know that the two pairs are perpendicular to each other?
(iii) How do you know that the two pairs have the same perpendicular distance as each other?

c. Work out the areas of the squares you have made.

7. Give the coordinates of the vertices of a square that has an area of 10 square units.

Only some squares with whole number unit areas can be made by joining coordinates on a grid. For
example an area of 2 is possible, but an area of 3 is not.

8.  hen making squares on grids where the vertices are grid intersections, which unit areas (up to 20) are
W
possible, and which are not? Explain why others are not possible.

23
Unit 4
Slopes and equations of lines
About this unit

Unit learning objective

• Deeper understanding of line equations and their relationship to slopes and intercepts

Activity 1
Where lines meet

1. Different line segments can be formed by joining up these points.

Two of the line segments, when extended, go through the origin.
y direction
(60, 48)

(63, 45)

(64, 40)

(49, 35)
(50, 32)
(48, 30)

x direction
a. Which pairs of points are on lines that go through the origin?
b. What are the equations of these two lines?

2. Here are four points. Each pair of points is on a line, making six lines altogether.

y direction

(64, 18)
(40, 16)

(32, 10) (64, 10)

x direction
a. What are the equations of the six lines?
b. Apart from the point (64,10) which are the other three coordinates of the points where the lines meet?
25
 Activity 2
Translated lines

The diagram shows a point on the (bold) line translated to a corresponding point on a parallel (dotted) line.

A line can be translated in this way by moving every point on the line a number of units in the x direction, say
a, and a number of units in the y direction, say b. This could be written as the translation T(a, b) .

For example, if the line has equation y = –x + 1, then one point on the line is (0,1) and under T(2,5) this
translates to (0+2, 1+5) = (2, 6).

1a. The line y = 2x + 1 is translated by moving every point two units in the x direction, and three in
the y direction, that is T(2,3).
What is the equation of the translated line?

b. The line y = 2x + 1 is translated using T(3,5).

What is the equation of the translated line?

c. Find two more translations of y = 2x + 1 into the same line.

d. What is the general rule that the translation of y = 2x + 1 has to follow to always produce the
same translated line?

26
2a. Find three translations between the lines y = –3x + 2 and y = –3x + 4.

b. What is the general rule for this translation?

3a. Find two translations that translate the line y = –5x + 4 into itself.

b. What is the general form of a translation of this line into itself?

c. What is the general form of the translation of the line y = mx + c into itself?

4. What is the general form of the translation of y = mx + c1 into y = mx + c2 ?

27
 Activity 3
Forming triangles from lines

Three lines in a plane will form a triangle unless two of them are parallel or all three meet at the same point.

1a. What are the vertices of the triangle formed by these three lines?

y = x + 1 y = 2x + 1 y = 3x – 1

b. Give the equation of a line that will not form a triangle with these two lines:

y = x + 2 y = 2x + 2

c. Will these three lines form a triangle? Explain how you know.

y = x + 6 y = 2x + 2 y = 3x – 2

2a. Will these sets of three lines form a right-angled triangle? In each case, explain how you know.

(i) y = x + 4 y = 2x + 2 y=6–x

(ii) y = x + 4 y = 2x + 2 y=8–x

x
(iii) y = x + 4 y = 2x + 2 y = 10 – 2

b.  or each of these pairs of lines, give the equation of a third line that will form a right-angled triangle
F
with them.
In each case, give the coordinates of the three vertices of the triangle you have made.
Are there any exceptions?

x
(i) y= 2
+ 5 y = 5x + 5

(ii) y=x–2 y = 1 – 2x

28
 Activity 4
Geometric distance

1. Find all the points with integer coordinates that are 5 units from the origin.

2a. For the lines y = 2x and y = 3x find:

(i) the x values for which the vertical distance between the lines is 10.

(ii) the y values for which the horizontal distance between the lines is 10.

b. Two lines are drawn that go through the origin. One is y = 2x.
The horizontal distance between the lines at y = 100 is 40.
What is the equation of the other line? (There are two possible answers.)

3. Show that the perpendicular distance d between the parallel lines y = 2x and y = 2x +c

can be expressed as d= (0.2c2 )= 0.2 |c|

4. Find the shortest distance between the following pairs of parallel lines:

a. y = x and y = x + 1

b. y = x and y = x + 2

c. y = x and y = x + c, (c > 0)

d. y = x + c and y = x + d, (d > c)

5. The vertical distance between the lines y = mx – 2 and y = –2x + c is:

5 at x = 2 and 40 at x = 7.

(i) Find a solution for the constants c and m.

(ii) Find a second solution for c and m.

29
Unit 5
Congruent triangles
About this unit

Unit learning objectives

• Be able to apply knowledge of congruency in mathematical tasks and activities
• Increased understanding of how to construct proofs of congruence
• Have insight into the conditions for congruence

Activity 1
Relationships between types of triangles

There are six names for types of triangles:

• three by angle (acute angles, obtuse angle, right-angled)
• three by sides (scalene, isosceles, equilateral)

1.  sing the words ‘All’, ‘Some’ or ‘No’, write as many true statements as you can that relate angle and
U
side types of triangles. Here are three examples:
All equilateral triangles are acute triangles.
Some right-angled triangles are scalene triangles.
No obtuse triangle is an equilateral triangle.

2..  esign a suitable representation (for example a list, a table or a matrix) that displays all
D
of the true statements.

Activity 2
Triangles where the angles are in the ratio: n: n+1: n+2

1. What are the angles in a triangle where the ratio between them is 1:2:3?

2. What are the angles in a triangle where the ratio between them is 2:3:4?

3. List all the angles in other triangles where the angles are in the ratio n: n+1: n+2.

4. From looking at your results, note as many properties as you can about these triangles.

5. Try to prove the properties that you have noted.

31
 Activity 3
Partitioning a triangle into congruent triangles

1. Draw a triangle (ABC) and mark the mid-points of each side (D, E and F). Join each pair of
mid-points to form four triangles within the original triangle.

2. Prove that the four triangles constructed inside the original triangle – AFD, FCE, DEB and
DFE – are congruent.

Activity 4
Joined triangles

Here is a sketch of two joined triangles, triangle ABD and triangle BCD.

D
C

1. If angle ABD is equal to angle DBC, and side AD is equal in length to side DC, which of
the statements below is true?

a. Triangle ABD and triangle BCD cannot be congruent.

b. Triangle ABD and triangle BCD could be congruent.

c. Triangle ABD and triangle BCD must be congruent.

Draw an accurate diagram that justifies your answer.

32
2. Assume now that the only information we have about the two triangles is that the three
angles in triangle BCD are equal to the three angles in triangle BDA, that is x, y and z.

a. In how many different ways can angles x, y and z be arranged within triangle BCD?
Here is one example:

D
x C
z
y
x
A

y
z

b. Each way of arranging the angles gives a different pair of triangles.

Under what conditions are the pairs of triangles similar? Under what conditions are the pairs congruent?
Justify your answers.

Activity 5
Area conditions for congruence

Congruent triangles have the same area, but two triangles with the same area are not
necessarily congruent.
1. Provide an example supporting the above statement.

2. For each of the statements below, find out which are conditions for congruence.

In each case, if the conditions are not sufficient to show congruence, give reasoning or
an example to show that they are not.

If you believe they are, give your reasoning.

a. Triangles with the same area in which two of the angles in one triangle are the same size
as two of the angles in the other triangle.

b. Triangles with the same area in which two of the sides in one triangle are the same
length as two of the sides in the other triangle.

13 33
 c. Triangles with the same area in which one side and an adjacent angle in one triangle are
the same sizes as one side and an adjacent angle in the other triangle.

d. Triangles with the same area in which one side and its opposite angle in one triangle are
the same sizes as one side and its opposite angle in the other triangle.

3. Are any two triangles with the same area and the same perimeter congruent?
If not, provide reasoning or an example to show that they do not have to be.
If you believe they are, give your reasoning.

Activity 6
Travelling triangles

This diagram shows a triangle T1 with vertices at the origin, at (1, 3) and (4, 0).
The dotted triangle T2 is a triangle congruent to T1 that also has a horizontal base. T2 is a translation of T1.

y
(1, 3)
T2

T1

(4, 0)
x

1a. Find the equations of the three lines that form the sides of T1.

b. If the coordinates of the vertex of T1 at the origin is translated to the point (6, 3) what
are the other two vertices of T2?

c. Explain why T2 cannot have its three vertices at the points (21, 2), (25, 2) and (22, 6).

d. If the coordinates of the vertex of T1 at the origin is translated to the point (a, 1), express
the other two vertices of T2 in terms of a.

e. If two of the vertices of T2 lie on the line y = -x + 15 and two lie on the line y = 1, what is
the equation of the third line that the vertices of the triangle lie on?

34
2. Triangle T1 is rotated through 90º anticlockwise around the origin to form a third triangle, T3.

a. Find the coordinates of the vertices of T3.

b. Find the slopes of the three sides of T3.

c. Compare these slopes with the corresponding slopes of the sides of T1 found in
Question 1. What is the relationship between them?

35
 Unit 6
Relationships in triangles

38 21
About this unit

Unit learning objectives

• Ability to use and apply the geometric properties of triangles in proofs and problems
• Familiarity with geometry software, and the ability to construct shapes with given properties

Activity 1
Bisecting diagonals

1. One of the diagonals, AC, of a four-sided shape ABCD bisects both angles BAD and BCD.

a. What must the mathematical shape ABCD be?

b. Give a mathematical proof of your answer to to part a.

2. The two diagonals of a different four-sided shape EFGH bisect the angles at all four vertices.

a. What must the mathematical shape be?

b. Give a mathematical proof of your answer to part a.

Activity 2
Triangle Inequality

1. What is the range of possible values for the perimeter of this triangle?

x
3
Not drawn to scale

37

x
5 x

9
 2. Two triangles have side lengths as shown. In each case x has the same value.

x
5 x
Not drawn to scale

15 3

a. For each triangle write down the strictest inequality that x satisfies.

b. What is the only possible integer value of x?

3. Two triangles have side lengths as shown. In each case y has the same value.

2 y

Not drawn to scale

2 y

a. What is the range of possible values for z?

b. Explain your reasoning.

38
4. Use the triangle inequality to show that a quadrilateral with the given dimensions below
is impossible.

3
12

2
7

5. Find the range of possible values of x in this quadrilateral.

4
3

4
3

39
 Activity 3
Median Movements

Three points, A, B and G, are marked on this grid.

y

A B
x

Line segment AB is one side of a triangle.

Point G is the centroid of the triangle.

1. Find the coordinates of C, the third vertex of the triangle.

2. If you move G to a different point that is still on the line y = 2, what can you tell about
the new position of the point C? Explain how you can be certain this will always be true.
3. Find a rule to calculate the new x coordinate of C in terms of the x coordinate of G.
4. If G can move so that it is always on the line y = x, what is the equation of the line that C
must be on?

40
 Activity 4
Triangles in nine-dot circles

The diagram below shows a nine-dot circle.

The distance between each of the nine points on the circumference is the same. By joining dots, triangles
can be constructed.

Count the dots

anticlockwise!

1. How many distinct triangles can be drawn on the nine-dot circle by joining dots?
Identify each one using the three-number labeling system.
(Triangles that are similar but in a different position, or which are reflections of each other, are counted
as the same.)

2. How can you be certain that you have found them all?

3. What sizes are the angles in each of your identified triangles?

4. What do you notice about the relationship between a triangle and its angles?

5. What would the relationship be between a triangle and its angles if the triangle was
constructed by joining dots on a 10-dot circle?

6. What would the relationship be between a triangle and its angles on an n-dot circle?
(That is, a circle with n equally spaced dots.)

41
42
 Activity 5
Linking islands

In 1410 AH / 1989 AD a consortium of telephone companies completed the construction of a new

transpacific fibre-optic trunk line called TPC-3 linking Japan, Guam and Hawaii.

Since both the fiber-optic cable itself and the laying of it along the ocean floor were extremely expensive
(somewhere between $50,000 and $100,000 per mile), it was important for the telephone companies to
find a way to link the three islands using the least amount of money.

N
Japan

3,910 miles

1,620 miles

Hawaii
3,820 miles
Guam

Your task
You are a mathematics consultant employed by the consortium. What the company needs is a central
junction point, X, such that XJ + XG + XH is the least possible distance – see the diagram below.

X H

43
 1. Use a dynamic geometry system such as GeoGebra to say which of the circumcentre,
incentre, centroid and orthocentre give the smallest total distance.

A colleague then draws the diagram below and says: ‘This might help.’
In this diagram an equilateral triangle is drawn on each side of the original triangle, and the circumcircles
of each triangle are shown. (A circumcircle is the circle that passes through all three points on the
triangle.)
The point where all three circles meet, which is known as the Steiner point, would be
the possible central junction point.

2. Use a dynamic geometry system such as GeoGebra to see if this approach gives a
shorter total distance than that found in Question 1.

3. Write a short report to the director of the consortium stating where to place the central junction point,
and the reasons for your recommendation.

44
 Unit 7
Quadrilaterals

18
 About this unit

Unit learning objective

• To develop a better understanding of the features of different quadrilaterals

Activity 1
Decreasing areas

1- This diagram shows four squares. The three inner squares have their vertices at the mid-point
of the side of the next largest square.

a) Suppose that the largest square has an area of 100 square centimetres. Calculate
the side lengths and areas of all of the squares, and use your results to complete the
following table.

Square Side length Area Area as a proportion

of the area of the
largest square

46
b. Describe the pattern in the areas of the squares.

2a. Draw a rectangle of length 16cm and width 12cm. Join up the mid-points of its sides to
make another shape. Continue doing this to make a series of nested shapes.

b. What do you notice about the shapes?

c. Calculate the side lengths and areas, and make a table showing the areas as a
proportion of the area of the largest rectangle using the example from Question 1.

d. What is the pattern in the areas of the shapes?

3.  sing the space below, investigate what happens if the starting quadrilateral is a
U
parallelogram, a trapezoid, a kite or a scalene quadrilateral.
What shapes do you get? Is there the same pattern in the areas of successive shapes?

47
 Activity 2
Cutting a triangle into quadrilaterals

If a point is put inside a triangle and joined to the vertices, it makes three triangles.

If two points are put inside a triangle they can be joined to each other and / or to the vertices. There are
different possible arrangements. Here are three examples:

Two quadrilaterals One quadrilateral Two triangles and

and one triangle and one pentagon one pentagon

1a. What shapes can be made when three points are put inside a triangle and joined to the
vertices and each other in different ways?

b. Do any of the possible arrangements involve just quadrilaterals?

2. In this diagram four points have been put inside a triangle and joined to the vertices
and each other in a particular way. The triangle has been cut into four quadrilaterals and a triangle (T1).

T1

a. Draw your own triangle with four points inside. Can the points and vertices be joined up
in a different way so that there are only quadrilaterals (that is, no T1)?

b. Does it make any difference what the triangle is like?

48
c. What about using five or six or more points? Can you make a design that splits a triangle
into only quadrilaterals, with no triangles?

d. If not, what reasons can you offer about why not?

3. Can a pentagon (a five-sided figure) be divided up into quadrilaterals by joining points

to the vertices and each other? If not, what reasons can you offer about why not?

Activity 3
Interior angles of regular polygons

1. The exterior angles of an n-sided regular polygon sum to 360º. Use this to show that the formula for the
interior angle is given in degrees by:

f (n) = 180 (1– n2 )°

Part of an n-sided regular polygon

interior angle
exterior angle

2. Find the regular polygon with the smallest number of sides, such that its interior angle is
a non-integer value.

3. Work out how many sides a regular polygon has if its interior angle is 156°.

4. Show that there is no n-sided regular polygon that has an interior angle of 155°.

5. Find the regular polygon with the largest number of sides, such that its interior angle is
an integer value.
6. Find a formula, g(n), for the difference in degrees between the interior angles of an
n-sided regular polygon and one with n – 1 sides. Simplify your expression.

7. Use your formula from question 6 to find the value of n for which g(n) = 4°.

8. From the formula for f(n) given in question 1, deduce the formula, h(n), for the sum of all
the internal angles of an n-sided regular polygon.

9. Show that if n increases by 1, h(n) always increases by a constant amount.

Find this constant.
49
 Activity 4
Taking squares from rectangles

1. As you carry out the steps in this activity, use your results to complete the table
provided in part d for as many rows as possible.

a. Draw a rectangle, measure its length and width and calculate its area.

sq2

sq1

b. Remove from the rectangle the largest possible square (sq1 in the diagram). Calculate
the area of the square that has been removed and the area of the rectangle that is left.

c. Remove from the new rectangle the largest possible square (sq2 in the diagram).
Calculate the area of the square that has been removed and the area of the rectangle that is left.

d. Repeat this as many times as possible, recording the area of each square and the area of the
rectangle that remains.

Shape Area Area of the square Area of the square

as a proportion of as a proportion of
the rectangle from the area of the
which it has been previous square
removed

Rectangle

Square (sq1)

Square (sq2)

50
2. Repeat the steps in Question 1 with a different rectangle.

3. Compare your results with other students’ results for rectangles. Are there any patterns
in the proportions for the last two columns in the tables?

4a. Is there a rectangle in your results where the proportion of the square to the rectangle is
the same in all the steps?

b. If not, can you find such a rectangle?

Hint: Look up the ‘golden rectangle’ in books or on the internet.

c. What is the ratio between its sides?

d. In this rectangle, what is the ratio between the areas of successive squares?

51
 Unit 8
Proportions and similarity

18
About this unit

Unit learning objectives

• To understand the effect of similarity on areas

Activity 1
Areas and similar triangles

1a. A right-angled triangle has an area of 15 units2 and a height of 10 units.

A triangle similar to this first triangle has a corresponding height of 20 units. What is its area?

b. What if you didn’t know that the two triangles were right-angled? How would your
findings in part a differ?

2a. This diagram shows two similar obtuse-angled triangles, A1B1C1 and A2B2C2.

A2
A1

h2

h1
B2 C2
l2

B1 C1
l1

Prove that the corresponding altitudes h1 and h2 of the two triangles are in the
same ratio as the corresponding base lengths l1 and l2 .

b. Two similar triangles have the same area. What can you deduce?

c. If two triangles are similar, with scale factor R, write down an expression in terms of R for
the ratio of the areas of the triangles.

3. A triangle has an area of 175 units2 and one side length of 5 units. A triangle similar to
this first triangle has an area of 7 units2.
What is the corresponding side length?

53
 4. Two triangles, the first one has an area of 1,000 units2 and the second one has an area of 10 units2.
They are similar.
Find the scale factor between them.

5.  his diagram shows three similar triangles, T1 , T2 and T3 , with the scale factor R repeated
T
across T1 to T2 , and T2 to T3 .

R R
T1 T2 T3

a. The following table shows some possible areas with different scale factors. Complete
the table, giving answers to three decimals places where necessary.

Area T1 Area T2 Area T3 R

1 2

10 22.5

100 6.25

5 0.5

64 2

10 12

b. Now add a new line in the table. Fill in two cells and give it to another student to complete.
Use an example that is not too easy, but involves only whole numbers or simple decimals.

Area T1 Area T2 Area T3 R

54
 Activity 2
Similar right-angled triangles

1. Work in small groups. Each person should draw a large right-angled triangle to look roughly like the one
shown here below. Each person’s right-angled triangle should be different, with different lengths and
different angles (other than the right angle).

C C
E
β β
G

α α
A B A F D B

2.  orking individually, measure the angle α on your triangle. This is now your angle for the rest of the
W
activity.

3. On your triangle draw lines DE and FG parallel to BC, as in the triangle on the right.

4. Measure the different lengths of line segments on your diagram.

Then copy and complete the tables of ratios below. Express your ratios as decimals to
two decimal places.

BC DE FG
AB AD AF

BC DE FG
AC AE AG

AB AD AF
AC AE AG

a. What do you notice about these results?

b. Explain why the results are as they are.

c. Compare your results with those of other students. What do you notice?
What are the similarities and differences in your answers ? Can you find the reasons for these?

55
 5.α In the following questions, the angles α and β are the angles in your triangle. Work with other students
to decide how to answer the questions. (Remember that your answers will all be different, because your
35 metres
angles α and β are different.)

a. How tall is the tree?

α
35 metres

b.  he figure here shows a 3.5 metre pole supported by two guy ropes on flat ground. The
T
angle the guy ropes make with the vertical is β, where β is the angle β in your triangle.

Find the minimum length of the guy ropes.

56
 Activity 3
Similar shapes

3
Here are two similar shapes, P and Q. 4

P Q

3
4

P Q

1. The perimeter of shape P is 40 units, and its area = 30 units2. What are the area and perimeter of
the shape Q?

2. Repeat Question 1 with the measurements given as g and h, but still with the perimeter
of P = 40 units and the area of P = 30 units2.

g
h

P Q

g
h

P Q

What are the perimeter and the area of shape Q?

57
 K u
3. In this diagram triangle JKL is similar to triangle NML. Triangle JKL has an area of 1 unit2.

M
K

J
N
L

J
N
L

Write an expression for the area of the shaded quadrilateral in terms of KL and ML.

4. A rectangular piece of paper has sides of length r and t.

The paper is folded in half, along the longer side, to make a smaller rectangle.

r
The smaller rectangle is similar to the original rectangle.

Calculate the ratio r : t.

5. Three similar rectangles have sides:

• u, v
• w, x
• y, z

u w y

x z
v
Prove that a rectangle with sides (u + w + y), (v + x + z) is similar to the
rectangles in the diagram.

58
 Activity 4
Cutting cake

To cut a circular cake into three equal pieces, the angles at the centre of the cake must be 120°.
The diagram on the right represents the top of a square cake of side length 12cm. The dot shows the centre
of the square. The cake is to be cut into three equal pieces.

120º 120º

120º

12cm
1. If the cake is cut so that there is one line of symmetry and the angles at the centre of the
cake are 120°, are the three pieces of cake of equal size?

120º 120º

120º 120º
120º

120º
12cm

12cm

2. Here is a different way that the cake could be cut.

6cm 6cm

6cm 6cm 4cm

6cm

4cm
6cm
8cm
6cm

8cm
6cm
4cm 8cm

59
4cm 8cm
 Show that the three pieces are of equal size.

Investigate the following questions on separate paper.

3. The perimeter of the square face of the cake is 48cm. Each piece has an ‘outside
edge’ of 16cm.

Is it true that if each piece has an ‘outside edge’ of 16cm, the three pieces of cake will
always be of equal size?

4. Does this relationship apply to squares of different sizes?

5. What if the number of pieces of cake is to be different? Does an equivalent relationship

apply? (For example, for four pieces, will an ‘outside edge’ of 12cm for each piece ensure
that the pieces will be the same size as each other?)

6. What if the cake was not square or circular, but was in the shape of a regular pentagon,
or a regular hexagon?

60
 Unit 9
Transformations

18
 About this unit

Unit learning objective

• To develop a better understanding of rotation, reflection, translation and dilation

Activity 1
Rotations and reflections

Use graph paper or graph plotting software to explore the following problems.

1a. The point (3, 4) is reflected in the line y = x. What are the coordinates of the image of
this transformation?

b. Complete this general statement about reflection in the line y = x.

‘If the point (a, b) is reflected in the line y = x,

the coordinates of the reflected point are .’

c. Which points do not change under the transformation reflection in the line y = x?

 he point (3,4) is reflected in the line y = x, and then its image reflected in the line y = –x.
2a. T
What are the coordinates of the image of this combination of transformations?

b. Complete this general statement about reflection in the line y = x followed by reflection in the line y = –x.

‘If the point (a, b) is reflected in the line y = x, and then in

the line y = –x, the coordinates of the reflected point are .’

c. Which points do not change under this combination of transformations?

3. A shape is transformed by first reflecting it in the line y = x, and then in the x axis.
What is the overall effect of the combined transformation?

4. A shape is transformed by first reflecting it in the line y = x, and then in the y axis.
What is the overall effect of the combined transformation?

5a. W
 hat happens when you combine all four of the transformations in Questions 3 and 4 –
that is, reflection in y = x, then reflection in the x axis, then reflection again in y = x, then reflection in
the y axis?

62
b. Does the order in which the transformations are done make any difference to the result?

6. If a shape is reflected in the line y = 2x, find a second line of reflection so that the overall
transformation is equivalent to an anticlockwise rotation through 90º around the origin
(0, 0).

Activity 2
Combinations and transformations

In this activity:
• The letter T will stand for any transformation – a reflection, a translation, a rotation or a dilation.
• If more than one transformation is considered, they will be called T1, T2 , and so on.
• If A is a point, then T(A) will denote the image of the point A under the transformation T.

Use graph paper to explore the following problems.

1. Find T(A) when A is (2, 3) and Ti is as explained below, where i = 1,2,3,4.

a. T1 :a reflection in y =x

b. T2 :a translation by
(( 2
3

c. T3 :a 90º anticlockwise rotation about (0, 0)

d. T4 :a dilation, scale factor 2, centre of dilation (1, 1)
2. A reflection in y = x followed by a translation by
This will be written as (( 3
2
is an example of a combination of transformations.

T2 ( T1(A) )

Notice that the order of performing the transformations is not the same as the order in
which they are written.
Using the transformations from Question 1, find:
a. T1 ( T2(A) )

b. T3 ( T4(A) )

c. T1 ( T1(A) )

d. T2 ( T2(A) )

e. T1 ( T2 ( T3 ( T4(A) ) ) )

63
 3. Find a single transformation that is equivalent to each of the combined transformations
in Question 2.

4. If the same combinations of transformations in Question 2 are made to another point, B,

are the single transformations that you found in Question 3 still equivalent?

Activity 3
Transformation inverses

The inverse of a transformation, T, restores points to their original position and is denoted as
the transformation T–1.
The combination of a transformation and its inverse has no effect on points:

T–1 ( T(A) ) = A and T (T–1 (A) ) = A

Investigate the following questions using graph paper.

1. What are the inverse transformations of the following? In each case, check
that T–1 ( T(A) ) = A and T (T–1 (A) ) = A for a number of points, not just one.

a. Reflection in y =x

2
b. Translation by ( 3 )

c. 90º anticlockwise rotation about (0, 0)

d. Dilation, scale factor 2, with centre of dilation (1, 1)

2.  orking in small groups try to generalise from your findings in question 2 to make general statements
W
about transformation inverses, like this:

a. ‘The inverse of a reflection in [specify a line] is …’

b. ‘The inverse of a translation by [specify a vector] is …’

c. ‘The inverse of a rotation by [specify an amount, a direction and the point of rotation] is …’

d. ‘The inverse of a dilation by [specify the scale factor and the centre of dilation] is …’

64
 Activity 4
Does order matter in transformations?

‘Commutative’ is a term used in mathematics to say when the order of operations does not matter.

For operation on numbers, addition is commutative because a + b = b + a, but subtraction is not

commutative because a – b does not always equal b – a.

Two transformations, T1 and T2, are commutative if the order they are done in does not matter
that is, T2 ( T1(A) ) = T1 ( T2(A) ).

1. Consider these four transformations:

• (T1) : reflection in y =x
• (T2) : translation
• (T3) : 90º anticlockwise rotation about (0, 0)
• (T4) : dilation, scale factor 2, centre of dilation (1, 1)
Investigate which combinations of these transformations are commutative, and which are not
commutative.
For example, is T1 followed by T2 the same as T2 followed by T1?
Is T3 followed by T4 the same as T4 followed by T3? And so on.

“Present your results using statements of the form: “

The combination of Tx and Ty are commutative or “ the combination of Tx and Ty are not
“
commutative .

2. Investigate whether the following combinations of transformations are commutative:

a. A reflection in one line followed by a reflection in a different line.

b. A translation followed by a different translation.

c. A rotation about a given point followed by another rotation about the same point.

d. A dilation followed by a dilation about the same point.

Provide a counter-example or a proof for each claim you make.

65
 Unit 10
Circles

18
About this unit

Unit learning objective

• To develop a better insight into relationships between circles of different sizes

Activity 1
The ratio between two areas

The diagram shows a square.

A circle is drawn inside the square, just touching each side.
Another circle is drawn outside the square passing through its four vertices.

1. Suppose the side length of the square is 10cm.

a. What is the area of the smaller circle?

b. What is the length of the square’s diagonal?

c. What is the area of the larger circle?

d. What is the relationship between the areas of the two circles?

2. Is the result you have found for 1d (about the relationship between the areas of the two circles) true,
whatever the side length of the original square? Can you prove it?

3. Another square is drawn outside the larger circle, just touching the circumference of the circle.

a. What is its area?

b.  oes the relationship between the areas of the two squares hold true, whatever the side length of the
D
original square? Can you prove it?

67
 Activity 2
Cones A

Here is a cone and a net of the curved surface of a cone – that is, the cone without its base.

A
slant
height
curved
B
surface
This sector
of the circle is
base cut out
vertical
height

The net is the shape of a circle with a sector cut out.

1. Make a net of a cone and join A to B with a paper clip to form the cone.

a. How would changing the angle of the cut-out sector affect the height of the cone?

b. How would changing the angle of the cut-out sector affect the area of the base?

2. This net has a radius of 5cm. The cut-out sector has an angle of 90°.

5cm
90°

5cm
a. 90°
Calculate the area of the curved surface of the cone.

b. Calculate the circumference of the base of the cone.

68
3. This net has a radius of 10cm and a cut-out angle of 120°.

10cm
120º

a. Calculate the slant height of the cone.

b. Calculate the radius of the base of the cone.

c. Calculate the area of the base of the cone.

4. This cone has a smaller cone cut off the top. The small cone has half the height of the original cone.

Draw the net of the remaining part of the cone.

5. This cone has a slant height of 25cm and a base radius of 20cm.

25cm

20cm

a. Calculate the vertical height of the cone.

b. Calculate the angle of the cut-out sector of the net.

69
 Activity 3
Tangent triangles

In this activity you will collaborate with other students, although you will start by working on
your own.

1. Follow these instructions. Take care to construct the diagram accurately.

a. Draw a circle, radius 6cm.

b. Draw any radius, then continue it to make point A exactly 4cm outside the circumference.

c. Now draw tangents from A to the circle, labelling the points where the tangents touch the
circle B and C.

d. Choose any point, D, on the arc between B and C. Draw the tangent to the circle at D to join line
AB at E and line AC at F.

e. Now measure the perimeter of triangle AEF.

2. Compare the value of the perimeter of AEF on your diagram with the perimeter values
of the AEF triangles on other students’ diagrams.

Each of you chose a place for point D and some of these are likely to be different.
However, assuming you were accurate, you should all have a perimeter of 16cm.

Triangle AEF will have the same perimeter, regardless of where point D is. Explain why.

3. What would the perimeter of triangle AEF be if the radius of the circle was 5cm and
point A was 8cm away from the circumference?

4.  ind a formula that gives the perimeter of triangle AEF for any circle, with radius rcm
F
and point A ycm away from the circumference.

70
 Activity 4
The circle formula

The equation of a circle, centre (a, b) and radius r is given by:

(x – a)2 + (y – b)2 = r2

1.  or each of the following, determine whether the given equation is that of a circle. If it
F
is, state the centre and the radius.

a. (y – 1)2 = –(x – 2) (x + 2)

2
y + 100
b. 1+ =0
x2

c. 3x2 – 3x + 3y2 – 2y + 1 = 0

2. Find the equation of the circle that is the reflection of these circles in the stated line.

a. The circle x2 + y2 = 1 in the line x = 10

b. The circle x2 + (y + 4)2 = 1002 in the line y = 5

c. The circle (x – 3)2 + (y – 2)2 = 4 in the line y = –x

3a. Find the equation of the circle that lies between and touches these four lines:
x = 1, x = 3, y = 2 and y = 4.

b. What are the equations of the two circles that lie between and touch these three lines:
x = –2, x = 8 and y = 5.

c. (1) There are many circles that lie between and touch the two lines: x = 2 and y = 4.
Find the equation of the two lines that the centre of any diagonally opposite inscribed circles lie on.

71
 Unit 11
Benford’s Law

18
About this unit

Unit learning objective

• To appreciate the value of the application of mathematics to real-world issues

The investigation
In 2009 the population of Saudi Arabia was about 28,687,000 – making it the 41st largest country in the
world.

The population of Kuwait was about 2,693,000 – making it the 139th largest country in the world.

Jordan Iraq
Iran
An-Nafud Kuwait
Desert Arabian
Gulf
Bahrain
Riyadh Qatar
Egypt
Saudi Arabia U.A.E.

Red Rub' al-Khali

Sudan Sea Desert
Oman

Eritrea
Yemen
250ml

250km
Ethiopia Arabian
Somalia Sea

Iran
Warba
Iraq Island

Bubiyan
Island

Kuwait
Failaka
Bay
Island

Kuwait Kuwait City

Arabian Gulf

Saudi Arabia

0 25ml 50ml
0 25km 50km

73
 For both countries, the first digit of the population is ‘2’.

‘2’ is the first digit of the population for about 14% of all the countries in the world.
Is this what you might expect? Why? Why not? How would you expect the first digits to be distributed?

1. Research the populations of the world to find out the actual distribution of the first digits.

2. Research ‘Benford’s Law’.

3. Do the populations of different countries follow Benford’s Law?

4. Research how forensic accountants use Benford’s Law to detect fraud.

5. Prepare a podcast or presentation to explain to a student in another school how Benford’s Law
could be used to detect fraud.

These statistics are based on information from the Central Intelligence Agency’s World Factbook:
https://www.cia.gov/ library/publications/the-world-factbook/index.html

74
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‫الرقم المجاني‪8 0 0 6 1 2 3 3 3 3 :‬‬
‫‪MS G10 A‬‬