Copyright © Marilyn Murray

2011

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110 Pretoria Pde
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Australia
Phone: 61 2 9987 4292

For further orders of books please email

[email protected]

For language-based interactive activities and

other interactive mathematics go to:
www.members.optushome.com.au/murraymb

National Library of Australia Cataloguing-in-

Publication entry
Murray, Marilyn.
The language of geometry / written and illustrated
by Marilyn Murray.
ISBN 978-0-9807637-4-4 (pbk. + CD ROM)
Very good literacy focus on mathematics : bk.4
For secondary school age.
Mathematics--Textbooks.
Geometry--Study and teaching.
English language--Study and teaching--Foreign
speakers.
510
 Book Book Book
A^Literacy Focus
on Mathematics 1 A^Literacy Focus
on Mathematics 2 A^Literacy Focus
on Mathematics 3
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Written and illustrated Written and illustrated Written and illustrated
by Marilyn Murray by Marilyn Murray by Marilyn Murray

Book Book Book

A^Literacy Focus
on Mathematics 4 A^Literacy Focus
on Mathematics 5 A^Literacy Focus
on Mathematics 6
Language of Geo Language of Trig Language of Gra
The me The on The ph
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Number Pla
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Written and illustrated Written and illustrated Written and illustrated

by Marilyn Murray by Marilyn Murray by Marilyn Murray

Book Book
A^Literacy Focus
on Mathematics 7 A^Literacy Focus
on Mathematics 8 A^Literacy Focus
Language of Con Language of Pro on Mathematics
The su The ba
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Foundation to Level 1
Written and illustrated by
Marilyn Murray

Written and illustrated Written and illustrated

by Marilyn Murray by Marilyn Murray
 Acknowledgments
I would like to thank Ms Anne Steiner, who willingly edited the preface section on the
literacy demands of mathematics and who gave me artistic advice whenever asked. I
am also very grateful to my sister, Ms Diana Trinder, who willingly went out of her
way to take the strangest of photos whenever requested. I would also like to thank Mr
Mark Ma, a very knowledgeable mathematics teacher, who helped me with the book
on probability. Thanks also goes to Mr Burt Flugelman, who allowed me to use his
artwork ‘Spheres’ in the book on the language of shape and measurement.

Special thanks, in particular, goes to Ms Aileen Lee who has unfailingly supported me
with suggestions and corrections of each draft over an extended period of time, all of
which was done with complete enthusiasm and commitment.

Finally, a special thanks goes to my husband, Keith, and to my two daughters, Beth
and Alison who have allowed me to sit at the computer almost every night over the
last six years so that I can fulfil my passion of creating a series of books about the
literacy of mathematics for students of other languages.

TM
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Mathematical Publications

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 Preface

About this series of books

About this series of books

This series of books is written specifically for ESL (English as a Second Language)
students, but will enhance the literacy of all English speaking students.

These books contain: –

• vocabulary and language linked to pictures
• modelled sentences, explanations and descriptions
• language scaffolds
If these models, scaffolds and
• many speaking practice activities
structures are followed, then the
• sentence structure diagrams
literacy of all students, whether
• answers with many worked solutions and they be native English speakers or
• full sentence or paragraph answers ESL students, will be enhanced.

This series of books focuses on the language demands of:

• Mathematical Symbols • Geometry
• Simple Questioning • The Number Plane
• Basic Operations • Reading Graphs
• Fractions • Consumer Arithmetic
• Number Theory • Trigonometry
• Shape and Measurement • Probability

These books are suitable for students from Years 5 to 11. Generally these students are
between 11 and 18 years of age.

Each chapter starts with simpler concepts, then moves vertically along a continuum,
linking both language and mathematical content. Many of the answers in the back of
these books have worked solutions, complete explanations, descriptions, procedures
and other modelled writing. Consequently, independent workers will move faster
through each book.

This vertical movement through mathematics, means that some students need to be
guided along the most suitable pathway. In the books on The Language of Shape
and Measurement and The Language of Geometry students can move along
different pathways determined by the pre-tests provided.

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 Preface

Although these books do not provide a lot of drill and practice of non language-based
mathematics, there is enough so that students can move to the next literacy-based
activity.

If students need further non language-based practice, most mainstream mathematics

textbooks can be used for this purpose.

Some activities in these books require students to answer questions following a

procedure. These procedures will not only help students with their literacy, but will
also help them learn better mathematical practices. ESL students generally only give
minimal answers, so they need to be encouraged to follow models, scaffolds and
procedures. When a student’s English has improved these procedures may be altered.

The first of these books called Getting the Basics right covers the language of
numbers and symbols, simple questioning, basic operations and the properties of
triangles. It is suitable for students who have little English. This book is most
suitable for students who are working towards level 1 on the NSW ESL scales, where
level 8 is a native English speaker. To help these students further, a workbook that
matches the first book of this series is also available.

The 2nd and 3rd books in this series, The Language of Fractions and Number
Theory and The Language of Shape and Measurement are generally suitable for
students who are working towards the ESL scale of level 2. Of course, the speed at
which a student can master this language also depends on their mathematical ability.
Some refugees who have never been to school will need extra drill, practice and
tuition to succeed because they are learning concepts through a second language.

The remaining books, listed below, are suitable for students who are progressing
towards the ESL scale of level 3 and beyond. This progression depends on their age
and ability.
The suggested continuum
The Language of Geometry
above is a guideline only.
The Language of Graphs and the Number Plane
All students will benefit
The Language of Trigonometry
from any of these books at
The Language of Consumer Arithmetic any stage.

The Language of Probability

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 Book 4 The Language of Geometry
Contents
What are the literacy demands of mathematics? ....................................................... 1
Literacy Focus Flowcharts ........................................................................................ 8
1 The Language of Geometric Reasoning ................................................................ 9
Types of Angles......................................................................................................... 9
Complementary angles ............................................................................................ 13
Supplementary angles.............................................................................................. 13
Interior angle sum.................................................................................................... 22
Deductive Geometry................................................................................................ 35
Naming angles......................................................................................................... 36
Two-step reasoning – Finding angle ABC............................................................... 38
Further two-step reasoning...................................................................................... 40
3 to 5–step reasoning............................................................................................... 42
Proofs....................................................................................................................... 44
Congruent triangles ................................................................................................. 47
Similar triangles ...................................................................................................... 51
2 The Language of Circle Geometry....................................................................... 55
Some circle theorems .............................................................................................. 58
Chord theorems ....................................................................................................... 58
Angle theorems........................................................................................................ 59
Tangent theorems .................................................................................................... 60
3 The Language of Geometric Descriptions........................................................... 65
The Passive Voice ................................................................................................... 68
Speaking and writing descriptions .......................................................................... 70
Descriptions in circle geometry – Extension........................................................... 74
4 The Language of Constructions ........................................................................... 79
Part A – Using a compass........................................................................................ 79
Position vocabulary ................................................................................................. 80
Bisecting intervals and angles ................................................................................. 81
Triangles and other polygons .................................................................................. 85
Perpendiculars ......................................................................................................... 90
Constructing angles with a compass ....................................................................... 91
Copying angles and constructing parallel lines....................................................... 93
Part B – Using dynamic geometry software............................................................ 97
Using GeoGebra ...................................................................................................... 97
Appendix ................................................................................................................. 107
How to use Wingeom ............................................................................................ 111
Constructions using Wingeom .............................................................................. 112
Downloadable Wingeom activities ....................................................................... 116
Answers ................................................................................................................... 117

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Literacy Focus Flowcharts
Chapter 1 Chapter 2 Chapter 4

Basic vocabulary Circle vocabulary Vocabulary of

of geometry constructions and the
e.g. right angle, language of procedures
revolution Activities that help
students learn the
language of circle
Overview of theorems Use of the language
geometric • Matching noun groups of procedures to do
reasoning – How to diagrams constructions with
theorems and • Matching sentence compass and ruler
properties are used beginning to endings Students read, then
to explain • Writing correct theorem construct diagrams.
geometric steps. with diagram stimulus Explanations also
included

Modelled writing of Extension questions

explanations and proofs Language and
constructions revised
with dynamic
Chapter 3 geometry software,
Writing and Geogebra
speaking reasons Vocabulary with
using further Note
modelled geometric Wingeom construction
vocabulary text and diagram procedures in appendix
and also available at
website. – See inside
Further explanations Explanation of the cover of this book.
that use theorems of use of the
angles in polygons passive voice in
mathematics
Speaking, reading
Possible extensions: and writing of
• 3-5 step reasoning formal geometric
• Proofs descriptions
Can
students • Congruent triangles
write more Yes • Similar triangles
than one • Chapter 2 – Circle
step of geometry
reasoning?

Students learn to name angles

No and write two-step reasoning.
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1 TheThe
1 Language of of
Language Geometric Reasoning
Geometric Reasoning

Types of Angles

 Practise speaking these words.

1 2

x  90
xo

An acute angle is less than 90 *. A right angle is 90 .

(* 90 = 90 degrees)

3 4
90  x  180
xo 180
o

An obtuse angle is between A straight angle is 180 .

90 and 180 .

5 6

xo xo

180  x  360
A revolution is 360 .

A reflex angle is greater than

180 , but less than 360 .

Activity 1
1 Name the type of angle you see in each diagram.
a b c

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 The Language of Geometric Reasoning

d e f

g h i

2 Copy and complete these sentences.

Word List: acute, less, half, between, revolution, more, quarter

a A right angle is one ________________ of a revolution.

b A straight angle is _________________ a revolution.
c An obtuse angle is __________ than 90 , but __________ than 180 .
d An ____________ angle is less than 90 .
e A reflex angle is ____________ 180 and 360 .
f A _________________ is 360 .

Writing reasons
In geometry, you often need to write reasons to explain why your answers are true.
You can write these reasons, in brackets*, next to your calculations. These brackets
mean the word ‘because’. (See the speaking practice in the example below.)
These brackets are
(*Brackets look like {} or [ ] or ( ). (......) called parentheses. )
Example 1 Answer
Calculate the value of x , x  60  90 (a right angle is 90)
giving reasons. x  90  60
 30

60
o
xo
 x  30 because a right angle is 90 .

The reasons that you write inside these brackets are called properties* or theorems†.
(*Properties are true sentences (or characteristics) about a shape or object. – see
earlier chapter.)
(†Theorems are statements (sentences) that you can prove* are true.)
(*prove = show to be right)
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 The Language of Geometric Reasoning

Speaking practise
Look at this example then practise speaking the answers to the three questions below.
x  60  90 (a right angle is 90)
xo x  90  60
o
60  30

 Speak these answers.

1 What is the answer? The answer is thirty degrees.

2 How did you get 30 ? I subtracted sixty degrees from

ninety degrees.
3 Why did you subtract
Because a right angle is ninety degrees.
60 from 90 ?

Look at this example then practise speaking the answers to the three questions below.

Example Answer
Calculate the value of x , giving reasons. x  150  180 (a straight angle is 180)
x  180  150
o
150 xo  30

 Speak the answers to these questions.

1 What is the answer?
2 How did you get 30 ?
3 Why did you subtract 150 from 180 ?

Angle parking can be difficult!

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 The Language of Geometric Reasoning

Activity 2
1 Match each equation* to the diagrams I – III below.
(All *equations have equal signs.)
a x  50  90 b x  50  180 c x  50  360
I II III

o o
x o 50 50 o
50
x o
xo

2 Choose one of these reasons for each question and diagram below.

Reasons
A right angle is 90 .
A straight angle is 180 .
A revolution is 360 .

a Why does x  40 ? b Why does x  160 ?

o
200
x o

o
50
xo

c Why does x  60 ? d Why does x  15 ?

o
120 xo o
35 30
o
o
o
x 10

3 Follow this procedure for the following diagrams.

1 Copy the diagram.
2 Write the correct equation, giving a reason.
3 Calculate the size of x .
a b c

o
70
o xo x o 70o
x 70
o

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 The Language of Geometric Reasoning

d e f

xo
o x o 70o o
x o 50 o
o 40
o 60 100
50
o o
20 20

g h

x ox o
xo x xo
o
xo

For each diagram in the question above, explain how you calculated x .
 Use the sentences:
“I subtracted ____ from _____.” or
“I added _____ and _____, then subtracted this answer from ______.” or
{ }
to
“I divided ______ by _______.”

Complementary angles
Complementary angles add to 90 .
1 o
2 3 4
10
o
20 30
o o
40
o o o o
80 70 60 50

10  80  90 20  70  90 30  60  90 40  50  90

 Practise speaking these sentences, with each pair of angles above.

10 and 80 are complementary angles. The complement of 10 is 80 .

Supplementary angles
Supplementary angles add to 180 .
1 2 3 4
o o o o o o o o
150 30 140 40 130 50 120 60

150  30  180 140  40  180 130  50  180 120  60  180

 Practise speaking these sentences, with each pair of angles above.

150 and 30 are supplementary angles. The supplement of 150 is 30 .

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 The Language of Geometric Reasoning

Activity 3
1 Copy and complete these sentences.
a The complement of 25 is ________.
b The __________________ of 25 is 155 .
c 45 and 135 are _________________ angles.
d 35 and 55 …………………………………….

2 Answer these questions in full sentences.

a What is the complement of 60 ?
b What is the supplement of 60 ?
c What is the complement of x ?

3 Answer Yes or No.

a Are x and (180  x ) complementary angles?
b In this right-angled triangle, is A the complement of B *?
A

B
*
 B = ‘angle B’
c In this diagram*, are x and y  supplementary angles?

. xo yo .
A B

AB is a straight line.
(*diagram = picture or figure)

4 a Calculate the size of every angle if b  60 .

o
ao ob
d c
o

b Name the angles that are the supplement of a ?

c Name the pairs of equal angles.

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 The Language of Geometric Reasoning

Adjacent angles
All angles have one vertex and two arms.
2 arms
1 vertex

Adjacent angles are next to each other. They have a common* vertex and one
common arm.

(*common = shared, what they have that is the same)

B. common arm
A is the common vertex.
o
xo y AB is the common arm.
A common vertex

o
100 and 40 are adjacent angles.
100 40
o

Example sentences
o
40

o
40 o
o
50 50

50 and 40 are adjacent 50 and 40 are not adjacent angles,

complementary angles. but they are complementary.

Similar reasons – Extension

The three new reasons below are similar* to the easier reasons you have seen before.
(*similar = almost the same)

 Practise speaking these new reasons.

New Reasons Easier Reasons
Adjacent complementary angles add to 90 .  A right angle is 90 .
Adjacent supplementary angles add to 180 .  A straight angle is 180 .
Angles at a point add to 360 .  A revolution is 360 .

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 The Language of Geometric Reasoning

Examples
Find the value of x , giving reasons.

1 Answer (This reason is instead of ‘a right angle is 90 ’.)

x  70  90 (adjacent complementary angles add to 90.)
xo
x  90  70
70
o
 20

2 Answer (This reason is instead of ‘a straight angle is 180 ’.)

o x  150  180 (adjacent supplementary angles add to 180.)
150 xo
x  180  150
 30

3 Answer (This reason is instead of ‘a revolution is 360 ’.)

o x  130  70  360 (angles at a point add to 360.)
130 o
x o 70 x  200  360
x  360  200
 160

Complementary and supplementary angles come in pairs. When there are more than
two angles it is better to write (a right angle is 90 .) or (a straight angle is 180 .)

Examples
Find the value of x , giving reasons.

4 Answer
x  40  30  90 (a right angle is 90.)
xo o x  70  90
40 o
30 x  90  70
 20

5 Answer
x  40  30  180 (a straight angle is 180.)
o x  70  180
o
40 o
x 30 x  180  70
 110

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 The Language of Geometric Reasoning

More vocabulary

Vertically opposite angles

Vertically opposite angles are on opposite

sides of two lines that cross each other.

Theorem: Vertically opposite angles are equal.

Corresponding angles

transversal

Corresponding angles are matching angles. To find two

corresponding angles, copy one angle, slide it along the
transversal to the next line, then paste it in its matching place.

Theorem: Corresponding angles are equal in parallel lines.

Alternate angles

transversal

Alternate means on different sides. Alternate angles are on different

sides of the transversal.

Theorem: Alternate angles are equal in parallel lines.

Cointerior angles

transversal

Cointerior means together, inside. Cointerior angles are both

together on the same side of the transversal and inside the other
two lines.

Theorem: Cointerior angles are supplementary in parallel lines.

Go to your mathematics textbook if you want proofs of these theorems.

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 The Language of Geometric Reasoning

Activity 4
1 Match these names to the following pictures.
vertically opposite angles alternate angles
corresponding angles cointerior angles
a b c

d e f

g h i

2 Copy the following diagrams, then draw one

angle arc* to complete the pair of angles. *angle arc

alternate angles

b c

cointerior angles corresponding angles

d e

alternate angles corresponding angles

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 The Language of Geometric Reasoning

f g

vertically opposite angles cointerior angles

h i

vertically opposite angles corresponding angles

3 In the diagram below, two lines are parallel.

E. a Name* the parallel lines.
o
ao o50 B. b One of the angles is 50 . Write down the
.
A
b c
o

size of every other angle in this diagram.

o

. eo od . c Name* the angles that are equal to c .

C f g
o
D
.F d Name the angle that is supplementary to c ,
but not adjacent to c .
(*Name = identify. You must write letters, not English!)
e Name the two pairs of cointerior angles.
f Name the four pairs of corresponding angles.
g Name the two pairs of alternate angles.
4 Use the word list to complete the sentence for each diagram a – c below.

Word List: parallel, supplementary, corresponding, equal, are, cointerior,

lines, angles

o
x
o
50

x  50 (alternate _________________ are _______________ in

parallel lines.)
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 The Language of Geometric Reasoning

b
o
x

o
110

x  110 (_______________________ angles __________ equal in

__________________ lines.)
c
o
130
o
x

x  130  180 (____________________ angles are _____________

x  ____________ in parallel _____________.)
 50
Show how you get the
answer of 50 here.

5 Complete the sentences below for the calculation given.

x  180  70
 110

‘To get the answer of 110, I……………………………..........’

or you can write:

‘To get 110, you must………………………………………...’

 Practise speaking the following reasons.

Summary of reasons you have studied so far

(a right angle is 90 .) .............................(adjacent complementary angles add to 90 .)

(a straight angle is 180 .)........................(adjacent supplementary angles add to 180 .)
(a revolution is 360 .).............................(angles at a point add to 360 .)

New Reasons
(vertically opposite angles are equal.)
(corresponding angles are equal in parallel lines.)
(alternate angles are equal in parallel lines.)
(cointerior angles are supplementary in parallel lines)

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 The Language of Geometric Reasoning

Activity 5
Follow this procedure for the following diagrams.

1 Copy the diagram.

2 Write the correct equation, giving a reason.
3 Calculate the size of x .

1 2 3

o
xo
x o 70
o o
65 x 65 o

4 5 6

xo o o
o 20 80
o 50 o o
x 70 30 xo

20
o
0
7 8 9

o
x
o x x
o

o
50 o
o 110
70

10 11 12

130 o
xo
o
130 o o 100
x xo

13 14 15

o
115
o
120 o
xo x
xo

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 The Language of Geometric Reasoning

Interior angle sum

All three angles of any triangle can be cut out to make a straight angle.
c
c

a  a  abc
b b

A straight angle is 180 , so the sum* of the three angles of any triangle is 180 .
180 is the angle sum of any triangle.
1+
2
(The *sum is the answer when you add.) the sum

Activity 6
1 Copy this table, then use the pictures below to calculate the next two angle
sums in the table.

o o o
180 180 180
o
180 o
180
This quadrilateral has two This pentagon has three triangles
triangles inside it. inside it.

Complete this table if you can. If you can’t, question 2 will help you.

Number of angles Polygon Calculation The angle sum

3 triangle 1 180 180

10

12

100 100 – agon

n n – agon

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 The Language of Geometric Reasoning

2 Complete the table above by yourself if you can.

If you can’t, follow the diagrams and procedure below.

   3
2 4
1
A A o
4 X 180

1 Draw a polygon with 6 sides. What is its name? (See previous

chapters.)
2 Label one vertex A.
3 From A only, draw every diagonal.
4 How many triangles can you see inside this polygon.
5 Use this number to calculate the angle sum of this polygon.
Can you see a pattern?
Can you guess how many triangles are in a polygon with 7 sides?
How many triangles are there in a polygon with 8 sides?

Summary of the angle sums of polygons

 Practise speaking the sentence below, using the name and angle for every
polygon in the table above.

The angle sum of a/an ______________________ is ______  .

Example: The angle sum of a hexagon is 720 degrees.

What shape is a 50 cent coin?

What is its interior angle sum?

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More reasons that use ‘angle sum’

Some of the reasons in the next activity can be written in different ways. However,
all future examples and answers in this book use the sentences below.
Use the following vocabulary to complete the reasons in the next activity.

Vocabulary
Regular polygons have equal angles and equal sides.

a regular An equilateral triangle An isosceles triangle is not

hexagon is a regular triangle. a regular triangle because
it only has two equal angles.

Activity 7
Follow this procedure for the three diagrams and answers below.
1 Copy the diagram and answer.
2 Complete the reason using the vocabulary above.
3 Do the speaking practise below.

xo
x  x  x  x  x  x  720(the _____ sum of a _______ _______ is ___ )
6 x  720
x  720  6
x  120

 Practise speaking the answers to these questions.

What is the answer?
 “120 degrees.”
How did you get 120  ?
 “I divided 720 degrees by 6.”
Why did you divide 720 degrees by 6?
 “Because the angle sum of a regular hexagon is 720 degrees.”

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xo

x  x  x  180(the angle _______ of an ____________ triangle is 180.)

3x  180
x  180  3
 60

 Practise speaking the answers to these questions.

What is the answer?
 “60 degrees.”
How did you get 60  ?
 “I divided 180 degrees by 3.”
Why did you divide 180 degrees by 3?
 “Because the angle sum of an equilateral triangle is 180 degrees.”

3
xo

o
50

x  50  50  180(the angle ______ of an ____________ triangle is 180.)

x  2  50  180
x  100  180
x  180  100
 80

 Practise speaking the answers to these questions.

What is the answer?
 “80 degrees.”
How did you get 80  ?
 “I multiplied 50 degrees by 2, then subtracted it from 180 degrees.”
Why did you do this?
 “Because the angle sum of an isosceles triangle is 180 degrees.”

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Angle vocabulary
opposite angles

base angles
parallelogram
base
Isosceles triangles
the two interior opposite angles

exterior*
angle

These two interior angles are opposite

the exterior angle of the triangle. Exterior angles are outside the polygon.
(*exterior = outside)

Activity 8 – Other reasons in polygons

Use the vocabulary above to complete these reasons.
1

o
50 xo
x  50(the ______ angles of an __________ __________are ________.)
2
xo
o
75
x  75 (the ___________ angles __ a __________________ are _______.)
3 o
70

o
50 xo

x  50  70 (the ___________ angle of a triangle equals the sum

 120 of the two interior ___________ angles.)
4 o
15
xo o This is a revolution around the
85
outside of a polygon.
o (See next practical activity)
75 o
40
o
60

x  15  85  40  60  75  360 (the ______________ angle _____ of
x  275  360 a polygon is ______.)
x  85
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Practical activity
1 Draw a rectangle on the ground – You might use chalk.
2 Draw four exterior angles like this:

3 Stand on S, facing A.
4 Point your left arm to A. Make your arm parallel to the ground.
5 Walk along one side of the rectangle.

At corner A, spin* 90  to your right,

A
then stop.
Question: Does your arm turn
through an interior or
S
exterior angle of 90  ?
Start here.
Walk with your left (*spin = turn on one spot (or place)
arm out in front of you and
point to where you are going. on the ground, rotate)

6 Walk around the rectangle, spinning 90  at each corner.

When you get to S, spin and face A again.
A

Spin here
and face A again.

7 Calculate the exterior angle sum that your arm has turned.
Questions: Will this exterior angle sum always be the same for
any polygon? Why?
To understand this is true for all polygons, go to:
http://www.members.optushome.com.au/murraymb/ then click on Wingeom and
download the activity called Ext. angle sum of a poly. (You may need to download
the program called Wingeom to open this interactive activity.)
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 Practise speaking the following reasons.

Summary of reasons in polygons

The angle sum of a triangle is 180 .

The angle sum of an equilateral triangle is 180 .
The angle sum of an isosceles triangle is 180
The angle sum of a quadrilateral is 360 .
The angle sum of a regular hexagon is 720 .
The opposite angles of a parallelogram are equal.
The base angles of an isosceles triangle are equal.
The exterior angle of a triangle equals the sum of the two interior opposite angles.
The exterior angle sum of a polygon is 360 .

Activity 9
Follow this procedure for questions 1 – 12 below.

1 Copy the diagram.

2 Write the correct equation
3 Choose one of the reasons above and write this reason next to
your equation.
4 Calculate the answer, where necessary.

For all the diagrams below, calculate the size of x , giving reasons.

1 2 3

xo 50
o
xo 60
o
xo

4 5 6

o o o
10 100 100 xo
o
40
o
xo xo 70
o
50

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7 8 9
o
150

o
70 70
o

xo

50
o
xo xo

10 11 12

xo
o o
50 80 xo
o
110
o
40
o 70 o
x o
65

Activity 10 – Revision
1 Match the vocabulary below to the best diagram.

Vocabulary
vertically opposite angles opposite angles of a parallelogram
angles at a point corresponding angles
an equilateral triangle cointerior angles
adjacent complementary angles alternate angles
adjacent supplementary angles base angles of an isosceles triangle
regular pentagon exterior angles

Diagrams
a b c

d e f

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g h i

j k l

2 Write one theorem or property (a reason) for each question and diagram below.
a Why does x  110 ? b Why does x  65
o
110 o
45

xo 70
o

xo

c Why does x  70 ? d Why does x  50 ?

o xo o
70 xo 40

e Why does x  55 ? f Why does x  150 ?

o xo
125 x
o
150o

g Why does x  75 ? h Why does x  100 ?

o
o 110 o
120 80
xo
55
o xo

i Why does x  70 ? j Why does x  60 ?

o
x xo
o
70

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k Why does x  60 ? l Why does x  55 ?

o 55
o
xo
160 x
10 4o 0
o

m Why does x  150 ? n Why does x  108 ?

o
x

150 o

xo
o Why does x  20 ? p Why does x  115 ?

xo o
70
o o
80 45 xo

q Why does x  225 ? r Why does x  120 ?

o
30
o 70
o o
85 30
xo
o o
o 35 xo 55
70

Spelling
Can you spell these words? Your teacher might need to give you a test!

List 1
angle adjacent vertically cointerior
right complementary opposite parallel
straight supplementary alternate lines
revolution point corresponding equal

List 2
sum equilateral hexagon parallelogram
triangle quadrilateral octagon polygon
isosceles pentagon regular exterior
base

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Abbreviated reasons
In geometry, you can use abbreviated reasons to explain your thinking. However, if
you cannot spell the words in the previous spelling lists, then you should not use these
abbreviations (shorter reasons.) In this table,  = angle,  ’s = angles,  = triangle.

Reason in full sentences† Suggested abbreviation

(a right angle is 90  ) (a rt  )
(a straight angle is 180  ) (a st  )
(a revolution is 360  ) (a rev)
(adjacent complementary angles add to 90  ) (adj. comp.  ’s)
(adjacent supplementary angles add to 180  ) (adj. supp.  ’s)
(angles at a point add to 360  ) (  ’s at a pt.)
(vertically opposite angles are equal) (vert. opp.  ’s)
(corresponding angles are equal in parallel lines) (corresp.  ’s in parallel lines)
(alternate angles are equal in parallel lines) (alt.  ’s in parallel lines)
(cointerior angles are supplementary in parallel lines) (coint.  ’s in parallel lines)
(the angle sum of a triangle is 180  ) (  sum of a  )
(the angle sum of a quadrilateral is 360  ) (  sum of a quad.)
(the angle sum of a regular pentagon is 540  ) (  sum of a reg. pent.)
(the angle sum of an equilateral triangle is 180  ) (  sum of an equilat.  )
(the angle sum of an isosceles triangle is 180  ) (  sum of an isos.  )
(the base angles of an isosceles triangle are equal) (base  ’s of an isos.  )
(the opposite angles of a parallelogram are equal) (opp.  ’s of a parallelogram)
(the exterior angle sum of a polygon is 360  ) (ext.  sum of a poly.)
(the exterior angle of a triangle equals the sum (ext.  of a  )
of the two interior opposite angles)

Notes
You can abbreviate in other ways. It just needs to make sense to the reader.
†The last part of each full sentence is not

needed in the abbreviation because this xo o

20
information is in your mathematics. This o o o
xo + 20 = 90 (a right angle is 90 .)
makes each abbreviation very short. xo= 70o

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Learn your theorems!

You still need to learn all your theorems and properties, because sometimes you need
to write full sentences.

Example Answer
In the diagram below, AB is parallel to CD because the
explain why AB is parallel to CD. cointerior angles are supplementary.

A B
o
40
o
140
C D

Train tracks are always parallel.

Answer these two questions before you start the next activity!

1 Can you spell all the words in spelling lists 1 and 2 above?
2 Can you write all your theorems and properties in full sentences?

If you answered YES  If you answered NO , to

to both these questions, either question, then you
then you can use must write full sentences in
abbreviated reasons in the the next activity.
next activity.

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Activity 11
For all the diagrams below, calculate the size of x , giving reasons. Write your
reasons in sentence or abbreviated form. (See YES/NO questions above.)

1 2 3
o
65 o
50
xo o
40 70
o xo
xo

4 5 6
o
85 o
50
xo
o
140
xo 50
o
xo

7 8 9
o
60 xo o
50
xo
xo

10 11 12

xo o
125
o
30
75
o
o x o

50 xo

13 14 15

xo

115 45
o xo o o
123
165
o
x o

16 17 18
x o

xo
xoxo xo
xo

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Deductive Geometry
The following test determines the activity you will do next.
If the pre-test below is too hard, then stop doing it and go to the next page called
Naming angles.
If you can write answers with reasons, then show your teacher. Look below the test to
see what activity you can do next.

Deductive geometry pre–test

Question 1 Question 2
Calculate the size of x , A

giving reasons. E.

Ao
x B
F B .
o
18 C D

BAC  68 and AB = AC. If AB // EC,

o
o 76 C
E
32 find ECD , giving reasons.
D

Which activity should I do next?

Choose the sentence that best describes you!

I cannot answer these questions. Go to Naming angles.

I can write the names of angles, using

three letters but my reasoning Go to Two–step reasoning –
is not good or out of order. Finding angle ABC.

I can write these test answers using

good mathematical reasoning. Go to 3 to 5–step reasoning.

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Naming angles
To write more than one line of reasoning you must be able to name angles, using
three letters.

Vocabulary
Starting at the vertex, B, the arms of this A.

angle are BA and BC. arm

angle arc
To name this angle you must write B between
B .
the other two letters. C
vertex
and mean ‘angle’

ˆ or CBA
This angle is called ABC or CBA or ABC ˆ .

You can also name this angle, B (angle B.)

Example 1
The vertex is always in the middle.
A.

? This angle’s name is ABD or DBA

You can write the other arm

. . letters on the left or right of B.
D B C

This angle arc identifies* ABD .

(*identifies = names, shows, points to)

Example 2 Example 3
B.
A.
.A .
. C
C

B F ?
?
. .D
.D E
.E
.F This angle is reflex angle EFD.
This angle arc identifies ABE . ( EFD is the obtuse angle, not the reflex
angle. Just writing EFD for this angle
is not right!)

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Activity 12
1 Name the vertex and the two arms of each angle with an angle arc.
a b c
.P
X. .
U A
E.
.
T Q
Y
.R .
.
.Z S B C D

2 Name the angles with angle arcs.

a b c
E. A B
A. A
B
.
F C
F
. G D
C . D C E
. D .G
H B

3 Copy the diagram, then draw an angle arc for the angle asked.

a Where is ABC ? b Where is CBF ? c Where is BFG ?

.A
H.
A .
C E.
B A
. F B
.
G. .D
C
. D
.
C .F .E G
B H

What angles can you see in this window?

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Two-step reasoning – Finding angle ABC

In geometry, each step of reasoning must be explained by writing the correct property
or theorem next to your calculations.

To answer questions that have two lines of reasoning, you must decide what angle you
must find first, before you calculate the final answer.
The following activity tells you to find ABC first, so your answers will be the same
as other people in your class.
This will help you move from one-step to two-step reasoning.

Example
First find ABC , then determine the size of x , giving reasons.
A

o
50 xo
C B

Answer 1 Do your thinking on the diagram.

A 2 Decide which step is first and which is second.
3 Write your steps out by naming angles and
o
1 130
writing reasons.
50 50 xo 2
C B

1 ABC = 50  (base angles of an isosceles triangle are equal.)

2 x = 130  (a straight angle is 180  .)

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Activity 13
1 To find x in the example shown on the last page, John copied the diagram
and then wrote on it. Complete the following steps so that it matches John’s
thinking in each diagram.

Word List: next, arc, reasoning, near, size

Step 1 A Step 2 A

o o
50 xo 50 xo
C B C B

Copy the diagram. Identify ABC with an angle _______.

Step 3 A Step 4 A

130
50
o 50 xo 50
o 50 xo
C B C B

Write the __________ of ABC Write the size of x _____________ this

near this angle. angle.

Step 5 A Step 6 A

o
1 130
o
1 130
50 50 xo 2 50 50 xo 2
C B C B

Write 1 next to ABC and 2 1 ABC = 50  ( base 's of an isos.  )

______ to x . This is your *draft! 2 x = 130  (a st.  )

Write your final two steps of __________

under your diagram.

(*draft = a sketch or piece of writing before you write your finished work)
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2 Copy each diagram below, then identify ABC with an angle arc.
Determine the size of x , giving reasons.
(Your final answer should look like step 6 above.)

a b c
o
B o
70 A A
100
A o o C.
53
130
. xo
C B o
xo 62 xo
C B

d e f A 36o
A A B
123
o xo
o
105
B C 126 C
o
B
C
xo
xo

Further two-step reasoning

To write more than one line of reasoning, you must decide what angle to find first,
before you calculate the final answer.

Example
Find the size of x , giving reasons.
E.
A. o
30 B
.
F

.
C xo G .
. D
H

Answer
Step 1: Copy the diagram and decide which angle you must find first, before you
find x . Draw an angle arc to identify this angle.
E. E.
A. o A. o
30 B
. 30 B
.
F F
OR
. .
C xo G . C xo G .
. D . D
H H

There are other angles you can choose, but you will write more steps!

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If you cannot think of an angle, you can just write numbers everywhere on your
diagram, like this:
E.
A. o
30 B
.
30 F
You might write more (or less) numbers than this!
. 150 30
C xo G .
30. D
H

Step 2: Write 1 and 2 to identify your first and second line of reasoning.
E. E.
A. o A. o
30 B
. 30 B
.
1 30 F F
OR
. . 30 1
C xo G . C xo G .
2 30 .H D
2 30 .H D

Cross out any numbers that you decide not to use!

E.
A. o
30 B
.
1 30 F

. 150 30
C 2 xo G .
30. D
H This is your draft!

Step 3: Name the angle you need for 1 , then write your two lines of reasoning.
For each diagram above, your writing might look like this. ↓

E.
A. o
30 B
1 30 F . 1 AFG  30 (vert.opp.  s)
AFG
. 2 x  30 (corresp.  ‘s, in parallel lines)
C xo G .
2 30 .H D
You can also write
or
(corresp.  ‘s, AB // CD)
E.
A. o
30 B
F
. 1 FGD  30 ( corresp.  ‘s, in parallel lines)
FGD 2 x  30 ( vert.opp.  ‘s)
. 30 1
C xo G .
2 30 .H D

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Activity 14
Evaluate the size of x , giving reasons.
1 2 3 A
E
o
37 B B
o
A 52
. B 63
o
o
E
x o
10

D x o
10 D xo
o

C
8

o
.C
A 48 D C

4 5 6
.A
B .A
112o B
A 45o B 45o
E C .E
C

xo D o
xo . 48 xo C
D E F D

3 to 5–step reasoning
If you can write two lines of reasoning, you can write three or more lines of
reasoning. The challenge* is to write the smallest number of lines of reasoning, so it
looks simple to the reader.
(*challenge = difficult thing to do)

Example Answer
Determine the size of x , One possible method is
giving reasons. BAF  47( sum of ABF )
A ADC  59( sum of ACD)
o FDE  121(adj. supp. 's)
95
B 38
o
DFE  38(vert. opp. 's)
F x  21( sum of FDE )
The shortest method is
o
74 xo E
C D x  74  95(ext.  of BCE )
x  21

You must use correct spelling to write these reasons! If you use abbreviated reasons,
your spelling must be perfect. It is impossible to read sentences where half the words
are missing and the spelling is bad!
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Activity 15
1 Calculate the size of x , giving reasons.
a A b A c A
o E o E o E
73 118
o 73 118
o 73 118
o
xo

o o o
xo 72 72 72
D xo D D
B C B C B C

2 Determine the size of x , giving reasons.

.A
a b
A
. B o
C
. C x oB
42

D o E
75
. x o
. .F
D E F G

.
c B d A
A o
116 E
xo
C E. o B
16
D D
.G
o
67
xo F C
. G F.
H

3 a Find BCF , giving reasons. b Find BFD , giving reasons.

A.
.E
B F o B C
o
o
132 105
25
C D
F
.G o
A. 43
D. E

Go to your mathematics textbook if you need practise with these types of questions.

They got the angles right when they built the Sydney Harbour Bridge!
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Proofs
Proofs must be powerful*, convincing* and have a good explanation sequence*.
(*powerful = strong, forceful)
(*convincing = make people think something is true, persuading)
(*explanation sequence = steps written in the right order with reasons given to
explain why something is correct)

When writing proofs, always:

 Write the correct property or theorem as a reason for each step.
 Write (given) as a reason if information has been given to you in the question
or diagram.
 Write a powerful, convincing explanation sequence.

Activity 16
1 Follow this procedure to write the proof below.
1 Copy the diagram, then write your thinking on it.
B

C
D

G
If AB = BC, prove* that EDA  CDG
(*prove = to show something is true, the verb for ‘proof’)
2 Decide on your explanation sequence by writing
numbers 1 , 2 , 3 , 4 ......etc. on your diagram.
3 After this, write your proof, giving reasons at every step.
4 Finally, rewrite the aim of your proof as a conclusion.
2 a Go to the answer section of this book then copy and complete the proof.
b Think about your first proof and your completed proof from the answer
section. Which proof do you like best? What makes this proof better?
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 The Language of Geometric Reasoning

Some useful words to use in proofs

Also: Use this word to link two ideas together that are from different places in the
diagram.
But: This word helps to make your proof sound stronger. Use it just before the last
line of reasoning, or just before a reason that will turn the reader’s thought to a
different part of the diagram.
If...then: These words say that if one thing is true, then it follows that the next thing
is true.
Let: Use this word at the beginning of a proof, so you can use pronumerals* for
your angles instead of angle names. e.g. Let ABC  x .
Now: This word turns the readers thought to another idea.
Similarly: Use this word, so that you don’t have to repeat the same reasoning over
and over again.
So: This word means the same as therefore ( )
(*pronumerals = letters that you use in algebra. Use these letters instead of numbers.)

Example
Prove that the diagonals of a rhombus bisect* its angles. (*bisect = cut in half)
Answer
A B
ao b
o

D C
Let EAB  a, ABE  b
ECD  a(alt. 's, AB // DC )
Similarly EDC  b
But AD = CD (ABCD is a rhombus,)
so ADC is isosceles.
DAC  a(base 's of an isos. ADC )
Similarly ABC is isosceles
ECB  a(base 's of an isos. ABC )
Also  ' s ADB and CBD are isosceles (ABCD is a rhombus,)
so ADE  b and DBC  b(base 's of isos.  's)
 The diagonals of a rhombus bisect its angles.
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 The Language of Geometric Reasoning

Activity 17
In the first four proofs below, use the word (or words) given in brackets* in your
proof. You may also use other words if you wish.
(*brackets = ( ), { } or [ ] ...)

1 If ADC  CAB , prove that 2 If A  90 , prove that ABCD is

DAB is a right angle. a rectangle.
[Let, But] [Similarly]
A A B

B
D C
D C

3 If ABC is equilateral and BD 4 If AD = BD, prove that BD = CD.

bisects B , prove that [If....then, also]
BD  * AC . [and] A

A D

D
B C

B C

(bisects = cuts in half)

( *BD  AC = BD ‘is perpendicular to’ AC. This means that the lines are 90
to each other.)

5 Prove that x  y . 6 Prove that DB  AC .

A. D. D

xo
B A E
yo C
E. .C

7 Prove that the exterior angle of a triangle equals the sum of the two interior
opposite angles.

8 Prove that the angle sum of a triangle is 180  .See hint in answers.

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 The Language of Geometric Reasoning

Congruent triangles
Congruent triangles are the same size and shape.

Vocabulary

A D ABC  DEF

B E  "is congruent to"

C F
*matching = corresponding,
AB and DE are matching* sides.
same place

AB and BC equal DE and EF respectively*. *respectively = in matching order

If AB = DE and AC = DF then the included* *included angle = the angle

between two sides
angles are A and D .

Note: When you say AB and BC equal DE and EF respectively, then C and F
are not included angles because they are not between these two pairs of sides.

A
AD is common* to *Is common to means:
ACD and ABD
hy
po

is shared by or
te
nu

is the same in both triangles.

se

C B
D

Example Answer (New reasons are in bold.)

In ABC , AB = AC and AD  BC . In ACD and ABD
Prove that BD = CD and B  C  AC = AB (given)
A  AD is common
 ADB  ADC  90 ( AD  BC )
ACD  ABD (R.H.S)
C B
D  CD  BD (corresponding sides of
congruent triangles)
and B  C (corresponding angles of
congruent triangles)
You can also use the word ‘matching’.

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 The Language of Geometric Reasoning

Activity 18
1 The abbreviations of the four tests for congruent triangles are
SAS RHS SSS AAS

Match each abbreviation to the four tests below.

a If three sides of one triangle are respectively equal to three sides of
another triangle, then the two triangles are congruent.
b If two sides and the included angle of one triangle are respectively
equal to two sides and the included angle of another triangle, then the
two triangles are congruent.
c If two angles and one side of one triangle are respectively equal to two
angles and the matching side of another triangle, then the two triangles
are congruent.
d If the hypotenuse and a second side of one right-angled triangle are
respectively equal to the hypotenuse and a second side of another right-
angled triangle, then the two triangles are congruent.
from NSW K – 10 Mathematics syllabus

2 Match these pairs of triangles to the four congruency tests in 1a – d above.

a b

c d

Congruent shapes make good patterns.

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 The Language of Geometric Reasoning

3 a Write the reasons and words that are missing*.

(*missing = not there)
If AE = CE and BE = DE, prove that ABCD is a parallelogram.
A B

D C

___ AEB and CED

 AE = CE (___________)
 DE = BE (given)
 AEB  CED (…………………….)
 AEB is ______________ to CED (………….)
 AB = CD (………………………………………..)
______________, in AED and CEB , AD = CB
So both pairs of opposite sides of ABCD are ___________.
 ABCD is a parallelogram.

b ABCD is a parallelogram and ED and FB bisect* D and B

respectively. Prove that DEBF is also a parallelogram.
(*bisect = cut in half)
A E B

D C
F

Aim: To prove FBC  EDA , and then to prove, DEBF is also a

parallelogram.
______ FBC  x and EDA  y 
FBA  x ( FB ___________ B )
ABC  2 x 
Similarly ADC  2 y 
But ADC  ABC (…………………………………...),
so 2 x  2 y 
 x  y 
FBC  EDA
Proof continued on next page.
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 The Language of Geometric Reasoning

In ADE _______ CBF

 FBC  EDA (from proof above)
 A  C (………………………………………….)
 AD = BC (………………………………………….)
ADE  CBF (……….)
AED  BFC (……………………………………...)
Now BFD  180  BFC (………………………………)
Similarly, if AED  BFC
________ DEB  180  BFC
BFD  DEB (both _____________ to 180  BFC )
But FBE  EDF ( x  y , from proof above.)
 The opposite angles of DEBF are equal.
 DEBF is a ____________________.

4 If ABC , AB = AC and AD  CB, prove that AD bisects A .

A

C B
D

5 DE = AE, DC = BC and CE  DA. Prove that ABC is isosceles.

A

E
B
C
D

6 ABCD is a square and DF = CE. Prove that AF = DE.

(Hint: You will need to write some properties of a square.)
A B

D C
F

Go to your mathematics textbook if you need practice with these types of questions.

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 The Language of Geometric Reasoning

Similar triangles
Similar triangles are the same shape, but different size.
Vocabulary
In fact congruent triangles are just one special case of every
pair of similar triangles where the scale factor* = 1.

Similar triangles
(The *scale factor is a number that you multiply to change the size of something.
e.g. If the scale factor is 2, then all the sides of the triangle will double in size.
1
e.g. If the scale factor is , then all the sides of the triangle will halve.)
2
Proportional = related in size Similar triangles are equiangular.*
= in the same ratio* You can also write ratios as fractions.
= in the same proportion 2
e.g. 2 : 3 =
= have a constant ratio 3

= have the same scale factor

(*ratio = numbers you can compare  2 to 3
e.g. 10 : 15  2 : 3 ) (*equiangular = has equal angles)

Example
The scale factor in the diagram below is 2
 Practise speaking these
sentences.
because the enlargement is double the size of  The matching (or corresponding)
the original, so ABC ||| DEF . sides of these triangles are in the
(||| means ‘is similar to’.) same proportion.
D
OR
 The corresponding sides are
F enlargement proportional.
A
OR
original E
C
 The corresponding sides are in the
B
2 same ratio.
1
 Ratios of corresponding sides are
equal.
 AB : DE  1: 2

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 The Language of Geometric Reasoning

 Practise speaking these sentences:

 The corresponding angles of similar triangles are equal.
 The corresponding sides of similar triangles are in proportion.

Activity 19
1 Match each diagram to the correct theorem below.

a b a b c
A In these triangles  B In these triangles  
d e d e f

d d
a e
a b

c
b e f

a c
C In these triangles  D In these triangles, A  C
d f
and B= D
C
d A
a

c
f
B
D

Theorems
1 If the three sides of one triangle are proportional to the three sides of
another triangle, then the two triangles are similar.
2 If two sides of one triangle are proportional to two sides of another
triangle, and the included angles are equal, then the two triangles are
similar.
3 If two angles of one triangle are respectively equal to two angles of
another triangle, then the two triangles are similar.
4 If the hypotenuse and a second side of a right-angled triangle are
proportional to the hypotenuse and a second side of another right-angled
triangle, then the two triangles are similar.
Theorems from NSW K – 10 Mathematics syllabus

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2 Complete these sentences.

Word List: similar, the, equiangular, ratios, proportional, proportion

a Corresponding sides of similar triangles are__________________.

b Corresponding angles are equal in ________________ triangles.
c Corresponding sides of similar triangles are in ________________.
d If corresponding sides of similar triangles are proportional then the
____________ of their corresponding sides are _____ same.
e The corresponding angles of similar triangles are the same, so similar
triangles are ___________________.
3 a Write the reasons and symbol that are missing.
Prove that ABC ||| DEC
A
B

E
D

In ABC and DEC

 A  D (……………………………………………………)
 ACB  DCE (……………………………………………..)
 ABC ___ DEC (………………………………….………..)
b Write the reasons and words that are missing.
Prove that the interval joining the midpoints* of two sides of a triangle
is parallel to the third side and half its length.
(*midpoints = points halfway along an interval (part of a line))
1
If AD = DB and AE = EC, prove that DE // BC and DE  BC
2
A

D E

B
C

1
Aim: To prove that DE // BC and DE  BC
2
Proof continued on next page.
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 The Language of Geometric Reasoning

Proof: ____ ADE and ABC ,

 A is _______________
AD 1
  (AD = DB)
AB 2
AE 1
  (_________)
AC 2
ADE is __________________ to ABC ( 2 sides in ____________
with __________ angle.)
ADE  ABC (corresponding…………………………………….)
 DE // BC (……………………………………………………………)
DE 1
Also  (corresponding………………………………………….)
BC 2
1
 DE  BC (by multiplying both sides by BC)
2

4 If B is the midpoint of AD and AE is double the length of BC, prove that

AED is similar to BCD .
A

E C
D

5 Prove that the line through the midpoint of one side of a triangle that is parallel to
another side bisects the third side.
A
6 a Prove that FAB and FED are
5 B
similar triangles.
F 3
b If AF = 5, FB = 3, and EF = 12,
12
find the size of FD.
E C
c Explain why BC = 11  25 , giving D

reasons.

Go to your mathematics textbook if you need practise with these types of questions.

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2 TheThe
2 Language of of
Language Circle Geometry
Circle Geometry
Circle Vocabulary
minor
c um fer e n segment
ir arc
ce

radius
c

diam centre segment

eter sector
major 2 radii sector
centre of chord segment
tan gent the circle

angles at the
circumference 'Semicircle’ has two meanings: cyclic quadrilateral
1 2 mici rc le
se
o. semicircle o
.
OR
A semicircle is A semicircle is
angle at the centre,O a plane shape. a semicircular arc. O is the centre

Subtend – an important verb

Examples
Subtend means to be opposite or
underneath something. B
A
Intervals*(or arcs) subtend angles at points.
*Interval AB is part of line AB.
Angles are subtended by intervals (or arcs)
P.
at points.

B
A
AB subtends an angle at P.

Example A

AB subtends an angle of 72  .72

o
B
o
at the centre of the circle.
OR
O is the centre of the circle.
The angle of 72  is subtended by AB
OA and OB are equal radii.
at the centre of the circle.
OR
The angle at the centre is standing on* arc AB. (*standing on = ‘subtended by’)
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Activity 20
1 Use the vocabulary above to write one word for each description.
a A name for half a circle.
b A part of a circle which is between two radii and an arc.
c This is twice* the radius. (*twice = two times.)
d An interval* that joins any two points on the circumference of a circle.
(*interval = part of a line – See above)
e This line touches a circle once*.
(*once = at one point only)
f A chord divides a circle into two of these.

2 Match these angles to each of the diagrams below.

a Angle in a semicircle
b Angles at the circumference
c Angle at the centre
d Opposite angles of a cyclic quadrilateral
e Angle between a tangent and chord equals the angle in the alternate*
segment.
(*alternate segment = different (or another) segment)
f Equal angles subtended* by equal chords. (*subtend - See above.)

I II III

. o
.
o

IV V VI

.o o
. o
.

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 The Language of Circle Geometry

3 Match these lines or intervals to each of the diagrams below.

a equal radii Example

b the perpendicular* from the centre to
C
a chord
(*perpendicular (noun) = a line that is B
A
90 to another line.) D
c A tangent is perpendicular to the radius AB is perpendicular* to CD.
of a circle at its point of contact.
*Perpendicular can be a
d equidistant* chords from the centre
noun or an adjective.
(*equidistant = same distance from a
point.)
e equal chords
f tangents drawn from an external point

I II III
5
5
o. 5 o. o.

IV V VI

5
o. 5 o. o.

The three circles in this sun dial are leaning at

different angles to each other.

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 The Language of Circle Geometry

Some circle theorems

The following few pages list some basic circle theorems. Study these theorems, then
answer questions about them in the next activity. For proofs of these theorems, ask
your teacher or go to your mathematics textbook.
Note: In each diagram, O is the centre of the circle.

Chord theorems

o
82. xo
o x  82 (eq. chords subtend eq.  ’s.)

Theorem: Equal chords subtend equal angles at the centre.

6 cm

o.
x x = 6 cm (perp. from centre to chord bisects it.)

Theorem: The perpendicular from the centre of a circle to a chord bisects* it.
(*bisect = to cut in half)
8
cm

o.
x = 8 cm (equidist. chords from the centre.)
x

Theorem: Chords which are equidistant from the centre are equal.

3 cm
8
cm

o.
x x = 3 cm (eq. chords are equidist. from centre.)
8 cm

Theorem: Equal chords are equidistant from the centre.

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 The Language of Circle Geometry

Angle theorems

o
43
.oo
x x  86 (  at centre is twice  at circum.)

Theorem: The angle at the centre of a circle is twice the angle at the
circumference subtended by the same† arc. (†or equal arcs.)
{ }
standing on

xo

o
.
x  90 (  in a semicircle.)

Theorem: The angle in a semicircle is a right angle.

o
43
.o xo
x  43 (  ’s at the circum. on same arc)

Theorem: Angles at the circumference

{ } standing on {the same arc(s) are
}
in the same segment equal
equal.

xo
o.
x  80 (opp.  ’s in cyclic quad.)
100 o

Theorem: The opposite angles of a cyclic quadrilateral are supplementary.

xo
o.

x  80 (ext.  of cyclic quad = int. opp  .)

80 o

Theorem: The exterior angle at a vertex of a cyclic quadrilateral is equal to the

interior opposite angle.

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 The Language of Circle Geometry

Tangent theorems

o.

xo x  90 (tangent  radius.)

Theorem: The tangent to a circle and its radius are perpendicular at the point of
contact.

8c
m
o.
A
x = 8 cm (tangents from A.)
x

Theorem: Tangents drawn from an external point are equal.

xo
o.
o x  40 (  in alt. seg.)
40

Theorem: The angle between a tangent and a chord through the point of contact
is equal to the angle in the alternate segment.

Circles, ovals and cylinders over Temora, N.S.W.

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 The Language of Circle Geometry

Activity 21
1 Match each theorem beginning with a theorem ending.

Theorem beginnings Theorem endings

a Tangents drawn from an external I….are supplementary.

point….

b The opposite angles of a cyclic II…the angle at the circumference

quadrilateral…. standing on the same arc

c Equal chords are…. III…at the point of contact.

d Chords which are…. IV…equal angles at the centre.

e Angles at the circumference, V…is equal to the angle in the

standing on…. alternate segment.

f The tangent to a circle and its VI…are equal.

radius are perpendicular…..

g The angle in a semicircle…. VII…equidistant from the centre.

h Equal chords subtend…. VIII…the same arc, are equal.

i The angle between a tangent and IX…equidistant from the centre

a chord through the point of are equal.
contact….

j The angle at the centre of a circle X.…is a right angle.

is twice….

2 If the opposite angles of any quadrilateral are

B
supplementary, then the vertices are concyclic. 80 o
A o.
What does concyclic mean?
Answer this question by complete this sentence. 100 o
C
Concyclic points lie on……. D

A, B, C and D are
concyclic points.

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3 Write one theorem for each question and diagram below.

Note: O is the centre of each circle.
a Why does x  70 ? b Why does x  38

xo o 76o
xo o. .
o
0
11

c Why does x  90 ? d Why does x  5 cm ?

o
. o

.
5 cm
xo
x

e Why does x  100 f Why does x  42

S
o
48
xo xo P
o. o.
T

o
100

ST is a tangent The radius and tangent meet at P.

4 Draw a diagram that gives an example of each theorem below.

a Equal chords subtend equal angles at the centre.
b Tangents drawn from an external point are equal.
c The exterior angle at a vertex of a cyclic quadrilateral is equal to the
interior opposite angle.
d Angles at the circumference, standing on the same arc, are equal.

Circles within circles –

Flexible pipes for air ventilation.

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5 a Read the following text and check that it matches the diagram below.
R, S, and T are three points on a circle with centre O. RO // ST and OT
and RS are joined. A tangent, drawn from an external point P, touches
the circle at T. If STP  42 , find RST giving reasons.
(Note: This descriptive language is in another chapter of this book.)

o.
T
R 42
o

S P

b Complete the following solution to find RST .

OTS  42  90 (___________________________)
 OTS  48
ROT  _____ (________________________)
reflex ROT  _____ (a rev.)
RST  114 (____________________________)

6 A, B, and C are three points on a circle with centre O. Tangents, which are
drawn from an external point E, touch the circle at A and C. EA and EC are
produced to D and F respectively. If BCF  71 and ABC  65 , find
DAB , giving reasons.
B
65
o
F
o. 71
o

D C

A
E
7 A, B, and C are three points on a circle with centre O. Chord AC bisects
OB and OB  AC . Complete this text to explain why ABCO is a rhombus.

Word list: diagonals, bisects, rhombus, other, perpendicular

o.
C The _____________ from the centre of a circle to a chord
___________ it, so OB bisects AC. This means that ABCO
A B
is a ______________ because the _____________, OB and
AC bisect each _____________ at 90 .
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8 A

o. S

C T B This hexagon is inscribed* in

A circle, with centre O, is inscribed* in  ABC. a circle.

The three sides AB, BC, and AC touch the (*inscribed = drawn inside
circle at S, T and R respectively. so that it just touches the
a If SB = 2, BC = 12, RA = 3 prove that outside shape.)
B  90 , giving reasons.
b Complete this text.
The hypotenuse of any ___________-angled triangle is always the
______________ of a circle that passes _____________ the vertex of
its right angle. This is because the angle in a …………......................
 The length of the radius of the circle, with diameter AC, that
____________ through B is_____.
c Using the diagram from above, AB is produced to D.
A perpendicular is drawn from D to meet AC at F. DF meets BC at E.
Explain why A, B, E and F are concyclic*.
A (*concyclic points lie on the
same circle.)
R

F o. S

C B
E T

D
d Explain why AEB  AFB .
e Prove that DEB  BAF .
For more questions like these and further theorems, go to your mathematics textbook.
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3 TheThe
3 Language of of
Language Geometric Descriptions
Geometric Descriptions

To answer ‘worded questions’ you must read and understand descriptive texts so you
can draw diagrams. After drawing the correct diagram, you can answer the question
using geometric reasoning as shown in previous chapters of this book.

IMPORTANT
This chapter uses writing, listening and speaking activities to enhance
the skill of reading geometric texts.

Vocabulary Text Diagram

is parallel to AB is parallel to CD. A B

C D

is perpendicular to AB is perpendicular to A
CD.
C D
B

is
}
are cut by a transversal
AB and CD are parallel
A
transversal
E B
lines †which are cut by a
*respectively means that
transversal at E and F
the first point cuts the first C F D
respectively*.
line and the second point
cuts the second line. (†This is a clause. – Read about clauses further on.)

is drawn† from…. ABC is a triangle. A

…to meet BC at D †A line is drawn from A

to meet BC at D. B
D C

(†This is the passive voice. – See next section below. )

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Vocabulary Text Diagram

is produced to ABC is a triangle. AB is A

produced to D

D C

are produced ABC is a triangle. AB, F

to….respectively BC and CA are produced A
to D, E and F
respectively.
B
D C
E

A and C are joined ABCD is a rectangle. A A B

or and C are joined
AC is joined
D C

bisects A line, drawn from D, A

is bisected by bisects ABC D

or
B
perpendicular B ABC is bisected by a C
bisector of AB
line drawn from D.
A

in common ABC and DBC are two B

on opposite sides of triangles drawn with a A
common side BC. A and D
D are on opposite sides
C
of BC.
B B D B
A and D are on the same
A A A
side of BC.
D

D
C C C
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Vocabulary Text Diagram

intersect = meet Two lines intersect at A.

A
point of intersection or
The point of intersection
of two lines is A.

midpoint M is the midpoint of AB. A B

M
quadrilateral ABCD is a quadrilateral. A
diagonal AC is a diagonal.
D B

C
formed (= made) Two lines which A
equally inclined (= lines intersect at A meet
make equal angles to another line at B and C.
B
another line.) C
The exterior angles
formed are equal.

or AB and AC are equally inclined to BC.

Words that refer back to nouns

Another Two lines intersect at A. Another

A
These line meets these lines at B and C.
B
Those or C

A different.. A different line meets the first two

A third… lines at B and C.

Clauses
You can change two sentences into one sentence by using ‘which’ or ‘that’.

AB and CD are parallel lines. AB and CD are parallel lines which are cut

They are cut by a transversal at by a transversal at E and F respectively.
E and F respectively.
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 The Language of Geometric Descriptions

The Passive Voice

You will find the passive voice in content-based subjects like Mathematics, Science
and Geography.

What is the passive voice?

In passive voice, the subject has something done to it, usually by someone or
something unknown.

Example:
The subject of the sentence is ‘We’.
We lit the bunsen burner.
The verb, ‘lit’ is the past tense of the
subject verb object verb ‘to light’.

The object of the sentence is ‘the

bunsen burner’.

In Science, just like any other content-based subject, the word, ‘We’, is not important,
so to change this sentence to the passive voice you must do the following:

1 Make the object of the sentence the

subject of the sentence. ie bunsen burner  The bunsen burner….

2 If the verb is in present tense, then write

the present tense of the verb ‘to be’.
ie I am, You are, He/She/It is..

If the verb is in past tense, then write the

past tense of the verb ‘to be’. ie was  The bunsen burner was…..
ie I was, You were, He/She/It was…

3 Write the past participle† of the

verb ‘to light’. ie lit  The bunsen burner was lit.

†The past participle is the word that goes

with ‘have’.
e.g. I have run, I have gone,
I have lit.

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 The Language of Geometric Descriptions

Activity 22
1 Use a clause to rewrite these two sentences into one sentence.

Use the word, ‘which’ in your sentence.

a AB and CD are perpendicular lines. They are cut by another line at E

and F respectively.
b ABC and DBC are triangles. They are drawn with a common side, BC.
c ABCD is a quadrilateral. It has a diagonal, AC.

2 Copy and complete the sentences in the last column.

Two sentences  One sentence

a Two lines are perpendicular. They  Two lines, which…….

meet at A.

b Two lines intersect at A. They meet  Two lines, which….

another line at B and C.

c A line is drawn from D. It bisects  A line, which…

angle ABC.

3 Choose one diagram for each sentence below.

Diagram 1 Diagram 2
A D
D A

B C
C B
a AB bisects CD b AB is bisected by CD.
c CD bisects AB d CD is bisected by AB.

4 Rewrite these sentences, using the passive voice.

a A line bisects ABC .
b Jane draws a perpendicular bisector from B.
c I draw a line from A to meet BC at D.
d I join two points, A and B.
e The teacher produces AB to C.
f AB cuts CD.
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 The Language of Geometric Descriptions

Speaking and writing descriptions

When speaking (or writing) descriptions of geometric diagrams, decide what most of
the diagram is about and write a sentence about this first. – You can call this the ‘big
picture’. After this, speak (or write) one to three more sentences that describe smaller
parts of the diagram. – You can call these the ‘details’.

Example

Describe this diagram. E A

Write about the
‘big picture’ first,
D 
then write the ‘details’.
C B
Answer

There are many descriptions you might write. Here are two.

Choice 1 E A
The ‘big picture’ is
the right-angled
D
scalene triangle.

C B

Description
ABC is a right-angled scalene triangle. AC is its hypotenuse. A line is drawn from B
to meet AC at D. D is the mid-point of AC. BD is produced to E, such that* EA is
parallel to CB.
(*such that = so that)

Choice 2 E A
The ‘big picture’ is
the intersection of
D two lines.

C B

Description
Two lines, AC and EB, intersect at D, such that CD = DA and EA is parallel to CB.
A and B are joined so that ABC forms a right angle.

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Activity 23 – Listening and speaking barrier activity

Teacher instructions

Go to the appendix and use the instructions and geometric diagrams for
Activity 23 – Student A and student B.

Arrange seating in the classroom so that students A and B are facing each other and/or
have a barrier between them. If there is an odd number of students, then two students
can sit next to each other and take turns describing diagrams for student A.

Important note for the teacher

In this barrier activity, student A must not see student B diagrams, and student B must
not see student A diagrams!

Important note for students

In this activity, you must not look at your partner’s diagrams and you must not show
your diagrams to your partner. Try not to draw pictures in the air with your fingers
when describing diagrams to your partner. Use the formal language from above to
describe each diagram.

Also note
In mathematics, the orientation of diagrams is not important.

Example
Mathematically, both these diagrams are the same.

C
A
A
B B
C

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 The Language of Geometric Descriptions

Activity 24 – Writing descriptions

1 Choose either student A or student B diagrams from the appendix in this book
and write descriptions of all nine diagrams, using the formal language shown
in this chapter.

2 Describe these diagrams using the formal language shown in this chapter.
a b
A B P Q
C
o

120
D E S R T U
c A d

E A
B D
D

B C
C E

Activity 25 – Reading descriptions

1 Draw diagrams for the following geometric texts.
a ABC is a scalene triangle where AB and BC are produced to D and E
respectively. D and E are joined. AC is produced to meet DC at F.
b ABCD is a parallelogram. E is on AB and F is on DC such that AE = CF.
DE and BF are joined.
c ABC is a triangle. D and E are midpoints of sides AB and AC respectively.
DE is joined.
d ABC is an isosceles triangle, where AB = BC. A line drawn from point D,
on AC, bisects B .
e In triangle ABC, perpendiculars are drawn from B and C to meet AC at
D and AB at E. These perpendiculars intersect at F.

2 Draw a diagram for each description, then write a reason to explain why the
geometric statement is true.
a ABCD is an isosceles trapezium where AB is parallel to DC. CD is
produced to E. Explain why EDA  DAB .

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b A, B and C are three points that lie on a circle. AB and CB are

produced to D and E respectively. Explain why ABC  DBE .
c PQ and RS are parallel lines which are cut by a transversal at T and U
respectively. Explain why QTU  180  TUS .

d ABCD is a quadrilateral where AB = BC. Explain why BAC  BCA .

e JKLM is a rhombus. The diagonals meet at N.
Explain why NLK  NLM .

3 ABC is an equilateral triangle. A is bisected by a line that meets BC at D.

Prove that AD is perpendicular to BC.

4 AB and CD are parallel lines. A and C are joined. BAC and DCA are
bisected by lines that meet at E. Prove that triangle ACE is right-angled.

Extension
5 ABCD is a rectangle. Midpoints of adjacent sides are joined to form a
quadrilateral. Prove that this quadrilateral is a rhombus.

6 In triangle ABC, D and E are the midpoints of AB and AC respectively. These

midpoints are joined. Prove that DE is parallel to BC.

You need to understand geometry to design buildings.

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 The Language of Geometric Descriptions

Descriptions in circle geometry – Extension

Mathematics textbooks on circle geometry often use descriptive texts rather than give
diagrams. The vocabulary listed below will help you with these texts.

Basic vocabulary

chord cyclic quadrilateral

radius
diam centre O.
eter

e nt
tang

Other vocabulary Text Diagram

on
inside
outside
}
a circle
A is any point on a circle,
with centre O and B
.
.A
diameter BC. O
C

chords on opposite AB and AC are two B

A
sides of chords of a circle on
O
.
opposite sides of centre
O. C

chords on the same AB and AC are two B

A
side of chords of a circle on the
O
.
same side of centre O. C

perpendicular (drawn) The perpendicular from

from the centre the centre of a circle, with A O
.
centre O, meets chord AB M
at M. B

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Other vocabulary Text Diagram

}
intersecting Two intersecting circles
touching circles
concentric are drawn with a common

common chord.

Further examples:

O.
T

Two circles are drawn Two circles are drawn Two concentric circles have
with a common tangent. with a common tangent at a common centre, O.
The centres of the circles T. The centres of the or
are on the same side of the circles are on opposite Two concentric circles are
tangent. sides of the tangent. centred at O.

are points on the AB is a diameter of a

A
minor* arcs circle with centre O. C is .O
*minor = shorter
any point on the circle. D . B
and E are points on the
D . E.
C
minor arcs AC and BC
respectively.

is drawn from an A tangent, which is T

external* point drawn from an external P

point, P, touches a circle .O

at point, T.

A
B
intersect externally* Two chords, AB and CD, P
intersect externally at P. D

C
*external = outside
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Other vocabulary Text Diagram

the extremities of a Two tangents, which are

P
chord drawn from the
extremities of a chord,
.O
meet at P.

subtends….at the centre Chord AB subtends an A

angle of 25  at the centre O. 25o
of a circle with centre, O. B

Activity 26 – Listening and speaking barrier activity

Teacher instructions
Go to the appendix and use the instructions and circle diagrams for
Activity 26 – Student A and student B.

Arrange seating so that students have a barrier between them. If there is an odd
number of students, then two students can take turns describing student A diagrams.
In this barrier activity, students must not see each other’s diagrams!

Important note for students

In this activity, you must not look at each other’s diagrams. Do not draw pictures in
the air with your fingers when describing diagrams to your partner. Use the circles
language from above to describe each diagram.

Note
In geometry, these diagrams are the same.

A A
O
O.
.

C
B
B C

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 The Language of Geometric Descriptions

Activity 27 – Writing descriptions

1 Choose either student A or student B circle diagrams from the appendix in this
book and write descriptions of all six diagrams.
2 Describe these diagrams using the word in brackets. Use the formal circle
language shown above.
a (subtends) b (externally)

A
O. B
C
B D
A
E
o
100 F

c (diameter) d (perpendiculars)

A D
OB = BC F
C
O. C O.
B
E
B A

Activity 28 – Reading descriptions

1 Draw diagrams for the following geometric texts.

a A, B and C are three points on a circle such that chords AB and AC are
equal. Tangents drawn from A and B meet at P.
b ABCD is a cyclic quadrilateral, where AB and DC are produced to
meet at E.
c E is a point inside a circle where two chords, AC and BD, intersect.
BC and AD meet externally at F.
d Two concentric circles have a common centre at O. A is a point on the
smaller circle. A tangent from A meets the larger circle at B and C.
BC subtends an angle of 80  at the centre, O.

e Two circles, with unequal radii, intersect at A and B. A B is joined.

AC is the diameter of the larger circle and AD is the diameter of the
smaller circle. C, B and D are collinear*. (*collinear points are in
the same straight line.)
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2 Draw a diagram for each description, then write a reason to explain why each
geometric statement is true.
a A, B, C and D are four points on a circle, with centre, O. AC and BD
meet at E. Explain why CBD  CAD .
b AB is a diameter of circle and C is any point on the circle. Explain
why ACB  90 .
c AB is a chord of a circle, with centre, O. A tangent, drawn from
another point C, on the circle, meets chord AB externally at D.
Explain why BCD  BAC .

Extension
3 A, B and C are three points on a circle, with centre, O. A tangent is drawn at
C and ABC is joined to form a triangle. Prove that the angle between the
tangent and chord CB equals BAC . (Hint: Let  COB = 2x.)
4 Two circles with the same radius intersect at A and B. AC is the
diameter of one circle and AD is the diameter of the other circle.
Prove that C, B and D are collinear.

Circular or curved buildings are much more difficult to build.

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4 TheThe
4 Language of of
Language Constructions
Constructions

A construction is a figure (picture) where rules are used to draw it.

This chapter helps you learn constructions through the language of procedures.

Part A – Using a compass Part B is for

Part A helps you do constructions on paper. constructions on

a computer, using
The language of procedures GeoGebra.
Procedures have
 an aim (or goal),
 a list of materials
 a sequence of steps that tell you how to do something.

Note

In mathematics, the title of the construction is usually the aim (or goal) of the
procedure and the materials you need for these constructions are listed below.

Materials you need for constructions on paper

To construct a figure you might use any or all of these materials.

90

a compass* a pencil
a ruler an eraser
180
180

0
0

A set-square
A protractor

*Compass is the short form of ‘a pair of compasses’, just

A compass
like the word, ‘scissors’. ‘Scissors’ is the short form of
‘a pair of scissors’.

 The words, ‘the compass point,’ will be used in the first

few constructions, then ‘Put the compass point on’ will
The compass point 
be replaced by the word, ‘From’.
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– Using a Compass

Further vocabulary

2 arms
interval
1 vertex
endpoint other endpoint

arc
The point where the arcs meet

The point where the arc meets the interval

When you step around a circle 6 times,

you make a regular hexagon.

To label is to write a name or letter next to something so you can identify it.
e.g. Label the endpoints of this interval, A and B. A B

To join is to draw a line between two points.

Position vocabulary
A
A

B
A is on one side of the interval. A and B are on both sides of the interval.
A
B C
A B A is inside the circle.
B is on the circle.
C is outside the circle.
A and B are on the same side of the interval.

A
A

B
A is between the arms of the angle. A is above and B is below the interval.

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 The Language of Constructions
– Using a Compass

Important
For all constructions in this chapter:
1 Copy the construction number and the title,
2 Do the construction using your compass, pencil and ruler,
3 Copy the method into your book.

Bisecting intervals and angles

Construction 1 – Bisecting an interval To bisect means

Materials: a compass and pencil, another pencil, a ruler, to cut in half ( 12 .)

an eraser.

*Oblique interval

Oblique intervals are

neither horizontal nor
(horizontal interval) (oblique* interval) vertical.

Word List: arcs, interval, where, cut, endpoint, more, other, length

Method: (Copy and complete, then do the construction.)

1 Draw an __________________.
2 Put the compass point on one __________________ of the interval.
3 Open the compass so it is ____________ than half the ___________ of
the interval.
4 Draw __________ on both sides of the interval.
Keep the compass
5 Put the compass point on the __________ open the same
endpoint of the interval. amount for the
whole construction.
6 Draw arcs that ____________ the last two arcs.
7 Join the points ____________ the arcs meet.
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– Using a Compass

Activity for construction 1

1 Answer these questions about the following construction.
a What shape is ABCD? A
b Is AC perpendicular to DB?
c Does AC bisect DB?
d Copy and complete these explanations: D B
i AC is perpendicular to DB because
the diagonals of a……
ii AC bisects DB because the diagonals C
of a……… ABCD is a rhombus.
2 Draw an oblique* interval and bisect it using the procedure above.
(*oblique = at an angle, not horizontal – See second constructed figure in
question 1.)

Construction 2 – Bisecting an angle

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Match each diagram on the next page to every step in the method below.

Method: (Copy these sentences, then do the construction.)

1 Draw an angle.
2 Label the vertex of the angle, A.
3 Put the compass point on A.
4 Draw an arc that cuts both arms of the angle.
5 Label the points, where the arc meets the arms of the angle, as B and C.
6 Put the compass point on B.
7 Draw an arc between the arms of the angle.
8 Keep the compass open the same amount* as in step 7 and put the compass
point on C. (*same amount = same length – Do not change the compass!)
9 Draw an arc that cuts the last arc.
10 Label the point, where the arcs meet, as D.
11 Join AD.
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 The Language of Constructions
– Using a Compass

Diagrams A to K are not in the correct order.

A B

A A
C

C D

B D B

A A
C C

E F

A A
C

G H

B D B

A A
C C

I J K
B

A A
C

Have you constructed diagram C, in your book?

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– Using a Compass

Activity for construction 2

1 Draw any triangle ABC, then bisect B .

2 Answer these questions about this construction.

If AB = AD and BC = DC,
a What shape is ABCD? B C
b Does AC also bisect BCD ?
A
c Copy and complete:
D
AC is a ______________ of ABCD.
AC _________ both BAD and BCD .
d Does interval BD bisect ABC and ADC ?
e If you redo this construction so that ABCD is a rhombus,
then AC bisects BAD and BD bisects ABC .
Copy and complete this explanation:
AC bisects BAD and BD bisects ABC because the diagonals of a
rhombus bisect………..

From = Put the point of the compass on

Mathematics textbooks use the word from instead of ‘Put the compass point on’.

†The words after

Example
‘from’ tell you
From † where to put the
Put the compass point on one endpoint of the interval, compass point.
open
Open the compass so it is more than half the length of the interval.

3 Use the word ‘from’, to rewrite two sentences into one sentence.

Two sentences One sentence

a Put the compass point on the other  From….
endpoint of the interval.
Draw arcs that cut the last two arcs.

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– Using a Compass

b Put the compass point on A.  From….

Draw an arc that cuts both arms of
the angle.

c Put the compass point on the point  ……….

where the arc meets the circle.
Step around the circle five times.

d Keep the compass open the same  ……….

amount then put the compass point
on C.
Draw an arc that cuts the last arc.

Other vocabulary

An isosceles triangle An equilateral triangle A regular hexagon

Triangles and other polygons

Construction 3 – Constructing an isosceles triangle

Materials: a compass and pencil, another pencil, a ruler, an eraser.

An isosceles triangle has two equal sides.

Method: (Copy and complete these sentences, then do the construction.)

1 Draw….
Keep the compass
2 Open the compass, so it is more…… open the same
amount for the
3 From an endpoint, draw…… whole construction.
4 From the other………
5 Join…..
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– Using a Compass

Construction 4 – Constructing an equilateral triangle

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: (Copy and complete these sentences, then do the construction.)

Keep the compass open the same amount for the whole construction.

Steps Diagram

1 Draw….

2 Label…… A B

3 Open……

A B

4 From….

A B

5 From….

A B

6 Label… C

A B

7 Join…. C

A B
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 The Language of Constructions
– Using a Compass

Activity for construction 3 and 4

1 Draw an oblique interval, then construct an equilateral triangle from
the interval.
2 Describe the difference between an isosceles triangle and an equilateral
triangle by completing this sentence.
An isosceles triangle has at least………………….., whereas* an equilateral
triangle……………..
(*Whereas is like ‘but’.)

Construction 5 – Constructing a regular hexagon

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: (Copy these sentences then do the construction.)

Keep the compass open the same amount for the whole construction.

1 Draw a circle.
2 From anywhere on the circle, draw an arc which intersects the circle.
3 From the point where your arc meets the circle, step* around the
circle, until you have six points on the circle.
(*step = to walk around the circle and cut it with an arc each time – see
diagram on first page of this chapter.)
4 Join the adjacent* points together to make a regular hexagon.
(*adjacent points are next to each other.)

Activity for construction 5

Answer questions about this construction.
1 Name the type of triangles that are inside
this construction.
2 What is the size* of each angle in this type of triangle?
(*size = how big? How many degrees?)
3 What is 360  6  ?

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– Using a Compass

Extension question

Why does this construction

always make a regular hexagon?
*radius
centre

Copy and complete the following explanation using the word list below.

Word List: construction, radius*, centre, equilateral, hexagon

Explanation

The steps around the circle make intervals that are the same length as the __________
of the circle, so all six triangles are ______________________. This means that
every angle that is subtended* at the ______________ of the circle by one side of the
hexagon is 60  .

Also, because the angle at the centre of any circle is a revolution, then 360  60  6 .
This means that this _____________________ always makes a regular ____________
because hexagons have six sides.

*Subtends means to be opposite or underneath something.

Intervals subtend angles at points. Angles are subtended by

intervals at points.
When you join the endpoints of an interval to point, you make the
two arms of the angle.

Example A

AB subtends an angle of 72  at the centre of the circle. O B

o
72
OR
O is the centre of the circle.
The angle of 72  is subtended by AB at the centre of OA and OB are equal radii.
the circle.

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– Using a Compass

Construction 6 – Constructing a rhombus

Materials: a compass and pencil, another pencil, a ruler,
an eraser. rhombus
Method: : (Copy these sentences then do the construction.)

1 Draw any angle, with vertex A.

2 From A, draw an arc which cuts the two arms of
Keep the compass
the angle. open the same
3 Label the two points, where the arc cuts the arms of amount for this
construction.
the angle, as B and D.
4 From B, draw an arc between the arms of BAD .
5 From D, draw another arc that meets the last arc.
6 Label the point, where these two arcs meet, as C.
7 Join BC and CD to form* a rhombus. (*form = make)

Helpful hint
Use this method to open your compass to 3 cm.
5 4 3

2. With your other hand, push your

1. Hold your ruler compass against the ruler.
2 1

with one hand. 3. Slowly open your compass

to 3 cm with this same hand.
0

Construction 7 – Constructing a scalene triangle

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: : (Copy these sentences then do the construction.)

1 Draw an interval 6 cm long.

2 Open the compass to 5 cm. (See helpful hint above.)
3 From one endpoint, draw an arc on one side of the interval.
4 Open the compass to 4 cm.
A *scalene triangle
5 From the other endpoint of the interval, has 3 unequal
draw another arc that meets the last arc. (different) sides.

6 Join the endpoints of the interval to the point where the arcs meet.

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Perpendiculars
Perpendiculars are lines that are 90 to another line. Perpendiculars help you to
construct other figures.

Construction 8 – Constructing a perpendicular from an endpoint

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: : (Copy these sentences then do the construction.)

1 Draw a horizontal* interval AB.

(*horizontal = flat, across the page, the opposite of vertical.)
2 From A, draw a big arc that starts from the interval and is more than 120
around, but less than a semicircle*.
Keep the compass
(*semicircle = half a circle) open the same
amount for the
3 Label the point where the arc meets the interval as C.
next construction.
4 From C, step around the big arc twice.
5 Label these two new points, where the two arcs meet the big arc, as D and E.
6 From D, draw another arc above the first arc.
7 From E, draw another arc which meets the last arc.
8 Label the point, where the intersecting arcs meet, as F.
9 Join AF.

Construction 9 – Constructing a perpendicular

from outside an interval
Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: : (Copy these sentences then do the construction.) C

1 Draw an interval.
2 Choose any point on one side of the interval.
C is on one side
3 Label this point C. of the interval.
4 From C, draw an arc which cuts the interval twice.
5 Label the two points where the arc meets the interval as A and B.
6 Open the compass so it is more than half the length of AB.
7 From A, draw an arc which is not on the same side of the interval as C.
8 From B, draw an arc that cuts the last arc.
9 Join C to the point where the arcs meet.
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Construction 10 – Constructing a perpendicular

C
from a point on an interval
C is on the interval.
Materials: a compass and pencil, another pencil, a ruler,
an eraser.
Method: : (Copy these sentences then do the construction.)

1 Draw an interval.
2 Choose a point on the interval which is not an endpoint or a midpoint.
3 Label this point C.
4 From C, draw an arc that cuts the interval twice.
5 Label the points where the arc meets the interval as A and B.
6 Open the compass so it is more than half the length of interval AB.
7 From A draw an arc on one side of the interval.
8 From B draw an arc which cuts the last arc.
9 Join C to the point where the arcs meet.

Constructing angles with a compass

You can use a protractor to measure any angle but you
90

can also use a compass to construct some angles.

You can construct: 180

180

0
0

• 90 angles – See constructions 8 – 10. A protractor

• 60 angles – See construction 4.
• 120 angles – See construction 5.
Note: 60 2  120 , so you must step around a circle twice.

You can bisect the three angles above, so you can construct:

• 45 angles – See constructions 8 and 2.

Note: 90  2  45 , so you must construct 90 first, then bisect it.

• 30 angles – See constructions 4 and 2.

Note: 60  2  30 , so you must construct 60 first, then bisect it.

• 15 angles, because 30  2  15 .

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Constructing angles with a compass

You can use a compass to construct: 120 , 90 , 60 , 45 , 30 , 15 .
Use a protractor to draw other angles like 72 or 85 .

Construction 11 – Constructing a 60 degree angle

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: (Write a sentences for each diagram, Keep the compass

open the same
then do the construction.)
amount for this
1 2 construction.

A B A B
3 4

A B A B

5 6
C C

A B A 60 B

Activity for construction 11

1 Construct a 60 degree angle, then bisect it like construction 2.
2 Use construction 5 to help you construct a 120 degree angle.
3 Use construction 8 to help you construct a 45 degree angle.

The centre of this flower is

a regular pentagon.

Can you construct a regular pentagon

without a protractor?

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Copying angles and constructing parallel lines

Parallel lines never meet. To construct parallel lines, you can use these two theorems.

 Corresponding angles are equal in parallel lines.

 Alternate angles are equal in parallel lines.

Construction 12 – Copying an angle

Materials: a compass and pencil, another pencil, a ruler, an eraser.
Method: : (Copy these sentences then do the construction.)

1 Draw any angle. *Keep the

2 Label the vertex as B. compass open
this amount for
3 Draw an interval next to this angle.
the next arc.
4 Label one endpoint of this interval, as Y.
5 From B, draw an arc that cuts both arms of the angle.*
6 Label the points where this arc meets the arms of the angle as A and C.
7 From Y, draw a big arc that cuts the interval.
8 Label the point, where the arc cuts the interval, as Z.
9 Open the compass so it is the same length as interval AC.*
10 From Z, draw an arc that cuts the last, big arc.
11 Label this point X.
12 Join YX.

The masonic emblem contains

a compass and a set square.

The letter ‘G’ has different meanings.

One of these meanings is ‘Geometry’.
Masonic Emblem of Freemasonry

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Construction 13 – Constructing parallel lines using equal

corresponding angles

Materials: a compass and pencil, another pencil, a ruler, an eraser.

Method: : (Copy and complete these sentences so they match the diagrams below,
then do the construction.)

1 Draw……
Make one arm quite long.

2 From A, draw….

Keep the compass

open the same
amount for the
next arc in step 5. A

3 Label…..

A D

4 Choose any point E, on AC, such

that* AE is longer than AC. E
(It becomes too small if AE < AC.) C

(*such that is a mathematically

A D
formal way of saying ‘so that’.)

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5 From E, draw ….

E
C

A D

6 Open….

E
C

A D

7 Label the point where the second F

arc….
E
C

A D

8 From F, draw… F

E
C

A D

9 Draw a line through E and…. F

E
C

A D

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Activity for construction 13

1 Draw an obtuse angle, then construct a pair of parallel lines using the
procedure above.
2 Construct a pair of parallel lines using equal alternate angles.

There are many other constructions you can do.

Find them in your mathematics book or search the internet.

Revision Activity
1 Bisect an interval – See construction 1.
2 Construct an isosceles triangle – See construction 3.
3 Draw a triangle ABC. Construct a perpendicular from A. – See construction 9.
4 Read, then do the construction below.

Constructing a regular pentagon inscribed in a circle

Materials: a compass and pencil, another pencil, a ruler, an eraser, a protractor
Method:
1 Draw a circle that has a radius of
more than 5cm.
2 Label the centre of the circle as O.
3 From O, draw a radius.
4 Label the point where the radius A regular pentagon
inscribed in a circle.
meets the circle, as A.
5 Use a protractor to draw an angle of 72 degrees from the centre
of the circle.
6 Label the point, B, where the second radius meets the circle.
7 Join AB.
8 Open the compass so it is the same length as interval AB.
9 From B, step around the circle marking three more points on the circle.
(These points should be the same length as interval AB.)
10 Label these points as C, D and E.
11 Join B to C.
12 Join C to D, D to E and E to A to complete the regular pentagon.
5 Write a procedure for constructing a kite.
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Part B – Using dynamic geometry software

There are many geometry programs you can use to test conjectures. Conjectures are
ideas that you think might be true.

GeoGebra is an open-source (free) program which allows you to

construct and test conjectures by moving the vertices (corners) of your
construction. GeoGebra

The following pages have instructions for using GeoGebra.

These instructions will help you with some of the constructions you
learnt in Part A.

Another very powerful (free) geometry program is Wingeom.

However, Wingeom is not written for Macintosh computers. You can
download many easy-read Wingeom activities and instructions from Wingeom

www.members.optushome.com.au/murraymb (See appendix)

Vocabulary for GeoGebra

segment = interval
bisector = the name of the line that bisects an interval.
creates = makes
objects = things such as points, segments or lines.
clockwise = Move around in the same direction as a clock.
counter clockwise = move around in the opposite direction to a clock.
intersect = meet

Downloading GeoGebra

Internet search GeoGebra and download it from their website to your home computer.
Install GeoGebra, then open it.

Using GeoGebra
The following screen grabs and instructions are taken from a Windows-based
computer. These screen grabs and instructions will be similar to most other types of
computers.
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This menu bar has 11 icons.

1 2 3 4 5 6 7 8 9 10 11

When you click an icon* here, this part tells you what the icon does.
(*icon = picture)

You can change each icon by clicking the drop-down arrow here.
Look at all the drop-down menus before you start.

Each drop-down menu has been given a number from 1 to 11. This number is used in
all instructions below. You can use this number to check that you are in the right part
of the menu.

The menu
bar has
drop-down
icons.

Remember: If you make a mistake, click Edit/Undo.

Before you start

If you want to, you can remove the x and y axes and the objects window by doing the
following two steps.

What GeoGebra does

1 Click View/Axes Deletes the x and y axes.

2 Close the Algebra window on the Makes your geometry screen bigger.
left. (Click the little X.)

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Construction 1 – Bisecting an interval

What to do What GeoGebra does.

1 Click on the drop-down arrow of Creates the lines drop-down menu.

lines menu 3.

2 Drag down to ‘Segment between Puts ‘Segment between two points’ onto
two points’ icon. menu bar and puts it into segment mode.
(Remember: segment = interval)

3 Click anywhere on the white Creates one point.

GeoGebra screen.

4 Click in a different place on the Creates another point and an interval.

white GeoGebra screen.

5 Click on the drop-down arrow of Creates the line construction menu.

line construction menu 4.

6 Drag down to ‘Perpendicular Puts ‘Perpendicular bisector’ on the

bisector’ icon. menu bar and puts it into perpendicular
bisector mode.

7 Click on the two endpoints of the Creates a perpendicular bisector.

interval.

8 Click ‘Move’ icon in menu 1. Puts it in ‘move’ mode.

9 Click and drag any point. Moves your interval around, while the
perpendicular bisector cuts the interval
in half.

Your construction might look like this.

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To open a new file

Click File/New, then click Don't Save

Construction 2 – Bisecting an angle

What to do What GeoGebra does.

1 Click ‘New point’ icon in points Puts it into ‘New point’ mode.
menu 2.

2 Click three times on the white Makes three new points.

GeoGebra screen.

3 Click ‘Segment between two Puts it into ‘Segment’ mode.

points’ icon in menu 3.

4 Click two points. Creates a segment between these two

points.

5 Click one of these two points and Creates another segment to make an
the third point. angle.

6 Click ‘Angle bisector’ icon in Puts it into ‘Angle bisector’ mode.

menu 4.

7 Click the three points of the angle Creates an angle bisector.

in order, so that the vertex is in the
middle.

8 Click ‘Move’ icon in menu 1. Puts it in ‘move’ mode.

9 Drag any point around. Drags the angle around while the
bisector cuts the angle in half.

Your construction might look like this.

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To open a new file Click File/New, then click Don't Save

Construction 3 – Constructing an isosceles triangle

This construction uses the theorem: The base angles of an isosceles triangle are equal.

What to do What GeoGebra does.

1 Click ‘Segment between two Puts it into ‘Segment’ mode.

points’ icon in menu 3.

2 Click two times on the white Makes a line segment.

GeoGebra screen.

3 Click ‘Angle with given size’ icon Puts it into make any angle mode.
in measurement menu 8.

4 Click the two endpoints of the Opens a dialog box.

interval.

5 Type 40 *, choose ‘counter Types your angle into the dialog box.
clockwise’, then click ‘OK’. Draws the angle at the endpoint.

*You may need to use the drop-

To see all new points,
down menu to find the degree
you might need to click
symbol if you delete it.(  )
‘Move drawing pad’
Get the wrong angle direction? icon in menu 11.
Click Edit/Undo

6 Click the two endpoints of the Opens the same dialog box.
interval again in the opposite order
to before.

7 Type 40 , then choose ‘clockwise’. Types your angle into the dialog box.
Click ‘OK’. Draws the angle at the other endpoint.

8 Click ‘Ray through two points’ icon You can now draw a ray that starts at a
in menu 3. point and goes in one direction only.

9 Click one endpoint, then swing Draws the second arm of one of the 40 
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the new ray around so it meets the angles.

point that made the 40  angle
at this vertex. Click this point.

10 Click the other endpoint, then Draws the second arm of the other base
swing the second ray around so it angle.
meets the point that made the other
40  angle. Click this point.

11 Click ‘Intersect two objects’ icon in You can now choose lines and make
menu 2. them meet at a point.

12 Click the two equal sides of your Creates the point where the two equal
triangle. sides intersect.

13 Click ‘Move’ icon in menu 1. Puts it in ‘move’ mode.

14 Drag either of the two vertices of Drags the triangle around while the base
the base angles. angles stay the same.

Your construction might look like this.

To open a new file Click File/New, then click Don't Save

Construction 4 – Constructing an equilateral triangle

Construct an equilateral triangle using the following property*.
A *property is
a true sentence
Property: An equilateral triangle has o about a shape.
60
three equal angles.

o o
60 60

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Construction 5 – Constructing a regular hexagon

A regular hexagon has six equal angles
and six equal sides.

Open a new file and finish the construction below.

What to do What GeoGebra does.

1 Click ‘Regular Polygon’ icon Puts it into ‘Regular polygon’ mode.

in menu 5.

2 Click two times on the white Opens a dialog box.

GeoGebra screen.


Finish this construction. To see your construction clearly, you might need
to click ‘Move drawing pad’ icon in menu 11.

Activity for construction 5

Click on ‘Angle’ in menu 8, then click three adjacent* vertices of the regular
hexagon. If you get an exterior angle, click Edit/Undo and try again.
What size* is this angle?
(*size = How big something is. e.g. 5m, 50 ) *adjacent vertices are
next to each other.
Extension question
Use GeoGebra to show that each angle that is drawn from the vertices of a regular
hexagon to its centre is 60  .
60  120 

Your construction might look like this:

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Construction 6 – Constructing a rhombus

The following method uses these two properties.
• Property: The adjacent sides of a rhombus are equal.
• Property: The opposite sides of a rhombus are parallel.

What to do What GeoGebra does.

1 Click ‘Segment with given length’ You can choose any length for your
icon in menu 3. segment.

2 Click one point on the white Makes a point and opens a dialog box.
GeoGebra screen.

3 Type 5 and click ‘OK’. Creates an interval that is 5 units long.

4 Click on one endpoint. Opens the same dialog box.

5 Type 5 again, then ‘OK’. Creates another interval on top of

(or next to) the first interval.

6 Click the ‘Move’ icon in menu 1. Puts it in ‘Move’ mode.

7 Click the other endpoint, then Makes two sides of your rhombus.
drag it to make one corner of your
rhombus.

8 Click ‘Parallel line’ icon in You can now draw parallel lines, by
menu 4. choosing a point first, then the line.

9 Click on either of the two points Creates a parallel line through this point.
that is not the vertex of the angle,
then click the other line.

Wrong line?  Click Edit/Undo.

10 Repeat the last step with the other Creates another parallel line to finish the
point and the other line. rhombus.

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11 Click on ‘Intersect two objects’ You can now create a point of

icon in menu 2. intersection.

12 Click on the last two lines that do Creates the last vertex of the rhombus.
not have a point of intersection.

13 Click the ‘Distance or length’ icon You can measure the length of any
in menu 8. interval by clicking its endpoints.

14 Click the endpoints of your Measures these intervals. Are all the
parallel intervals. sides of your rhombus equal?

Your construction might look like this.

Construction 7 – Constructing a parallelogram

Use the ‘Angle with given size’ in menu 8 to construct a parallelogram that uses at
least two* of the following properties.
*Supplementary angles
(*at least two = two or three properties, but not one.) add to 180  .

Property: The opposite angles of a parallelogram are equal.

Property: The adjacent angles of a parallelogram are supplementary*.
Property: The opposite sides of a parallelogram are equal.

Your construction might look like this:

45  and 135  are

supplementary angles.

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Revision Activity
1 Use GeoGebra to do the following constructions.
a i Construct a scalene triangle. (It’s too easy!)
ii Follow the method below to show that the angle sum of a
triangle is 180  .
1 Click View/Algebra view.
2 Use ‘Angle’ in menu 8 to measure all three angles.
3 Use the drop-down menu at the bottom of the screen
and the plus symbol on your keyboard to input
     , then press enter.
4 Click “Move’ in menu 1 then move the vertices to show
that this sum is true for all triangles.
b Construct perpendiculars from:
i an endpoint
ii a point outside an interval
iii a point on the interval.
2 Construct a square using GeoGebra.

Play with GeoGebra. It does other mathematics as well!

Wingeom

Wingeom is another, very powerful dynamic geometry software package. However,

you cannot use it on a Macintosh computer.

If you are not using a Mac computer, then go to

www.members.optushome.com.au/murraymb and click on Wingeom.

Download any of the interactive Wingeom activities provided. Download the PDF of
Wingeom constructions and follow the steps to construct similar diagrams to the
above GeoGebra constructions.

Instructions for using Wingeom are also in the following appendix.

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Appendix
Appendix
Activity 23 – Student A
In this barrier activity, two students (A and B) describe diagrams to each other.
Student A starts by describing diagram 1 while student B listens and draws the diagram.
After this student B describes their diagram 1 to student A.

Instructions for student A

1 Look at the diagrams for student A below. Describe diagram 1 to student B,
using the formal language shown in this chapter. Wait for student B to draw
your description. Repeat your spoken description to student B if necessary.
2 Check that student B is correct.
3 Listen to student B describe their diagram 1 to you, then try to draw it.
4 Check with Student B that you have drawn the correct diagram.
5 Repeat this process of describing, drawing and checking, for diagrams 2 – 9.

Student A diagrams (Describe these diagrams to student B.)

1 D 2 3
A .
A X .
B A
.. B

. Y .
C D
B C
D E C

4 5 A 6
B D
A B A

C B C
7 8 A 9
A B A B
D E
F E
E D
B
D C C
C
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Activity 23 – Student B
In this barrier activity, two students (A and B) describe diagrams to each other.
Student A starts by describing diagram 1 while student B listens and draws the diagram.
After this student B describes their diagram 1 to student A.

Instructions for students B

1 Listen to student A describe their diagram 1 to you. Draw this diagram in
your book. Ask student A to repeat their spoken description, if necessary.
2 Ask student A to check that your diagram is similar to their diagram 1.
3 Look at the diagrams for student B, below. Describe diagram 1 to student A,
using the formal language shown in this chapter. Wait for student A to draw
your description. Repeat your spoken description to student A if necessary.
4 Check that student A’s diagram is correct.
5 Repeat this process of describing, drawing and checking, for diagrams 2 – 9.

Student B diagrams (Describe these diagrams to student A.)

1 2 3
D
.
A G .
B
B
A
D
. H .
C D ..
. I . A C
B C E F

4 5 A 6

C D B

B A
B
A
C

7 8 9

A B D
A F E C
E
E
D .. B
xx A B
D C C

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 Appendix

Activity 26 – Student A

In this barrier activity, two students (A and B) describe circle diagrams to each other.
Student A starts by describing diagram 1 while student B listens and draws the diagram.
After this student B describes their diagram 1 to student A.

Instructions for student A

1 Look at the diagrams for student A, below. Describe diagram 1 to student B,

using the circle language shown in this chapter. Wait for student B to draw
your description. Repeat your spoken description to student B, if necessary.

2 Check that student B is correct.

3 Listen to student B describe their diagram 1 to you, then try to draw it.

4 Check with Student B that you have drawn the correct diagram.

5 Repeat this process of describing, drawing and checking, for diagrams 2 – 6.

Student A diagrams (Describe these diagrams to student B.)

1 2 3
.D
A B .C A
A. .C
O
. B .
O
B
C

4 5 6

A C
D O
.
O.
E D B
B A A
B C

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Activity 26 – Student B

In this barrier game, two students (A and B) describe circle diagrams to each other.
Student A starts by describing diagram 1 while student B listens and draws the diagram.
After this student B describes their diagram 1 to student A.

Instructions for students B

1 Listen to student A describe their diagram 1 to you. Draw this diagram in

your book. Ask student A to repeat their spoken description, if necessary.

2 Ask student A to check that your diagram is similar to their diagram 1.

3 Look at the diagrams for student B below. Describe diagram 1 to student A,

using the circle language shown in this chapter. Wait for student A to draw
your description. Repeat your spoken description to student A if necessary.

4 Check that student A’s diagram is correct.

5 Repeat this process of describing, drawing and checking, for diagrams 2 – 6.

Student B diagrams (Describe these diagrams to student A.)

1 2 3
B
C
A C
A
O
.
O
. B
D
B A
E

4 5 6
A B
A
.O B
P O.
O. E C
D
C
A
B

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How to use Wingeom

How to use Wingeom

Download Wingeom from Peanut software

(http://math.exeter.edu/rparris/default.html)

To open an existing file

Method 1

1 Double click on any file. If your computer does not The icon looks like
recognise the program that created it, click ‘Browse’ this:
and find Wingeom.

2 Tick the box that says to always use this program to open this type of file.
Your computer will now know to open Wingeom when you double click any
Wingeom file.

Method 2

Note: Steps 1 – 2 also allow you to open a new blank file.

Unlike many other programs, files may not automatically open when you click on a
Wingeom file. To open any of these files you need to open Wingeom first.

1 Double click on Wingeom. The Wingeom icon

looks like
this:

2 Click on ‘Window’ and drag down to ‘2-dim’.

(This means that you have selected
two-dimensional drawing.)

At this point you can use Wingeom to construct

any 2D geometry.

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3 Click on ‘file’ and drag down to ‘open’.

4 Choose a Wingeom file.

Constructions using Wingeom

Some of the steps below are written with a backslash ( / ).

e.g. ‘Btns/Segments’ means: Go to ‘Btns’ on the menu bar and drag down to
Segments*. (*Segment = interval)

Construction 1: Bisecting an interval

Instructions What Wingeom does.

1 Btns/Segments Puts Wingeom into drawing mode.

2 Right click anywhere on the Creates point A.

Wingeom window.

3 Right click in a different place Creates point B.

on the Wingeom window.

4 Left click on A and drag to B. Creates interval AB.

5 Line/Perpendiculars/Perp Opens a dialog box for line segments

bisectors… (intervals.)

6 Type AB (or ab) and click OK Constructs a perpendicular bisector.

To clear the Wingeom window for construction 2 click File/New/No.

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Construction 2: Construct a 60o angle, then bisect it.

Instructions What Wingeom does.

1 Right click two different points A Creates points A and B.

and B.

2 Left click on A and drag to B. Creates interval AB.

3 Line/Angles/New angles… Creates a dialog box for your line

segment.

4 Type AB (or ab) into ‘initial ray’ Draws CAB  60 .

and 60 into ‘angle size’, then click
‘draw’.

5 Line/Angles/Bisect old.. Opens a dialog box for your angle.

6 Type CAB (or cab) or BAC, but Creates bisector AD.

not ABC.

To clear the Wingeom window for construction 3 click File/New/No.

Construction 3: Construct a scalene triangle, then show that the

angle sum of a triangle is 180o.

Instructions What Wingeom does.

1 Right click three different points Creates points A, B and C.

A, B and C

2 Left click on A and drag to B. Creates interval AB.

3 Draw the other two intervals BC Creates triangle ABC.

and CA.

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4 Click on ‘Meas’. Opens a measurement dialog box. (You

can measure intervals, angles, areas and
many other things here.)

5 Type <ABC, then press ‘Enter’. Measures the size of ABC .

6 Type <BCA, then press ‘Enter’. Measures the size of BCA and CAB .

Type <CAB, then press ‘Enter’.

7 Type <ABC + <BCA + <CAB, Measures the angle sum of your triangle.
then press ‘Enter’ on your
keyboard.

8 Click the red cross. Closes the dialog box.

9 Btns/Drag vertices Puts Wingeom into ‘Drag vertices’ mode.

10 Click and drag A, B or C Changes your triangle’s shape and size.

anywhere.

What do you notice?

Construction 4: Construct a pentagon, then show that the angle

sum of a pentagon is 540o.
Complete these instructions and describe what Wingeom does.

Instructions What Wingeom does.

1 Btns/Segments Puts Wingeom back into drawing mode.


2 Right click five different points.

3 Left click on A and drag to B, and

then complete your pentagon.

4 Click on 'Meas'……

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Construction 5: Construct a circle, with radius AB.

Instructions What Wingeom does.

1 Btns/Segments Puts Wingeom back into drawing mode.

2 Draw interval AB. Creates an interval AB.

3 Circle/Radius-centre…. Opens a circle (or arc) dialog box.

4 Type A as the centre and circle

Draws a circle through B with centre A.
through B

then click ‘draw’, then ‘close’. Closes the dialog box.

5 Btns/Drag vertices Puts Wingeom into drag vertices mode.

6 Drag A or B around. Changes the size of your circle.

Construction 6: Construct a rhombus using the property below

Do the next construction by yourself, using the property below.

The diagonals of a rhombus bisect each

other at right angles.

Instructions What Wingeom does.

1 Btns/Segments…. Puts Wingeom back into drawing mode.



Solution:

Your construction might look like this:

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Downloadable Wingeom activities

Download these activities from www.members.optushome.com.au/murraymb

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Answers
Answers
Chapter 1 The Language of Geometric Reasoning

Activity 1
1 a a right angle b a reflex angle c an acute angle
d a straight angle e a revolution f an obtuse angle
g an obtuse angle h a reflex angle i a right angle
2 a A right angle is one quarter of a revolution.
b A straight angle is half a revolution.
c An obtuse angle is more than 90 , but less than 180 .
d An acute angle is less than 90 .
e A reflex angle is between 180 and 360 .
f A revolution is 360 .

Activity 2
1 a III b I c II
2 a A right angle is 90 b A revolution is 360
c A straight angle is 180 d A right angle is 90
3 a x  70  180(a straight angle is 180)
x  180  70
 110
b x  70  360 (a revolution is 360)
x  360  70
 290
c x  70  90 (a right angle is 90)
x  90  70
 20
d x  50  20  90 (a right angle is 90)
x  70  90
x  90  70
 20
e x  50  60  20  180 (a straight angle is 180)
x  130  180
x  180  130
 50

f x  70  40  90  100  360 (a revolution is 360)

x  300  360
x  360  300
 60

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g x  x  x  90 (a right angle is 90)

3x  90
x  90  3
 30
h x  x  x  180 (a straight angle is 180)
3x  180
x  180  3
 60

Activity 3
1 a 65 b supplement c supplementary
d are complementary angles
2 a The complement of 60 is 30 .
b 120 is the supplement of 60 .
c The complement of x is (90  x ) .
3 a No b Yes c Yes
4 a a  120 , c  120 , d   60 b b and d 
c a   c , b  d 

Activity 4
1 a corresponding angles b alternate angles
c cointerior angles d vertically opposite angles
e vertically opposite angles f alternate angles
g corresponding angles h cointerior angles
i alternate angles
2 a b

alternate angles cointerior angles

c d

corresponding angles alternate angles

e f

corresponding angles vertically opposite angles

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g h

cointerior angles vertically opposite angles

i

corresponding angles
3 a AB and CD b a  c  e  g   130 , b  d   f   50
E.
o o
.
A 130 50 B
o o
.
50 130
o o
.
130 50
o o
.
C 50 130 D
.F
c a, e, g  d d  or f  e c, d  and b, e
f a, e and b, f  and c, g  and the 50 angle, d 
g b, d  and c, e
4 a (alternate angles are equal in parallel lines.)
b (corresponding angles are equal in parallel lines.)
c (cointerior angles are supplementary in parallel lines.) x  180  130
5 "…….. I subtracted 70 degrees from 180 degrees" or
"……… subtract 70 degrees from 180 degrees."
Activity 5
Note: The reasons below are the second half of each sentence, so they do not start with a
capital letter, but they do finish with a full stop.)
1 25  (adjacent complementary angles add to 90  .) or (a right angle is 90  .)
2 115  (adjacent supplementary angles add to 180  .) or a straight angle is 180  .)
3 70  (vertically opposite angles are equal.)
4 60  (a straight angle is 180  .)
5 40  (a right angle is 90  .)
6 80  (angles at a point add to 360  .) or (a revolution is 360  .)
7 70  (corresponding angles are equal in parallel lines.)
8 50  (alternate angles are equal in parallel lines.)
9 70  (cointerior angles are supplementary in parallel lines.)
10 50  (adjacent supplementary angles add to 180  .) or (a straight angle is 180  .)
11 170  (angles at a point add to 360  .) or (a revolution is 360  .)
12 130  (vertically opposite angles are equal.)
13 65  (cointerior angles are supplementary in parallel lines.)
14 60  (cointerior angles are supplementary in parallel lines.)
15 90  (vertically opposite angles are equal.)
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Activity 6

Number of angles Polygon Calculation The angle sum

3 triangle 1 180 180
4 quadrilateral 2 180 360 
5 pentagon 3 180 540 
6 hexagon 4 180 720 
8 octagon 6 180 1080 
9 nonagon 7 180 1260 
10 decagon 8 180 1440 
12 dodecagon 10 180 1800 
100 100–agon 98 180 17 640 
n n–agon (n – 2) 180 (n – 2) 180
In the hexagon there are 4 triangles. The angle sum is 4  180  720 .
There are 7 – 2 = 5 triangles inside a polygon with 7 sides.
There are 8 – 2 = 6 triangles inside a polygon with 8 sides.

Activity 7
1 the angle sum of a regular hexagon is 720  .
2 the angle sum of an equilateral triangle is 180  .
3 the angle sum of an isosceles triangle is 180  .

Activity 8 – Other reasons in polygons

1 the base angles of an isosceles triangle are equal.
2 the opposite angles of (or in) a parallelogram are equal.
3 the exterior angle of a triangle equals the sum of the two interior opposite
angles.
Note: You can also write this, but it is longer because you need to write
two reasons!
o
70

o
50 yo xo
y  70  50  180 (the angle sum of a traingle is 180)
y  60
x  60  180 (a straight angle is 180.)
x  120
4 the exterior angle sum of a polygon is 360  .

Practical activity
6 exterior 8 360  , Yes. Your arm will always turn a revolution of
exterior angles because you come back to your starting point and face the
same way you started. e.g. If you walk around mainland Australia, and come
back to your starting place, facing the same way, then you will do a revolution
of exterior angles, BUT it will take a very long time to do this because
mainland Australia is a very big polygon!

Activity 9
1 x  = 50  (the base angles of an isosceles triangle are equal.)
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2 x  60  90  180 (the angle sum of a triangle is 180.)

x  150  180
x  180  150
 30
3 3x  180 (the angle sum of an equilateral triangle is 180.)
x  180  3
 60
4 x  = 130  (the angle sum of a triangle is 180  .)
5 x  = 100  (the opposite angles of a parallelogram are equal.)
6 x  50  70  100  360 (the angle sum of a quadrilateral is 360.)
x  220  360
x  360  220
 140
7 x  50  70 (the exterior angle of a triangle equals the sum of
 120 the two interior opposite angles.)
8 150  x  70 (the exterior angle of a triangle equals the sum of
x  150  70 the two interior opposite angles.)
 80
9 6 x  720 (the angle sum of a regular hexagon is 720.)
x  720  6
 120
10 x  = 130  (the angle sum of a quadrilateral is 360  .)
11 x  80  70  40  110  360 (the exterior angle sum of a polygon is 360.)
x  300  360
x  360  300
 60
12 x  (2  65)  180 (the angle sum of an isosceles triangle is 180.)
x  130  180
x  180  130
 50
Activity 10
1 a vertically opposite angles b adjacent supplementary angles
c an equilateral triangle d corresponding angles
e exterior angles f regular pentagon
g alternate angles h cointerior angles
i base angles of an isosceles triangle
j opposite angles of a parallelogram
k angles at a point l adjacent complementary angles
2 Note: If you are speaking, you need to say ‘because’ first. – see 2a below.
a ‘Because’ the opposite angles of a parallelogram are equal.
b The angle sum of a triangle is 180  .
c The base angles of an isosceles triangle are equal.
d Adjacent complementary angles add to 90  . or A right angle is 90  .
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e Cointerior angles are supplementary in parallel lines.

f Vertically opposite angles are equal.
g The angle sum of a quadrilateral is 360  .
h Adjacent supplementary angles add to 180  . or A straight angle is 180  .
i Alternate angles are equal in parallel lines.
j The angle sum of an equilateral triangle is 180  .
k Angles at a point add to 360  . or A revolution is 360  .
l The base angles of an isosceles triangle are equal.
m corresponding angles are equal in parallel lines.
n The angle sum of a regular pentagon is 540  .
o The angle sum of an isosceles triangle is 180  . or
"Because the base angles of an isosceles triangle are equal and the angle
sum of a triangle is 180  ."
p The exterior angle of a triangle equals the sum of the two interior opposite
angles. or
The angle sum of a triangle is 180  and a straight angle is 180  .
q The angle sum of a quadrilateral is 360  .
(Note: This is not a triangle. It is a quadrilateral because it has 4 sides.)
r The exterior angle sum of a polygon is 360  .

Activity 11
These are answers only. There is no working here!
1 40  (vert. opp.  ’s) 2 45  (  sum of a  )
3 130  (coint.  ’s in parallel lines) 4 45  (  sum of a quad.)
5 50  (base  ’s of an isos.  ) 6 50  (alt.  ’s in parallel lines)
7 60  (corresp.  ’s in parallel lines) 8 60  (  sum of an equilat.  )
9 65  (  sum of an isos.  ) 10 125  (ext.  of a  )
11 60  (a st.  ) 12 125  (opp.  ’s of a parallelogram)
13 35  (  ’s at a pt.) or (a rev.) 14 135  (  sum of reg. oct.)
15 57  (coint.  ’s in parallel lines) 16 45  (adj comp.  ’s) or (a rt.  )
17 60  (adj supp.  ’s) or (a st.  ) 18 60  (ext.  sum of a reg. hex.)

Activity 12
1 a vertex = Y Arms = XY and YZ
b vertex = Q Arms = PQ and QT
c vertex = C Arms = EC and CA
2 a You use any of these names.  AFG or  GFA or  AFH or  HFA
b reflex  DCB or reflex  BCD
c  EDG or  GDE
.A
3 a b H. c
. E.
C
A A
. F B
.
B
G. .D C
. D
.
C G H
B .E
.F
Activity 13
1 Step 2: arc Step 3: size Step 4: near Step 5: next
Step 6: reasoning
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2 Your draft and final solution should look like this:

a B ABC = 80  ( adj. supp.  ’s)
o

A o
1 100
80
o x  = 60  (  sum of a quad.)
130
2 o
x o 60
C

b ABC = 70  (corresp.  ’s in parallel lines)

70 A
o x  = 110  (adj. supp.  ’s)

1 o
. 70 x o110o 2
C B

c A ABC = 53  (alt.  ’s in parallel lines)

o C. x  = 65  (a st.  )
53 1o
53 o
o 65 2
62 x o

d A ABC = 60  (  sum of an equilat.  )

x  = 60  (corresp.  ’s in parallel lines)
1 o
B 60 C

x o 60 2
o

e A 1 B ABC = 96  (  sum of a pent.)

o xo
123
o
96
o
84 2 x  = 84  (adj. supp.  ’s)
o
105
o
126 C

f A 36o ABC = 72  (  sum of an isos.  )

x  = 72  (vert. opp.  ’s)

1 o
72 B
C
xo o
72 2

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Activity 14
There are different ways to answer these questions.
Here is one way for each question.
1 EBD = 108  (vert. opp.  ’s )
x  = 35  (  sum of a  )
2 reflex BCD = 239  (  sum of a quad.)
x  = 121  (a rev.)
3 BDC = 90  (corresp.  ’s in parallel lines) or (corresp.  ’s, AE // BD )
x  = 38  (  sum of a  CBD)
If there is more than one triangle in a diagram, then you need to name the
triangle you are using.
4 CBE = 68  (adj. supp.  ’s )
x  = 68  (opp.  ’s of a parallelogram)
5 CDE = 45  (alt.  ’s in parallel lines ) or (alt.  ’s, AB // ED )
x  = 45  (base  ’s of an isos.  )
6 BDE = 45  (alt.  ’s in parallel lines) or (alt.  ’s, BC // ED
x  = 87  (a st.  )

Activity 15
There are different ways to answer these questions.
Here is one way for each question.
1 a ACD = 97  (  sum of a quad.)
x  = 83  (adj. supp.  ’s)
b ACD = 97  (  sum of a quad.)
ACB = 83  (adj. supp.  ’s)
x  = 83  (base  ’s of an isos.  )
c ACD = 97  (  sum of a quad.)
ACB = 83  (adj. supp.  ’s)
ABC = 83  (base  ’s of an isos.  )
x  = 14  (  sum of a  )
2 a BFE = 42  (alt.  ’s in parallel lines)
BEF = 42  ( base  ’s of an isos.  )
x  = 138  ( adj. supp.  ’s)
b EDC = 75  (alt.  ’s, EF // CD )
DCB = 105  ( coint.  ’s, CB // DE )
x  = 105  ( alt.  ’s, AB // CD )
c DCB = 116  (opp.  ’s of a parallelogram)
ECG = 116  ( vert. opp.  ’s)
CGF = 64  ( coint.  ’s, DE // HF )
x  = 58  (  sum of an isos.  )
d GBC = 67  (alt.  ’s, AG // DC )
FCD = 113  ( adj. supp.  ’s)
x  = 74  (ext.  sum of a poly.)
3 a BCD = 155  (coint.  ’s, AB // DE )
FCD = 132  ( corresp.  ’s, ED // FG )
BCF = 73  (  ’s at a pt.)
b CDF = 75  (coint.  ’s, BC // FD )
DFE = 32  ( ext.  of  FDE)
BFD = 58  (a st.  )
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Activity 16
2 a Copy and complete this proof.
If AB = BC, prove that EDA  CDG .
B

A
1
C 2 4
3 D

G
Aim: To prove that EDA   ________
Proof: Let BAC  a .
1   _____ = a (____________________________)
2  DCG  ___  (___________________________)
3   _____ = 90  a (_______________________)
But in  _____
4 EDA  _____  (_________________________)
  _____ =  _____ (Both equal to 90  a )

Activity 17
There are different ways to these proofs.
Here is one way for each proof.
1 Aim: To prove that DAB is a right angle.
3 A
yo x 2
o
o
1 x + y = 90
o o
B
xo
D C
Proof: Let ADC  x and DAC  y 
Now x  y   90  180 (  sum of  ADC)
So x  y   90
But CAB  x (given)
 DAB is a right angle.
2 Aim: To prove that ABCD is a rectangle.
Proof: If A  90 ,
then D  90  180 (coint.  's, AB // DC )
D  90
Similarly B  C  90
ABCD is a rectangle.
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3 Aim: To prove that BD  AC

A
o
3 = 90
D

o
1o
B 30 60 C
2
Proof: In BDC ,
C = 60  (  sum of equilat.  ABC)
and DBC  30 (BD bisects B )
So BDC  90 (  sum of  BDC)
 BD  AC
4 Aim: To prove that BD = CD
A
o
1 xo 3 xo + C = 90
D

o xo
= 90 2 B yo yo C
4
Proof: Let ABD  x and DBC  y 
If AD  BD ,
then BAD  x (base  's of isos  ABD)
Also, x  y   90 ( ABC is a rt  ) – Writing ‘ ABC is’ makes it clearer!
But x  C  90 (  sum of  ABC)
C  y 
DBC  C (both equal to y  )
 The base  's of  DBC are equal*,
So  BD  CD (  DBC is isosceles)*
*You could also write this:
 BD  CD (sides opp. eq.  's in a  are equal)
5 x  DBC  180 (adj. supp.  's)
DBC  180  x
Similarly y   DBC  180
y   180  x  180
y   180  x  180
x  y 
6 Let EBC  x and ECB  y 
ABD  x and DCE  y  (AC and DB bisect  's B and C respectively*)
Now B  C  180 (coint.  's, AB // DC )
 2 x  2 y   180
x  y   90
But x  y   BEC  180 (  sum of  EBC)
 90  BEC  180
BEC  90
 DB  AC
(*respectively = in this order. This means AC bisects B and DB bisects C .)

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7 You must draw a diagram first! Your proof might look like this.
Aim: To prove that ACD  A  B

.
B C D
Proof:
ACB  A  B  180 (  sum of  ABC)
A  B  180  ACB
Also ACB  ACD  180 (adj. supp.  's)
ACD  180  ACB
ACD  A  B (both equal to 180  ACB )
8 Use the diagram above, then construct* a line that is parallel to BA.
(*construct = draw it using a ruler, protractor and/or compass.)
Corresponding and alternate angles can now be used in your proof.

Activity 18
1 a SSS b SAS c AAS d RHS
2 a RHS(d) b SAS(b) c SSS(a) d AAS(c)
3 a In AEB and CED
 AE = CE (given)
 DE = BE (given)
 AEB  CED (vert. opp.  's)
 AEB is congruent to CED (SAS)
 AB = CD (corresponding sides of congruent triangles)
Similarly, in AED and CEB , AD = CB
So both pairs of opposite sides of ABCD are equal.
 ABCD is a parallelogram.
b Let FBC  x and EDA  y 
FBA  x  ( FB bisects B )
ABC  2 x
Similarly ADC  2 y 
But ADC  ABC (opp.  's of parallelogram ABCD),
so 2 x  2 y 
 x  y 
FBC  EDA
In ADE and CBF
 FBC  EDA (from proof above)
 A  C (opp.  's of parallelogram ABCD)
 AD = BC (opp. sides of a parallelogram are eq.)
ADE  CBF (AAS)
AED  BFC (corresp.  's of cong.  's)
Now BFD  180  BFC (adj. supp.  's)
Similarly, if AED  BFC
then DEB  180  BFC
BFD  DEB (both equal to 180  BFC )
But FBE  EDF ( x  y  , from proof above.)
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 The opposite angles of DEBF are equal.

 DEBF is a parallelogram.
4 In  ACD and  ABD
 ADC  ADB ( AD  CB)
 AD is common
 AB = AC (given)
ACD  ABD (RHS)
 CAD  BAD (corresp.  's of cong.  's)
 AD bisects A .
5 In  's ACE and DCE
 CE is common
 AEC  DEC ( CE  DA)
 DE = AE(given)
ACE  DCE (SAS)
DC = AC (corresp. sides of cong.  's)
But DC = BC (given)
AC = BC
 ABC is isosceles.
6 In  's ADF and DCE
 AD = DC (adj. sides of a square are equal) – See chapter 3.
 ADC  DCE (A square has 4 right angles.)
 DF = CE (given)
ADF  DCE (SAS)
 AF = DE (corresp. sides of cong.  's)
You could write: A square has 4 equal sides.
Activity 19
1 A=4 B=1 C=2 D=3
2 a Corresponding sides of similar triangles are proportional.
b Corresponding angles are equal in similar triangles.
c Corresponding sides of similar triangles are in proportion.
d If corresponding sides of similar triangles are proportional then the
ratios of their corresponding sides are the same.
e The corresponding angles of similar triangles are the same, so similar
triangles are equiangular.
3 a In ABC and DEC
 A  D (alt.  's, AB // ED)
 ACB  DCE (vert. opp.  's )
 ABC ||| DEC (equiangular  's) or (AA)
b In ADE and ABC ,
 A is common
AD 1
  (AD = DB)
AB 2
AE 1
  (AE = EC)
AC 2
ADE is similar to ABC ( 2 sides in sim.  's with included angle.)
ADE  ABC (corresponding angles of sim.  's)
 DE // BC (corresp.  's are equal in parallel lines.)
Proof continues on next page.
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DE 1
 (corresponding sides of sim.  's are in the same ratio.)
Also
BC 2
1
 DE  BC (by multiplying both sides by BC)
2
4 In BCD and AED
BD 1
  (B is the midpoint of AD)
AD 2
BC 1
  (AE is double the length of BC)
AE 2
 BDC  ADE  90 (given)
BCD ||| AED (hypotenuse and corresp side of rt.  'd.  's)…are in equal
proportions.
5 You must draw a picture!
A

D E

B
C
Aim: To prove that AE = EC.
Proof: In ADE and ABC ,
 ADE  ABC (corresp.  's, DE // BC )
 Similarly AED  ACB
ADE ||| ABC (equiangular  's)
AD 1
Now  (D is the midpoint of AB)
AB 2
AE 1
  (corresp. sides of sim.  's are in the same ratio.)
AC 2
AE = EC
 'ratio' = 'proportion', 'in the same ratio' = 'proportional'.
6 a In FAB and FED
 AFB  EFD (vert. opp. 's)
 ABF  EDF (both equal to 90)
 FAB and FED are similar (equiangular  's)
b Let x = FD,
x 3
so  (corresp. sides of sim. 's)
12 5
36
x
5
 72
c Here is one way to do this.
In FAB and CEB
 A  E (corresp. 's in sim. 's FAB and FED)
 ABF  EBC (ABC is a st. )
 FAB and CEB are similar (equiangular  's)

Proof continues on next page.

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A 15 (12 + 3)
5 4
F B yC B
3
Now AB = 4 (By Pythag. Th.)
Let BC = y,
y 3
so  (corresp. sides of sim. 's)
15 4
45
y
4
 11  25

Chapter 2 The Language of Circle Geometry

Activity 20
1 a semicircle b sector c diameter
d chord e tangent f segments
2 a II b V c IV
d I e VI f III
3 a II b V c VI
d IV e I f III

Activity 21
1 a VI b I c VII
d IX e VIII f III
g X h IV i V
j II
2 ..the same circle.
3 a The opposite angles of a cyclic quadrilateral are supplementary.
b The angle at the centre of a circle is twice the angle at the
circumference standing on the same arc.
c The angle in a semicircle is a right angle.
d Chords which are equidistant from the centre are equal.
e The angle between a tangent and a chord through the point of contact
is equal to the angle in the alternate segment.
f The tangent to a circle and its radius are perpendicular at the point of
contact.
4 Diagrams will vary. See theorem pages in this chapter for example diagrams.
5 b OTS  42  90 (tangent  radius)
 OTS  48
ROT  132 (coint.  ’s, RO//ST)
reflex ROT  228 (a rev.)
RST  114 (  at centre is twice  at circum.)
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6 BAC  71 ( in alt. seg.)

BCA  44 ( sum of ABC )
DAB  44 ( in alt. seg.)

7 The perpendicular from the centre of a circle to a chord bisects it, so OB

bisects AC. This means that ABCO is a rhombus because the diagonals, OB
and AC bisect each other at 90 .
8 a AS = RA (tangents from A)
=3
Similarly TB = SB
=2
AB = 5 (by addition)
and CT = 10 (by subtraction)
 CR = 10 (tangents from C)
AC = 13 (by addition)
But 132  122  52 (by Pythagoras’ theorem)
 B  90
b The hypotenuse of any right-angled triangle is always the diameter of
a circle that passes through the vertex of its right angle. This is
because the angle in a semicircle is a right angle.
 The length of the radius of the circle with diameter AC that passes
through B is 7  5 .
c AFE  90 (adj. supp. 's)
but ABE  90 (from above)
so A  FEB  180 ( sum of quad. AFEB)
AFEB is a cyclic quadrilateral (opp.  ’s are supp.)
A, F, E and B are concyclic points.
d
A

F x o.

x
C B
E

D
AEB and AFB are angles at the circumference, standing on arc A.

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e
A
o
b ao
R

F o. S
ao
o
C b
T B
E o
a +b
o

D
Let EFB  a and FBE  b
EAB  EFB ('s at the circum. on arc EB )
 a
Also FBE  FAE ('s at circum. on arc FE )
 b
So BAF  a  b (adj. 's)
But DEB  a  b (ext.  of FEB)
So DEB  BAF

Chapter 3 The Language of Geometric Descriptions

Activity 22
1 a AB and CD are perpendicular lines which are cut by another line at E
and F respectively.
b ABC and DBC are triangles which are drawn with a common side, BC.
c ABCD is a quadrilateral which has a diagonal, AC.
In 2a and 2b below, both sentences are correct, but the first sentence is slightly less
confusing to draw because ideas are linked together better.
2 a Two lines, which are perpendicular, meet at A. or
Two lines, which meet at A, are perpendicular.
b Two lines, which intersect at A, meet another line at B and C. or
Two lines, which meet another line at B and C, intersect at A.
c A line, which is drawn from D, bisects angle ABC.
3 a 1 b 2 c 2 d 1
4 a ABC is bisected by a line.
b A perpendicular bisector is drawn from B by Jane.
c A line is drawn from A to meet BC at D (by me.)
d Two points, A and B are joined (by me.)
e AB is produced to C (by the teacher.)
f CD is cut by AB.

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Activity 23 – Speaking and Listening

To be checked by teacher. (Written answers are below.)
Activity 24
1 Student A (See appendix, Activity 23 – Student A, for diagrams.)
Your sentences might look like this:
1 ABC is an isosceles triangle, where AB = AC. BA is produced to D.
2 AB and CD are parallel lines which are cut by a transversal at X and Y
respectively.
3 ABCD is a rectangle.  DAB is bisected by a line that meets DC at E.
4 Two lines intersect at A. Another line meets these lines at B and C
(respectively.) This word is not necessary, but it sounds good!
5 Scalene triangle† ADC and equilateral triangle† ABC have a common
side AC. B and D are on opposite sides of AC.
(†You can write ‘  ’ for ‘triangle’. e.g.  ABC)
6 Two lines intersect at A. These two lines meet another line at B and C,
(respectively.) The exterior angles formed are equal.
7 ABCD is a parallelogram. The (or Its) diagonals intersect at E.
or (Using one sentence: The diagonals, of parallelogram ABCD,
intersect at E.)
8 ABC is a triangle. Perpendiculars are drawn from B and C to meet AC
and AB at D and E respectively.
9 The diagonals of quadrilateral ABCD intersect at E. BD bisects AC.
or Student B (See appendix, Activity 23 – Student B, for diagrams.)
Your sentences might look like this:
1 ABC is an equilateral triangle. CA is produced to D.
2 AB, CD and EF are parallel lines, which are cut by a transversal at G,
H and I respectively.
3 ABC is a triangle.  A is bisected by a line that meets BC at D. AD is
perpendicular to BC.
or (Using one sentence: In triangle ABC, a perpendicular is drawn
from A to meet BC at D.)
4 Two perpendicular lines intersect at A. These lines meet another line at
B and C (respectively.)  This word is not necessary, but it sounds good!
5 Triangle† ADC and ABC are drawn with a common side, AC. B and D
are on opposite sides of AC.
or (Using one sentence: In quadrilateral, ABCD, AC is joined.)
(†You can write ‘  ’ for ‘triangle’. e.g.  ABC)
6 Two lines are equally inclined to a third line. These lines meet the
third line at A and B.
7 ABCD is a trapezium where, AB is parallel to DC. The (or Its)
diagonals meet at E.
8 ABC is a triangle.  B and  C are bisected by lines that meet AC and
AB at D and E respectively. These bisectors intersect at F.
9 Diagonals are drawn in quadrilateral (or kite), ABCD. AC is the
perpendicular bisector of BD.
2 Your sentences might look like this:
a  ABC and  CDE have (or share) a common vertex at C. AB is
parallel to DE.
or AE and BD intersect at C and AB is parallel to DE.
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b PQRS is a parallelogram where (or such that)  QRS = 120  . SR is

produced to U such that a perpendicular drawn from Q bisects RU at T.
c  ABC and  CBD are drawn with a common side BC. A and D are on
the same side of BC, such that BD intersects AC at E.
d ABC is a triangle. A line, drawn from B, bisects AC at D. A
perpendicular, drawn from D, meets BC at E.

Activity 25
Remember that the orientation of these diagrams is not important. ie These diagrams
can be rotated or flipped (e.g. turned upside down.)
Also note that triangles should generally be drawn as scalene. ie with unequal sides.

1 a A b
A B
B
C
D D C
F E
c A d B
..
D
E
B
A C
C D
e 2 a
A B
A

E
F D
E C
C D
B (alt.  ’s, AB//DC)
b E c
A
B .
P T .
Q
D
O.
. U .
R S
C
(vert. opp.  ’s) (coint.  ’s, PQ // RS)
d e
A . B J
K
N
. .. L
C M
D (The diagonals of a rhombus
(base  ’s of isos ABC ) bisect its vertices.)
There are many ways you can prove the following. Only one way is given.
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3 Aim: To prove that AD  BC .

.A. Proof: CAB  C  B  60 ( sum of equilat.  )
 CAD  BAD  30 (AD bisects A)
 ADB  90( sum of ADB)
C B  AD  BC
D

4
A
x
B.
x
E
.. .
C D
Aim: To prove that ACE is right-angled .
Proof: Let BAE  x and DCE  y .
 EAC  x and ECA  y (EA and EC bisect BAC and DCA respectively)
 2x + 2y = 180 (coint. 's , AB // CD)
 x + y = 90
But AEC  x  y  180 (  sum of  )
 AEC  90  180
 AEC  90
 ACE is right-angled .

Extension
5 A Let the midpoints of AB, BC, CD and DA be E, F, G
E B
and H respectively.
H F Aim: To prove that EFGH is a rhombus.
Proof: In AEH and BEF
D G C AE = BE (E is the midpoint of AB.)
Similarly, AH = BF
A  B  90 (ABCD is a rectangle.)
 AEH  BEF (SAS)
Similarly, BEF  CGF  DGH
 HE = EF = FG = GH (corresp sides of cong. 's .)
 EFGH is a rhombus
6 A Aim: To prove that DE // BC.
Proof: In ADE and ABC
D E AD AE 1
  (D and E are midpoints of AB and AC)
B AB AC 2
 ratios of corresponding sides are equal.
C
 ADE is similar to ABC
 ADE and ABC are equiangular.
 ADE  ABC (corresp. 's of sim. 's are equal.)
 DE // BC (corresp. 's are equal in parallel lines.)

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Descriptions in Circle Geometry – Extension

Activity 26 – Speaking and Listening

To be checked by teacher. (Written answers are below.)

Activity 27
1 Student A (See appendix, Activity 26 – Student A, for diagrams.)
Your sentences might look like this:
1 AB and AC are two chords of a circle on opposite sides of centre O.
2 Two circles are drawn with a common tangent at B. The centres of the
circles, A and C, are on opposite sides of the tangent. AB = BC.
3 AB is a diameter of a circle with centre O. C and D are two points on
the circle such that minor arcs BC and CD are equal.
4 Two concentric circles have a common centre, O. OA is the radius of
the larger circle and OB is the radius of the smaller circle.
5 Two chords, CD and BA, intersect externally at E, such that DE = AE.
CB and DA are joined.
or ABCD is a cyclic quadrilateral. CD and BA meet externally at E
such that DE = AE.
6 The perpendicular from the centre of a circle, with centre O, meets
chord AB at D and a tangent to the circle at C.
or Student B (See appendix, Activity 26 – Student B, for diagrams.)
Your sentences might look like this:
1 AB and BC are two chords of a circle on the same side of centre O.
2 Two intersecting circles are drawn with a common chord, AB.
3 Two chords AB and EC are drawn on opposite sides of centre, O, such
that AB // EC. D is a point on the minor arc, CE, such that the tangent
at D is also parallel to EC.
4 O is the centre of a circle. Two tangents are drawn from an external
point P to meet the circle at A and B. OA and OB are joined.
5 ABCD is a cyclic quadrilateral of a circle with centre O. CD is
produced to E.
6 AB is a chord of a circle, with centre, O. A line, drawn from O, bisects
the chord at C.
2 There are many ways you might write these descriptions. Here is one way.
a AB is a diameter of a circle with centre, O. C is a point on the circle
such that BC = OB. AC is joined.
b AB and ED are two chords of a circle that meet externally at C. AD
and EB intersect at F.
c Chord AB subtends an angle of 100 at O, the centre of a circle.
d A, B, C and D are four points on a circle with centre, O. Perpendiculars
are drawn from O to meet chords AB and DC at E and F respectively,
such that OE = OF.

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Activity 28
1 a C b
A B E
A
C

B D
P
c d
A
B
B
E A.
O. C
o
D 80
C

F
e
A

. .

B D
C
2 a CBD  CAD because angles at the
B
A circumference, standing on the same arc, are equal.
E
O.
or using abbreviations:
D
CBD  CAD (  ’s at the circum. on same arc)
C
b A ACB  90 because the angle in a semicircle is
90 .
O. or using abbreviations:
ACB  90 (  in a semicircle)
C B
c A BCD  BAC because the angle
between a tangent and a chord through the
B point of contact equals the angle in the
.O D
alternate segment.
or using abbreviations:
C BCD  BAC (  in alt. seg.)
Extension
3 A
B
.O

C Diagram and proof on next page.

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A
x
B 180o 2x = 90o x
. 2x
O
2
D

C
Aim: To prove that BAC  BCD
Proof: Let COB  2 x
BAC  x ( at centre is twice  at circum.)
Now OB  OC (equal radii)
180  2 x
OCB  (angle sum of isos )
2
 90  x
But OCD  90 (radius OC  tangent CD)
BCD  x
So BAC  BCD
4 A Aim: To prove that C, B and D are collinear.
Proof:
. . ABD  90( in a semicircle)
Similarly, ABC  90
D
C B CBD  180
 C, B and D are collinear

Chapter 4 The Language of Constructions

Part A – Using a compass
Construction 1 – Bisecting an interval
1 Draw an interval.
2 Put the compass point on one endpoint of the interval.
3 Open the compass so it is more than half the length of the interval.
4 Draw arcs on both sides of the interval.
5 Put the compass point on the other endpoint of the interval.
6 Draw arcs that cut the last two arcs.
7 Join the points where the arcs meet.

Activity for construction 1

1 a a rhombus b Yes c Yes
d i AC is perpendicular to DB because the diagonals of a rhombus
are perpendicular. (OR …rhombus meet at right angles.)
ii AC bisects DB because the diagonals of a rhombus bisect each
other.
2

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Construction 2 – Bisecting an angle

1 = J, 2 = K, 3 = B, 4 = F, 5 = I, 6 = H, 7 = D, 8 = A, 9 = E, 10 = G, 11 = C

Activity for construction 2

1

B
2 a a kite b Yes
c AC is a diagonal of ABCD. AC bisects both BAD and BCD .
d No e …because the diagonals of a rhombus bisect its
angles. OR …because the diagonals of a rhombus bisect its vertices.
3 a From the other endpoint of the interval, draw arcs that cut the last
two arcs.
b From A, draw an arc that cuts both arms of the angle.
c From the point where the arc meets the circle, step around the circle
five times.
d Keep the compass open the same amount then from C, draw an arc
that cuts the last arc.

Construction 3 – Constructing an isosceles triangle

Your sentences might look like these.
1 Draw an interval.
2 Open the compass, so it is more than half the length of the
interval. (Keep the compass open the same amount for the
whole construction.)
3 From an endpoint, draw an arc on one side of the interval.
4 From the other endpoint, draw an arc that cuts the last arc.
5 Join the point where the arcs meet to the endpoints of the interval.

Construction 4 – Constructing an equilateral triangle

Your sentences might look like these.
1 Draw an interval.
2 Label the endpoints A and B.
3 Open the compass, so it is the same length as AB.
4 From A, draw an arc on one side of AB.
5 From B, draw an arc that cuts the last arc.
6 Label the point, where the arcs meet, as C.
7 Join AC and BC.

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Activity for construction 3 and 4

1 C 2 An isosceles triangle has at least two equal
sides, whereas an equilateral triangle has
B three (equal sides.)
or
An isosceles triangle has at least two equal
angles, whereas an equilateral triangle has
A
three (equal angles.)

Construction 5 – Constructing a regular hexagon

Activity for construction 5

1 equilateral 2 60 3 60

Extension question
The steps around the circle make intervals that are the same length as the radius of
the circle, so all six triangles are equilateral. This means that every angle that is
subtended at the centre of the circle by one side of the hexagon is 60  .
Also, because the angle at the centre of any circle is a revolution, then 360  60  6 .
This means that this construction always makes a regular hexagon because hexagons
have six sides.

Construction 6 – Constructing a rhombus

B C

A
D

Construction 7 – Constructing a scalene triangle

(not drawn to scale)

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Perpendiculars –
Construction 8 Construction 9 Construction 10
F C

E D A B
A B
C B C
A
From an endpoint From outside the interval From on the interval

Construction 11 – Constructing a 60 degree angle

1 Draw an interval AB.
2 Open the compass so it is the same length as AB.
3 From A, draw an arc on one side of the interval.
4 From B, draw an arc that cuts the last arc.
5 Label the points where the arcs meet as C.
6 Join AC.

Activity for construction 11

1 Note: You do not need to open the compass so it is
the same length as the interval.
If you draw an arc and use the point where the arc
cuts the interval as your new endpoint, you will still
construct a 60 angle.
o
30
2 3

o o
120 45

Construction 12 – Copying an angle

A X

B C Y Z
Open the compass so it is the same length as AC, then from Z, draw an arc that cuts
the big arc.

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Construction 13 – Constructing parallel lines

1 Draw an angle with vertex, A.
2 From A, draw an arc that cuts both arms of the angle.
3 Label the points where the arc cuts the arms of the angle as C and D.
4 Choose any point E, on AC, such that AE is longer than AC.
5 From E, draw another arc that cuts arm (or ray) AE. (Keep the compass
open the same amount as in step 2.)
6 Open the compass so it is the same length as interval CD.
7 Label the point where the second arc cuts AE as F.
8 From F, draw an arc that cuts the second arc.
9 Draw a line through E and the point where the arcs meet.

Activity for construction 13

1 2
F

E E

C F
C

A A D
D

Revision Activity
1 2

3 A 4

C o
72
B

5 Your procedure might look like this.

Constructing a kite
Materials: a compass and pencil, another pencil, a ruler, an eraser.
Method:
1 Draw an interval.
2 Label the endpoints of the interval A and C.
3 Open the compass so it is more than half the length of the interval.
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4 From A, draw an arc on one side of the interval.

5 From C, draw another arc that meets the first arc.
6 Label the point where the arcs meet, as B.
7 Open the compass further to make it wider.
8 From A, draw an arc on the other side of the interval.
9 From C, draw another arc that meets the last arc.
10 Label the point where the arcs meet, as D.
11 Join the endpoints, A and C, to B and D to make a kite.

Part B – Using GeoGebra

Construction 4 – Constructing an equilateral triangle

Revision Activity
1 a

b All perpendiculars are constructed by using ‘Perpendicular line’ from

menu 4.
2 There are many different ways you can do this. You might use any of these
icons: ‘Parallel lines’, ‘Angle with given size’, ‘Perpendicular line’.
You can check if it is not a square by moving it around. If the sides become
unequal or the angles change, it is not a square!

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About the author
About the Author
After graduating in 1977 from Macquarie University with both a Mathematics Degree
and a Diploma of Education, Marilyn Murray taught mainstream mathematics for
10 years at Chatswood High School.

Having taught all levels of mathematics up to Extension 2 Mathematics, Marilyn

retrained as an ESL teacher in 1988. Since then, she has been teaching the literacy of
mathematics to newly arrived migrants and refugees at Intensive English Centres for
more than 20 years.

Since 1989, Marilyn Murray has been involved in the Professional Development of
many teachers with regard to the language of mathematics. Over the years she has
spoken to many mathematics faculties in both public and private schools, shared work
with other primary and high school ESL teachers, presented workshops at Training and
Development Basic Training ESL courses, been involved with the production of
professional development materials such as videos, lecture and workshop materials,
written articles about the literacy of mathematics for MANSW (Mathematical
Association of NSW) and ATESOL (Association for Teaching English to Speakers of
Other Languages) and presented workshops to visiting teachers from other countries.

She has also produced computer-based interactive activities for mainstream

mathematics and for the literacy of mathematics. She also maintains a website at
http://www.members.optushome.com.au/murraymb/ for both students and teachers
of mathematics.

Marilyn Murray is currently at Marsden Intensive English Centre in Sydney, Australia

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Marilyn Murray