Foundations

for Geometry
1A Euclidean and
Construction Tools
1-1 Understanding Points, Lines,
and Planes
Lab Explore Properties Associated
with Points
1-2 Measuring and Constructing
Segments
1-3 Measuring and Constructing
Angles
1-4 Pairs of Angles

1B Coordinate and
Transformation Tools
1-5 Using Formulas in Geometry
1-6 Midpoint and Distance in the
Coordinate Plane
1-7 Transformations in the
Coordinate Plane
Lab Explore Transformations

Picture This!
Many geometric concepts and shapes
may be used in creating works of art.
Unique designs can be made using
only points, lines, planes, or circles.

KEYWORD: MG7 ChProj

2 Chapter 1
 Vocabulary
Match each term on the left with a definition on the right.
1. coordinate A. a mathematical phrase that contains operations, numbers,
and/or variables
2. metric system
of measurement B. the measurement system often used in the United States
3. expression C. one of the numbers of an ordered pair that locates a point
on a coordinate graph
4. order of operations
D. a list of rules for evaluating expressions
E. a decimal system of weights and measures that is used
universally in science and commonly throughout the world

Measure with Customary and Metric Units

For each object tell which is the better measurement.
5. length of an unsharpened pencil 6. the diameter of a quarter
7__12 in. or 9__34 in. 1 m or 2__12 cm
7. length of a soccer field 8. height of a classroom
100 yd or 40 yd 5 ft or 10 ft
9. height of a student’s desk 10. length of a dollar bill
30 in. or 4 ft 15.6 cm or 35.5 cm

Combine Like Terms

Simplify each expression.
11. -y + 3y - 6y + 12y 12. 63 + 2x - 7 - 4x
13. -5 - 9 - 7x + 6x 14. 24 - 3y + y + 7

Evaluate Expressions
Evaluate each expression for the given value of the variable.
15. x + 3x + 7x for x = -5 16. 5p + 10 for p = 78
17. 2a - 8a for a = 12 18. 3n - 3 for n = 16

Ordered Pairs n
Þ


Write the ordered pair for each point.
{
19. A 20. B

Ý
21. C 22. D { ä { n

23. E 24. F { 

n

Foundations for Geometry 3

ge07se_c01_0002_0005.indd 3 4/27/06 11:56:23 AM

 Key
Vocabulary/Vocabulario
Previously, you
angle ángulo
• used the order of operations.
area área
• used variables and
expressions to represent coordinate plane plano cartesiano
situations.
line línea
• located points in the
coordinate plane. perimeter perímetro

• solved equations. plane plano

point punto

transformation transformación

undefined term término indefinido

You will study

• applying basic facts about Vocabulary Connections
points, lines, planes,
segments, and angles. To become familiar with some of the
• measuring and constructing vocabulary terms in the chapter, consider
segments and angles. the following. You may refer to the chapter,
the glossary, or a dictionary if you like.
• using formulas to find
distance and the coordinates 1. A definition is a statement that gives the
of a midpoint. meaning of a word or phrase. What do
• identifying reflections, you think the phrase undefined term
rotations, and translations. means?
2. Coordinates are numbers used to describe
a location. A plane is a flat surface.
How can you use these meanings to
understand the term coordinate plane ?
3. A point is often represented by a dot.
You can use the skills What real-world items could represent
learned in this chapter points?
• to find distances between 4. Trans- is a prefix that means “across,”
cities.
as in movement. A form is a shape.
• to determine how much How can you use these meanings to
material is needed to make understand the term transformation ?
a rectangular or triangular
object.
• in classes such as Biology,
when you learn about gene
mapping and in physics,
when you study angles
formed by light waves that
bounce off objects.

4 Chapter 1
Reading Strategy: Use Your Book for Success
Understanding how your textbook is organized will help you locate and use
helpful information.

As you read through an example problem, pay attention to the notes in

the margin. These notes highlight key information about the concept
and will help you to avoid common mistakes.

The Glossary is found The Index is located at the The Skills Bank is located in
in the back of your end of your textbook. If the back of your textbook.
textbook. Use it when you need to locate the page Look in the Skills Bank for
you need a definition where a particular concept help with math topics that
of an unfamiliar word is explained, use the Index were taught in previous
or phrase. to find the corresponding courses, such as the order
page number. of operations.

Try This
Use your textbook for the following problems.
1. Use the index to find the page where right angle is defined.

2. What formula does the Know-It Note on the first page of

Lesson 1-6 refer to?

3. Use the glossary to find the definition of congruent segments.

4. In what part of the textbook can you find help for solving equations?

Foundations for Geometry 5

 1-1 Understanding Points,
Lines, and Planes
Objectives Who uses this?
Identify, name, and draw Architects use representations of points, lines, and
points, lines, segments, planes to create models of buildings. Interwoven
rays, and planes.
segments were used to model the beams of
Apply basic facts about Beijing’s National Stadium for the 2008 Olympics.
points, lines, and planes.

The most basic figures in geometry are undefined

Vocabulary
undefined term
terms , which cannot be defined by using other
point figures. The undefined terms point, line, and plane
line are the building blocks of geometry.
plane
collinear
coplanar Undefined Terms
segment
endpoint TERM NAME DIAGRAM
ray
opposite rays A point names a location A capital letter
postulate and has no size. It is point P �
represented by a dot.

A line is a straight path A lowercase letter or

that has no thickness and two points on the line �
extends forever. � �
line ℓ, XY
 or YX


A plane is a flat surface A script capital letter

� �
that has no thickness and or three points not
extends forever. on a line � �
plane R or plane ABC

Points that lie on the same line are collinear . K, L, � � �

and M are collinear. K, L, and N are noncollinear.
Points that lie in the same plane are coplanar . �
Otherwise they are noncoplanar.

EXAMPLE 1 Naming Points, Lines, and Planes

Refer to the design in the roof of �
Beijing’s National Stadium.
A plane may be A Name four coplanar points. � �
named by any three K, L, M, and N all lie in plane R.
noncollinear points �
on that plane. Plane B Name three lines. �
ABC may also be , and CA
, BC
AB . �
named BCA, CAB,
CBA, ACB, or BAC. �
1. Use the diagram to
name two planes.

6 Chapter 1 Foundations for Geometry

 Segments and Rays

DEFINITION NAME DIAGRAM

A segment , or line segment, The two endpoints
is the part of a line consisting ̶̶ ̶̶
AB or BA � �
of two points and all points
between them.

An endpoint is a point at A capital letter

one end of a segment or the C and D � �
starting point of a ray.

A ray is a part of a line Its endpoint and any other

� �
that starts at an endpoint point on the ray
and extends forever in one RS

direction. � �

Opposite rays are two The common endpoint and

rays that have a common any other point on each ray
endpoint and form a line. � � �
EF and EG
 

EXAMPLE 2 Drawing Segments and Rays

Draw and label each of the following.
A a segment with endpoints U and V �
�
� � �
B opposite rays with a common endpoint Q

2. Draw and label a ray with endpoint M that contains N.

A postulate , or axiom, is a statement that is accepted as true without proof.

Postulates about points, lines, and planes help describe geometric properties.

Postulates Points, Lines, and Planes

1-1-1 Through any two points there is exactly

one line.

1-1-2 Through any three noncollinear points there

is exactly one plane containing them.

1-1-3 If two points lie in a plane, then the line

containing those points lies in the plane.

�
EXAMPLE 3 Identifying Points and Lines in a Plane
Name a line that passes through two points. �
�
There is exactly one line n passing through
�
G and H.
�

3. Name a plane that contains three noncollinear points.

1- 1 Understanding Points, Lines, and Planes 7

 Recall that a system of equations is a set of two or more equations containing
two or more of the same variables. The coordinates of the solution of the system
satisfy all equations in the system. These coordinates also locate the point where
all the graphs of the equations in the system intersect.

An intersection is the set of all points that two or more figures have in common.
The next two postulates describe intersections involving lines and planes.

Postulates Intersection of Lines and Planes

1-1-4 If two lines intersect, then they intersect in exactly one point.

1-1-5 If two planes intersect, then they intersect in exactly one line.

Use a dashed line to show the hidden parts of any figure that you are drawing.
A dashed line will indicate the part of the figure that is not seen.

EXAMPLE 4 Representing Intersections

Sketch a figure that shows each of the following.
A A line intersects a plane, but B Two planes intersect in
does not lie in the plane. one line.
�

4. Sketch a figure that shows two lines intersect in one point in

a plane, but only one of the lines lies in the plane.

THINK AND DISCUSS

1. Explain why any two points are collinear.
2. Which postulate explains the fact that two straight roads cannot cross
each other more than once?
3. Explain why points and lines may be coplanar even when the plane
containing them is not drawn.
4. Name all the possible lines, segments, and rays for the points A and B.
Then give the maximum number of planes that can be determined by
these points.
5. GET ORGANIZED Copy and
���������������
complete the graphic organizer
below. In each box, name,
describe, and illustrate one
of the undefined terms.

8 Chapter 1 Foundations for Geometry

 1-1
Exercises KEYWORD: MG7 1-1

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Give an example from your classroom of three collinear points.
2. Make use of the fact that endpoint is a compound of end and point and name
.
the endpoint of ST

SEE EXAMPLE 1 Use the figure to name each of the following.

p. 6 3. five points �
4. two lines �
� �
5. two planes �
�
6. point on BD

�
SEE EXAMPLE 2 Draw and label each of the following.
p. 7 7. a segment with endpoints M and N
8. a ray with endpoint F that passes through G

SEE EXAMPLE 3 Use the figure to name each of the following. �

p. 7 9. a line that contains A and C � � �
10. a plane that contains A, D, and C �

SEE EXAMPLE 4 Sketch a figure that shows each of the following.

p. 8 11. three coplanar lines that intersect in a common point
12. two lines that do not intersect

PRACTICE AND PROBLEM SOLVING

Independent Practice Use the figure to name each of the following.
For See
Exercises Example 13. three collinear points �
� �
13–15 1 14. four coplanar points �
16–17 2 � �
15. a plane containing E
18–19 3
20–21 4
Draw and label each of the following.
Extra Practice 16. a line containing X and Y
Skills Practice p. S4
Application Practice p. S28 17. a pair of opposite rays that both contain R

Use the figure to name each of the following. �

18. two points and a line that lie in plane T
�
19. two planes that contain ℓ
�
� �
Sketch a figure that shows each of the following. �
�
20. a line that intersects two nonintersecting planes �

21. three coplanar lines that intersect in three

different points

1- 1 Understanding Points, Lines, and Planes 9

 22. This problem will prepare you for the
Multi-Step Test Prep on page 34. Name an
object at the archaeological site shown that
is represented by each of the following.
a. a point
b. a segment
c. a plane

Draw each of the following.

23. plane H containing two lines that intersect at M
24.
ST
 intersecting plane M at R

Use the figure to name each of the following.

-


 and US
25. the intersection of TV
6
1
 and plane R
26. the intersection of US /
−− −− 
27. the intersection of TU and UV

Write the postulate that justifies each statement.

28. The line connecting two dots on a sheet of paper lies on the same sheet of paper as
the dots.
29. If two ants are walking in straight lines but in different directions, their paths cannot
cross more than once.
30. Critical Thinking Is it possible to draw three points that are noncoplanar? Explain.

Tell whether each statement is sometimes, always, or never true. Support your
answer with a sketch.
31. If two planes intersect, they intersect in a straight line.
32. If two lines intersect, they intersect at two different points.

 is another name for BA
33. AB
.
34. If two rays share a common endpoint, then they form a line.
35. Art Pointillism is a technique in which tiny dots of
complementary colors are combined to form a picture.
Which postulate ensures that a line connecting two of
these points also lies in the plane containing the points?
36. Probability Three of the labeled


Paris/Reunion des Musees Nationaux/Art Resource, NY/Detail

points are chosen at random.

© 2004 Artists’ Rights Society (ARS), New York/ADAGP,

What is the probability that 

they are collinear?
37. Campers often use a cooking stove with three legs.
Which postulate explains why they might prefer this
design to a stove that has four legs?
38. Write About It Explain why three coplanar lines may
have zero, one, two, or three points of intersection.
Support your answer with a sketch.

10 Chapter 1 Foundations for Geometry

ge07se_c01_0006_0011.indd 10 4/27/06 11:59:35 AM

 39. Which of the following is a set of noncollinear points?
-
P, R, T P, Q, R *
, /
Q, R, S S, T, U +
1

40. What is the greatest number of intersection points four coplanar lines can have?
6 2
4 0

41. Two flat walls meet in the corner of a classroom. Which postulate best describes
this situation?
Through any three noncollinear points there is exactly one plane.
If two points lie in a plane, then the line containing them lies in
the plane.
If two lines intersect, then they intersect in exactly one point.
If two planes intersect, then they intersect in exactly one line.

42. Gridded Response What is the greatest number of planes determined by

four noncollinear points?

CHALLENGE AND EXTEND

Use the table for Exercises 43–45.

Figure

Number of Points 2 3 4
Maximum Number
1 3
of Segments

43. What is the maximum number of segments determined by 4 points?

44. Multi-Step Extend the table. What is the maximum number of segments
determined by 10 points?
45. Write a formula for the maximum number of segments determined by n points.
46. Critical Thinking Explain how rescue teams could use two of the postulates from
this lesson to locate a distress signal.

SPIRAL REVIEW
47. The combined age of a mother and her twin daughters is 58 years. The mother
was 25 years old when the twins were born. Write and solve an equation to find the
age of each of the three people. (Previous course)

Determine whether each set of ordered pairs is a function. (Previous course)

   
48. (0, 1), (1, -1), (5, -1), (-1, 2) 49. (3, 8), (10, 6), (9, 8), (10, -6)
   
Find the mean, median, and mode for each set of data. (Previous course)
50. 0, 6, 1, 3, 5, 2, 7, 10 51. 0.47, 0.44, 0.4, 0.46, 0.44

1- 1 Understanding Points, Lines, and Planes 11

ge07se_c01_0006_0011.indd 11 4/27/06 12:00:00 PM

 1-2
Explore Properties
Associated with Points
The two endpoints of a segment determine its length. Other points on the
segment are between the endpoints. Only one of these points is the midpoint
of the segment. In this lab, you will use geometry software to measure
Use with Lesson 1-2 lengths of segments and explore properties of points on segments.

KEYWORD: MG7 Lab1

Activity
1 Construct a segment and label its endpoints A and C.

̶̶
2 Create point B on AC.

3 Measure the distances from A to B and from B to C.

Use the Calculate tool to calculate the sum of AB
and BC.
̶̶
4 Measure the length of AC. What do you notice
about this length compared with the measurements
found in Step 3?
̶̶
5 Drag point B along AC. Drag one of the endpoints
̶̶
of AC. What relationships do you think are true
about the three measurements?

̶̶
6 Construct the midpoint of AC and label it M.
̶̶̶ ̶̶̶
7 Measure AM and MC. What relationships do you
̶̶ ̶̶̶ ̶̶̶
think are true about the lengths of AC, AM, and MC ?
Use the Calculate tool to confirm your findings.
̶̶
8 How many midpoints of AC exist?

Try This
1. Repeat the activity with a new segment. Drag each of the points in your figure
(the endpoints, the point on the segment, and the midpoint). Write down any
relationships you observe about the measurements.
̶̶ ̶̶ ̶̶ ̶̶
2. Create a point D not on AC. Measure AD, DC, and AC. Does AD + DC = AC?
What do you think has to be true about D for the relationship to always be true?

12 Chapter 1 Foundations for Geometry

 1-2 Measuring and
Constructing Segments
Objectives Why learn this?
Use length and midpoint You can measure a segment to calculate the
of a segment. distance between two locations. Maps of a
Construct midpoints and race are used to show the distance between
congruent segments. stations on the course. (See Example 4.)

Vocabulary A ruler can be used to measure the distance between

coordinate two points. A point corresponds to one and
distance
only one number on the ruler. This number
length
is called a coordinate . The following
congruent segments
construction postulate summarizes this concept.
between
midpoint
bisect Postulate 1-2-1 Ruler Postulate
segment bisector
The points on a line can be put
into a one-to-one correspondence
with the real numbers. � �� � � � � � �

The distance between any two points is the absolute value of the difference
of the coordinates. If the coordinates of points A and B are a and b, then the
distance between A and B is ⎜a - b⎟ or ⎜b - a⎟. The distance between A and B
̶̶
is also called the length of AB, or AB.
� �
����������������������
� �

� � � �
EXAMPLE 1 Finding the Length of a Segment
�� �� �� �� � � � � � �
Find each length. ���
A DC B EF
DC = ⎜4.5 - 2⎟ EF = ⎜-4 - (-1)⎟
= ⎜2.5⎟ = ⎜-4 + 1⎟
= 2.5 = ⎜-3⎟
=3

Find each length. � � �

1a. XY �� �� �� � � � � � � �

PQ represents a_ 1b. XZ �
�����
�
�
number, while PQ
represents a geometric
figure. Be sure to Congruent segments are segments that have
the same length. In the diagram, PQ = RS, so you � �
use equality for _ _
numbers (PQ = RS) can write PQ ≅ RS. This is read as “segment PQ
and congruence
_ _for is congruent to segment RS.” Tick marks are � �
figures (PQ ≅ RS). used in a figure to show congruent segments. ����������

1- 2 Measuring and Constructing Segments 13

 You can make a sketch or measure and draw a segment. These may not be exact.
A construction is a way of creating a figure that is more precise. One way to
make a geometric construction is to use a compass and straightedge.

Construction Congruent Segment

_
Construct a segment congruent to AB. � �

  

� � � �
� � �

Draw ℓ. Choose a point on ℓ and Open the compass to distance AB. Place the point of the compass
label it C. at C and make an arc through ℓ.
Find the point where the arc
and ℓ intersect and label it D.
_ _
CD ≅ AB

EXAMPLE 2 Copying a Segment

_
Sketch, draw, and construct a segment � �
congruent to MN.
Step 1 Estimate and sketch.
_
Estimate
_ the length of MN and sketch � �
PQ approximately the same length.
Step 2 Measure and draw._
Use a ruler to measure MN. MN appears
_ � �
to be 3.1 cm. Use a ruler and draw XY to
have length 3.1 cm.
Step 3 Construct and compare.
Use a compass
_ and straightedge
_ to
construct ST congruent to MN.
_ _
A ruler shows that PQ and XY are _
approximately
_ the same length as MN,
� �
but ST is precisely the same length.

2. Sketch, draw, and construct

_ a �
segment congruent to JK. �

In order for you to say that a point B is between two points A and C,
all three of the points must lie on the same line, and AB + BC = AC.

Postulate 1-2-2 Segment Addition Postulate

If B is between A and C, � � �
then AB + BC = AC.

14 Chapter 1 Foundations for Geometry

EXAMPLE 3 Using the Segment Addition Postulate

A B is between A and C, AC = 14, and BC = 11.4. Find AB.

AC = AB + BC Seg. Add. Post.
14 = AB + 11.4 Substitute 14 for AC and 11.4 for BC.
- 11.4 - 11.4 Subtract 11.4 from both sides.
̶̶̶̶̶ ̶̶̶̶̶̶̶
2.6 = AB Simplify.
� ������ � �� �
B S is between R and T. Find RT. ��
RT = RS + ST Seg. Add. Post.
4x = (2x + 7) + 28 Substitute the given values.
4x = 2x + 35 Simplify.
- 2x - 2x Subtract 2x from both sides.
̶̶̶̶ ̶̶̶̶̶̶̶
2x = 35 Simplify.
_ _
2x = 35
Divide both sides by 2.
2 2
x= 35
_ , or 17.5
2 Simplify.
RT = 4x
= 4 (17.5) = 70 Substitute 17.5 for x.

1
3a. Y is between X and Z, XZ = 3, and XY = 1__
3
. Find YZ.
3b. E is between D and F. Find DF. � ������ � �� �
��
_
The midpoint M of AB is the point that bisects , _
or divides, the segment into
two congruent segments. If M is the midpoint of AB, then
AM = MB. So if AB = 6, then AM = 3 and MB = 3.

EXAMPLE 4 Recreation Application

The map shows the route for a race.
You are 365 m from drink station R
and 2 km from drink station S.
X R Y S
The first-aid station is located
at the midpoint of the two drink 365 m
stations. How far are you from 2 km
the first-aid station?
Let your current location be X and
the location of the first-aid station be Y.
XR + RS = XS Seg. Add. Post.
365 + RS = 2000 Substitute 365 for XR and 2000 for XS.
- 365 - 365 Subtract
Karen365 from both sides.
Minot
̶̶̶̶̶̶̶̶ ̶̶̶̶̶
RS = 1635 Simplify.
(415)883-6560 _
1
__
RY = 817.5 Y isFinal
the mdpt.
art fileof11/18/04
RS, so RY = 2
RS.

XY = XR + RY Marathon Route
= 365 + 817.5 = 1182.5 m
Holt Rinehart Winston
Substitute 365 for XR and 817.5 for RY.
Geometry SE 2007 Texas
You are 1182.5 m from the first-aid station.ge07sec01l02002a

4. What is the distance to a drink station located at the midpoint

between your current location and the first-aid station?

1- 2 Measuring and Constructing Segments 15

 A segment bisector is any ray, segment, or line that intersects a segment at
its midpoint. It divides the segment into two equal parts at its midpoint.

Construction Segment Bisector

  

_
Draw XY on a sheet of paper. Fold the paper so that Y is on Unfold the paper. The line
top of X. represented
_ by the crease
bisects XY. Label the midpoint M.
XM = MY

� �� � ������ �
EXAMPLE 5 Using Midpoints to Find Lengths
̶̶
B is the midpoint of AC, AB = 5x, and BC = 3x + 4. Find AB, BC, and AC.
Step 1 Solve for x.
_
AB = BC B is the mdpt. of AC.
5x = 3x + 4 Substitute 5x for AB and 3x + 4 for BC.
- 3x - 3x Subtract 3x from both sides.
̶̶̶̶ ̶̶̶̶̶̶
2x = 4 Simplify.
_ _
2x = 4 Divide both sides by 2.
2 2
x=2 Simplify.

Step 2 Find AB, BC, and AC.

AB = 5x BC = 3x + 4 AC = AB + BC
= 5 (2) = 10 = 3 (2) + 4 = 10 = 10 + 10 = 20

5. S is the midpoint of RT, RS = -2x, and ST = -3x - 2.

Find RS, ST, and RT.

THINK AND DISCUSS _

1. Suppose R is the midpoint of ST. Explain how SR and ST are related.
2. GET ORGANIZED Copy and complete the graphic organizer.
Make a sketch and write an equation to describe each relationship.

������������ �����������������
�������� ������
������
��������

16 Chapter 1 Foundations for Geometry

 1-2
Exercises KEYWORD: MG7 1-2

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
_ _
1. Line ℓ bisects XY at M and divides XY into two equal parts. Name a pair of congruent
segments.
2. __?__ is the amount of space between two points on a line. It is always expressed as a
nonnegative number. (distance or midpoint)
� � � �
SEE EXAMPLE 1 Find each length.
p. 13 3. AB 4. BC �� �� �� �� � � � � � �
���� ���
_
SEE EXAMPLE 2 5. Sketch, draw, and construct a segment congruent to RS.
p. 14 � �

SEE EXAMPLE 3 6. B is between A and C, AC = 15.8, and AB = 9.9. Find BC.

p. 15 � �� � �� �
7. Find MP.
������

SEE EXAMPLE 4 8. Travel If a picnic area is located at the midpoint

p. 15 between Sacramento and Oakland, find the distance ��������� �
to the picnic area from the road sign. ���������� ��
_ ������� ���
SEE EXAMPLE 5 9. Multi-Step K is the midpoint of JL, JL = 4x - 2,
p. 16 and JK = 7. Find x, KL, and JL.
_
10. E bisects DF, DE = 2y, and EF = 8y - 3. Find DE, EF, and DF.

PRACTICE AND PROBLEM SOLVING

Independent Practice Find each length. � � � �
For See
Exercises Example 11. DB 12. CD �� �� �� � �
������ ���
11–12 1 �

13 2 13. Sketch, draw, _

and construct a segment twice � �
14–15 3 the length of AB.
16 4
14. D is between C and E, CE = 17.1, and DE = 8. Find CD.
17–18 5
� ���� � � �
Extra Practice 15. Find MN.
Skills Practice p. S4 ������
Application Practice p. S28
16. Sports During a football game, a quarterback
standing at the 9-yard line passes the ball to a �� �� �� �� �� �� �� �� ��
�������

�������

receiver at the 24-yard line. The receiver then

runs with the ball halfway to the 50-yard line. �� �� �� �� �� �� �� �� ��

How many total yards (passing plus running)

did the team gain on the play?
_
17. Multi-Step E is the midpoint of DF, DE = 2x + 4, and EF = 3x - 1.
Find DE, EF, and DF.
_
18. Q bisects PR, PQ = 3y, and PR = 42. Find y and QR.

1- 2 Measuring and Constructing Segments 17

 19. This problem will prepare you for the Multi-Step Test � �
Prep on page 34. Archaeologists at Valley Forge were eager
to find what remained of the winter camp that soldiers led � �
by George Washington called home for several months.
The diagram represents one of the restored log cabins.
_ � �
a. How is C related to AE?
b. If AC = 7 ft, EF = 2(AC) + 2, and AB = 2(EF) - 16,
what are AB and EF?

Use the diagram for Exercises 20–23.

2 . Find GH. �
20. GD = 4_ �
_ _3 _
21. CD ≅ DF, E bisects DF, and CD = 14.2. Find EF. �

22. GH = 4x - 1, and DH = 8. Find x. �

� �
_ _
23. GH bisects CF, CF = 2y - 2, and CD = 3y - 11. Find CD.

Tell whether each statement is sometimes, always, or never true. Support each of
your answers with a sketch.
24. Two segments that have the same length must be congruent.
_
25. If M is between A and B, then M bisects AB.
26. If Y is between X and Z, then X, Y, and Z are collinear.
_
27. /////ERROR ANALYSIS///// Below are two statements about the midpoint of AB.
Which is incorrect? Explain the error.
� � � �
�����������������
�����������������
���� ���� �����������������
�����������������
���� ����
������������ ������ ��������� ������������
��������� ������ ���������
���������

28. Carpentry A carpenter has a wooden dowel that is 72 cm long. She wants to cut it
into two pieces so that one piece is 5 times as long as the other. What are the lengths
of the two pieces?
29. The coordinate of M is 2.5, and MN = 4. What are the possible coordinates for N?
30. Draw three collinear points where E is between D and F. Then write an equation
using these points and the Segment Addition Postulate.

Suppose S is between R and T. Use the Segment Addition Postulate to solve for
each variable.
31. RS = 7y - 4 32. RS = 3x + 1 33. RS = 2z + 6
ST = y + 5 1x + 3
ST = _ ST = 4z - 3
2
RT = 28 RT = 18 RT = 5z + 12
34. Write About It In the diagram, B is not
between A and C. Explain. � �
�

35. Construction Use a compass and

straightedge to construct a segment � �
whose length is AB + CD. � �

18 Chapter 1 Foundations for Geometry

 36. Q is between P and R. S is between Q and R, and R_
is between Q and T. PT = 34,
QR = 8, and PQ = SQ = SR. What is the length of RT?
9 10 18 22
_ _ �
37. C is the midpoint of AD
_. B is the midpoint of AC. BC = 12. � � �
What is the length of AD?
12 24 36 48
_ _
38. Which expression correctly states that XY is congruent to VW?
_ _ _ _
XY ≅ VW XY ≅ VW XY = VW XY = VW

39. A, B, C, D, and E are collinear points. AE = _

34, BD = 16, � �
� �
and AB = BC = CD. What is the length of CE? �

10 16 18 24

CHALLENGE AND EXTEND

40. HJ is twice JK. J is between H and K. If HJ = 4x and HK = 78, find JK.
41. A, D, N, and X are collinear points. D is between N and A. NA + AX = NX.
Draw a diagram that represents this information.
Sports
Sports Use the following information for Exercises 42 and 43.
The table shows regulation distances between hurdles in women’s and men’s races.
In both the women’s and men’s events, the race consists of a straight track with
10 equally spaced hurdles.
Distance from Distance Distance from
Distance of Start to First Between Last Hurdle
Event Race Hurdle Hurdles to Finish
Joanna Hayes, of the Women’s 100 m 13.00 m 8.50 m
United States, clears a
hurdle on her way to Men’s 110 m 13.72 m 9.14 m
winning the gold medal
in the women’s 100 m 42. Find the distance from the last hurdle to the finish line for the women’s race.
hurdles during the
2004 Olympic Games. 43. Find the distance from the last hurdle to the finish line for the men’s race.
44. Critical Thinking Given that J, K, and L are collinear and that K is between
J and L, is it possible that JK = JL? If so, draw an example. If not, explain.

SPIRAL REVIEW
Evaluate each expression. (Previous course)
45. ⎜20 - 8⎟ 46. ⎜-9 + 23⎟ 47. -⎜4 - 27⎟

Simplify each expression. (Previous course)

48. 8a - 3(4 + a) - 10 49. x + 2(5 - 2x) - (4 + 5x)

Use the figure to name each of the following. (Lesson 1-1)

50. two lines that contain B �
�
51. two segments containing D
52. three collinear points � �
53. a ray with endpoint C

1- 2 Measuring and Constructing Segments 19

 1-3 Measuring and
Constructing Angles
Objectives Who uses this?
Name and classify angles. Surveyors use angles to help them
Measure and construct measure and map the earth’s surface.
angles and angle (See Exercise 27.)
bisectors.
A transit is a tool for measuring angles.
Vocabulary
It consists of a telescope that swivels horizontally
angle
and vertically. Using a transit, a surveyor
vertex
interior of an angle can measure the angle formed by his or
exterior of an angle her location and two distant points.
measure
An angle is a figure formed by two rays, or sides, with a common endpoint
degree
acute angle called the vertex (plural: vertices). You can name an angle several ways:
right angle by its vertex, by a point on each ray and the vertex, or by a number.
obtuse angle
The set of all points between the sides of �
straight angle
congruent angles the angle is the interior of an angle .
The exterior of an angle is the set of ��������
angle bisector
all points outside the angle. ��������
�
�
Angle Name �
∠R, ∠SRT, ∠TRS, or ∠1

You cannot name an angle just by its vertex if the point is the vertex of more
than one angle. In this case, you must use all three points to name the angle,
and the middle point is always the vertex.

EXAMPLE 1 Naming Angles �

A surveyor recorded the angles formed
by a transit (point T) and three distant
� �
points, Q, R, and S. Name three of �
�
the angles.
∠QTR, ∠QTS, and ∠RTS �

1. Write the different ways you can name the angles in the
diagram.

The measure of an angle is usually given in degrees. Since there are 360° in
a circle, one degree is ___
1
360
of a circle. When you use a protractor to measure
angles, you are applying the following postulate.

Postulate 1-3-1 Protractor Postulate

‹___› ‹___›
Given AB and a point O on AB, all rays that can be drawn from O can be put into
a one-to-one correspondence with the real numbers from 0 to 180.

20 Chapter 1 Foundations for Geometry

 Using a Protractor
Most protractors have two sets
�
of numbers around the edge.
When I measure an angle and
need to know which number to
use, I first ask myself whether the
angle is acute, right, or obtuse.
For example, ∠RST looks like it � �
is obtuse, so I know its measure
José Muñoz
must be 110°, not 70°.
Lincoln High School

You can use the Protractor Postulate �

to help you classify angles by their
measure. The measure of an angle is the �
absolute value of the difference of the
�
real numbers that the rays correspond �
 corresponds
with on a protractor. If OC
� �
 corresponds with d,
with c and OD
m∠DOC = ⎜d - c⎟ or ⎜c - d⎟. �

Types of Angles
Acute Angle Right Angle Obtuse Angle Straight Angle

Measures greater Measures 90° Measures greater Formed by two

than 0° and less than 90° and less opposite rays and
than 90° than 180° meaures 180°

EXAMPLE 2 Measuring and Classifying Angles

Find the measure of each angle. Then �
classify each as acute, right, or obtuse.
�
A ∠AOD
m∠AOD = 165°
�
∠AOD is obtuse.
� �
B ∠COD
�
m∠COD = ⎜165 - 75⎟ = 90°
∠COD is a right angle.

Use the diagram to find the measure of each angle. Then classify
each as acute, right, or obtuse.
2a. ∠BOA 2b. ∠DOB 2c. ∠EOC

1- 3 Measuring and Constructing Angles 21

 Congruent angles are angles that have the same �
measure. In the diagram, m∠ABC = m∠DEF, ���
�
so you can write ∠ABC ≅ ∠DEF. This is read as ����� �
“angle ABC is congruent to angle DEF.” Arc marks �
are used to show that the two angles are congruent.
� �

Construction Congruent Angle

Construct an angle congruent to ∠A.

    
� � �

� � � � � � � � �

Use a Place the compass Using the same Place the compass Use a
straightedge to point at A and compass setting, point at B and open straightedge to
draw a ray with draw an arc that place the compass it to the distance BC. .
draw DF
endpoint D. intersects both sides point at D and draw Place the point of
of ∠A. Label the an arc that intersects the compass at E and ∠D ≅ ∠A
intersection points the ray. Label the draw an arc. Label
B and C. intersection E. its intersection with
the first arc F.

The Angle Addition Postulate is very similar to the Segment Addition Postulate
that you learned in the previous lesson.

Postulate 1-3-2 Angle Addition Postulate

If S is in the interior of ∠PQR, then �

m∠PQS + m∠SQR = m∠PQR. �
(∠ Add. Post.) �
�

EXAMPLE 3 Using the Angle Addition Postulate �

�
m∠ABD = 37° and m∠ABC = 84°. Find m∠DBC.
m∠ABC = m∠ABD + m∠DBC ∠ Add. Post.
� �
84° = 37° + m∠DBC Substitute the given values.
Subtract 37 from both sides.
- 37 - 37
̶̶̶̶ ̶̶̶̶̶̶̶̶̶̶̶ Simplify.
47° = m∠DBC

�
3. m∠XWZ= 121° and m∠XWY = 59°. �
Find m∠YWZ.

� �

22 Chapter 1 Foundations for Geometry

 An angle bisector is a ray that divides an angle into two �
congruent angles. 
JK bisects ∠LJM; thus ∠LJK ≅ ∠KJM.
�
�

Construction Angle Bisector

Construct the bisector of ∠A.

  
� � � �
�

� �
� �
�
�
___›
Place the point of the compass at A Without changing the compass Use a straightedge
___
to draw AD.
›
and draw an arc. Label its points of setting, draw intersecting AD bisects ∠A.
intersection with ∠A as B and C. arcs from B and C. Label the
intersection of the arcs as D.

EXAMPLE 4 Finding the Measure of an Angle �

 bisects ∠ABC, m∠ABD = (6x + 3)°,
BD
and m∠DBC = (8x - 7)°. Find m∠ABD. � �
�
Step 1 Find x.
m∠ABD = m∠DBC Def. of ∠ bisector
(6x + 3)° = (8x - 7)° Substitute the given values.
+7 +7 Add 7 to both sides.
̶̶̶̶̶̶̶ ̶̶̶̶̶̶
6x + 10 = 8x Simplify.
- 6x - 6x Subtract 6x from both sides.
̶̶̶̶̶̶̶ ̶̶̶̶̶̶
10 = 2x Simplify.
_10 = 2x _ Divide both sides by 2.
2 2
5 = x Simplify.
Step 2 Find m∠ABD.
m∠ABD = 6x + 3
= 6 (5) + 3 Substitute 5 for x.
= 33° Simplify.

Find the measure of each angle.

___›
4a. QS bisects ∠PQR, m∠PQS = (5y - 1)°, and
m∠PQR = (8y + 12)°. Find m∠PQS.
__›
4b. JK bisects ∠LJM, m∠LJK = (-10x + 3)°, and
m∠KJM = (-x + 21)°. Find m∠LJM.

1- 3 Measuring and Constructing Angles 23

 THINK AND DISCUSS
1. Explain why any two right angles are congruent.
___›
2. BD bisects ∠ABC. How are m∠ABC, m∠ABD, and m∠DBC related?
3. GET ORGANIZED Copy and ������� ������� ����
complete the graphic organizer.
�����������
In the cells sketch, measure,
�����������
and name an example of each
angle type. ������������
��������������

1-3
Exercises KEYWORD: MG7 1-3

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. ∠A is an acute angle. ∠O is an obtuse angle. ∠R is a
right angle. Put ∠A, ∠O, and ∠R in order from least
to greatest by measure. �
2. Which point is the vertex of ∠BCD? Which rays form � �
the sides of ∠BCD?
� �
SEE EXAMPLE 1 3. Music Musicians use a metronome to keep time as
p. 20 they play. The metronome’s needle swings back and
forth in a fixed amount of time. Name all of the �
angles in the diagram.

SEE EXAMPLE 2 Use the protractor to find the measure of each � �

p. 21 angle. Then classify each as acute, right, or obtuse.
4. ∠VXW
5. ∠TXW �
�
6. ∠RXU
� �
�

SEE EXAMPLE 3 L is in the interior of ∠JKM. Find each of

p. 22 the following.
7. m∠JKM if m∠JKL = 42° and m∠LKM = 28°
8. m∠LKM if m∠JKL = 56.4° and m∠JKM = 82.5°

SEE EXAMPLE 4 Multi-Step BD

 bisects ∠ABC. Find each of the following.
p. 23 9. m∠ABD if m∠ABD = (6x + 4)° and m∠DBC = (8x - 4)°
10. m∠ABC if m∠ABD = (5y - 3)° and m∠DBC = (3y + 15)°

24 Chapter 1 Foundations for Geometry

 PRACTICE AND PROBLEM SOLVING
Independent Practice 11. Physics Pendulum clocks have been used since
For See 1656 to keep time. The pendulum swings back
Exercises Example
and forth once or twice per second. Name all of �
11 1
the angles in the diagram.
12–14 2 ��
15–16 3 � �
17–18 4 �

Extra Practice
Skills Practice p. S4 Use the protractor to find the measure of each angle.
Then classify each as acute, right, or obtuse. � �
Application Practice p. S28

12. ∠CGE 13. ∠BGD 14. ∠AGB

� �
T is in the interior of ∠RSU. Find each of
the following.
� �
15. m∠RSU if m∠RST = 38° and
�
m∠TSU = 28.6°
16. m∠RST if m∠TSU = 46.7° and m∠RSU = 83.5°

Multi-Step SP
 bisects ∠RST. Find each of the following.
17. m∠RST if m∠RSP= (3x - 2)° and m∠PST = (9x - 26)°
18. m∠RSP if m∠RST = __52 y ° and m∠PST = (y + 5)°

Estimation Use the following information for Exercises 19–22.

Assume the corner of a sheet of paper is a right angle.
�
Use the corner to estimate the measure and classify �
each angle in the diagram. �
19. ∠BOA 20. ∠COA
� �
21. ∠EOD 22. ∠EOB
�
����������������
Use a protractor to draw an angle with each of the following measures.
23. 33° 24. 142° 25. 90° 26. 168°
27. Surveying A surveyor at point S discovers
that the angle between peaks A and B is 3 � �
times as large as the angle between peaks B �
and C. The surveyor knows that ∠ASC is a
right angle. Find m∠ASB and m∠BSC.
�

28. Math History As far back as the 5th century B.C., mathematicians have been
fascinated by the problem of trisecting an angle. It is possible to construct an angle
with __14 the measure of a given angle. Explain how to do this.

Find the value of x.

29. m∠AOC = 7x - 2, m∠DOC = 2x + 8, m∠EOD = 27 � �

30. m∠AOB = 4x - 2, m∠BOC = 5x + 10, m∠COD = 3x - 8 �

31. m∠AOB = 6x + 5, m∠BOC = 4x - 2, m∠AOC = 8x + 21 � �

32. Multi-Step Q is in the interior of right ∠PRS. If m∠PRQ �
is 4 times as large as m∠QRS, what is m∠PRQ?

1- 3 Measuring and Constructing Angles 25

 33. This problem will prepare you for the Multi-Step
Test Prep on page 34. An archaeologist standing at L
O looks for clues on where to dig for artifacts.
a. What value of x will make the angle between 3xº J
O
the pottery and the arrowhead measure 57°? (2x + 12)º

b. What value of x makes ∠LOJ  ∠JOK?

K
c. What values of x make ∠LOK an acute angle?

Data Analysis Use the circle graph for Exercises 34–36.

34. Find m∠AOB, m∠BOC, m∠COD, and m∠DOA. /Þ«iÃʜvÊ
Ãʈ˜Ê-̜Ài
Classify each angle as acute, right, or obtuse.


35. What if...? Next year, the music store will use
some of the shelves currently holding jazz music
to double the space for rap. What will m∠COD ,œVŽ ,ÊEÊ
Óx¯ Îä¯
and m∠BOC be next year?
"
36. Suppose a fifth type of music, salsa, is added. 
>ââ
If the space is divided equally among the five types, Îx¯ ,>«
what will be the angle measure for each type of
£ä¯
music in the circle graph?
37. Critical Thinking Can an obtuse angle be congruent to an acute angle?
Why or why not?
38. The measure of an obtuse angle is (5x + 45)°. What is the largest value for x?
___›
39. Write About It FH bisects ∠EFG. Use the Angle Addition Postulate to explain
why m∠EFH = __12 m∠EFG.
40. Multi-Step Use a protractor to draw a 70° angle. Then use a compass and
straightedge to bisect the angle. What do you think will be the measure of
each angle formed? Use a protractor to support your answer.

___›
41. m∠UOW = 50°, and OV bisects ∠UOW.
What is m∠VOY? 7 8
6
25° 130°
65° 155° {äÂ
1 " 9
42. What is m∠UOX?
50° 115° 140° 165°
___›
43. BD bisects ∠ABC, m∠ABC = (4x + 5)°, and m∠ABD = (3x - 1)°.
What is the value of x?
2.2 3 3.5 7

44. If an angle is bisected and then 30° is added to the measure of the bisected
angle, the result is the measure of a right angle. What is the measure of the
original angle?
30° 60° 75° 120°

45. Short Response If an obtuse angle is bisected, are the resulting angles acute or
obtuse? Explain.

26 Chapter 1 Foundations for Geometry

ge07se_c01_0020_0027.indd 26 4/27/06 12:05:26 PM

 CHALLENGE AND EXTEND
46. Find the measure of the angle formed by the hands of a clock when it is 7:00.
___›
47. QS bisects ∠PQR, m∠PQR = (x2)°, and m∠PQS = (2x + 6)°. Find all the possible
measures for ∠PQR.
48. For more precise measurements, a degree can be divided into 60 minutes, and each
minute can be divided into 60 seconds. An angle measure of 42 degrees, 30 minutes,
and 10 seconds is written as 42°30′10″. Subtract this angle measure from the
measure 81°24′15″.
49. If 1 degree equals 60 minutes and 1 minute equals 60 seconds, how many seconds
are in 2.25 degrees?
50. ∠ABC ≅ ∠DBC. m∠ABC = __
3x
2 ( ) ( )
+ 4 ° and m∠DBC = 2x - 27__14 °. Is ∠ABD a straight
angle? Explain.

SPIRAL REVIEW
51. What number is 64% of 35?
52. What percent of 280 is 33.6? (Previous course)

Sketch a figure that shows each___of the following. (Lesson 1-1)

_ ›
53. a line that contains AB and CB
_
54. two different lines that intersect MN
55. a plane and a ray that intersect only at Q

Find the length of each segment. (Lesson 1-2) ������

_ _ _ � ��
56. JK 57. KL 58. JL � � �

Using Technology Segment and Angle Bisectors

1. Construct
_ the bisector 2. Construct the bisector of ∠BAC. �
� �
of MN.
� �

_
a. Draw MN and construct the midpoint B. a. Draw ∠BAC.
___›
b. Construct a point A not on the segment. b. Construct the angle bisector AD and measure
‹___› _ ∠DAC and ∠DAB.
c. Construct
_ bisector AB and measure MB
and NB. c. Drag the angle and observe m∠DAB and
m∠DAC.
d. Drag M and N and observe MB and NB.

1- 3 Measuring and Constructing Angles 27

 1-4 Pairs of Angles

Objectives Who uses this?

Identify adjacent, vertical, Scientists use properties of angle pairs to
complementary, and design fiber-optic cables. (See Example 4.)
supplementary angles.
Find measures of pairs
A fiber-optic cable is a strand of glass as thin
of angles.
as a human hair. Data can be transmitted
over long distances by bouncing light off the
Vocabulary
inner walls of the cable.
adjacent angles
linear pair Many pairs of angles have special relationships. Some relationships are because
complementary angles
of the measurements of the angles in the pair. Other relationships are because
supplementary angles
of the positions of the angles in the pair.
vertical angles

Pairs of Angles

Adjacent angles are two angles in the same plane with

a common vertex and a common side, but no common
�
interior points. ∠1 and ∠2 are adjacent angles.
�

A linear pair of angles is a pair of adjacent angles

whose noncommon sides are opposite rays. ∠3 and
∠4 form a linear pair. � �

EXAMPLE 1 Identifying Angle Pairs

Tell whether the angles are only adjacent, adjacent
�
and form a linear pair, or not adjacent.
A ∠1 and ∠2 � �
∠1 and ∠2 have a common vertex, B, a common � � �
�
, and no common interior points.
side, BC �
Therefore ∠1 and ∠2 are only adjacent angles. �
B ∠2 and ∠4
̶̶
∠2 and ∠4 share BC but do not have a common
vertex, so ∠2 and ∠4 are not adjacent angles.

C ∠1 and ∠3
∠1 and ∠3 are adjacent angles. Their noncommon sides, BC  and BA
,
are opposite rays, so ∠1 and ∠3 also form a linear pair.

Tell whether the angles are only �

adjacent, adjacent and form a �
linear pair, or not adjacent. � � �
� �
1a. ∠5 and ∠6 � �
�
1b. ∠7 and ∠SPU
1c. ∠7 and ∠8

28 Chapter 1 Foundations for Geometry

 Complementary and Supplementary Angles

Complementary angles are two angles

whose measures have a sum of 90°.
∠A and ∠B are complementary. ���
�
���
Supplementary angles are two angles
whose measures have a sum of 180°.
∠A and ∠C are supplementary. � ����
�

You can find the complement of an angle that measures x° by subtracting

its measure from 90°, or (90 - x)°. You can find the supplement of an angle
that measures x° by subtracting its measure from 180°, or (180 - x)°.

EXAMPLE 2 Finding the Measures of Complements and Supplements

Find the measure of each of the following.
A complement of ∠M
(90 - x)° �����
�
90° - 26.8° = 63.2°

B supplement of ∠N
(180 - x)°
����������
180° - (2y + 20)° = 180° - 2y - 20 �
= (160 - 2y)°

Find the measure of each of the following.

2a. complement of ∠E ������
2b. supplement of ∠F ����������
�
�

EXAMPLE 3 Using Complements and Supplements to Solve Problems

An angle measures 3 degrees less than twice the measure of its
complement. Find the measure of its complement.
Step 1 Let m∠A = x°. Then ∠B, its complement, measures (90 - x)°.
Step 2 Write and solve an equation.
m∠A = 2m∠B - 3
x = 2 (90 - x) - 3 Substitute x for m∠A and 90 - x for m∠B.
x = 180 - 2x -3 Distrib. Prop.
x = 177 - 2x Combine like terms.
+ 2x + 2x Add 2x to both sides.
̶ ̶
3x = 177 Simplify.
_ _
3x
=
177 Divide both sides by 3.
3 3
x = 59 Simplify.

The measure of the complement, ∠B, is (90 - 59 )° = 31°.

3. An angle’s measure is 12° more than _12_ the measure of its

supplement. Find the measure of the angle.

1- 4 Pairs of Angles 29
 EXAMPLE 4 Problem-Solving Application
Light passing through a fiber optic cable reflects
off the walls in such a way that ∠1 ≅ ∠2. ∠1
and ∠3 are complementary, and ∠2 and ∠4
are complementary. 4
If m∠1 = 38°, find m∠2, m∠3, and m∠4. 2
1
3
1 Understand the Problem

The answers are the measures of ∠2, ∠3, and ∠4.

List the important information: Light
• ∠1 ≅ ∠2
• ∠1 and ∠3 are complementary, and ∠2 and ∠4 are complementary.
• m∠1 = 38°

2 Make a Plan
If ∠1 ≅ ∠2, then m∠1 = m∠2.
If ∠3 and ∠1 are complementary, then m∠3 = (90 - 38)°.
If ∠4 and ∠2 are complementary, then m∠4 = (90 - 38)°.

3 Solve
By the Transitive Property of Equality, if m∠1 = 38° and m∠1 = m∠2, then
m∠2 = 38°. Since ∠3 and ∠1 are complementary, m∠3 = 52°. Similarly,
since ∠2 and ∠4 are complementary, m∠4 = 52°.

4 Look Back
The answer makes sense because 38° + 52° = 90°, so ∠1 and ∠3 are
complementary, and ∠2 and ∠4 are complementary. Thus m∠2 = 38°,
m∠3 = 52°, and m∠4 = 52°.

4. What if...? Suppose m∠3 = 27.6°. Find m∠1, m∠2, and m∠4.

Another angle pair relationship exists between

two angles whose sides form two pairs of
opposite rays. Vertical angles are two � �
nonadjacent angles formed by two intersecting � �
lines. ∠1 and ∠3 are vertical angles,
as are ∠2 and ∠4.

EXAMPLE 5 Identifying Vertical Angles

Name one pair of vertical angles. �
Do they appear to have the same measure?
�
Check by measuring with a protractor. �
∠EDF and ∠GDH are vertical angles
and appear to have the same measure. �
�
Check m∠EDF ≈ m∠GDH ≈ 135°.

5. Name another pair of vertical angles. Do they appear to have

the same measure? Check by measuring with a protractor.

30 Chapter 1 Foundations for Geometry

 THINK AND DISCUSS
1. Explain why any two right angles are supplementary.
2. Is it possible for a pair of vertical angles to also be adjacent? Explain.
3. GET ORGANIZED Copy and complete the graphic organizer below. In
each box, draw a diagram and write a definition of the given angle pair.

*>ˆÀÃʜv
œ“«i“i˜Ì>ÀÞ

`>Vi˜ÌÊ>˜}iÃ

˜}ià >˜}iÃ

-Õ««i“i˜Ì>ÀÞ
ˆ˜i>ÀÊ«>ˆÀ
>˜}iÃ
6iÀ̈V>Ê>˜}iÃ

1-4
Exercises KEYWORD: MG7 1-4

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. An angle measures x°. What is the measure of its complement? What is the measure
of its supplement?
2. ∠ABC and ∠CBD are adjacent angles. Which side do the angles have in common?

SEE EXAMPLE 1 Tell whether the angles are only adjacent, adjacent 
p. 28 and form a linear pair, or not adjacent. 
3. ∠1 and ∠2 4. ∠1 and ∠3  Î Ó
£
{
5. ∠2 and ∠4 6. ∠2 and ∠3 

SEE EXAMPLE 2 Find the measure of each of the following.

p. 29 7. supplement of ∠A 8. complement of ∠A
­ÈÝÊÊx®Â
9. supplement of ∠B 10. complement of ∠B
n£°ÓÂ
SEE EXAMPLE 3 11. Multi-Step An angle’s measure is 6 degrees more

p. 29 than 3 times the measure of its complement.
Find the measure of the angle.

SEE EXAMPLE 4 12. Landscaping A sprinkler swings back and

p. 30 forth between A and B in such a way that


∠1  ∠2. ∠1 and ∠3 are complementary,
Î {
and ∠2 and ∠4 are complementary.
£ Ó
If m∠1 = 47.5°, find m∠2, m∠3, and m∠4.

SEE EXAMPLE 5 13. Name each pair of vertical angles.

p. 30

1- 4 Pairs of Angles 31

ge07se_c01_0028_0033.indd 31 6/20/06 10:16:28 AM

 PRACTICE AND PROBLEM SOLVING
Independent Practice Tell whether the angles are only adjacent, adjacent
For See and form a linear pair, or not adjacent. �
Exercises Example � �
14–17 1 14. ∠1 and ∠4 15. ∠2 and ∠3 �

18–21 2 16. ∠3 and ∠4 17. ∠3 and ∠1

22 3
23 4 Given m∠A = 56.4° and m∠B = (2x - 4)°, find the measure of each of the following.
24 5 18. supplement of ∠A 19. complement of ∠A
Extra Practice 20. supplement of ∠B 21. complement of ∠B
Skills Practice p. S4
Application Practice p. S28 22. Multi-Step An angle’s measure is 3 times the measure of its complement.
Find the measure of the angle and the measure of its complement.
23. Art In the stained glass pattern, ∠1 ≅ ∠2.
∠1 and ∠3 are complementary, and ∠2 and
∠4 are complementary. If m∠1 = 22.3°,
find m∠2, m∠3, and m∠4. 3 4
1 2

ge07sec01l0400a
24. Name the pairs � � �
of vertical angles. �
� �
�

25. Probability The angle measures 30°, 60°, 120°, and 150° are written on slips of
paper. You choose two slips of paper at random. What is the probability that the
angle measures are supplementary?

Multi-Step ∠ABD and ∠BDE are supplementary. Find the measures of both angles.
26. m∠ABD = 5x°, m∠BDE = (17x - 18)°
27. m∠ABD = (3x + 12)°, m∠BDE = (7x - 32)°
28. m∠ABD = (12x - 12)°, m∠BDE = (3x + 48)°

Multi-Step ∠ABD and ∠BDC are complementary. Find the measures of both angles.
29. m∠ABD = (5y + 1)°, m∠BDC = (3y - 7)°
30. m∠ABD = (4y + 5)°, m∠BDC = (4y + 8)°
31. m∠ABD = (y - 30)°, m∠BDC = 2y°
32. Critical Thinking Explain why an angle that is supplementary to an acute
angle must be an obtuse angle.

33. This problem will prepare you for the Multi-Step Test Prep on page 34. H is in the
interior of ∠JAK. m∠JAH = (3x - 8)°, and m∠KAH = (x + 2)°. Draw a picture of
each relationship. Then find the measure of each angle.
a. ∠JAH and ∠KAH are complementary angles.
b. ∠JAH and ∠KAH form a linear pair.
c. ∠JAH and ∠KAH are congruent angles.

32 Chapter 1 Foundations for Geometry

Determine whether each statement is true or false. If false, explain why.
34. If an angle is acute, then its complement must be greater than its supplement.
35. A pair of vertical angles may also form a linear pair.
36. If two angles are supplementary and congruent, the measure of each angle is 90°.
37. If a ray divides an angle into two complementary angles, then the original angle
is a right angle.
38. Write About It Describe a situation in which two angles are both congruent and
complementary. Explain.

39. What is the value of x in the diagram? � � �

15 45 �� ��
�
�
30 90

40. The ratio of the measures of two complementary angles is 1 : 2. What is the measure
of the larger angle? (Hint: Let x and 2x represent the angle measures.)
30° 45° 60° 120°

41. m∠A = 3y, and m∠B = 2m∠A. Which value of y makes ∠A supplementary to ∠B?
10 18 20 36

42. The measures of two supplementary angles are in the ratio 7 : 5. Which value is the
measure of the smaller angle? (Hint: Let 7x and 5x represent the angle measures.)
37.5 52.5 75 105

CHALLENGE AND EXTEND

43. How many pairs of vertical angles are in the diagram?
44. The supplement of an angle is 4 more than twice
its complement. Find the measure of the angle.
45. An angle’s measure is twice the measure of its complement.
The larger angle is how many degrees greater than the smaller angle?
46. The supplement of an angle is 36° less than twice the supplement of the
complement of the angle. Find the measure of the supplement.

SPIRAL REVIEW
Solve each equation. Check your answer. (Previous course)
47. 4x + 10 = 42 48. 5m - 9 = m + 4
49. 2(y + 3) = 12 50. -(d + 4) = 18

Y is between X and Z, XY = 3x + 1, YZ = 2x - 2, and XZ = 84. Find each of

the following. (Lesson 1-2)
51. x 52. XY 53. YZ

 bisects ∠WYZ. Given m∠WYX = 26°, find each of the following. (Lesson 1-3)
XY
54. m∠XYZ 55. m∠WYZ

1- 4 Pairs of Angles 33
SECTION 1A

Euclidean and Construction Tools

Can You Dig It? A group of college and
high school students participated in an
archaeological dig. The team discovered four
fossils. To organize their search, Sierra used
a protractor and ruler to make a diagram of
where different members of the group found
fossils. She drew the locations based on the
location of the campsite. The campsite is
. The four fossils were
located at X on XB
found at R, T, W, and M.

1. Are the locations of the campsite at X

and the fossils at R and T collinear or � �
noncollinear?
̶̶ �
2. How is X related to RT? If RX = 10x - 6 ��
and XT = 3x + 8, what is the distance
between the locations of the fossils at � �
R and T? �

3. ∠RXB and ∠BXT are right angles. � � �

Find the measure of each angle formed �
by the locations of the fossils and the
campsite. Then classify each angle by
its measure.
4. Identify the special angle pairs shown in
the diagram of the archaeological dig.

�����������
�������������
�����������������������
���������������������
���������������������
��������������������
����������������

34 Chapter 1 Foundations for Geometry

 SECTION 1A
Quiz for Lessons 1-1 Through 1-4
1-1 Understanding Points, Lines, and Planes
Draw and label each of the following.
1. a segment with endpoints X and Y
2. a ray with endpoint M that passes through P
3. three coplanar lines intersecting at a point
4. two points and a line that lie in a plane
�
�
Use the figure to name each of the following. � �
5. three coplanar points � �
�
6. two lines �
�
7. a plane containing T, V, and X �
8. a line containing V and Z

� � � �
1-2 Measuring and Constructing Segments
Find the length of each segment. �� �� �� �� � � � � � �
̶̶ ̶̶ ̶̶ ����
9. SV 10. TR 11. ST
12. The diagram represents a ������ �
straight highway with three � � �
towns, Henri, Joaquin, and ��
Kenard. Find the distance
from Henri H to Joaquin J.
̶̶
13. Sketch, draw, and construct a segment congruent to CD. � �
̶̶
14. Q is the midpoint of PR, PQ = 2z, and PR = 8z - 12. Find z, PQ, and PR.

�
1-3 Measuring and Constructing Angles
15. Name all the angles in the diagram. �
� � �
�
Classify each angle by its measure.
16. m∠PVQ = 21° 17. m∠RVT = 96° 18. m∠PVS = 143°
 bisects ∠QRT, m∠QRS = (3x + 8)°, and m∠SRT = (9x - 4)°. Find m∠SRT.
19. RS
20. Use a protractor and straightedge to draw a 130° angle. Then bisect the angle.

1-4 Pairs of Angles

Tell whether the angles are only adjacent, adjacent and form a
linear pair, or not adjacent. � �
21. ∠1 and ∠2 22. ∠4 and ∠5 23. ∠3 and ∠4 � �
�

If m∠T = (5x - 10)°, find the measure of each of the following.

24. supplement of ∠T 25. complement of ∠T

Ready to Go On? 35
 1-5 Using Formulas
in Geometry
Objective Why learn this?
Apply formulas for Puzzles use geometric-shaped pieces.
perimeter, area, and Formulas help determine the amount of
circumference.
materials needed. (See Exercise 6.)
Vocabulary
perimeter The perimeter P of a plane figure is the sum of the
area side lengths of the figure. The area A of a plane
base figure is the number of nonoverlapping square
height units of a given size that exactly cover the figure.
diameter
�
radius
circumference
pi �

Perimeter and Area

RECTANGLE SQUARE TRIANGLE

� � �
� �

� �
P = 2ℓ + 2w or 2(ℓ + w) P = 4s P=a+b+c
A = ℓw A = s2 A = __
1
2
bh or ___
bh
2

The base b can

Project be any side of a triangle. The height h is a segment from a
Title
vertex that forms a right angle with a line containing the base. The height may
Geometry 2007 Student Edition
be a side of the triangle or in the interior or the exterior of the triangle.
Spec Number
ge07sec01l05002a
� � �
Created By
� � �
Krosscore Corporation

EXAMPLE 1 Finding Perimeter and Area

Find the perimeter and area of each figure.
A rectangle in which ℓ = 17 cm B triangle in which a = 8,
and w = 5 cm b = (x + 1), c = 4x, and h = 6
Perimeter is expressed
in linear units, such P = 2ℓ + 2w P=a+b+c
as inches (in.) or = 2 (17) + 2 (5) = 8 + (x + 1) + 4x
meters (m). Area is = 34 + 10 = 44 cm = 5x + 9
expressed in square
A = ℓw A=_ 1 bh
units, such as square
2
centimeters (cm 2 ).
= (17)(5) = 85 cm 2 = 1 (x + 1)(6) = 3x + 3
_
2

1. Find the perimeter and area of a square with s = 3.5 in.

36 Chapter 1 Foundations for Geometry

EXAMPLE 2 Crafts Application
The Texas Treasures quilt block includes 24 purple triangles. The base and
height of each triangle are about 3 in. Find the approximate amount of
fabric used to make the 24 triangles.
The area of one triangle is The total area of the 24 triangles is
1 bh = _
A=_
2
1 (3)(3) = 4_
2
1 in 2 .
2 ( _)
24 4 1 = 108 in 2 .
2

2. Find the amount of fabric used to make the four rectangles.

Each rectangle has a length of 6__12 in. and a width of 2__12 in.

In a circle a diameter is a segment that passes

through the center of the circle and whose ������
endpoints are on the circle. A radius of a
��������
circle is a segment whose endpoints are the ������
center of the circle and a point on the circle.
The circumference of a circle is the distance �������������
around the circle.

Circumference and Area of a Circle

The circumference C of a circle is given by the formula C = πd or C = 2πr.

The area A of a circle is given by the formula A = πr 2.

The ratio of a circle’s circumference to its diameter is the same for all circles.
This ratio is represented by the Greek letter π (pi) . The value of π is irrational.
Pi is often approximated as 3.14 or __
22
7
.

EXAMPLE 3 Finding the Circumference and Area of a Circle

Find the circumference and area of the circle.
C = 2πr A = πr 2
����
= 2π (3) = 6π = π (3) 2 = 9π
≈ 18.8 cm ≈ 28.3 cm 2

3. Find the circumference and area of a circle with radius 14 m.

THINK AND DISCUSS

1. Describe three different figures whose areas are each 16 in 2 .
2. GET ORGANIZED Copy and
��������� ��������
complete the graphic ��������
organizer. In each shape,
write the formula for its ������ ������
area and perimeter.

1- 5 Using Formulas in Geometry 37

 1-5
Exercises KEYWORD: MG7 1-5

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Explain how the concepts of perimeter and circumference are related.
2. For a rectangle, length and width are sometimes used in place of __?__.
(base and height or radius and diameter)

SEE EXAMPLE 1 Find the perimeter and area of each figure.

p. 36 3. 4. 5.
���� ����
����� ��� ���

�����
��� ���

SEE EXAMPLE 2 6. Manufacturing A puzzle contains a triangular

p. 37 piece with a base of 3 in. and a height of 4 in.
A manufacturer wants to make 80 puzzles.
Find the amount of wood used if each puzzle
contains 20 triangular pieces.

SEE EXAMPLE 3 Find the circumference and area of each circle. Use the π key on your calculator.
p. 37 Round to the nearest tenth.
7. 8. 9.
�����
����� �����

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the perimeter and area of each figure.
For See
Exercises Example 10. 11. 12.
��
10–12 1 ����� � �� ��
13 2
����� �
14–16 3

Extra Practice 13. Crafts The quilt pattern includes 32 small triangles.
Skills Practice p. S5
Each has a base of 3 in. and a height of 1.5 in. Find the
Application Practice p. S28
amount of fabric used to make the 32 triangles.

Find the circumference and area of each circle with

the given radius or diameter. Use the π key on your
calculator. Round to the nearest tenth.
14. r = 12 m 15. d = 12.5 ft 1 mi
16. d = _
2
Find the area of each of the following.
17. square whose sides are 9.1 yd in length
18. square whose sides are (x + 1) in length
19. triangle whose base is 5__12 in. and whose height is 2__14 in.

38 Chapter 1 Foundations for Geometry

Given the area of each of the following figures, find each unknown measure.
20. The area of a triangle is 6.75 m 2 . If the base of the triangle is 3 m, what is the height
of the triangle?
21. A rectangle has an area of 347.13 cm 2 . If the length is 20.3 cm, what is the width of
the rectangle?
22. The area of a circle is 64π. Find the radius of the circle.
23. /////ERROR ANALYSIS///// Below are two statements about the
area of the circle. Which is incorrect? Explain the error.
����
� � � �
� � � �
������������ ������������
� �������
� ������� � �������
� �������

�� �� �� ��
� ��������
� �������� � ��������
� ��������

Find the area of each circle. Leave answers in terms of π.

24. circle with a diameter of 28 m
25. circle with a radius of 3y
26. Geography The radius r of the earth at the
equator is approximately 3964 mi. Find the
distance around the earth at the equator. r
Use the π key on your calculator and round
to the nearest mile.
Equator
27. Critical Thinking Explain how the formulas for
the perimeter and area of a square may be derived
from the corresponding formulas for a rectangle.
28. Find the perimeter and area of a rectangle whose
length is (x + 1) and whose width is (x - 3). �����
Express your answer in terms of x.
29. Multi-Step If the height h of a triangle is 3 inches less �����
than the length of the base b, and the area A of the
triangle is 19 times the length of the base, find b and h.

30. This problem will prepare you for the Multi-Step

Test Prep on page 58.
A landscaper is to install edging around a garden.
The edging costs $1.39 for each 24-inch-long strip. ���� ����
The landscaper estimates it will take 4 hours to
���� ����
install the edging.
a. If the total cost is $120.30, what is the cost of the
material purchased?
b. What is the charge for labor?
c. What is the area of the semicircle to the nearest tenth?
d. What is the area of each triangle?
e. What is the total area of the garden to the nearest foot?

1- 5 Using Formulas in Geometry 39

 31. Algebra The large rectangle has length a + b and > L
width c + d. Therefore, its area is (a + b)(c + d).
V
a. Find the area of each of the four small rectangles
in the figure. Then find the sum of these areas. `
Explain why this sum must be equal to the product
(a + b)(c + d).
b. Suppose b = d = 1. Write the area of the large rectangle as a product of its length
and width. Then find the sum of the areas of the four small rectangles. Explain
why this sum must be equal to the product (a + 1)(c + 1).
c. Suppose b = d = 1 and a = c. Write the area of the large rectangle as a product of
its length and width. Then find the sum of the areas of the four small rectangles.
Explain why this sum must be equal to the product (a + 1) 2 .
32. Sports The table shows the minimum and maximum dimensions for rectangular
soccer fields used in international matches. Find the difference in area of the
largest possible field and the smallest possible field.

Minimum Maximum

Length 100 m 110 m

Width 64 m 75 m

Find the value of each missing measure of a triangle.

33. b = 2 ft; h = ft; A = 28 ft 2 34. b = ft; h = 22.6 yd; A = 282.5 yd 2

Find the area of each rectangle with the given base and height.
35. 9.8 ft; 2.7 ft 36. 4 mi 960 ft; 440 ft 37. 3 yd 12 ft; 11 ft

Find the perimeter of each rectangle with the given base and height.
38. 21.4 in.; 7.8 in. 39. 4 ft 6 in.; 6 in. 40. 2 yd 8 ft; 6 ft

Find the diameter of the circle with the given measurement. Leave answers in terms of π.
41. C = 14 42. A = 100π 43. C = 50π
44. A skate park consists of a two adjacent rectangular £ÇÊÞ`
regions as shown. Find the perimeter and area of
the park. ™ÊÞ` {ÊÞ`

45. Critical Thinking Explain how you would measure {ÊÞ`

a triangular piece of paper if you wanted to find its
area.
46. Write About It A student wrote in her journal, “To find the perimeter of a
rectangle, add the length and width together and then double this value.” Does her
method work? Explain.

47. Manda made a circular tabletop that has an area of 452 in2. Which is closest to
the radius of the tabletop?
9 in. 12 in. 24 in. 72 in.

48. A piece of wire 48 m long is bent into the shape of a rectangle whose length is
twice its width. Find the length of the rectangle.
8m 16 m 24 m 32 m
40 Chapter 1 Foundations for Geometry

ge07se_c01_0036_0041.indd 40 4/27/06 12:27:10 PM

 49. Which equation best represents the area A of the triangle?
A = 2x 2 + 4x
A = 4x(x + 2)
�����
A = 2x 2 + 2
A = 4x 2 + 8 ��

50. Ryan has a 30 ft piece of string. He wants to use the string to lay out the
boundary of a new flower bed in his garden. Which of these shapes would
use all the string?
A circle with a radius of about 37.2 in.
A rectangle with a length of 6 ft and a width of 5 ft
A triangle with each side 9 ft long
A square with each side 90 in. long

CHALLENGE AND EXTEND ������

51. A circle with a 6 in. diameter is stamped out
of a rectangular piece of metal as shown.
Find the area of the remaining piece of metal. �����
Math History Use the π key on your calculator and round
to the nearest tenth.
52. a. Solve P = 2ℓ + 2w for w.
b. Use your result from part a to find the width of a rectangle that has a perimeter
of 9 ft and a length of 3 ft.
53. Find all possible areas of a rectangle whose sides are natural numbers and whose
perimeter is 12.
The Ahmes Papyrus is
54. Estimation The Ahmes Papyrus dates from approximately 1650 B.C.E. Lacking
an ancient Egyptian
source of information a precise value for π, the author assumed that the area of a circle with a
about mathematics. diameter of 9 units had the same area as a square with a side length of 8 units.
A page of the Ahmes By what percent did the author overestimate or underestimate the actual area
Papyrus is about 1 foot of the circle?
wide and 18 feet long.
Source: scholars.nus.edu.sg
55. Multi-Step The width of a painting is __45 the measure of the length of the painting.
If the area is 320 in 2 , what are the length and width of the painting?

SPIRAL REVIEW
Determine the domain and range of each function. (Previous course)
   
56. ⎨(2, 4), (-5, 8), (-3, 4)⎬ 57. ⎨(4, -2), (-2, 8), (16, 0)⎬
   
Name the geometric figure that each item suggests. (Lesson 1-1)
58. the wall of a classroom 59. the place where two walls meet
60. Marion has a piece of fabric that is 10 yd long. She wants to cut it into 2 pieces so
that one piece is 4 times as long as the other. Find the lengths of the two pieces.
(Lesson 1-2)
_
61. Suppose that A, B, and C are collinear points. B is the midpoint of AC. The coordinate
of A is -8, and the coordinate of B is -2.5. What is the coordinate of C? (Lesson 1-2)
62. An angle’s measure is 9 degrees more than 2 times the measure of its supplement.
Find the measure of the angle. (Lesson 1-4)

1- 5 Using Formulas in Geometry 41

 Graphing in the
Coordinate Plane
Algebra

The coordinate plane is used to name and

See Skills Bank locate points. Points in the coordinate plane ������
�
page S56 are named by ordered pairs of the form (x, y). ����������� ����������
The first number is the x-coordinate. �
������
The second number is the y-coordinate.
The x-axis and y-axis intersect at the origin, �� �� � � �
forming right angles. The axes separate the �� ������
coordinate plane into four regions, called ������������ �����������
quadrants, numbered with Roman numerals ��
placed counterclockwise.

Examples
1 Name the coordinates of P. �

Starting at the origin (0, 0), you count 1 unit to the right. �
�
Then count 3 units up. So the coordinates of P are (1, 3).
�
2 Plot and label H(-2, -4) on a coordinate plane. �
Name the quadrant in which it is located. �� �� � � �
Start at the origin (0, 0) and move 2 units left. Then move ��
4 units down. Draw a dot and label it H. H is in Quadrant III. �
��
You can also use a coordinate plane to locate places on a map.

Try This
Name the coordinates of the �
point where the following �������� �
streets intersect.
��������

�������
��� �

����� �
���

1. Chestnut and Plum

��������
������

2. Magnolia and Chestnut

�����

��� �
�

3. Oak and Hawthorn

�
�����

�����
���

4. Plum and Cedar � ����

Name the streets that intersect �

����
at the given points. �� �� �� �� � � � � �
5. (-3, -1) 6. (4, -1)
�� ������
7. (1, 3) 8. (-2, 1)

42 Chapter 1 Foundations for Geometry ������������������������

����������������

���������������������
��������������������
 1-6 Midpoint and Distance
in the Coordinate Plane
Objectives Why learn this?
Develop and apply the You can use a coordinate plane to help
formula for midpoint. you calculate distances. (See Example 5.)
Use the Distance Formula
and the Pythagorean
Major League baseball fields are laid out
Theorem to find the
according to strict guidelines. Once you
distance between
two points. know the dimensions of a field, you can
use a coordinate plane to find the distance
Vocabulary between two of the bases.
coordinate plane
A coordinate plane is a plane that is
leg
divided into four regions by a horizontal
hypotenuse
line (x-axis) and a vertical line (y-axis).
The location, or coordinates, of a point
are given by an ordered pair (x, y).

You can find the midpoint of a segment by using the coordinates of its
endpoints. Calculate the average of the x-coordinates and the average of
the y-coordinates of the endpoints.

Midpoint Formula
_
The midpoint M of AB with �
endpoints A(x 1, y 1) and B(x 2, y 2) �� �
is found by ��������
�
(
x1 + x2 _
M _
2
y + y2
, 1
2
. ) �����������
���������
� � ����
�
� ����
� �� �� ����
�������
� ��
�� �
�� �
�������� �
� �� ��
�����������
���������

EXAMPLE 1 Finding the Coordinates of a Midpoint

̶̶
Find the coordinates of the midpoint of CD �
�
with endpoints C(-2, -1) and D(4, 2).
�������

To make it easier to
M _ ( 2
y + y2
x1 + x2 _
, 1
2 ) �
picture the problem, �� � �
plot the segment’s
endpoints on a
-2 + 4 _
_
2
,
-1 + 2
2
2, _
= _
2 2
1
( ) ���������

coordinate plane. ��
= (1, _
2)
1

_
1. Find the coordinates of the midpoint of EF with endpoints
E(-2, 3) and F(5, -3).

1- 6 Midpoint and Distance in the Coordinate Plane 43

 EXAMPLE 2 Finding the Coordinates of an Endpoint
̶̶
M is the midpoint of AB. A has coordinates (2, 2), and M has coordinates
(4, -3). Find the coordinates of B.
Step 1 Let the coordinates of B equal (x, y).
2+x 2+y
Step 2 Use the Midpoint Formula: (4, -3) = _, _ .
2 2 ( )
Step 3 Find the x-coordinate. Find the y-coordinate.
2 + x 2+y
4 =_ Set the coordinates equal. -3 = _
2 2
2
2(4) = 2 _ (
+
2
x
)Multiply both sides by 2. 2(-3) = 2 _
2+y
2 ( )
8 =2+x Simplify. -6 = 2 + y
-2 -2 Subtract 2 from both sides. -2 -2
̶̶̶̶ ̶̶̶̶ ̶̶̶̶ ̶̶̶̶
6 =x Simplify. -8 = y
The coordinates of B are (6, -8).
_
2. S is the midpoint of RT. R has coordinates (-6, -1), and
S has coordinates (-1, 1). Find the coordinates of T.

The Ruler Postulate can be used to find the distance between two points on a
number line. The Distance Formula is used to calculate the distance between
two points in a coordinate plane.

Distance Formula

In a coordinate plane, the distance d between two points (x 1, y 1) and (x 2, y 2) is

d= √(
x 2 - x 1) 2 + (y 2 - y 1) 2 .

EXAMPLE 3 Using the Distance Formula

̶̶ ̶̶ � �
Find AB and CD. Then determine if AB ≅ CD.
�
Step 1 Find the coordinates of each point.
� � � �
A (0, 3), B (5, 1), C (-1, 1), and D (-3, -4) �
�� � �
�
Step 2 Use the Distance Formula.
� ��
d = √
(x 2 - x 1) 2 + (y 2 - y 1) 2
AB = √
(5 - 0) 2 + (1 - 3) 2 CD = √
⎡⎣-3 - (-1)⎤⎦ 2 + (-4 - 1) 2

= √
5 2 + (-2) 2 = √
(-2) 2 + (-5) 2
= √
25 + 4 = √
4 + 25

= √29 = √
29
_ _
Since AB = CD, AB ≅ CD .
_ _
3. Find EF and GH. Then determine if EF ≅ GH.

44 Chapter 1 Foundations for Geometry

 You can also use the Pythagorean Theorem to find the distance between
two points in a coordinate plane. You will learn more about the Pythagorean
Theorem in Chapter 5.

In a right triangle, the two sides that form the right angle are the legs .
The side across from the right angle that stretches from one leg to the other is
the hypotenuse . In the diagram, a and b are the lengths of the shorter sides,
or legs, of the right triangle. The longest side is called the hypotenuse and
has length c.

Theorem 1-6-1 Pythagorean Theorem

In a right triangle, the sum of the squares of the �

�
lengths of the legs is equal to the square of the
length of the hypotenuse.
a2 + b2 = c2 � � �
�� � �

�
��

EXAMPLE 4 Finding Distances in the Coordinate Plane

Use the Distance Formula and �
�������� �
the Pythagorean Theorem to find
the distance, to the nearest tenth,
from A to B. � � �
�� � �

� � ��������
��

Method 1 Method 2
Use the Distance Formula. Use the Pythagorean Theorem.
Substitute the values for the Count the units for sides a and b.
coordinates of A and B into
the Distance Formula.

AB = √
(x 2 - x 1) 2 + (y 2 - y 1) 2 a = 4 and b = 5.
c 2 = a2 + b2
= √
⎡⎣2 - (-2)⎤⎦ 2 + (-2 - 3) 2
= 42 + 52
= √
4 2 + (-5) 2 = 16 + 25

= √16 + 25 = 41

= √41 c = √ 41
≈ 6.4 c ≈ 6.4

Use the Distance Formula and the Pythagorean Theorem

to find the distance, to the nearest tenth, from R to S.
4a. R(3, 2) and S(-3, -1)
4b. R(-4, 5) and S(2, -1)

1- 6 Midpoint and Distance in the Coordinate Plane 45

 EXAMPLE 5 Sports Application
The four bases on a baseball field form
a square with 90 ft sides. When a player T(0,90) S(90,90)
throws the ball from home plate to
second base, what is the distance of
the throw, to the nearest tenth?
Set up the field on a coordinate
plane so that home plate H is
at the origin, first base F has
coordinates (90, 0), second base S
has coordinates (90, 90), and third
H(0,0) F(90,0)
base T has coordinates (0, 90).
The distance HS from home plate to second base is the length of the
ge07se_c01L06006a
hypotenuse of a right triangle.
HS = √
(x 2 - x 1) 2 + (y 2 - y 1) 2
= √
(90 - 0) 2 + (90 - 0) 2
= √
90 2 + 90 2

= √8100 + 8100
= √
16,200
≈ 127.3 ft

5. The center of the pitching mound has coordinates (42.8, 42.8).

When a pitcher throws the ball from the center of the mound
to home plate, what is the distance of the throw, to the
nearest tenth?

THINK AND DISCUSS

1. Can you exchange the coordinates (x 1, y 1) and (x 2, y 2) in the Midpoint
Formula and still find the correct midpoint? Explain.
2. A right triangle has sides lengths of r, s, and t. Given that s 2 + t 2 = r 2,
which variables represent the lengths of the legs and which variable
represents the length of the hypotenuse?
3. Do you always get the same result using the Distance Formula to find
distance as you do when using the Pythagorean Theorem? Explain
your answer.
4. Why do you think that most cities are laid out in a rectangular grid
instead of a triangular or circular grid?
5. GET ORGANIZED Copy and complete the graphic organizer below.
In each box, write a formula. Then make a sketch that will illustrate
the formula.

��������

�������� �������� �����������

������� ������� �������

46 Chapter 1 Foundations for Geometry

 1-6
Exercises KEYWORD: MG7 1-6

KEYWORD: MG7 Parent

GUIDED PRACTICE
1. Vocabulary The ? is the side of a right triangle that is directly across from the
̶̶̶̶
right angle. (hypotenuse or leg)

SEE EXAMPLE 1 Find the coordinates of the midpoint of each segment.

_
p. 43 2. AB with endpoints A(4, -6) and B(-4, 2)
_
3. CD with endpoints C(0, -8) and D(3, 0)
_
SEE EXAMPLE 2 4. M is the midpoint of LN. L has coordinates (-3, -1), and M has coordinates (0, 1).
p. 44 Find the coordinates of N.
_
5. B is the midpoint of AC. A has coordinates (-3, 4), and B has coordinates
( )
-1__12 , 1 . Find the coordinates of C.

SEE EXAMPLE 3 Multi-Step Find the length of the given segments and �
�
�
p. 44 determine if they are congruent.
_ _ _ _
6. JK and FG 7. JK and RS
� �
SEE EXAMPLE 4 Use the Distance Formula and the Pythagorean Theorem �� � �
p. 45 to find the distance, to the nearest tenth, between each � �
pair of points. �
��
8. A(1, -2) and B(-4, -4) �
9. X(-2, 7) and Y(-2, -8)
10. V(2, -1) and W(-4, 8)

SEE EXAMPLE 5 11. Architecture The plan for a rectangular living

p. 46 room shows electrical wiring will be run in a
straight line from the entrance E to a light L at
the opposite corner of the room. What is the
length of the wire to the nearest tenth?

PRACTICE AND PROBLEM SOLVING

Independent Practice Find the coordinates of the midpoint of each segment.
For See
_
Exercises Example 12. XY with endpoints X(-3, -7) and Y(-1, 1)
_
12–13 1 13. MN with endpoints M(12, -7) and N(-5, -2)
14–15 2 _
14. M is the midpoint of QR. Q has coordinates (-3, 5), and M has coordinates (7, -9).
16–17 3
Find the coordinates of R.
18–20 4 _
21 5 15. D is the midpoint of CE. E has coordinates (-3, -2), and D has coordinates 2__12 , 1 . ( )
Find the coordinates of C.
Extra Practice �
Skills Practice p. S5 �
Multi-Step Find the length of the given segments and �
Application Practice p. S28
determine if they are congruent.
_ _
16. DE and FG � �
_ _ �� � �
17. DE and RS � � �

��
�

1- 6 Midpoint and Distance in the Coordinate Plane 47

 Use the Distance Formula and the Pythagorean Theorem to find the distance, to the
nearest tenth, between each pair of points.
18. U(0, 1) and V(-3, -9) 19. M(10, -1) and N(2, -5) 20. P(-10, 1) and Q(5, 5)
21. Consumer Application Televisions and computer screens are usually advertised
based on the length of their diagonals. If the height of a computer screen is 11 in.
and the width is 14 in., what is the length of the diagonal? Round to the nearest inch.
22. Multi-Step
_ _ Use the _ Distance Formula to �
�
order AB, CD, and EF from shortest to longest. � �
23. Use the Pythagorean Theorem to find the distance
from A to E. Round to the nearest hundredth. �
� �
24. X has coordinates (a, 3a), and Y has coordinates �� � �
�
(-5a, 0). Find the coordinates of the midpoint of (XY). �
25. Describe a shortcut for finding the midpoint of a
segment when one of its endpoints has coordinates
(a, b) and the other endpoint is the origin.
�
On the map, each square of the grid represents
�
1 square mile. Find each distance to the nearest �����
����
tenth of a mile.
26. Find the distance along Highway 201 from Cedar
� �
�
City to Milltown. ��
������� �

History 27. A car breaks down on Route 1, at the midpoint ���������

between Jefferson and Milltown. A tow truck is sent �����������
out from Jefferson. How far does the truck travel to ��������
reach the car? �

28. History The Forbidden City in Beijing, China, is the world’s largest palace complex.
Surrounded by a wall and a moat, the rectangular complex is 960 m long and 750 m
wide. Find the distance, to the nearest meter, from one corner of the complex to the
The construction of the opposite corner.
Forbidden City lasted 29. Critical Thinking Give an example of a line segment with midpoint (0, 0).
for 14 years. It began in
1406 with an estimated
workforce of 200,000 men. The coordinates of the vertices of △ABC are A(1, 4), B(-2, -1), and C(-3, -2).
Source: www.wikipedia.com 30. Find the perimeter of △ABC to the nearest tenth.
_ _
31. The height h to side BC is √
2 , and b is the length of BC . What is the area of △ABC ?
32. Write About It Explain why the Distance Formula is not needed to find the
distance between two points that lie on a horizontal or a vertical line.

33. This problem will prepare you for the Multi-Step �

�
Test Prep on page 58. Tania uses a coordinate
plane to map out plans for landscaping a � �
rectangular patio area. On the plan, one square �
represents 2 feet._
She plans to plant a tree at �� � �
the midpoint of AC. How far from each corner
of the patio does she plant the tree? Round
to the nearest tenth. �� � �

48 Chapter 1 Foundations for Geometry

34. Which segment has a length closest to 4 units? �
_ _ �
�
�
EF JK
_ _
GH LM � �
�
35. Find the distance, �
_ to the
_ nearest tenth, between the �� �
midpoints of LM and JK. �
� �
1.8 4.0 �� �
3.6 5.3

36. What are the coordinates of the midpoint of a line

segment that connects the points (7, -3) and (-5, 6)?
(6, -4__12 ) (2, __12 )
(2, 3) (1, 1__12 )
37. A coordinate plane is placed over the map of a town. A library is located at (-5, 1),
and a museum is located at (3, 5). What is the distance, to the nearest tenth, from
the library to the museum?
4.5 5.7 6.3 8.9

CHALLENGE AND EXTEND

38. Use the diagram to find the following. �
_
a. P is_
the midpoint of AB, and R is the midpoint � � � �
of BC. Find the coordinates of Q.
b. Find the area of rectangle PBRQ. �� �
� �
�
c. Find DB. Round to the nearest tenth. � �
39. The coordinates of X are (a - 5, -2a). The coordinates
of Y are (a + 1, 2a). If the distance between X and Y is
10, find the value of a.
40. Find two points on the y-axis that are a distance of 5 units from (4, 2).
41. Given ∠ACB is a right angle of △ABC, AC = x, and BC = y, find AB in terms
of x and y.

SPIRAL REVIEW
Determine if the ordered pair (-1, 4) satisfies each function. (Previous course)
42. y = 3x - 1 43. f(x) = 5 - x 2 44. g(x) = x 2 - x + 2

 bisects straight angle ABC, and BE

BD  bisects ∠CBD. �
Find the measure of each angle and classify it as acute, �
right, or obtuse. (Lesson 1-3)
45. ∠ABD 46. ∠CBE 47. ∠ABE � � �

Find the area of each of the following. (Lesson 1-5)

48. square whose perimeter is 20 in.
49. triangle whose height is 2 ft and whose base is twice its height
50. rectangle whose length is x and whose width is (4x + 5)

1- 6 Midpoint and Distance in the Coordinate Plane 49

 1-7 Transformations in the
Coordinate Plane
Objectives Who uses this?
Identify reflections, Artists use transformations to create
rotations, and
decorative patterns. (See Example 4.)
translations.
Graph transformations
The Alhambra, a 13th-century palace in
in the coordinate plane.
Grenada, Spain, is famous for the geometric
patterns that cover its walls and floors. To create
Vocabulary
transformation
a variety of designs, the builders based the
preimage patterns on several different transformations.
image
A transformation is a change in the
reflection �
rotation
position, size, or shape of a figure. The
original figure is called the preimage . ��
translation ��������
The resulting figure is called the image .
A transformation maps the preimage to �����
�
the image. Arrow notation (→) is used to �
describe a transformation, and primes ��
��
(′) are used to label the image. ��������������������

Transformations

REFLECTION ROTATION TRANSLATION

��
�� �� ��
� ��
�� �� � �
� �� � � �� ��
� ��
�
� � � �

A reflection (or flip) is a A rotation (or turn) A translation (or slide) is

transformation across a line, is a transformation a transformation in which
called the line of reflection. about a point P, all the points of a figure
Each point and its image called the center of move the same distance
are the same distance from rotation. Each point in the same direction.
the line of reflection. and its image are the
same distance from P.

EXAMPLE 1 Identifying Transformations

Identify the transformation. Then use arrow notation to describe the
transformation.

A � �� The transformation cannot be

a translation because each point
and its image are not in the
� ��
same position.
� ��

The transformation is a reflection. △EFG → △E′F′G′

50 Chapter 1 Foundations for Geometry

 Identify the transformation. Then use arrow notation to describe the
transformation.
B �� �� The transformation cannot be a
reflection because each point and
its image are not the same distance
from a line of reflection.

� �
�� ��
� �

The transformation is a 90° rotation. RSTU → R′S′T′U′

Identify each transformation. Then use arrow notation to

describe the transformation.
1a. � � 1b. �� ��
�� ��
�

��
� �
�� �� � �

EXAMPLE 2 Drawing and Identifying Transformations

A figure has vertices at A(-1, 4), B(-1, 1), �
�
and C (3, 1). After a transformation, the image
of the figure has vertices at A′(-1, -4), �
B′(-1, -1), and C′(3, -1). Draw the preimage �
� �
and image. Then identify the transformation.
�� �� �
Plot the points. Then use a straightedge to ��
��
connect the vertices.
��
The transformation is a reflection across the
x-axis because each point and its image are
the same distance from the x-axis.

2. A figure has vertices at E(2, 0), F(2, -1), G(5, -1), and H(5, 0).
After a transformation, the image of the figure has vertices at
E′(0, 2), F′(1, 2), G′(1, 5), and H′(0, 5). Draw the preimage and
image. Then identify the transformation.

To find coordinates for the image of a figure in a translation, add a to the

x-coordinates of the preimage and add b to the y-coordinates of the preimage.
Translations can also be described by a rule such as (x, y) → (x + a, y + b).

EXAMPLE 3 Translations in the Coordinate Plane �

�
�
Find the coordinates for the image of △ABC
after the translation (x, y) → (x + 3, y - 4).
� � �
Draw the image.
�� � �
Step 1 Find the coordinates of △ABC.
The vertices of △ABC are A(-1, 1),
B(-3, 3), and C(-4, 0). ��

1- 7 Transformations in the Coordinate Plane 51

 Step 2 Apply the rule to find the vertices �
� �
of the image.
A′(-1 + 3, 1 - 4) = A′(2, -3)
B′(-3 + 3, 3 - 4) = B′(0, -1) � � �
�� � �� �
C′(-4 + 3, 0 - 4) = C′(-1, -4)
Step 3 Plot the points. Then finish drawing ��
the image by using a straightedge to
��
connect the vertices.

3. Find the coordinates for the image �

�
of JKLM after the translation
(x, y) → (x - 2, y + 4). Draw the image. � �
�
�� � �

��
� �

EXAMPLE 4 Art History Application

The pattern shown is similar to a pattern y
on a wall of the Alhambra. Write a rule for
the translation of square 1 to square 2. 2
A‘
Step 1 Choose 2 points
1
Choose a point A on the preimage A
and a corresponding point A′ on the x
image. A has coordinates (3, 1), and
A′ has coordinates (1, 3). 3
Step 2 Translate
To translate A to A′, 2 units are
subtracted from the x-coordinate and
2 units are added to the y-coordinate.
Therefore, the translation rule is geo7sec01l07002a
(x, y) → (x - 2, y + 2).

4. Use the diagram to write a rule for the translation of square 1

to square 3.

THINK AND DISCUSS

1. Explain how to recognize a reflection when given a figure and its image.
2. GET ORGANIZED Copy and complete the graphic organizer. In each
box, sketch an example of each transformation.

���������������

���������� �������� �����������

52 Chapter 1 Foundations for Geometry

 1-7
Exercises KEYWORD: MG7 1-7

KEYWORD: MG7 Parent

GUIDED PRACTICE
Vocabulary Apply the vocabulary from this lesson to answer each question.
1. Given the transformation △XYZ → △X′Y′Z′, name the preimage and image of
the transformation.
2. The types of transformations of geometric figures in the coordinate plane can be
described as a slide, a flip, or a turn. What are the other names used to identify
these transformations?

SEE EXAMPLE 1 Identify each transformation. Then use arrow notation to describe the transformation.
p. 50 3. � �� 4. �� ��

� �

� � �� �� �� ��

� �

SEE EXAMPLE 2 5. A figure has vertices at A(-3, 2), B(-1, -1), and C(-4, -2). After a transformation,
p. 51 the image of the figure has vertices at A′(3, 2), B′(1, -1), and C′(4, -2). Draw the
preimage and image. Then identify the transformation.
y
SEE EXAMPLE 3 6. Multi-Step The coordinates of the vertices 4
p. 51 of △DEF are D(2, 3), E(1, 1), and F (4, 0).
Find the coordinates for the image of △DEF 2
after the translation (x, y) → (x - 3, y - 2).
Draw the preimage and image. x
–4 4
SEE EXAMPLE 4 7. Animation In an animated film, a simple 1
p. 52 scene can be created by translating a figure
against a still background. Write a rule for
the translation that maps the rocket from –4
position 1 to position 2.

PRACTICE AND PROBLEM SOLVING

Independent Practice Identify each transformation. Then use arrow notation to describe the transformation.
For See
Exercises Example 8. �� �� 9. � �
8–9 1
10 2 � �
11 3
�� �� � �� ��
12 4

Extra Practice �
Skills Practice p. S5 � �� ��
Application Practice p. S28
�

10. A figure has vertices at J(-2, 3), K(0, 3), L(0, 1), and M(-2, 1). After a transformation,
the image of the figure has vertices at J′ (2, 1), K′(4, 1), L′(4, -1), and M′(2, -1).
Draw the preimage and image. Then identify the transformation.

1- 7 Transformations in the Coordinate Plane 53

 ge07sec01/07004a
11. Multi-Step The coordinates of the vertices of rectangle ABCD are A(-4, 1),
B(1, 1), C(1, -2), and D(-4, -2). Find the coordinates for the image of
rectangle ABCD after the translation (x, y) → (x + 3, y - 2). Draw the preimage
and the image.
12. Travel Write a rule for the translation y
that maps the descent of the hot
air balloon.

Which transformation is suggested by each x

of the following?
13. mountain range and its image on a lake
14. straight line path of a band
marching down a street
15. wings of a butterfly

Given points F(3, 5), G(-1, 4), and H(5, 0), draw △FGH and its reflection
across each of the following lines.
16. the x-axis 17. the y-axis
18. Find the vertices of one of the triangles on the graph. �
Then use arrow notation to write a rule for translating �

the other three triangles.

� �
�
A transformation maps A onto B and C onto D. �� � �
19. Name the image of A. 20. Name the preimage of B. � �

21. Name the image of C. 22. Name the preimage of D. ��

23. Find the coordinates for the image of △RST with
vertices R(1, -4), S(-1, -1), and T(-5, 1) after the
translation (x, y) → (x - 2, y - 8).
24. Critical Thinking Consider the translations (x, y) → (x + 5, y + 3) and
(x, y) → (x + 10, y + 5). Compare the two translations.

Graph each figure and its image after the given translation.
_
25. MN with endpoints M(2, 8) and N(-3, 4) after the translation (x, y) → (x + 2, y - 5)
_
26. KL with endpoints K(-1, 1) and L(3, -4) after the translation (x, y) → (x - 4, y + 3)
27. Write About It Given a triangle in the coordinate plane, explain how to draw
its image after the translation (x, y) → (x + 1, y + 1).

28. This problem will prepare you for the Multi-Step � �

Test Prep on page 58. Greg wants to rearrange the
triangular pattern of colored stones on his patio. �� ��
� �
What combination of transformations could he �
use to transform △CAE to the image on the �� � �� �
coordinate plane?

��

54 Chapter 1 Foundations for Geometry

 29. Which type of transformation maps
XYZ to
XYZ? 8
Reflection Translation 9
Rotation Not here 9Ī

30.
DEF has vertices at D(-4, 2), E(-3, -3), and F(1, 4). <
Which of these points is a vertex of the image of
DEF <Ī
8Ī
after the translation (x, y) → (x - 2, y + 1)?
(-2, 1) (-5, -2)
(3, 3) (-6, -1)
31. Consider the translation (1, 4) → (-2, 3). What number was added to the
x-coordinate?
-3 -1 1 7

32. Consider the translation (-5, -7) → (-2, -1). What number was added to
the y-coordinate?
-3 3 6 8

CHALLENGE AND EXTEND

33.
RST with vertices R(-2, -2), S(-3, 1), and T(1, 1) is translated by
(x, y) → (x - 1, y + 3). Then the image,
RST , is translated by
(x, y) → (x + 4, y - 1), resulting in
R "S"T ".
a. Find the coordinates for the vertices of
R "S"T ".
b. Write a rule for a single translation that maps
RST to
R"S"T ".
34. Find the angle through which the minute hand of a clock rotates over a period
of 12 minutes.
35. A triangle has vertices A(1, 0), B(5, 0), and C(2, 3). The triangle is rotated 90°
counterclockwise about the origin. Draw and label the image of the triangle.

Determine the coordinates for the reflection image of any point A(x, y) across the
given line.
36. x-axis 37. y-axis

SPIRAL REVIEW
Use factoring to find the zeros of each function. (Previous course)
38. y = x 2 + 12x + 35 39. y = x 2 + 3x - 18
40. y = x 2 - 18x + 81 41. y = x 2 - 3x + 2

Given m∠A = 76.1°, find the measure of each of the following. (Lesson 1-4)
42. supplement of ∠A 43. complement of ∠A

Use the Distance Formula and the Pythagorean Theorem to find the distance, to the
nearest tenth, between each pair of points. (Lesson 1-6)
44. (2, 3) and (4, 6) 45. (-1, 4) and (0, 8)
46. (-3, 7) and (-6, -2) 47. (5, 1) and (-1, 3)

1- 7 Transformations in the Coordinate Plane 55

ge07se_c01_0050_0055.indd 55 4/27/06 12:27:57 PM

 1-7
Explore Transformations
A transformation is a movement of a figure from its original position
(preimage) to a new position (image). In this lab, you will use geometry
software to perform transformations and explore their properties.

Use with Lesson 1-7

KEYWORD: MG7 Lab1

Activity 1
1 Construct a triangle using the segment tool.
Use the text tool to label the vertices A, B, and C.

2 Select points A and B in that order. Choose Mark

Vector from the Transform menu.

3 Select △ABC by clicking on all three segments of

the triangle.

4 Choose Translate from the Transform menu, using

Marked as the translation vector. What do you
notice about the relationship between your
preimage and its image?

5 What happens when you drag a vertex or a side

of △ABC?

Try This
For Problems 1 and 2 choose New Sketch from the File menu.
1. Construct a triangle and a segment outside the
triangle. Mark this segment as a translation vector
as you did in Step 2 of Activity 1. Use Step 4 of
Activity 1 to translate the triangle. What happens
when you drag an endpoint of the new segment?
2. Instead of translating by a marked vector, use
Rectangular as the translation vector and translate
by a horizontal distance of 1 cm and a vertical
distance of 2 cm. Compare this method with the
marked vector method. What happens when you
drag a side or vertex of the triangle?
3. Select the angles and sides of the preimage and image triangles. Use the tools
in the Measure menu to measure length, angle measure, perimeter, and area.
What do you think is true about these two figures?

56 Chapter 1 Foundations for Geometry

Activity 2
1 Construct a triangle. Label the vertices G, H, and I.

2 Select point H and choose Mark Center from the

Transform menu.

3 Select ∠GHI by selecting points G, H, and I in that

order. Choose Mark Angle from the Transform menu.

4 Select the entire triangle △GHI by dragging a

selection box around the figure.

5 Choose Rotate from the Transform menu, using

Marked Angle as the angle of rotation.

6 What happens when you drag a vertex or a side

of △GHI?

Try This
For Problems 4–6 choose New Sketch from the File menu.
4. Instead of selecting an angle of the triangle as the
rotation angle, draw a new angle outside of the
triangle. Mark this angle. Mark ∠GHI as Center and
rotate the triangle. What happens when you drag
one of the points that form the rotation angle?

5. Construct △QRS, a new rotation angle, and a

point P not on the triangle. Mark P as the center
and mark the angle. Rotate the triangle. What
happens when you drag P outside, inside, or on
the preimage triangle?
6. Instead of rotating by a marked angle, use Fixed
Angle as the rotation method and rotate by a
fixed angle measure of 30°. Compare this method
with the marked angle method.
7. Using the fixed angle method of rotation, can you
find an angle measure that will result in an image
figure that exactly covers the preimage figure?

1- 7 Technology Lab 57
SECTION 1B

Coordinate and ������

Transformation Tools
�����
Pave the Way Julia wants
to use L-shaped paving stones
to pave a patio. Two stones
will cover a 12 in. by 18 in. ������
rectangle.

1. She drew diagram ABCDEF to represent ����

� �
the patio. Find the area and perimeter
of the patio. How many paving stones
would Julia need to purchase to pave � �
the patio? If each stone costs $2.25, �����
what is the total cost of the stones for
the patio? Describe how you calculated
your answer. � �
2. Julia plans to place a fountain at the
̶̶
midpoint of AF. How far is the fountain �� ��
from B, C, E, and F ? Round to the
nearest tenth.
3. Julia used a pair of paving stones to ��
��
create another pattern for the patio.
Describe the transformation she used
to create the pattern. If she uses just � �
one transformation, how many other
patterns can she create using two stones?
� �
Draw all the possible combinations.
Describe the transformation used to
create each pattern.
� �

58 Chapter 1 Foundations for Geometry

 SECTION 1B
Quiz for Lessons 1-5 Through 1-7
1-5 Using Formulas in Geometry
Find the perimeter and area of each figure.
1. ������ 2.
�������
��
�����

�������

3. �� 4.

������ ������� ��

�������
5. Find the circumference and area of a circle with a radius of 6 m. Use the π key on
your calculator and round to the nearest tenth.

1-6 Midpoint and Distance in the Coordinate Plane

̶̶
6. Find the coordinates for the midpoint of XY with endpoints X(-4, 6) �
�
and Y(3, 8). �
̶̶
7. J is the midpoint of HK, H has coordinates (6, -2), and J has
coordinates (9, 3). Find the coordinates of K. � �
8. Using the Distance Formula, find QR and ST to the nearest tenth. �� � �
̶̶ ̶̶ �
Then determine if QR ≅ ST.
9. Using the Distance Formula and the Pythagorean Theorem, ��
�
find the distance, to the nearest tenth, from F(4, 3) to G (-3, -2).

1-7 Transformations in the Coordinate Plane

Identify the transformation. Then use arrow notation to describe
the transformation.
10. � �� 11. �� ��

� � ��
��

� �
� � �� ��
12. A graphic designer used the translation (x, y) → (x - 3, y + 2) �
�
to transform square HJKL. Find the coordinates and graph
the image of square HJKL. � �
13. A figure has vertices at X (1, 1), Y (3, 1), and Z(3, 4). �
After a transformation, the image of the figure has vertices �� � �
at X′(-1, -1), Y′(-3, -1), and Z′(-3, -4). Graph the
preimage and image. Then identify the transformation. � �
��

Ready to Go On? 59
 For a complete
list of the
postulates and
theorems in
this chapter,
see p. S82.
Vocabulary
acute angle . . . . . . . . . . . . . . . . . . 21 diameter . . . . . . . . . . . . . . . . . . . . 37 plane . . . . . . . . . . . . . . . . . . . . . . . . 6
adjacent angles . . . . . . . . . . . . . . 28 distance. . . . . . . . . . . . . . . . . . . . . 13 point . . . . . . . . . . . . . . . . . . . . . . . . 6
angle . . . . . . . . . . . . . . . . . . . . . . . 20 endpoint . . . . . . . . . . . . . . . . . . . . . 7 postulate . . . . . . . . . . . . . . . . . . . . . 7
angle bisector . . . . . . . . . . . . . . . 23 exterior of an angle . . . . . . . . . . 20 preimage . . . . . . . . . . . . . . . . . . . . 50
area . . . . . . . . . . . . . . . . . . . . . . . . 36 height . . . . . . . . . . . . . . . . . . . . . . 36 radius. . . . . . . . . . . . . . . . . . . . . . . 37
base . . . . . . . . . . . . . . . . . . . . . . . . 36 hypotenuse . . . . . . . . . . . . . . . . . 45 ray . . . . . . . . . . . . . . . . . . . . . . . . . . 7
between. . . . . . . . . . . . . . . . . . . . . 14 image . . . . . . . . . . . . . . . . . . . . . . . 50 reflection . . . . . . . . . . . . . . . . . . . 50
bisect . . . . . . . . . . . . . . . . . . . . . . . 15 interior of an angle . . . . . . . . . . 20 right angle . . . . . . . . . . . . . . . . . . 21
circumference . . . . . . . . . . . . . . . 37 leg . . . . . . . . . . . . . . . . . . . . . . . . . . 45 rotation . . . . . . . . . . . . . . . . . . . . . 50
collinear . . . . . . . . . . . . . . . . . . . . . 6 length . . . . . . . . . . . . . . . . . . . . . . 13 segment . . . . . . . . . . . . . . . . . . . . . 7
complementary angles . . . . . . . 29 line . . . . . . . . . . . . . . . . . . . . . . . . . . 6 segment bisector . . . . . . . . . . . . 16
congruent angles . . . . . . . . . . . . 22 linear pair . . . . . . . . . . . . . . . . . . . 28 straight angle . . . . . . . . . . . . . . . . 21
congruent segments . . . . . . . . . 13 measure . . . . . . . . . . . . . . . . . . . . 20 supplementary angles . . . . . . . . 29
construction . . . . . . . . . . . . . . . . 14 midpoint . . . . . . . . . . . . . . . . . . . . 15 transformation . . . . . . . . . . . . . . 50
coordinate . . . . . . . . . . . . . . . . . . 13 obtuse angle. . . . . . . . . . . . . . . . . 21 translation . . . . . . . . . . . . . . . . . . 50
coordinate plane . . . . . . . . . . . . 43 opposite rays . . . . . . . . . . . . . . . . . 7 undefined term . . . . . . . . . . . . . . . 6
coplanar . . . . . . . . . . . . . . . . . . . . . 6 perimeter . . . . . . . . . . . . . . . . . . . 36 vertex . . . . . . . . . . . . . . . . . . . . . . . 20
degree . . . . . . . . . . . . . . . . . . . . . . 20 pi . . . . . . . . . . . . . . . . . . . . . . . . . . 37 vertical angles . . . . . . . . . . . . . . . 30

Complete the sentences below with vocabulary words from the list above.
1. A(n) ? divides an angle into two congruent angles.
̶̶̶̶̶̶
2. ? are two angles whose measures have a sum of 90°.
̶̶̶̶̶̶
3. The length of the longest side of a right triangle is called the ? .
̶̶̶̶̶̶

1-1 Understanding Points, Lines, and Planes (pp. 6–11)

EXAMPLES EXERCISES
■  and ST
Name the common endpoint of SR . Name each of
� �
the following.
�
� � � �
� �
 and ST
SR are opposite rays with common �
endpoint S. �
�

4. four coplanar points

5. line containing B and C
6. plane that contains A, G, and E

60 Chapter 1 Foundations for Geometry

■ Draw and label three coplanar lines Draw and label each of the following.
intersecting in one point. 7. line containing P and Q
8. pair of opposite rays both containing C
�
�
� 9. CD
 intersecting plane P at B
�

1-2 Measuring and Constructing Segments (pp. 13–19)

EXAMPLES EXERCISES
̶
■ Find the length of XY . � �
Find each length. � � � �
XY = ⎜-2 - 1⎟ 10. JL 11. HK
= ⎜-3⎟ = 3 �� � � �� �� � �
12. Y is between X and Z, ����
XY = 13.8, and XZ = 21.4.
■ S is between R and T. Find RT. Find YZ.
RT = RS + ST ������ ��� ��� ������
13. Q is between P and R.
3x + 2 = 5x - 6 + 2x
� � � Find PR. � � �
3x + 2 = 7x - 6
������
x=2 14. U is the midpoint of �������
̶
RT = 3 (2) + 2 = 8 TV , TU = 3x + 4, and
UV = 5x - 2. Find TU,
UV, and TV.
̶
15. E is the midpoint of DF , DE = 9x, and
EF = 4x + 10. Find DE, EF, and DF.

1-3 Measuring and Constructing Angles (pp. 20–27)

EXAMPLES EXERCISES
■ Classify each angle as acute, right, or obtuse. 16. Classify each angle as acute, right, or obtuse.
� ∠ABC acute;
∠CBD acute; � �
�
∠ABD obtuse; ���
��� ∠DBE acute; ���
��� ��� ∠CBE obtuse � � �
� � �
17. m∠HJL = 116°.
̶ �
■ KM bisects ∠JKL, m∠JKM = (3x + 4)°, and Find m∠HJK. �
�����������
m∠MKL = (6x - 5)°. Find m∠JKL.
18. NP
 bisects ∠MNQ,
3x + 4 = 6x - 5 Def. of ∠ bisector m∠MNP = (6x - 12)°,
3x + 9 = 6x Add 5 to both sides. and m∠PNQ = (4x + 8)°. �����������
9 = 3x Subtract 3x from both sides. Find m∠MNQ. � �
x=3 Divide both sides by 3.

m∠JKL = 3x + 4 + 6x - 5
= 9x -1
= 9 (3) - 1 = 26°

Study Guide: Review 61

 1-4 Pairs of Angles (pp. 28–33)
EXAMPLES EXERCISES
■ Tell whether the angles are only adjacent, Tell whether the angles are only adjacent, adjacent
adjacent and form a linear pair, or not and form a linear pair, or not adjacent.
adjacent.
19. ∠1 and ∠2
∠1 and ∠2 are only adjacent.
20. ∠3 and ∠4
� � ∠2 and ∠4 are not adjacent. � �
�
� � ∠2 and ∠3 are adjacent and 21. ∠2 and ∠5 � �
form a linear pair.
∠1 and ∠4 are adjacent and form
a linear pair.
Find the measure of the complement and
supplement of each angle.
■ Find the measure of the complement and
supplement of each angle. 22. 23.
90 - 67.3 = 22.7°
���������
180 - 67.3 = 112.7° ������
������
90 - (3x - 8) = (98 - 3x)°
180 - (3x - 8) = (188 - 3x)°
24. An angle measures 5 degrees more than 4 times
��������� its complement. Find the measure of the angle.

1-5 Using Formulas in Geometry (pp. 36–41)

EXAMPLES EXERCISES
■ Find the perimeter and area of the triangle. Find the perimeter and area of each figure.
P = 2x + 3x + 5 + 10 25. ������ 26.
�� = 5x + 15 �����
�� ��
A=_ 1 (3x + 5)(2x)
2
������ = 3x 2 + 5x 27. 28. ������
��
�
■ Find the circumference and area of the circle ��
to the nearest tenth. �����

C = 2π r
= 2π (11) Find the circumference and area of each circle to the
����� nearest tenth.
= 22π
≈ 69.1 cm 29. 30.
A = πr2 ���� �����
= π (11) 2
= 121π
≈ 380.1 cm 2
31. The area of a triangle is 102 m 2. The base of the
triangle is 17 m. What is the height of the triangle?

62 Chapter 1 Foundations for Geometry

 1-6 Midpoint and Distance in the Coordinate Plane (pp. 43–49)
EXAMPLES EXERCISES
− −
■ X is the midpoint of CD . C has coordinates Y is the midpoint of AB . Find the missing coordinates
(-4, 1), and X has coordinates (3, -2). of each point.
Find the coordinates of D. 32. A(3, 2); B(-1, 4); Y ( , )
(
(3, -2) = _-4 + x _
2
,
1+y
2 ) 33. A(5, 0); B ( , ); Y (-2, 3)
-4 + x 1+y
3= _ -2 = _ 34. A ( , ); B(-4, 4); Y (-2, 3)
2 2
6 = -4 + x -4 = 1 + y
Use the Distance Formula and the Pythagorean
10 = x -5 = y Theorem to find the distance, to the nearest tenth,
The coordinates of D are (10, -5). between each pair of points.
35. X(-2, 4) and Y(6, 1)
■ Use the Distance Formula and the
Pythagorean Theorem to find the distance, 36. H(0, 3) and K (-2, -4)
to the nearest tenth, from (1, 6) to (4, 2). 37. L(-4, 2) and M(3, -2)
d = √(
4 - 1) 2 + (2 - 6) 2 c2 = a 2 + b 2
= √3

2
+ (-4) 2 = 32 + 42
= √
9 + 16 = 9 + 16 = 25

= √25 c = √
25
= 5.0 = 5.0

1-7 Transformations in the Coordinate Plane (pp. 50–55)

EXAMPLES EXERCISES
■ Identify the transformation. Then use arrow Identify each transformation. Then use arrow
notation to describe the transformation. notation to describe the transformation.


Ī 38.  Ī Ī

 

Ī
Ī

The transformation is a reflection. Ī Ī

ABC → ABC *Ī +Ī
39. * +

■ The coordinates of the vertices of rectangle

HJKL are H(2, -1), J (5, -1), K (5, -3), and
- , -Ī ,Ī
L (2, -3). Find the coordinates of the image
of rectangle HJKL after the translation 40. The coordinates for the vertices of XYZ are
(x, y) → (x - 4, y + 1). X(-5, -4), Y(-3, -1), and Z(-2, -2). Find the
H = (2 - 4, -1 + 1) = H(-2, 0) coordinates for the image of XYZ after the
J = (5 - 4, -1 + 1) = J(1, 0) translation (x, y) → (x + 4, y + 5).
K = (5 - 4, -3 + 1) = K(1, -2)
L = (2 - 4, -3 + 1) = L(-2, -2)

Study Guide: Review 63

ge07se_c01_0060_0069.indd 63 4/27/06 12:28:46 PM

 1. Draw and label plane N containing two lines that intersect at B.
�
�
Use the figure to name each of the following. �
2. four noncoplanar points 3. line containing B and E � � �

4. The coordinate of A is -3, and the coordinate of B is 0.5. Find AB.

5. E, F, and G represent mile markers � ������ � �� �
along a straight highway. Find EF.
������
̶
6. J is the midpoint of HK . Find HJ, JK, and HK. � ������ � ������ �

Classify each angle by its measure.

7. m∠LMP = 70° 8. m∠QMN = 90° 9. m∠PMN = 125°
 bisects ∠RTS. If the m∠RTV = (16x - 6)° and m∠VTS = (13x + 9)°, what is the
10. TV
m∠RTV?
11. An angle’s measure is 5 degrees less than 3 times the measure of its supplement.
Find the measure of the angle and its supplement.

Tell whether the angles are only adjacent, adjacent and form a linear pair, or not adjacent.
12. ∠2 and ∠3 13. ∠4 and ∠5 14. ∠1 and ∠4
�
� �
15. Find the perimeter and area of a rectangle with b = 8 ft and h = 4 ft.
� �

Find the circumference and area of each circle to the nearest tenth.
16. r = 15 m 17. d = 25 ft 18. d = 2.8 cm
19. Find the midpoint of the segment with endpoints (-4, 6) and (3, 2).
̶
20. M is the midpoint of LN . M has coordinates (-5, 1), and L has coordinates (2, 4).
Find the coordinates of N.
̶ ̶
21. Given A(-5, 1), B(-1, 3), C(1, 4), and D (4, 1), is AB ≅ CD ? Explain.

Identify each transformation. Then use arrow notation to describe the transformation.
22. � �� �� 23. � � �� ��

� � �� ��

� � ��

24. A designer used the translation � �

�
(x, y) → (x + 3, y - 3) to transform a
triangular-shaped pin ABC. Find the
coordinates and draw the image � � �
of △ABC. �� � �

64 Chapter 1 Foundations for Geometry

FOCUS ON SAT
The SAT has three sections: Math, Critical Reading, and On SAT multiple-choice questions, you
Writing. Your SAT scores show how you compare with receive one point for each correct answer,
other students. It can be used by colleges to determine but you lose a fraction of a point for
admission and to award merit-based financial aid. each incorrect response. Guess only when
you can eliminate at least one of the
answer choices.
You may want to time yourself as you take this practice test.
It should take you about 6 minutes to complete.

1. Points D, E, F, and G are on a line, in that order. 4. What is the area of the square?
If DE = 2, FG = 5, and DF = 6, what is the value
(A) 16 �
of EG(DG)?
(B) 25
(A) 13 �
(C) 32
(B) 18
(D) 36
(C) 19 �
(E) 41 �� �
(D) 42
��
(E) 99

 bisects ∠PQR, m∠PQR = (4x + 2)°, and

2. QS 5. If ∠BFD and ∠AFC are right angles and
m∠SQR = (3x - 6)°. What is the value of x? m∠CFD = 72°, what is the value of x?
(A) 1 �
�
(B) 4 �
(C) 7 ��
� � �
(D) 10
(E) 19 Note: Figure not drawn to scale.
(A) 18
(B) 36
3. A rectangular garden is enclosed by a brick
border. The total length of bricks used to (C) 72
enclose the garden is 42 meters. If the length of (D) 90
the garden is twice the width, what is the area
of the garden? (E) 108

(A) 7 meters
(B) 14 meters
(C) 42 meters
(D) 42 square meters
(E) 98 square meters

College Entrance Exam Practice 65

 Multiple Choice: Work Backward
When you do not know how to solve a multiple-choice test item, use the answer
choices and work the question backward. Plug in the answer choices to see which
choice makes the question true.

̶
T is the midpoint of RC, RT = 12x - 8, and TC = 28. What is the value of x?
-4 3 ������� ��

2 28 � � �

̶
Since T is the midpoint of RC , then RT = RC, or 12x - 8 = 28.
Find what value of x makes the left side of the equation equal 28.

Try choice A: If x = -4, then 12x - 8 = 12 (-4) - 8 = -56.

This choice is not correct because length is always a positive number.

Try choice B: If x = 2, then 12x - 8 = 12 (2) - 8 = 16.

Since 16 ≠ 28, choice B is not the answer.

Try choice C: If x = 3, then 12x - 8 = 12 (3) - 8 = 28.

Since 28 = 28, the correct answer is C, 3.

Joel used 6400 feet of fencing to make a rectangular horse pen. The width of the
pen is 4 times as long as the length. What is the length of the horse pen?
25 feet 640 feet
�
480 feet 1600 feet
��
Use the formula P = 2ℓ + 2w. P = 6400 and w = 4 ℓ. You can work backward to
determine which answer choice is the most reasonable.

Try choice J: Use mental math. If ℓ = 1600, then 4 ℓ = 6400. This choice is not reasonable
because the perimeter of the pen would then be far greater than 6400 feet.

Try choice F: Use mental math. If ℓ = 25, then 4ℓ = 100. This choice is incorrect because
the perimeter of the pen is 6400 ft, which is far greater than 2 (25) + 2 (100).

Try choice H: If ℓ = 640, then 4ℓ = 2560. When you substitute these values into the
perimeter formula, it makes a true statement.

The correct answer is H, 640 ft.

66 Chapter 1 Foundations for Geometry

Read each test item and answer the questions When you work a test question backward start
that follow. with choice C. The choices are usually listed
in order from least to greatest. If choice C is
incorrect because it is too low, you do not need
Item A
to plug in the smaller numbers.
The measure of an angle is 3 times as great
as that of its complement. Which value is the
measure of the smaller angle?
Item D
22.5° 63.5° △QRS has vertices at Q(3, 5), R(3, 9), and
S(7, 5). Which of these points is a vertex of
27.5° 67.5°
the image of △QRS after the translation
(x, y) → (x - 7, y - 6)?
1. Are there any definitions that you can use to � �
�
solve this problem? If so, what are they?
�
2. Describe how to work backward to find the
correct answer. � �
�

�
�
Item B � � � � �
In a town’s annual relay marathon race, the
second runner of each team starts at mile (-4, 3) (4, 1)
marker 4 and runs to the halfway point of the
(0, 0) (4, -3)
26-mile marathon. At that point the second
runner passes the relay baton to the third
runner of the team. How many total miles
7. Explain how to use mental math to find an
does the second runner of each team run?
answer that is NOT reasonable.
4 miles 9 miles
8. Describe, by working backward, how you
6.5 miles 13 miles can determine the correct answer.

3. Which answer choice should you plug in

first? Why? Item E
4. Describe, by working backward, how you  bisects ∠PTR. If m∠PTS = (9x + 2)° and
TS
know that choices F and G are not correct. m∠STR = (x + 18)°, what is the value of x?

�
�
Item C �
Consider the translation (-2, 8) → (8, -4). �
What number was added to the x-coordinate?
-10 2
-12 4
0 20
-6 10

9. Explain how to use mental math to find an

5. Which answer choice should you plug in answer that is NOT reasonable.
first? Why?
10. Describe how to use the answer choices
6. Explain how to work the test question to work backward to find which answer
backward to determine the correct answer. is reasonable.

Test Tackler 67
 KEYWORD: MG7 TestPrep

CUMULATIVE ASSESSMENT, CHAPTER 1

Multiple Choice Use the diagram for Items 8–10.

Use the diagram for Items 1–3. ���

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8. Which of these angles is adjacent to ∠MQN?
1. Which points are collinear? ∠QMN ∠QNP

A, B, and C A, B, and E ∠NPQ ∠PQN

B, C, and D B, D, and E
9. What is the area of △NQP?
2. What is another name for plane R? 3.7 square meters 7.4 square meters

Plane C Plane ACE 6.8 square meters 13.6 square meters

Plane AB Plane BDE

10. Which of the following pairs of angles are
complementary?
3. Use your protractor to find the approximate
measure of ∠ABD. ∠MNQ and ∠QNP

123° 77° ∠NQP and ∠QPN

117° 63° ∠MNP and ∠QNP

∠QMN and ∠NPQ
4. S is between R and T. The distance between ̶
R and T is 4 times the distance between S and T. 11. K is the midpoint of JL . J has coordinates
If RS = 18, what is RT? (2, -1), and K has coordinates (-4, 3).
24 14.4 What are the coordinates of L?

22.5 6 (3, -2) (-1, 1)

(1, -1) (-10, 7)
5. A ray bisects a straight angle into two congruent
angles. Which term describes each of the 12. A circle with a diameter of 10 inches has a
congruent angles that are formed? circumference equal to the perimeter of a square.
Acute Right To the nearest tenth, what is the length of each
side of the square?
Obtuse Straight
2.5 inches 5.6 inches
̶ 3.9 inches 7.9 inches
6. Which expression states that AB is congruent
̶
to CD ?
AB ≅ CD
̶
AB = CD
̶ 13. The map coordinates of a campground are
̶ ̶ (1, 4), and the coordinates of a fishing pier
AB = CD AB ≅ CD are (4, 7). Each unit on the map represents
1 kilometer. If Alejandro walks in a straight line
7. The measure of an angle is 35°. What is the from the campground to the pier, how many
measure of its complement? kilometers, to the nearest tenth, will he walk?
35° 55° 3.5 kilometers 6.0 kilometers
45° 145° 4.2 kilometers 12.1 kilometers

68 Chapter 1 Foundations for Geometry

 For many types of geometry problems, it may be Short Response
helpful to draw a diagram and label it with the
23.
ABC has vertices A(-2, 0), B(0, 0), and
information given in the problem. This method
C(0, 3). The image of
ABC has vertices
is a good way of organizing the information and
A(1, -4), B(3, -4), and C(3, -1).
helping you decide how to solve the problem.
a. Draw
ABC and its image
ABC on a
coordinate plane.
14. m∠R is 57°. What is the measure of its
supplement? b. Write a rule for the transformation of
ABC
using arrow notation.
33° 123°
43° 133° 24. You are given the measure of ∠4. You also know
the following angles are supplementary: ∠1 and
15. What rule would you use to translate a triangle ∠2, ∠2 and ∠3, and ∠1 and ∠4.
4 units to the right?
£
(x, y) → (x + 4, y) {
Î
Ó

(x, y) → (x - 4, y)
(x, y) → (x, y + 4) Explain how you can determine the measures of
∠1, ∠2, and ∠3.
(x, y) → (x, y - 4)
− 25. Marian is making a circular tablecloth from a
16. If WZ bisects ∠XWY, which of the following rectangular piece of fabric that measures 6 yards
statements is true?
by 4 yards. What is the area of the largest circular
m∠XWZ > m∠YWZ piece that can be cut from the fabric? Leave your
m∠XWZ < m∠YWZ answer in terms of π. Show your work or explain
in words how you found your answer.
m∠XWZ = m∠YWZ
m∠XWZ  m∠YWZ
Extended Response
17. The x- and y-axes separate the coordinate plane
into four regions, called quadrants. If (c, d) is
26. Demara is creating a design using a computer
illustration program. She begins by drawing the
a point that is not on the axes, such that c < 0
rectangle shown on the coordinate grid.
and d < 0, which quadrant would contain
point (c, d)? Þ+ ,
{
I III
* -
II IV
Ý
{ ä {
Gridded Response
18. The measure of ∠1 is 4 times the measure of {
its supplement. What is the measure, in degrees,
of ∠1?
a. Demara translates rectangle PQRS using the
rule (x, y) → (x - 4, y - 6). On a copy of the
19. The exits for Market St. and Finch St. are coordinate grid, draw this translation and label
3.5 miles apart on a straight highway. The exit each vertex.
for King St. is at the midpoint between these two
exits. How many miles apart are the King St. and b. Describe one way that Demara could have
Finch St. exits? moved rectangle PQRS to the same position in
part a using a reflection and then a translation.
20. R has coordinates (-4, 9). S has coordinates c. On the same coordinate grid, Demara reflects
(4, -6). What is RS? rectangle PQRS across the x-axis. She draws a
figure with vertices at (1, -3), (3, -3), (3, -5),
and (1, -5). Did Demara reflect rectangle PQRS
21. If ∠A is a supplement of ∠B and is a right angle,
correctly? Explain your answer.
then what is m∠B in degrees?

22. ∠C and ∠D are complementary. m∠C is 4 times

m∠D. What is m∠C?

Cumulative Assessment, Chapter 1 69

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