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Logos, badges, signs, and

banners are designed to attract
attention. Many designs use
geometric concepts.

What geometric concepts are

in these figures?

What
You’ll Learn
Why It’s
• Identify and describe angles
Important
formed by intersecting and
parallel lines. A knowledge of the
• Identify the relationships among the geometry of lines, angles, and
angles of a triangle. triangles is required in careers such
• Construct line segments and angles. as trades (carpentry, plumbing,
• Create and solve problems involving welding), engineering, interior design,
lines, angles, and triangles. science, and architecture.

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Key Words
• complementary
angles
• complement
• supplementary
angles
• supplement
• opposite angles
• perpendicular
• transversal
• alternate angles
• corresponding
angles
• interior angles
• bisect
• bisector
• perpendicular
bisector
• angle bisector
• circumcentre
• circumcircle

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Using a Protractor to Measure Angles

To measure an angle:
Place the base line of a protractor along one arm of the angle, with the
centre of the base line at the vertex of the angle.
Read the angle measure from the scale that has its 0 on the arm of the angle.

10
70
80
90 800 110 12
60 110 100 70 0
0 60 130
10 50 01
2
70
80
90 800 110 12 13
50

14 0 3
50 40
60 110 100 70 0

0
0
60 130

4
14
0
50 0 12

15
30
50

0 1
13

0
14 0 3

01
50 40

0
0

60 17
0

20
0 0 10 2
14

0 180 170 16
127°
15
60 1 0
3

0 1

10 0 350 34 210
0

0 180 190 20
20

60
20
180 170 1

170 180
0 10

10 0

33 200 19
40 35

03
0
0 3
0
53°

3 0 21

30 220
32
22

0
20
31 0
23 0 30 23
40 10
This acute angle measures 53°.
0 0
24 290 28 50 2 00 3
0 2 0 260 2 3
50 26 270 90
0 280 2

This obtuse angle measures 127°.

✓
1. Draw a large irregular quadrilateral. Label it ABCD.
Measure each angle.
Label each angle with its measure.
Find the sum of the measures of the angles.

Describing Transformations
Here is an example of 3 transformations of Figure A.

Turn centre 180°

B
C
A

D Mirror line

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• Figure B is the image of Figure A after a 180° rotation

about the midpoint of the side they share.
This midpoint is the turn centre.
• Figure C is the image of Figure A after a translation of 7 units right.
• Figure D is the image of Figure A after a reflection in a
horizontal line through the side Figure A and Figure D share.
The reflection line is the mirror line.

✓
2. In the drawing on page 268, which transformation relates
Figure C to Figure B?
3. Look at this pattern.

A B

E G

F H

C D

Describe the transformation for which:

a) Figure B is the image of Figure A.
b) Figure C is the image of Figure A.
c) Figure E is the image of Figure G.
d) Figure H is the image of Figure G.
e) Figure D is the image of Figure B.

Using a Ruler and Compass for Constructions

To construct 䉭PQR with QR  8 cm, PQ  6 cm, and PR  5 cm:
Sketch the triangle first.
P

6 cm 5 cm

Q R
8 cm

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Use a ruler to draw QR  8 cm.

With compass and pencil points 6 cm apart, place the compass point on Q.
Draw an arc above QR.
With compass and pencil points 5 cm apart, place the compass point on R.
Draw an arc above QR. Make sure the arcs intersect.
Label the point of intersection P.
Join PQ and PR. Label each side with its length.

93°

The arcs could have been

6 cm 5 cm drawn below QR.

39° 48°
Q R
8 cm

The angles are measured with a protractor. They are accurate to the nearest degree.
Recall how to use 3 letters to label an angle:
⬔PQR  39°
⬔PRQ  48°
⬔RPQ  93°

✓
4. For each triangle below:
a) Draw the triangle, then measure all the angles.
b) Name the triangle.
c) How many different ways can you classify the triangle?
i) 䉭ABC with AB  6 cm, BC  7 cm, and AC  10 cm
ii) 䉭DEF with DE  4 cm, EF  5 cm, and DF  8 cm
iii) 䉭GHJ with GH  5 cm, HJ  7 cm, and GJ  5 cm
iv) 䉭KMN with KM  6 cm, MN  6 cm, and KN  6 cm

5. Suppose you are given the lengths of 3 line segments.

How can you tell if they can form a triangle?

6. A scalene triangle has side lengths 6, x, and 16.

The side lengths are listed from shortest to longest.
What are the possible whole-number values for x?

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7.1 Angle Properties of Intersecting Lines

Focus Identify and calculate complementary,
supplementary, and opposite angles.

First Nations people use a drying rack to

dry fish and animal hides.
The drying rack in this picture is used
in a Grade 2 classroom to dry artwork.

Each end support of the drying rack

forms 4 angles.
What do you notice about these angles?
What is the greatest possible value of each angle?
What is the least possible value of each angle?

Work on your own. C

You will need a circular
protractor and a large
copy of this diagram.
D B
Measure all the angles. E

Label each angle with its measure.

➢ Add these angles. A

⬔DBA  ⬔DBC
⬔DBC  ⬔CBE
F
⬔DBA  ⬔ABF
What do you notice? Explain your results.

➢ What do you notice about ⬔DBA and ⬔CBE?

About ⬔DBC and ⬔ABE?

Reflect & Share

Compare your results with those of a classmate.
Suppose line AC were rotated about B.
How would the results change? Explain.
Suppose line FB were rotated about B.
How would the results change? Explain.

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One complete turn So, one-half of And, one-quarter of

is 360°. one complete turn one complete turn
1 1
is 2 of 360°  180°. is 4 of 360°  90°.

360° 180° 90°

➢ When a 90° angle is divided into smaller angles,

the sum of the smaller angles is 90°.
A
⬔ABD  90°
C
⬔ABC  40°
⬔CBD  50°
40°
⬔ABC  ⬔CBD  40°  50°
50°
 90°
D B

When two angles have a sum of 90°,

one angle is the complement of the other.
In the diagram above, ⬔ABC is the complement of ⬔CBD;
and ⬔CBD is the complement of ⬔ABC.
Two angles whose sum is 90° are complementary.
The angles do not have to share an arm.

➢ When a 180° angle is divided into smaller angles,

the sum of the smaller angles is 180°.
⬔QRS  180°
P
⬔PRQ  34°
⬔PRS  146°
34° 146°
⬔PRQ  ⬔PRS  34°  146°
Q R S
 180°
An angle of 180° is described as the angle on a straight line or a
straight angle.

When two angles have a sum of 180°,

one angle is the supplement of the other.
In the diagram above, ⬔PRQ is the supplement of ⬔PRS;
and ⬔PRS is the supplement of ⬔PRQ.

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Two angles whose sum is 180° are supplementary.

The angles do not have to share an arm.

➢ Extend PR to T. P
Then ⬔PRT  180°
So, ⬔SRT  ⬔PRT  ⬔PRS
34° 146°
⬔SRT  180°  146° Q R S
 34°
So, ⬔PRQ  ⬔SRT T
These are opposite angles.

Similarly, ⬔PRS  ⬔QRT

These are opposite angles.

This property applies to any pair of intersecting lines.

So, for any intersecting lines, the opposite angles are equal.

When two supplementary angles are equal, N

each angle is 90°.
⬔MPN  90° and ⬔NPR  90°
M P R
We say that NP is perpendicular to MR.

Example
Find the measure of each angle. Justify your answers.
a) ⬔ACE b) ⬔BCE c) ⬔FCD

E
20°
B C D

Solution a) Since ⬔BCD is a straight angle,

⬔BCA and ⬔DCA are supplementary.
⬔BCA  90°
So, ⬔DCA  180°  90°
 90°

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Since ⬔DCA  90°,

⬔ACE and ⬔DCE are complementary.
⬔DCE  20°
So, ⬔ACE  90°  20°
 70°

b) ⬔BCE  ⬔BCA + ⬔ACE

We know that ⬔BCA  90° and ⬔ACE  70°.
So, ⬔BCE  90° + 70°
 160°

Which other ways c) Since BD and FE intersect, then ⬔FCD and ⬔BCE
could you use to find are opposite angles.
these measures?
So, ⬔FCD  ⬔BCE
 160°

1. In the diagram, below left, what is the measure of each angle?

a) ⬔AEC b) ⬔DEB c) ⬔CEB d) ⬔CED
A
V
D T
146°
E S
C
B P W R

Q
2. In the diagram, above right, name:
a) the angle opposite ⬔PWQ
b) the complement of ⬔VWT
c) two angles supplementary to ⬔QWR
d) the supplement of ⬔SWR

3. ⬔RQS  56° and ⬔PQR is a right angle. P

Find the measure of each angle.
Justify your answers. Q
a) ⬔PQT S 56° T

b) ⬔SQP
c) ⬔RQT R

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4. The back of a garden lounge chair has 3 possible positions.

a) In position 1, the obtuse angle is 100°. What is the acute angle?
125°
b) In position 2, the obtuse angle is 125°. What is the acute angle?
Position 2 c) In position 3, the acute angle is 28°. What is the obtuse angle?

5. a) Name two 53° angles.

E
b) Name two 127° angles. A F D
c) Name a 143° angle.
37° C
B

Mental Math 6. Assessment Focus

a) Sketch opposite angles that are supplementary.
How many possible angles are there?
Add one pair of brackets b) Sketch opposite angles that are complementary.
to make this statement How many possible angles are there?
equal to 8.
c) Sketch two supplementary angles that could not be
15  15  3  2  2  13 opposite angles. How many possible angles are there?
d) Sketch two complementary angles that could not be
opposite angles. How many possible angles are there?

7. Find the measures of ⬔EBD and ⬔DBC.

Explain your reasoning.
E
D
Remember that matching
arcs in a diagram show
equal angles.
70°
A B C

Take It Further 8. On a cross-country trail, Karen runs C

B
round the course shown. 130°

Through which angle does she turn

at each point A, B, C, and D? Explain.
What is the total angle Karen 60° 80°
A D
turns through? Show how you know. Start
Finish

Draw a diagram that contains at least one pair of

complementary angles and one pair of supplementary angles.
Explain how you know the angles are complementary or
supplementary.

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Using The Geometer’s Sketchpad to

Investigate Intersecting Lines
Focus Use technology to investigate
intersecting lines.
1. Open The Geometer’s Sketchpad.

2. From the Toolbox, choose (Straightedge Tool).

Move to a point on the screen,
then click and drag to draw a
line segment.
Click and drag to form a second
line segment that intersects
the first segment.

3. From the Toolbox, choose (Point Tool).

Click the point of intersection of the two lines.

4. From the Toolbox, choose (Text Tool).

C
B Click the five points to assign labels A, B, C, D, E.
E E labels the point of intersection of segments AB and CD.
A
D
5. From the Toolbox, choose (Selection Arrow Tool).
Click a blank area of the screen to deselect all objects.
Click C, E, B in order.
From the Measure menu, choose Angle.
Click and drag the angle measure into ⬔CEB.

6. Repeat Step 5 to find the measure of ⬔AED.

7. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point B.
What do you notice about the measures of opposite angles
⬔CEB and ⬔AED?

8. Repeat Step 5 to find the measure of ⬔BED.

9. From the Measure menu, choose Calculate.

Click m⬔CEB.
m⬔CEB means Click  on the calculator screen.
the measure of ⬔CEB.
Click m⬔BED.
Click OK on the calculator screen.

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10. What do you notice about m⬔CEB  m⬔BED?

11. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point C.
What do you notice about the sum of the measures of
supplementary angles ⬔CEB and ⬔BED?

12. From the File menu, choose New Sketch to get a new screen.

13. From the Toolbox, choose .

Click and drag anywhere on the screen to draw a line segment.

14. From the Toolbox, choose .

Click the screen to create a point not on the line segment.

15. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click the point and the line segment.

16. From the Construct menu, choose Perpendicular Line.

17. From the Toolbox, choose .

Draw a line segment with one endpoint at the intersection of
the two segments.
C 18. From the Toolbox, choose .
E Click the five points in order to assign labels A, B, C, D, E.
A D B
19. Repeat Step 5 to find the measures of ⬔CDE and ⬔EDB.

20. Repeat Steps 9 and 10 for ⬔CDE and ⬔EDB.

21. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point E, ensuring that DE always lies
between CD and DB.

22. What do you notice about the sum of the measures of

complementary angles ⬔CDE and ⬔EDB?

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7.2 Angles in a Triangle

Focus Explore the relationships of the angles in
a triangle.

Work with a partner.

You will need tracing paper, scissors, and protractor.
Draw a right triangle, an acute triangle, and an obtuse triangle.
Trace each triangle so you have 6 triangles.
➢ Cut out one right triangle. Cut off its angles.
Place the vertices of the three angles
together, so adjacent sides touch.
What do you notice?
Repeat the activity with an acute triangle
and an obtuse triangle.
Label the vertices so
What do you notice? you can identify them.
What can you say about the sum of the
angles in the triangles you drew?
➢ Use the original triangles.
Measure each angle with a protractor and label it
with its measure.
Find the sum of the angles in each triangle.
Does this confirm your results from cutting off the angles? Explain.

Reflect & Share

Compare your results with those of another pair of classmates.
What can you say about the sum of the angles in each of the
6 triangles?

We can show that the sum of the angles in a triangle is the same
We use a variable to for all triangles.
A x B
represent an angle In any rectangle, a diagonal y
measure. It is easier to
divides the rectangle into two
describe and indicate
equal angles. congruent triangles.
y
x
D C

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So, 䉭ABD and 䉭CDB are congruent because corresponding sides

are equal.
Since the triangles are congruent, corresponding angles are equal.
When there is only one That is, ⬔DAB  ⬔BCD  90°
angle at a vertex, we ⬔ABD  ⬔CDB  x
can use a single letter
to name the angle.
⬔ADB  ⬔CBD  y

⬔ABC  90° because it is the angle in a rectangle.

So, x  y  90°
Note that the sum of In 䉭ABD, ⬔A  ⬔ABD  ⬔ADB  90°  x  y
the acute angles in a
right triangle is 90º.
 90°  90°
 180°
Similarly, in 䉭CDB, the sum of the angles is 180°.

We can divide any triangle into 2 right triangles

by drawing a perpendicular from the greatest angle to the base.
In 䉭JKN, draw the perpendicular from K to JN at M.
K

q r
We use variables to
label the acute angles.
p s
J N
M

So, ⬔JMK  ⬔NMK  90°

In 䉭JKM, p  q  90°,
because the sum of the acute angles in a right triangle is 90°.
In 䉭KMN, r  s  90°,
because the sum of the acute angles in a right triangle is 90°.
So, in 䉭JKN,
⬔J  ⬔JKN  ⬔N  p  q  r  s
 (p  q)  (r  s)
 90°  90°
 180°
So, the sum of the angles in any triangle is 180°.
We can use this property to find angles in triangles and other figures.

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Example 1
Find the measure of ⬔C in 䉭ABC.
A

80°

65°
B
C

Solution The sum of the angles is 180°.

⬔A  ⬔B  ⬔C  180°
Substitute for ⬔A and ⬔B.
80°  65°  ⬔C  180° Add the angles.
We can also solve 145°  ⬔C  180°
this equation by To find the number to be added to 145 to make 180, subtract:
subtracting 145º
⬔C  180°  145°
from each side.
 35°

Example 2
Find the measures of ⬔R and ⬔P in 䉭PQR.
Q

70°

R
P

Solution Since PQ  PR, the triangle is isosceles.

This means ⬔R  ⬔Q.
Since ⬔Q  70°, then ⬔R  70°
The sum of the angles is 180°.
⬔P  ⬔Q  ⬔R  180°
⬔P  70°  70°  180°
⬔P  140°  180°
⬔P  180°  140°
 40°

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Use the Glossary to find 1. Draw a large obtuse triangle on dot paper.
the meanings of terms Measure each angle.
you have forgotten.
Find the sum of the measures of the angles.

2. What are the measures of K

⬔K and ⬔M in 䉭KJM?
J
Justify your answers. M 30°

3. a) In 䉭ABC, find the measures

A B

of ⬔A, ⬔B, and ⬔C without

measuring. Explain your work.
b) Check by measuring with a protractor. C

4. In 䉭ABC, below left, find the measures of ⬔ACB and ⬔A.

A P

85° T
20°
35° 140°
B C D

70°
S
Q R

5. In 䉭PQS, above right, find the measure of each angle.

Justify your answers.
a) ⬔TRS b) ⬔PSQ c) ⬔PQS

6. Assessment Focus For each part below, if your answer is yes,

sketch as many triangles as you can and label the angles.
music desk
If your answer is no, explain.
a) Can two angles in a triangle be supplementary?
b) Can two angles in a triangle be complementary?
a desk rest
7. The music desk of a grand piano is supported by a desk rest.
120° The side view of the music desk, desk rest, and top of the
75°
piano is a triangle.
Use the given angles to find the angle a that the desk rest makes
with the music desk. Explain your reasoning.

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Calculator Skills 8. Sketch a rectangle with diagonals that intersect at 40°.

Find the measures of all the other angles.
Abdul exchanged C$257 Explain how you know.
into US$.
The rate was 9. a) Sketch an isosceles triangle with one angle 130°.
C$1 = US$0.82 b) Draw the line of symmetry.
How much money did Find the measures of all other angles.
Abdul receive in US$?
Suppose Abdul wanted 10. An acute triangle has three acute angles.
to convert US$257 a) Can an obtuse triangle have three obtuse angles?
into C$. How much
Two obtuse angles? Explain.
money would he get
b) Can a right triangle have three right angles?
in Canadian funds?
Two right angles? Explain.
A
11. Figure ABCDE
is a regular pentagon.
E B
Find the measure of ⬔A.

D C

12. A truss is a framework for supporting a bridge.

There are different types of trusses.
The Pratt Truss uses right isosceles triangles.
Design your own truss using triangles.
Measure each angle. Find the sum of
the angles in each triangle.
What do you notice?

13. How many different kinds of triangles are there?

Sketch each triangle you name.

Take It Further 14. Find the measure of Q

⬔PQR in this circle.

Point O is the centre 100°
P R
of the circle. O
Explain your reasoning.

How could you explain to a classmate who missed this

lesson why the sum of the angles in a triangle is 180°?

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Using The Geometer’s Sketchpad

to Investigate Angles in a Triangle
Focus Use technology to investigate angles
in a triangle.

1. Open The Geometer’s Sketchpad.

2. From the Toolbox, choose (Straightedge Tool).

Move to a point on the screen, then click and drag to draw a
line segment.
Draw a second line segment that shares an endpoint with the
first segment.
Complete a triangle by drawing a third line segment.

3. From the Toolbox, choose (Text Tool).

Click the three points in order to label the vertices of the
triangle A, B, C.

4. From the Toolbox, choose (Selection Arrow Tool).

Click a blank area of the screen to deselect all objects.
Click A, B, C in order.
From the Measure menu, choose Angle.
Click and drag the angle measure into ⬔ABC.

5. Repeat Step 4 to get the measures of ⬔BAC and ⬔ACB.

6. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.

7. From the Measure menu, choose Calculate.

Click m⬔ABC. Click  on the calculator screen.
Click m⬔BAC. Click  .
Click m⬔ACB. Click OK .
What do you notice about m⬔ABC  m⬔BAC  m⬔ACB?

8. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point A.
What do you notice about m⬔ABC as you drag point A?
What do you notice about m⬔BAC? m⬔ACB?
What do you notice about m⬔ABC  m⬔BAC  m⬔ACB?

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7.3 Angle Properties of Parallel Lines

Focus Investigate angles associated with parallel lines.

This tiling pattern uses only parallelograms.

How could you create the tiling by translating a parallelogram?

How could you create the tiling by rotating a parallelogram
about the midpoint of one side?

Work with a partner.

You will need tracing paper, isometric dot paper, and a ruler.
• Draw four congruent parallelograms on dot paper.
• Label the parallelograms as shown below.
M is the midpoint of EF.
C E D

M
F
A B

H G J

Trace the figure. Label the tracing to match the figure.

➢ Place the tracing on top of the original figure.

Rotate the tracing 180° about point M.
What do you notice about these pairs of angles?
⬔CEF and ⬔EFB
⬔DEF and ⬔EFA

➢ Place the tracing on top of the original figure.

Slide the tracing along EG until E coincides with F.
What do you notice about these pairs of angles?
⬔DEF and ⬔BFG ⬔EFA and ⬔FGH
⬔EFB and ⬔FGJ ⬔CEF and ⬔AFG

➢ What can you say about these pairs of angles?

⬔DEF and ⬔EFB ⬔CEF and ⬔EFA

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Reflect & Share

Compare your results with those of another pair of classmates.
Work with your classmates. Write as many statements as you can
about angle properties of parallel lines.

PQ and RS are parallel lines. K

KN is a transversal. Q
J
F is the midpoint of JM. F
P S
M
R
N

➢ After a rotation of 180° about point F,

⬔PJM coincides with ⬔JMS.
So, ⬔PJM  ⬔JMS
⬔PJM and ⬔JMS are between the parallel lines and are on
opposite sides of the transversal.
They are called alternate angles.
Similarly, ⬔QJM and ⬔JMR are alternate angles.
So, ⬔QJM  ⬔JMR

➢ After a translation along line KN, ⬔QJM coincides with ⬔SMN.

So, ⬔QJM  ⬔SMN
Look at the parallel lines and the transversal.
⬔QJM and ⬔SMN are in the same relative position.
That is, each angle is below a parallel line and
to the right of the transversal.
These angles are called corresponding angles.
Similarly, ⬔KJQ and ⬔JMS are corresponding angles.
Each angle is above a parallel line and to the right of
the transversal.
⬔KJQ  ⬔JMS
And, ⬔KJP and ⬔JMR are corresponding angles.
Each angle is above a parallel line and to the left of
the transversal.
⬔KJP  ⬔JMR

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The 4th pair of corresponding angles is ⬔PJM and ⬔RMN.

Each angle is below a parallel line and to the left
of the transversal.
⬔PJM  ⬔RMN

➢ ⬔QJM is the supplement of ⬔KJQ because

⬔QJM  ⬔KJQ  180°.
But, ⬔KJQ  ⬔JMS
So, ⬔QJM is the supplement of ⬔JMS.
That is, ⬔QJM  ⬔JMS  180°
⬔QJM and ⬔JMS are between the parallel lines and are on the
same side of the transversal. They are called interior angles.
Similarly, ⬔PJM and ⬔JMR are interior angles.
That is, ⬔PJM  ⬔JMR  180°

Example
Two transversals intersect parallel lines.
Find the measure of each angle.
Justify each answer.
a) ⬔HBC A

b) ⬔AFC 23°

c) ⬔AGB H B G M

d) ⬔BGF

J C 82° K
F

D E

Solution a) ⬔HBC and ⬔BCF are alternate angles.

So, ⬔HBC  ⬔BCF  82°
⬔HBC  82°

b) In 䉭AFC, the sum of the angles is 180°.

So, ⬔A  ⬔ACF  ⬔AFC  180°
23°  82°  ⬔AFC  180°
105°  ⬔AFC  180°
⬔AFC  180°  105°
 75°

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c) ⬔AGB and ⬔AFC are corresponding angles.

So, ⬔AGB  ⬔AFC  75°
⬔AGB  75°

⬔GFC is the same d) ⬔BGF and ⬔GFC are interior angles.

angle as ⬔AFC, So, ⬔BGF  ⬔GFC  180°
which is 75°.
⬔BGF  75°  180°
⬔BGF  180°  75°
 105°

E
1. Use lined paper. Draw a larger copy of this diagram.
F M G Measure and mark all the angles.
a) Name the corresponding angles. Are they equal?
J N K b) Name the alternate angles. Are they equal?
H c) Name the interior angles. Are they supplementary?

2. In this diagram, each angle is labelled with a variable.

Use the variables to name:
b c h g
a d e f
a) two pairs of corresponding angles
b) two pairs of alternate angles
c) two pairs of interior angles

A 3. Look at this diagram.

65°
E a) Name two parallel line segments.
50° b) Name two transversals.
B C D c) Name two corresponding angles.
d) Name two alternate angles.
e) Find the measures of ⬔ECD, ⬔ACE, and ⬔BCA.

35° 4. A gate is made of 5 parallel boards,

A
C
G
D with a cross piece for support.
E B F The plans for the gate are shown.
70 cm
a) What is the measure of ⬔AGC? ⬔CGB?
90 cm b) What is the measure of ⬔ABE? ⬔ABF? ⬔DGB?
Justify each answer.

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5. In this diagram, find the S P T

measures of ⬔SPQ, ⬔TPR,

and ⬔QPR.
55° 25°
Explain how you know. Q R

6. Are the pairs of angles below equal, complementary, or

supplementary?
Explain how you know.
Where possible, justify each answer more than one way.
a) ⬔SRY and ⬔RTK b) ⬔SQR and ⬔SVT
c) ⬔RTK and ⬔QRT d) ⬔YRT and ⬔RTV
Mental Math
e) ⬔QRT and ⬔RTV f) ⬔RTK and ⬔VTW
g) ⬔SRQ and ⬔QSR h) ⬔SRY and ⬔SRQ
Which number does not
Y K
belong in the pattern
S R T
below? W
Which number should go
in its place? Q
Explain your reasoning. P
V
1, 4, 9, 16, 25, 36, 48,
64, … 7. Assessment Focus
a) Find the measure of each unmarked angle in this diagram.
b) Use the properties of angles between parallel lines to justify
that the sum of the angles in a triangle is 180°.
A
B
G
70°

60°
C E
F D

8. Find the measures of ⬔KGH, ⬔KGF, ⬔HGJ, and ⬔GHJ.

M K

125°
H
E F G

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9. In trapezoid PQRS, PQ is parallel to SR, and diagonal PR is drawn.

SP  SR, ⬔SRP  50°, and ⬔PRQ  85°
Find the measures of ⬔RQP, ⬔SPR, and ⬔PSR.
Justify your answers.

10. a) Sketch parallelogram ABCD with ⬔A  51°.

b) How can you use what you know about parallel line segments
and a transversal to find the measures of the other 3 angles in
the parallelogram? Explain your work.
c) When is a quadrilateral a parallelogram? Explain.

11. Suppose there are 2 line segments that look parallel.

How could you tell if they are parallel?

12. Draw 2 line segments that are not parallel, and a transversal.
Measure the alternate, corresponding, and interior angles.
What do you notice?

Take It Further 13. Find the value of x, and the measures of ⬔ADC and ⬔CAD.
A D
4x

3x 2x
B C

Your World
Make a list of where you see parallel lines
and transversals in your community, around
the house, or on a construction site.
Sketch diagrams to illustrate your list.

Draw two parallel lines and a transversal. Label the angles.

Explain how you remember which are corresponding angles,
which are alternate angles, and which are interior angles.

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Using The Geometer’s Sketchpad

to Investigate Parallel Lines
and Transversals Focus Use technology to investigate
parallel lines and transversals.

1. Open The Geometer’s Sketchpad.

2. From the Toolbox, choose (Straightedge Tool).

Move to a point on the screen, then click and drag to draw a
line segment.

3. From the Toolbox, choose (Point Tool).

Click the screen to create a point not on the line segment.

4. From the Toolbox, choose (Selection Arrow Tool).

Click a blank area of the screen to deselect all objects.
Click the point and the line segment.
From the Construct menu, choose Parallel Line. A line is
drawn through the point parallel to the line segment.

5. From the Toolbox, choose .

Draw a transversal that intersects the line and line segment.

6. From the Toolbox, choose .

Click each point of intersection.
Click the line to mark a point,
so there is a point on each side
of the transversal.

7. From the Toolbox, choose (Text Tool).

Click the points, in order, to assign labels A to H.
E
F D
C

G B
A

Alternate Angles 8. From the Toolbox, choose .

between Click a blank area of the screen to deselect all objects.
Parallel Lines Click D, F, G in order. From the Measure menu, choose Angle.
Click and drag the angle measure into ⬔DFG.

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9. Repeat Step 8 for ⬔FGA.

10. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point E.
What do you notice about the measures of alternate angles
⬔DFG and ⬔FGA as you drag point E?

11. Repeat Steps 8 to 10 for ⬔CFG and ⬔FGB.

Corresponding 12. From the File menu, choose New Sketch.

Angles between
Parallel Lines 13. Repeat Steps 2 to 7 to create a new set of parallel lines cut by a
transversal.

14. Repeat Steps 8 to 10 for: ⬔DFG and⬔BGH; ⬔CFG and ⬔AGH;

⬔EFD and ⬔FGB; ⬔EFC and ⬔FGA
What do you notice about the pairs of corresponding angles?

Interior Angles 15. From the File menu, choose New Sketch. Repeat Step 13.
between
Parallel Lines 16. From the Toolbox, choose .
Use the Measure menu to measure ⬔DFG and ⬔FGB.

17. Use the Measure menu to calculate the sum of ⬔DFG and
⬔FGB.
What do you notice about ⬔DFG  ⬔FGB?

18. From the Toolbox, choose .

Click a blank area of the screen to deselect all objects.
Click and drag point E so that point F is always between point C
and point D.
What do you notice about the sum of the measures of interior
angles ⬔DFG and ⬔FGB?

19. Repeat Steps 16 to 18 for ⬔CFG and ⬔FGA.

Angles 20. Change Steps 1 to 19, as necessary, to find the angle measures
between between a transversal and 2 non-parallel lines.
Non-Parallel What do you notice?
Lines

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LESSON

7.1 1. Find the measure of each angle. H

B 40°
7.2 Explain how you know. A
C
a) ⬔JKM
b) ⬔NJM D
E F
c) ⬔JNM G

K
N
7.1 5. Find the measure of each angle.
37°
7.2 Justify your answers.
J
25°
M 7.3 a) ⬔SQT
b) ⬔QRW
2. Find the measure of each angle. c) ⬔PRV
Justify your answers. S

a) ⬔CBA P Q
b) ⬔CAB 36° T

c) ⬔ACB
C
V R W

50° 160° 6. Sketch this diagram.

E A B D
Calculate the measure of each
3. A triangle is drawn with angle unmarked angle.
measures that are whole numbers. Write the measures on your
a) What is the greatest possible diagram.
angle measure in an
A B C
obtuse triangle?
b) What is the greatest possible
angle measure in an D E F 52° G H

acute triangle?
110°
7.3 4. Find the measure of each angle in
J K M N
the following diagram.
Explain how you know.
a) ⬔BEF b) ⬔ADE
c) ⬔BAD d) ⬔GDE

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7.4 Constructing Bisectors

Focus Use a variety of methods to construct
bisectors of line segments and angles.

Recall that a rhombus has all sides equal

and opposite angles equal.

Each diagonal cuts the rhombus

into 2 congruent isosceles triangles.
How do you know the triangles are isosceles?
How do you know the triangles are congruent?

You will investigate ways to cut line segments and angles into 2 equal parts.

Work with a partner.

You may need rulers, protractors, tracing paper, plain paper,
and Miras.
Use any method or tools.
• Draw a line segment on plain paper.
Draw a line perpendicular to the line segment that cuts
the line segment in half.
• Draw an angle on plain paper.
Draw the line that cuts the angle in half.

Reflect & Share

Compare your results and strategies with those of
another pair of classmates.
Could you use your strategy to cut your classmates’
line segment in half? Explain.
Could you use your classmates’ strategy to cut
your angle in half? Explain.

➢ When you draw a line to divide

a line segment into two equal
A B
parts, you bisect the segment.
The line you drew is a bisector
of the segment.

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When the bisector is drawn at right angles to the segment,

the line is the perpendicular bisector of the segment.

C D

➢ Each diagonal of a rhombus is a line of symmetry.

The diagonals intersect at right angles.
The diagonals bisect each other.
So, each diagonal is the perpendicular bisector of
the other diagonal.

We can use these properties of a rhombus to construct the

perpendicular bisector of a line segment.
Think of the line segment as a diagonal of a rhombus.
As we construct the rhombus, we also construct the
perpendicular bisector of the segment.

Use a ruler and compass.

A B
• Draw any line segment AB.
• Set the compass so the distance between the compass and
pencil points is greater than one-half the length of AB.

• Place the compass point on A.

A B Draw an arc above and below the segment.
Do not change the distance between the compass and pencil
points. Place the compass point on B. Draw an arc above and
below the segment to intersect the first 2 arcs you drew.

• Label the points C and D where the arcs intersect.

C Join the points to form rhombus ACBD. Draw the diagonal
CD. The diagonals intersect at E. CD is the perpendicular
bisector of AB. That is, AE  EB and ⬔AEC  ⬔CEB  90°
A B
E To check that the perpendicular bisector has been drawn
correctly, measure the two parts of the segment to check they
D are equal, or measure the angles to check each is 90°.
Note that any point on the perpendicular bisector of a line segment
is the same distance from the endpoints of the segment.
For example, AC  BC and AD  BD

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➢ When you divide an angle into two equal parts,

you bisect the angle.
We can use the properties of a rhombus to construct the
bisector of an angle.
Think of the angle as one angle of a rhombus.
K
BJ and BK are 2 sides of • Draw ⬔B as one angle of a rhombus.
the rhombus; BJ = BK. With compass point on B,
draw an arc that intersects B

one arm at K and the

other arm at J.
J

• Do not change the distance between

the compass and pencil points.
K
Place the compass point on K.
Draw an arc between the arms
of the angle. B M

Place the compass point on J.

Draw an arc to intersect the
J
JM and MK are the other second arc you drew.
2 sides of the rhombus. Label the point M where the arcs intersect.
K
BM is a diagonal
of the rhombus.
• Join KM and MJ to form rhombus BKMJ.
Draw a line through BM.
B
This line is the angle bisector of ⬔KBJ. M

That is, ⬔KBM  ⬔MBJ

To check that the bisector of ⬔B has been drawn correctly, we can:

• Measure the two angles formed by the bisector.
They should be equal.
• Fold the angle so the bisector is the fold line.
Arm JB should coincide with arm KB.
• Place a Mira along BM.
The reflection image of arm JB should coincide with arm KB,
and vice versa.

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Example
Draw any obtuse angle.
Use a ruler and compass to bisect the angle.
Measure the angles to check.

Solution Draw obtuse ⬔B.

With compass point on B, draw an arc
to intersect the arms of the angle.
Label the points of intersection F and G.
Place the compass point on F. Draw an
arc between the arms of the angle.
Do not adjust the compass. Place the compass point on G.
Draw an arc to intersect the second arc.
Label the point H where the arcs intersect.
Draw a line through BH.
F
This line is the bisector of ⬔B.

Use a protractor to check.

⬔FBG  126° H

⬔FBH  63° and ⬔GBH  63° B

⬔FBH  ⬔GBH  63°  63°

 126°
G
 ⬔FBG

Show all construction lines.

1. a) Draw line segment AB.
Use a ruler and compass to draw its perpendicular bisector.
b) Choose three different points on the bisector.
Measure the distance to each point from A and from B.
What do you notice? Explain.

2. Find out what happens if you try to draw the perpendicular

bisector of a segment when the distance between the compass
and pencil points is:
a) equal to one-half the length of the segment
b) less than one-half the length of the segment

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3. You have used Miras and paper folding to bisect an angle.

What is the advantage of using a ruler and compass?

4. Use a ruler and compass.

a) Draw acute ⬔PQR. Bisect the angle.
b) Draw obtuse ⬔GEF. Bisect the angle.

Use the Glossary if you 5. Draw a reflex angle.

have forgotten what a
a) How many different methods can you find to bisect this angle?
reflex angle is.
b) Describe each method.
Check that each bisector you draw is correct.

6. a) Draw line segment HJ.

Draw the perpendicular bisector of HJ.
b) Bisect each right angle in part a.
c) How many angle bisectors did you need to draw in part b?
Explain.

7. Draw a large 䉭ABC. Cut it out.

Fold the triangle so B and C coincide. Open the triangle.
Number Strategies Fold it so A and B coincide. Open the triangle.
Fold it so A and C coincide. Open the triangle.
Jean received these test Use a ruler to draw a line along each crease.
marks in geography: a) Measure the angles each crease makes with one side.
72, 84, 88, 76, 64, 84 What do you notice?
Find the mean, median, b) Label point K where the creases meet.
and mode. Measure KA, KB, and KC.
What do you notice?
c) What have you constructed by folding?

“Circum” is Latin for 8. Draw a large 䉭PQR.

“around.” So, the Construct the perpendicular bisector of each side.
circumcircle is the circle
Label point C where the bisectors meet.
that goes around a
triangle. Draw the circle with centre C and radius CP.

The point at which the 9. a) How could you use the construction in question 8 to draw a
perpendicular bisectors of circle through any 3 points that do not lie on a line?
the sides of a triangle
b) Mark 3 points as far apart as possible.
intersect is called the
circumcentre.
Draw a circle through the points.
Describe your construction.

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10. Assessment Focus

Use a ruler and compass.
a) Draw a large isosceles 䉭ABC, with AB  AC.
b) Bisect ⬔A.
c) Draw the perpendicular bisector of BC.
d) What do you notice about the bisectors?
e) Will the result in part d be true for:
i) all isosceles triangles?
ii) all equilateral triangles?
iii) all scalene triangles?
Explain your answers. Show your work.

Take It Further 11. Use a ruler and protractor to draw quadrilateral ABCD.
AB  7 cm, AD  5 cm, ⬔DAB  105°, ⬔ABC  100°, and
⬔ADC  80°
Join BD. Construct the circumcircle of 䉭ABD.
Does the circle pass through C?
Do you think this would happen for all quadrilaterals? Investigate.

Science
The circumcentre of an equilateral triangle is circumcentre
also the balancing point of the triangle.
For example, you can balance the triangle on
the tip of a pencil using the circumcentre.
Gravity acts on all parts of a structure. Gravity
pulls a structure downward through a point
called the centre of gravity. The centre of
gravity of an equilateral triangle is its
circumcentre.

How many bisectors can an angle have?

How many bisectors can a line segment have?
How many perpendicular bisectors can a line segment have?
Draw a diagram to illustrate each answer.

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7.5 Constructing Angles

Focus Use a variety of methods to
construct angles.

You have used a protractor to construct an angle of a given measure.

What if you do not have a protractor.
How can you construct angles?

Work with a partner.

You will need a ruler, compass, Mira, and tracing paper.
➢ Use your knowledge of equilateral triangles and angle bisectors to
construct a 30° angle.
➢ Use your knowledge of perpendicular bisectors and angle
bisectors to construct a 45° angle.
Explain the steps you took to construct each angle.

Reflect & Share

Compare strategies with another pair of classmates.
How many different strategies can you use to construct a 30° angle?
A 45° angle?

You can construct a 60° angle by drawing two sides

of an equilateral triangle.
You can construct a 90° angle by drawing the
perpendicular bisector of a line segment.
You can use these constructions to draw other angles.
P
➢ Here is one method to draw a 135° angle.
135° = 90° + 45°
A B So, draw a 90° angle and a 45° angle at a common vertex.
M
Draw line segment AB.
Use a ruler and compass to draw the
Q perpendicular bisector of AB.

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⬔AMP  ⬔PMB  90°

Use a ruler and compass to bisect ⬔PMB.
Label point R on the angle bisector.

P R

A B
M

1
Then, ⬔PMR  ⬔RMB  2 of 90°
So, ⬔PMR  45°
And, ⬔AMR  ⬔AMP  ⬔PMR
 90°  45°
 135°

C ➢ We can use the properties of a rhombus

to construct a 90° angle.
Use a ruler and compass.
Draw a line. Mark a point C away from the line.
D E
C is on one arm of the 90° angle. The other arm is on the line.
Place the compass point on C.
Draw an arc that intersects the line
at two points, D and E.
C DE is one diagonal of the rhombus.
CD and CE are two sides of the rhombus.

Do not change the distance between the compass and

D E
pencil points.
Place the compass point on D. Draw an arc below DE.
F
Place the compass point on E.
Draw an arc below DE to intersect the previous arc.
C
Label point F where the arcs intersect.
Then, DF and EF are the other two sides of the rhombus.
G
Draw CF, the other diagonal of the rhombus.
D E
Label point G where the diagonals intersect.
Since the diagonals of a rhombus intersect at right angles,
F ⬔CGE = 90°.

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The following Example explains how to draw a 120° angle.

Example
Use only a ruler and compass.
a) Construct 䉭DBC, with ⬔B  120°.
b) Explain how you know ⬔B  120°.

Solution a) Draw line segment AC. Mark point B on AC.

Make the distance between the compass and pencil points
equal to AB.
Place the compass point on B. Draw an arc.
Do not change the distance between the compass and
pencil points. Place the compass point on A.
Draw an arc to intersect the first arc.
Label point D where the arcs intersect. Join DB. Join DC.

B
A C
Measure to check that
the angle is correct.

Then, ⬔DBC  120°

b) Sketch the construction.

B
Join AD. A C

Since the distance between

the compass and pencil points
is equal to AB,
then AB = BD = AD.
D
So, 䉭ABD is equilateral.
And, ⬔A = ⬔ABD = ⬔ADB = 60°
⬔ABD and ⬔DBC are supplementary angles.
So, ⬔ABD  ⬔DBC = 180°
60°  ⬔DBC = 180°
⬔DBC = 180°  60°
= 120°

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Use only a ruler and compass in questions 1 to 3.

1. Construct a large equilateral 䉭PQR.
Bisect ⬔P to construct a 30° angle.

2. Construct an isosceles right 䉭DEF, with ⬔D  90°.

a) What is the measure of ⬔E? ⬔F? How do you know?
b) How can you construct a 45° angle?

3. a) Use your knowledge of constructing a 90° angle and a

30° angle to construct a 120° angle.
b) Compare your method with the method in the Example.
Which is easier? Explain.

4. Assessment Focus Use any methods or tools.

a) Construct an isosceles triangle with one 30° angle.
b) Construct an isosceles triangle with two 30° angles.
How many different ways can you construct each triangle?
Include a construction with each method.

5. Construct a 300° angle.

Can you do this in more than one way? Explain.
Mental Math
6. Describe one way to construct a 240° angle.
Kenji completed a
bicycle race in 7. Construct parallelogram ABCD with:
2 h and 23 min. ⬔A  ⬔C  150°, ⬔B  ⬔D  30°, AD  BC  3 cm,
He finished at 4:15 p.m. AB  CD  5 cm
At what time did the
8. Triangle ABC has angle measures related this way:
race start?
⬔A is 3 times ⬔C, and ⬔B is twice ⬔C.
a) What is the measure of ⬔A? ⬔B? ⬔C?
b) Use only a ruler and compass. Construct 䉭ABC.

List all the angles between 0° and 180° you can construct
using only a ruler and compass.
Choose one angle from the list. Construct the angle.
Describe how you did it.

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7.6 Creating and Solving Geometry Problems

Focus Create and solve problems
involving angle measurement.

Work with a partner.

➢ You will need a copy of this diagram.

70°

Find the measures of all the angles.

➢ Make up a geometry problem that involves a triangle
and parallel lines.
Sketch your diagram.
Remember to mark equal side lengths, if appropriate.
Find the measures of all the angles.
On a copy of your diagram, write the fewest angle measures a
person would need to find all the measures.
Trade diagrams with another pair of classmates.
Find the measures of the angles in your classmates’ diagram.

Reflect & Share

Compare your answers with those of your classmates.
Were you able to find all the measures? Explain.
Were your classmates able to find all the measures on your diagram?
If not, find out why.

Look back through To solve problems that involve angle measures associated
the unit to review any with triangles and parallel lines, you might need to use any or all
concepts you are
of the geometry concepts you learned in this unit.
unsure about.
We often use variables to describe angle measures.
In each case, the variable represents one angle measure.

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Example 1
Find the values of
A B
w, x, y, and z 60° 40°

in this diagram.
x
C
y
z w
D E

Solution Each variable represents one angle measure.

In 䉭ABC, the sum of the angles is 180°.
So, ⬔A  ⬔B  ⬔ACB  180°
60°  40°  x  180°
100°  x  180°
Solve this equation by inspection.

What do we add to 100° to get 180°?

x  80°

x and y are measures of opposite angles.

So, y  x  80°
y  80°

Transversal AE intersects parallel line segments AB and DE.

So, alternate angles are equal.
⬔DEC  ⬔BAC
w  60°

What other method Transversal DB intersects parallel line segments AB and DE.
could we use to find So, alternate angles are equal.
the value of z?
⬔CDE  ⬔ABC
z  40°

Example 2
P
Find the values of 70°

q, w, and y 60°
K J
in this diagram. w y

q
Q R

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Solution Transversal PQ intersects parallel

line segments KJ and QR.
So, corresponding angles are equal.
⬔KQR  ⬔PKJ
q  60°

Angles that form a straight line are supplementary.

What other method So, ⬔PKJ  ⬔JKQ  180°
could we use to find 60°  w  180° What do we add to 60°
the value of w?
w  120° to get 180°?

We cannot find the value of y directly.

First, we need to find the measure of ⬔PJK.
In 䉭PKJ, the sum of the angles is 180°.
So, ⬔P  ⬔PKJ  ⬔PJK  180°
70°  60° + ⬔PJK  180°
130°  ⬔PJK  180°
⬔PJK  50°
Angles that form a straight line are supplementary.
So, ⬔PJK  ⬔KJR  180°
50°  y  180°
y  130°

1. Look at this diagram.

a) Name a pair of
A
parallel line segments. E
y
b) Name two transversals.
c) Name two corresponding
angles. x
z 55°
d) Name two alternate angles.
B C D
e) Name two complementary angles.
f) Find the values of x, y, and z.

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C
2. a) Write an equation for the sum
80°
of the angles in 䉭ABC.
b) Solve the equation to find
the value of x. x 60°
A B

3. Look at the diagram below.

a) Name two isosceles triangles.
b) Name two complementary angles.
c) Find the values of x and y.
P
x

35°
Q S

4. In the diagram below, find the values of x, y, z, w, t, and s.

Show all your work. Justify your answers.
K
Calculator Skills
t

A map scale is 1 cm to
250 km. A x s B
125° z
Two cities are 4.8 cm
apart on the map. y
25° w
What is the actual J M
distance between the
two cities? 5. Assessment Focus Use a copy A
The actual distance of this diagram, or draw your E
between two different own diagram.
cities is 937 km. How
Measure and label one B C
far apart are the cities D
on the map?
or more angles, the fewest
you need to know to calculate the remaining measures.
Label each unmarked angle with a variable.
Find the value of each variable. Justify your answers.
Show your work.

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6. Point O is the centre of the circle.

Find the values of x, y, z, and w.
E D
Explain how you know. x y
w
100°
z
A C
B O

7. Use a ruler and lined paper.

Draw a diagram that has corresponding angles,
alternate angles, and interior angles between parallel lines.
Use a protractor to measure and label one angle.
Calculate the measures of all the other angles.
Justify your answers.

8. Explain why ⬔BCA and ⬔ECD are complementary.

A

C
B

D
E
C

Take It Further 9. In this diagram, is AD parallel to BC? D

100°
Explain.

A
70°
B

How does the use of variables help solve some

geometry problems?
Explain using examples.

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Reasonable Solutions and Concluding Statements

Katja invites 8 friends to her birthday party, which takes place in

4 days. Katja’s age in years will be 2 less than twice the number of
people she invites. How old will Katja be on her birthday?
Which solution is reasonable?
a) 12 b) 14 c) 16 d) 18
Show why 14 is the reasonable solution.
To be sure you have a reasonable solution:
1. Identify the features of the problem (context, math information,
problem statement) to help understand the problem.
Think of what might be a reasonable answer.
2. Use words, numbers, pictures, models, graphic organizers, and/or
symbols to solve the problem. Record how you solved it.
3. Think back on the problem:
• Check if the solution makes sense with the context.
• Check that the math information was used appropriately.
• Check that the solution answers the problem.
4. Write a concluding statement to answer the problem.

Solving Math Problems Look Back and Check

Keep the context in mind. Does the solution

Context make sense with the
Carry Out the Plan – use
context?
words, numbers, figures,
drawings, tables, graphs, Was sensible, accurate
Math and/or models – share and math information used?
Information compare results
Does the solution
Make a Plan – talk, listen answer the problem?
to other ideas, look for
Problem patterns and relationships, Draft
Statement choose a strategy, estimate Solutions
Understand the Problem –
read, talk, clarify

Communicate Solutions – Create a concluding statement

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It is common to use part of the problem

statement in the concluding statement.

How old will Katja be on her birthday?

Katja will be 14 years old on her birthday.

Some Dos and Don’ts for Problem Solving

• Do keep asking yourself, “Does this make sense?”

• Don’t work without writing anything down.
• Do look for patterns.
• Don’t stay with a strategy when it is not working.

✓ Show how you might use math information from the problem to
find each answer. Which solutions are reasonable? Why?
Write a concluding statement for each word problem.

1. You need enough cake to serve 18 people. A 20-cm square cake

serves four people. How many 30-cm square cakes are needed to
provide equal servings for 18 people?
a) 2 b) 4 c) 10 d) 12

2. Exactly five diagonals can be drawn from one vertex of a convex

polygon. How many sides does the polygon have?
a) 4 b) 5 c) 6 d) 8

3. Mr. Davis wants to encourage his son Mike to save money.

Every month, when Mike puts $3 into a savings account,
Mr. Davis doubles the amount of money in the account.
Mike now has $90 in the account.
How many months ago did Mike start to save?
a) 2 b) 3 c) 4 d) 5

4. One hundred sixty-three students are going on a field trip.

One bus holds 60 students. How many buses are needed?
a) 2 b) 2.72 c) 3 d) 4

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Robotics Engineer

The robots from novels, movies, and television shows that look and
act like humans exist only in science fiction. Scientists are developing
machines with certain human or animal capabilities, and lesser
robots — such as automated arms like Canadarm — have been in
use for years.

Imagine a human task: screwing a light bulb into a socket. Sounds

simple, doesn’t it? To design a robotic machine that can do this again
and again without error is a major feat of engineering. The robot
must have mobility: it has to grasp the bulb, pull it from a bin, line it
up with the socket, turn the bulb into the socket, move up as the
bulb goes in, and release it when done. It also needs agility: a light
bulb is delicate — if the robot holds it too tightly or tries to force it
into place when it isn’t aligned, the bulb will break.

The mobility design of a robot is an exercise in

geometry. How many joints should this robotic
arm have? How long should each segment be?
Through which angle must the arm bend and
how much does it need to rotate? The robotics
engineer calculates the best design for the
robot’s intended tasks. One advantage of robots
over simple industrial machines is that a robot
can be programmed to do different tasks. Today
it might screw light bulbs into sockets; next
week it might screw small bolts into pre-drilled
holes. The tasks are similar, but the geometry
has changed and the programming needs to
change as well.

Providing robots with mobility and agility is

one of the biggest challenges for today’s
robotics engineers.

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Review any lesson with

What Do I Need to Know?

✓ Intersecting Lines N
M
When two lines intersect,
P
opposite angles are equal.
⬔MPN  ⬔KPQ and ⬔MPK  ⬔NPQ

✓ Supplementary Angles K Q

Angles that form a straight line are supplementary.

Supplementary angles have a sum of 180°.
⬔KPM  ⬔MPN  180°

✓ Complementary Angles R Q
Angles that form a right angle are complementary.
Complementary angles have a sum of 90°.
T
⬔QRT  ⬔TRS  90° S

✓ Angles in a Triangle C
The sum of the angles in a triangle is 180°.
• ⬔A  ⬔B  ⬔C  180° B
A
• An equilateral triangle has all sides equal
and all angles equal.
Each angle in an equilateral triangle is 60°.
• An isosceles triangle has two sides equal
and two angles equal.

✓ Perpendicular Bisector
B
The perpendicular bisector of a line segment C
divides the segment into two equal parts.
E
Line CD is the perpendicular bisector
A D
of segment AB.
AE  EB
⬔AEC  ⬔CEB  90°

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✓ Bisector of an Angle Q

The bisector of an angle divides the angle P

into two equal angles. S

R
Line QS is the bisector of ⬔PQR.
⬔PQS  ⬔SQR

✓ Parallel Lines and a Transversal

DE is a transversal that intersects parallel lines
AC and FH.
• Alternate angles are equal. A
⬔CBG  ⬔BGF and ⬔ABG  ⬔BGH
B
• Corresponding angles are equal. D F

⬔DBC  ⬔BGH
⬔DBA  ⬔BGF C G
E
⬔CBG  ⬔HGE
H
⬔ABG  ⬔FGE
• Interior angles are supplementary.
⬔CBG  ⬔BGH  180°
⬔ABG  ⬔BGF  180°

What Should I Be Able to Do? For extra practice, go to page 494.

LESSON

7.1 1. Look at the diagram below. Name: 2. In the diagram in question 1,

a) an angle supplementary the measure of ⬔EFD is 25°.
to ⬔BFC Find the measure of each other
b) an angle complementary to angle. Explain how you know.
⬔EFD a) ⬔AFE
c) an angle opposite ⬔AFB b) ⬔AFB
d) an angle supplementary c) ⬔BFC
to ⬔EFC
3. An angle measures 34°.
e) an angle opposite ⬔BFC
What is the measure of:
A
E a) its complementary angle?
b) its supplementary angle?
c) its opposite angle?
F D
B

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LESSON

7.2 4. Look at this diagram. 7. A right triangle is drawn with

B C
angle measures that are whole
numbers of degrees.
E a) What is the greatest possible
70°
D measure of an acute angle in
A
the triangle? Explain.
a) Name two pairs of b) What is the least possible
opposite angles. measure of an acute angle in
b) Name a right triangle. the triangle? Explain.
c) Name an isosceles triangle.
d) Find the measures of ⬔ABE, 7.3 8. Look at this diagram.
⬔BEA, ⬔CED, and ⬔ECD. R S

Justify your answers.

5. Suppose you know one angle of

130°
an isosceles triangle. How can you W Q T
find the measures of the other two
P
angles? Use examples in your
explanation. a) Name two pairs of parallel
line segments.
6. A metronome is used by people
b) Name four pairs of
practising musical instruments
interior angles.
to help them keep time.
c) Find the measures of ⬔RQT,
The pendulum can be adjusted to
⬔QRS, ⬔RST, and ⬔STQ.
tick at different speeds. At one
Justify your answers.
particular instant, the pendulum
d) Look at the results of part c.
forms 䉭ABC, with ⬔A = 75° and
What do they tell you
⬔B = 62°.
about opposite angles in
a parallelogram?

C 7.4 9. a) Draw line segment AB.

Fold the paper to construct
B A A75° the perpendicular bisector.
62° b) Draw line segment CD.
Use a Mira to construct the
perpendicular bisector.
a) Find the measure of ⬔C. c) Draw line segment EF.
b) At another instant, ⬔B is 79°. Use a ruler and compass
Draw the triangle formed. to construct the
Find the new measure of ⬔C. perpendicular bisector.

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LESSON

d) Which of the three methods a) Name 3 parallel lines.

is most accurate? b) Name an isosceles triangle.
Justify your answer. c) Find the measure of each
angle. Give reasons for your
7.4 10. a) Draw acute ⬔BAC.
answers.
Fold the paper to construct
i) ⬔BCE ii) ⬔CEF
the angle bisector.
iii) ⬔FEH iv) ⬔EHG
b) Draw right ⬔DEF.
v) ⬔HED vi) ⬔HEB
Use a Mira to construct the
angle bisector. 13. There are two buildings.
c) Draw obtuse ⬔GHJ. A worker is standing on top of
Use a ruler and compass to the shorter building.
construct the angle bisector. She looks up to the top of the
d) Which of the three methods taller building.
is most accurate? B

Justify your answer. 53°

7.5 11. Use only a ruler and compass.

Construct each triangle. A x
a) 䉭ABC with ⬔A  90°, y D

⬔B  60°, and ⬔C  30°

b) 䉭DEF with ⬔D  120°,
⬔E  45°, and ⬔F  15° 45°

7.6 12. Look at this diagram. C

A a) What is the angle of

B
elevation, x?
156°
D b) The worker then looks down
G
to the base of the taller
building.
E What is the angle of
depression, y?
C c) What is the measure of
H
F ⬔BAC?
d) What is the sum of the angles
K in 䉭ABC? Are your answers
to parts a and b correct?
How do you know?

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1. a) Which angle is both a complementary and a supplementary

angle? Explain.
E
D

A B C

b) Suppose the measure of ⬔EBD is 38°.

Explain how to find the measures of ⬔DBC and ⬔ABD.

2. In the diagram below left, find the values of v, w, x, and y.

Justify your answers.
A

P
E
y D
Q
N 25° x

145° x
v w 50° x
T R S B C

3. In the diagram above right, find the measures of

⬔DCB, ⬔DCE, and ⬔CAB. Give reasons.
What can you say about 䉭ABC and 䉭CDE? Explain.

4. a) Draw a large acute 䉭ABC.

Construct the bisectors of the angles.
Use a different method for each bisector.
b) Draw a large obtuse 䉭DEF.
Construct the perpendicular bisector of each side.
Use a different method for each bisector.
Describe each method used.
D
5. In this diagram, which angles can
you not find the measures of? E
Explain what you would need to
know to help you find the measures.
70°
A B C

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Unit Problem Design a Banner

You have to design one of a series of mathematical banners to be

hung on posts outside the school.

Your design will be created on 4 large pieces of chart paper.

It has to include:
• geometric figures, including triangles
• parallel lines with transversals
• geometric constructions
Work in a group of 4.
Brainstorm a theme and design ideas for your banner.
Sketch your banner.
Each person is responsible for one piece of the banner.
Make sure the pattern or design continues across a seam.
Create your banner.

On a sketch of the banner, show all construction lines.

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Alternatively, use The Geometer’s Sketchpad to illustrate

each construction on your banner.
Write about your banner.
Explain your choice of design or pattern, and how it relates to the
geometric concepts in this unit.

Check List

Your work should

show:
✓ a detailed sketch
including
construction lines

✓ a description of the
figures and angles
in your part of
the banner
✓ your understanding
of geometric
language and ideas
✓ the construction
methods you used

Summarize what you have learned about angles formed by intersecting and parallel
lines, and angles of a triangle. Use words and diagrams in your summary.

Unit Problem: Design a Banner 317