Geometric Figures: Secondary Math Two

SECONDARY
MATH TWO
An Integrated Approach
MODULE 5
Geometric Figures
The Mathematics Vision Project

Scott Hendrickson, Joleigh Honey, Barbara Kuehl, Travis Lemon, Janet Sutorius
© 2017 Mathematics Vision Project

Original work © 2013 in partnership with the Utah State Off ice of Education
This work is licensed under the Creative Commons Attribution CC BY 4.0

SECONDARY MATH II // MODULE 5
GEOMETRIC FIGURES
MODULE 5 - TABLE OF CONTENTS

Geometric Figures
5.1 How Do You Know That? – A Develop Understanding Task

An introduction to proof illustrated by the triangle interior angle sum theorem (G.CO.10)
READY, SET, GO Homework: Geometric Figures 5.1
5.2 Do You See What I See? – A Develop Understanding Task

Reasoning from a diagram to develop proof-like arguments about lines and angles, triangles and
parallelograms (G.CO.9, G.CO.10, G.CO.11)
5.3 It’s All in Your Head – A Solidify Understanding Task

Organizing proofs about lines, angles and triangles using flow diagrams and two-column proof formats
(G.CO.9, G.CO.10)
5.4 Parallelism Preserved and Protected – A Solidify Understanding Task

Examining parallelism from a transformational perspective (G.CO.9)
5.5 Claims and Conjectures – A Solidify Understanding Task

Generating conjectures from a diagram about lines, angles and triangles (G.CO.9, G.CO.10)
5.6 Justification and Proof – A Practice Understanding Task

Writing formal proofs to prove conjectures about lines, angles and triangles (G.CO.9, G.CO.10)
Mathematics Vision Project

Licensed under the Creative Commons Attribution CC BY 4.0
mathematicsvisionproject.org
GEOMETRIC FIGURES
5.7 Parallelogram Conjectures and Proof – A Solidify Understanding Task

Proving conjectures about parallelograms (G.CO.11)
5.8 Guess My Parallelogram – A Practice Understanding Task

Identifying parallelograms from information about the diagonals (G.CO.11)
5.9 Centers of a Triangle – A Practice Understanding Task

Reading and writing proofs about the concurrency of medians, angle bisectors and perpendicular
bisectors of the sides of a triangle (G.CO.10)

GEOMETRIC FIGURES – 5.1
https://flic.kr/p/6Vmcpf
CC BY Jay Goodby
5.1 How Do You Know That?
A Develop Understanding Task

You probably know that the sum of the interior angles
of any triangle is 180°. (If you didn’t know that, you do now!) But an important question to ask
yourself is, “How do you know that?”
We know a lot of things because we accept it on authority—we believe what other people
tell us; things such as the distance from the earth to the sun is 93,020,000 miles or that the
population of the United States is growing about 1% each year. Other things are just defined to be
so, such as the fact that there are 5,280 feet in a mile. Some things we accept as true based on
experience or repeated experiments, such as the sun always rises in the east, or “I get grounded
every time I stay out after midnight.” In mathematics we have more formal ways of deciding if
something is true.

Experiment #1
1. Cut out several triangles of different sizes and shapes. Tear off the three corners (angles) of
the triangle and arrange the vertices so they meet at a single point, with the edges of the
angles (rays) touching each other like pieces of a puzzle. What does this experiment reveal
about the sum of the interior angles of the triangles you cut out, and how does it do so?

2. Since you and your classmates have performed this experiment with several different
triangles, does it guarantee that we will observe this same result for all triangles? Why or
why not?

1
Experiment #2
Perhaps a different experiment will be more convincing. Cut out another triangle and trace
it onto a piece of paper. It will be helpful to color-code each vertex angle of the original triangle
with a different color. As new images of the triangle are produced during this experiment, color-
code the corresponding angles with the same colors.

• Locate the midpoints of each side of your cut out triangle by folding the vertices that form
the endpoints of each side onto each other.

• Rotate your triangle 180° about the midpoint of one of its sides. Trace the new triangle
onto your paper and color-code the angles of this image triangle so that corresponding
image/pre-image pairs of angles are the same color.

• Now rotate the new “image” triangle 180° about the midpoint of one of the other two sides.
Trace the new triangle onto your paper and color-code the angles of this new image triangle
so that corresponding image/pre-image pairs of angles are the same color.

3. What does this experiment reveal about the sum of the interior angles of the triangles you
cut out, and how does it do so?

4. Do you think you can rotate all triangles in the same way about the midpoints of its sides,
and get the same results? Why or why not?

2
Examining the Diagram

Experiment #2 produced a sequence of triangles, as illustrated in the following diagram.

Here are some interesting questions we might ask about this diagram:

5. Will the second figure in the sequence always be a parallelogram? Why or why not?

6. Will the last figure in the sequence always be a trapezoid? Why or why not?

3
GEOMETRIC FIGURES – 5.1 5.1
READY, SET, GO! Name Period Date
READY
Topic: Geometric Figures
One of the cool things about geometric figures is that our world is filled with them. For instance, my
bathroom mirror is a perfect rectangle and the tiles on my floor are squares. Plus, the edges of these shapes
are straight lines or line segments which are pieces of lines, since theoretically a line goes on forever.

1. Look around your world and make a list of the things you see that have a geometric shape. Here are
some shapes to begin with. Think of all you can and be prepared to share your lists with the class.
Triangle Trapezoid Parallelogram Cube Perpendicular lines

SET
Topic: Linear Pairs
2. Fold a piece of paper, making a smooth crease. Open the paper and examine the shape that you
made. Is it a line? Will it always be a line? Justify your thinking.

3. Look at a wall where it meets the ceiling. How would you describe the intersection of the wall and
the ceiling?

Imagine folding a circle exactly in half so that the fold passes through the center of the circle. This fold is
called the diameter of the circle. It is a line segment with a length, but it is also a special kind of angle
called a straight angle.
In order to “see” the angle, think of the center of the circle. That
point is the vertex of the angle. Either side of the vertex is a radius
of the circle. Whenever you draw 2 radii of the circle you make an
angle. When the two radii extend in exactly opposite directions
and share a common endpoint (the center), they make a line or a
straight angle.

14. How many degrees do you think are in a straight angle?
Use features of the diagram to justify your answer.

Need help? Visit www.rsgsupport.org

4
If two angles share a vertex and together they make a straight angle, then the two angles are called a
linear pair. (Below are 3 examples of linear pairs.)
Examples of linear pairs in real life:

http://www.flicker.com/photos/angle_dore/63650608 http://www.flicker.com/photos/truthlying/3845031/siz
5. Draw at least 2 diagrams of a real life linear pair.

5
GO
Topic: Algebra of Linear Pairs
For 2 angles to be a linear pair, they must share a vertex and a side, and the sum of their measures must
equal 180°.

Find the measure of the missing angle.

6. 7.

?

8. 9.

90º ? 155º ?

10. Linear pairs could be defined as being supplementary angles because they always add up to 180°.
Are all supplementary angles linear pairs? Explain your answer.

Find the supplement of the given angle. Then draw the two angles as linear pairs. Label each
angle with its measure.

11. m/ ABC = 72° B will be the vertex.

12. m/ GHK = 113° H will be the vertex.

13. m/ XYZ = 24° Y will be the vertex

14. m/ JMS = 168° M will be the vertex


6
https://flic.kr/p/6pLxY2
CC BY paurian
5.2 Do You See What I See?
A Develop Understanding Task

In the previous task, How Do You Know That, we
saw how the following diagram could be constructed by
rotating a triangle about the midpoint of two of its sides. The final diagram suggests that the sum of
the three angles of a triangle is 180°. This diagram “tells a story” because you saw how it was
constructed through a sequence of steps. You may even have carried out those steps yourself.

Sometimes we are asked to draw a conclusion from a diagram when we are given the last
diagram in a sequence steps. We may have to mentally reconstruct the steps that got us to this last
diagram, so we can believe in the claim the diagram wants us to see.

1. For example, what can you say about the triangle in this
diagram?

2. What convinces you that you can make this claim? What
assumptions, if any, are you making about the other figures
in the diagram?

3. What is the sequence of steps that led to this final diagram?

7
4. What can you say about the triangles, quadrilateral, or diagonals of the quadrilateral that
appear in the following diagram? List several conjectures that you believe are true.

Given: !A ≅ !B

5. Select one of your conjectures and write a paragraph convincing someone else that your
conjecture is true. Think about the sequence of statements you need to make to tell your
story in a way that someone else can follow the steps and construct the images you want
them to see.

6. Now pick a second claim and write a paragraph convincing someone else that this claim is
true. You can refer to your previous paragraph, if you think it supports the new story you
are trying to tell.

8
7. Here is one more diagram. Describe the sequence of steps that you think were used to
construct this diagram beginning with the figure on the left and ending with the figure on the
right.

Travis and Tehani are doing their math homework together. One of the questions asks them
to prove the following statement.
The points on the perpendicular bisector of a segment are equidistant from the endpoints of the
segment?
Travis and Tehani think the diagram above will be helpful to prove this statement, but they
know they will need to say more than just describe how to create this diagram. Travis starts by
describing the things they know, and Tehani tries to keep a written record by jotting notes down on a
piece of paper.

9
8. In the table below, record in symbolic notation what Tehani may have written to keep track
of Travis’ statements. In the examples given, note how Tehani is introducing symbols for the
lines and points in the diagram, so she can reference them again without using a lot of words.
Tehani’s Notes Travis’ Statements
Draw !". Locate its midpoint M, and draw a We need to start with a segment and its
perpendicular line ℓ through the midpoint perpendicular bisector already drawn.
We need to show that any point on the
perpendicular bisector is equidistant from the
Pick any point C on line ℓ
two endpoints, so I can pick any arbitrary point
on the perpendicular bisector. Let’s call it C.
We need to show that this point is the same
Prove:
distance from the two endpoints.
If we knew the two triangles were congruent, we
could say that the point on the perpendicular
bisector is the same distance from each
First prove:
endpoint. So, what do we know about the two
triangles that would let us say that they are
congruent?
We know that both triangles contain a right

angle.
And we know that the perpendicular bisector

cuts segment AB into two congruent segments.
Obviously, the segment from C to the midpoint of

segment AB is a side of both triangles.
So, the triangles are congruent by the SAS

triangle congruence criteria.
Since the triangles are congruent, segments AC

and BC are congruent.
Any point C on line ℓ, the perpendicular
And, that proves that point C is equidistant from
bisector of !", is equidistant from the
the two endpoints!
endpoints A and B.

9. Tehani thinks Travis is brilliant, but she would like the ideas to flow more smoothly from
start to finish. Arrange Tehani’s symbolic notes in a way that someone else could follow the
argument and see the connections between ideas.

10. Would your justification be true regardless of where point C is chosen on the perpendicular
bisector? Why?

10
READY
Topic: Symbols in Geometry
Throughout the study of mathematics, you have encountered many symbols that help you write mathematical sentences and
phrases without using words. Symbols help the mathematician calculate efficiently and communicate concisely.

Below is a set of common mathematical symbols. Your job is to match them to their definitions.
Are the symbols logical?
Symbol Definitions
______1. = A. Absolute value – it is always equal to the positive value of the
number inside the lines. It represents distance from zero.
______2. m∠C B. Congruent – Figures that are the same size and shape are said to be
congruent.
______3. GH C. Parallel – used between segments, lines, rays, or planes

______4. ∆!"# D. Line segment with endpoints G and H. Line segments can be
congruent to each other. You would not say they were equal.
______5. ⊥ E. Ray GH – The letter on the left indicates the endpoint of the ray.

______6. ∠ABC F. Used when comparing numbers of equal value.


______7. GH G. Plus or minus – indicates 2 values, the positive value and the
negative value
______8. ≅ H. Triangle ABC

______9.  J. Indicates the measure of an angle. It would be set equal to a number.

______10. GH K. Perpendicular - Lines, rays, segments, and planes can all be
perpendicular

______11. GH L. Angle ABC – The middle letter is always the vertex of the angle.

______12. || M. Similar – Figures that have been dilated are similar.

______13. ± N. The length of GH. It would equal a number.

______14. |!| P. Refers to the infinite line GH. Lines are not equal or congruent to
other lines.

11
SET
Topic: Construction of midpoint, perpendicular bisector, and angle bisector, using “givens” to solve
problems.

The figure on the right demonstrates the construction of a
perpendicular bisector of a segment.

Use the diagram to guide you in constructing the perpendicular of the following line segments.
Mark the right angle with the correct symbol for right angles. Indicate the segments are
congruent by using slash marks.

15. 16.
A B W

V

The figure on the right demonstrates the construction of an angle bisector.
Use the diagram to guide you in constructing the angle bisector of the
following angles. Mark your bisected angles as congruent.

17. 18. 19.
C E H
F G
I

A
B
D

12
Examine the diagram and add any information that you are given. Think how you can use what
you have been given and what you know to answer the question. Plan a strategy for finding the
value of x. Follow your plan. Justify each step.

20. Given: m∠C = 90º

21. Given m∠ABC = 90º

22. Given: ∆!"#, ∆!"#, !"# ∆!"# are right triangles.


23. Given: CF bisects ∠ECD, m∠ECF = 2x + 10 ,
and m∠FCD = 3x − 18 . Find m∠FCE.

Have you answered the question?
This problem asks you to do more than find the value of x.


13
GO
Topic: Translations, reflections, rotations
Perform the following transformations on the diagram below.
24. Label points C, E, D with the correct ordered pairs.

25. Translate ∆!"# down 4 and right 6. Label the image as ∆!′!′!′ and include the new
ordered pairs.

26. Draw !!′ , !!′ , and !!′ . What is the slope of each of these line segments?

27. Reflect ∆!"# across the x = 0 line. Label the image ∆! !! ! !! ! !! . Include the new ordered pairs.
Draw !!′′ !"# !!′′ Why didn’t you need to draw!!′′?
What is the relationship between!!′′ and !!′′ to the ! = 0 line?

28. Rotate ∆!"# 180º about the point (-2, 0). Label the image ∆!′′′!′′′!′′′.
Include the new ordered pairs.

D
E

14
https://flic.kr/p/hWT88P
CC BY tec_estromberg
5.3 It’s All In Your Head
A Solidify Understanding Task

In the previous task you were asked to justify some claims by writing paragraphs
explaining how various figures were constructed and how those constructions convinced you that
the claims were true. Perhaps you found it difficult to say everything you felt you just knew.
Sometimes we all find it difficult to explain our ideas and to get those ideas out of our heads and
written down or paper.
Organizing ideas and breaking complex relationships down into smaller chunks can make
the task of proving a claim more manageable. One way to do this is to use a flow diagram.

First, some definitions:

• In a triangle, an altitude is a line segment drawn from a vertex
perpendicular to the opposite side (or an extension of the opposite
side).

• In a triangle, a median is a line segment drawn from a vertex to the
midpoint of the opposite side.

• In a triangle, an angle bisector is a line segment or ray drawn from a
vertex that cuts the angle in half.

• In a triangle, a perpendicular bisector of a side is a line drawn
perpendicular to a side of the triangle through its midpoint.


15
Travis used a compass and straightedge to construct an equilateral triangle. He then folded
his diagram across the two points of intersection of the circles to construct a line of reflection.
Travis, Tehani, Carlos and Clarita are trying to decide what to name the line segment from C to D.

Travis thinks the line segment they have constructed is also a
median of the equilateral triangle. Tehani thinks it is an angle
bisector. Clarita thinks it is an altitude and Carlos thinks it is a
perpendicular bisector of the opposite side. The four friends are
trying to convince each other that they are right.

On the following page you will find a flow diagram of statements that can be written to
describe relationships in the diagram, or conclusions that can be made by connecting multiple
ideas. You will use the flow diagram to identify the statements each of the students—Travis,
Tehani, Carlos and Clarita—might use to make their case. To get ready to use the flow diagram,
answer the following questions about what each student needs to know about the line of reflection
to support their claim.

1. To support his claim that the line of reflection is a median of the equilateral triangle, Travis
will need to show that:

2. To support her claim that the line of reflection is an angle bisector of the equilateral
triangle, Tehani will need to show that:

3. To support her claim that the line of reflection is an altitude of the equilateral triangle,
Clarita will need to show that:

4. To support his claim that the line of reflection is a perpendicular bisector of a side of the
equilateral triangle, Carlos will need to show that:

16
Here is a flow diagram of statements that can be written to

describe relationships in the diagram, or conclusions that can be
made by connecting multiple ideas.

7. Use four different colors to identify the statements each of
the students—Travis, Tehani, Clarita and Carlos might use
to make their case.
Given: ΔABC is equilateral AND CE is a line of reflection

AB ≅ BC ≅ AC ∠CDA and ∠CDB are right angles CD ⊥ AB

D is the midpoint of AB

AD ≅ DB

CD ≅ CD

∠ACD ≅ ∠BCD ΔACD ≅ ΔBCD

therefore, CD is an altitude
therefore, CD is a median
therefore, CD is an angle bisector
therefore, CD is a perpendicular bisector

17
8. Match each of the arrows and braces in the flow diagram with one of the following reasons
that justifies why you can make the connection between the statement (or statements)
previously accepted as true and the conclusion that follows:

1. Definition of reflection
2. Definition of translation
3. Definition of rotation
4. Definition of an equilateral triangle
5. Definition of perpendicular
6. Definition of midpoint
7. Definition of altitude
8. Definition of median
9. Definition of angle bisector
10. Definition of perpendicular bisector
11. Equilateral triangles can be folded onto themselves about a line of reflection
12. Equilateral triangles can be rotated 60° onto themselves
13. SSS triangle congruence criteria
14. SAS triangle congruence criteria
15. ASA triangle congruence criteria
16. Corresponding parts of congruent triangles are congruent
17. Reflexive Property

18
Travis and his friends have seen their teacher write two-column proofs in which the
reasons justifying a statement are written next to the statement being made. Travis decides to turn
his argument into a two-column proof, as follows.

Statements Reasons
ΔABC is equilateral Given
Equilateral triangles can be folded onto

CE is a line of reflection
themselves about a line of reflection
D is the midpoint of AB Definition of reflection
CD is a median Definition of median

9. Write each of Clarita’s, Tehani’s, and Carlos’ arguments in two-column proof format.

19
READY
Topic: Congruence statements and corresponding parts

Remember that when you write a congruence statement such as ∆!"# ≅ ∆!"#, the corresponding parts
of the two triangles must be the parts that are congruent.
For instance, ∠A ≅ ∠F, AB ≅ FG, ∠B ≅ ∠G, BC ≅ GH . Also, recall that the congruence patterns for
triangles, ASA. SAS, and SSS, are what we can use to justify triangle congruence.

The segments and angles in each problem below are corresponding parts of 2 congruent
triangles. Make a sketch of the two triangles. Then write a congruence statement for each pair of
triangles represented. State the congruence pattern that justifies your statement.

Congruence statement Congruence pattern
1. ML ≅ ZJ, LR ≅ JB, ∠L ≅ ∠J a. b.
2. WB ≅ QR, BP ≅ RS, WP ≅ QS a. b.
3. CY ≅ RP, EY ≅ BP, ∠Y ≅ ∠P a. b.
4. BC ≅ JK, BA ≅ JM , ∠B ≅ ∠J a. b.
5. DF ≅ XZ, FY ≅ ZW , ∠F ≅ ∠Z a. b.
6. WX ≅ AB, XZ ≅ BC, WZ ≅ AC a. b.

20
SET
Topic: Special triangle segments and proof.
Recall the following definitions:
In a triangle:
• an altitude is a line segment drawn from a vertex perpendicular to
the opposite side (or an extension of the opposite side).

• a median is a line segment drawn from a vertex to the midpoint of the
opposite side.

• an angle bisector is a line segment or ray drawn from a vertex
that cuts the angle in half.

• a perpendicular bisector of a side is a line drawn
perpendicular to a side of the triangle through its midpoint.

Be sure to use the correct notation for a segment in the following problems.
7. Name a segment in ∆!"# that is an altitude.

8. Name a segment in ∆!"# that is an angle bisector.

9. Name a segment in ∆!"# that is NOT an altitude.

10. Create a perpendicular bisector by marking two segments
congruent in ∆!"# . Name the segment that is now the
perpendicular bisector.

Use ∆!"# in problems 11 – 13. D


11. Construct the altitude from vertex D to EF .
12. Construct the median from D to EF . F
13. Construct the perpendicular bisector of EF . E

21

Tehani has been studying the figure below. She knows that quadrilateral ADEG is a rectangle and that ED
bisects BC . She is wondering if with that information she can prove ∆!"# ≅ ∆!"#.
She starts to organize her thinking by writing what she knows and the reasons she knows it.

I know ED bisects BC because I was given that information
I know that BE ≅ EC by definition of bisect.
I know that GE must be parallel to AD because the
opposite sides in a rectangle are parallel.
I know that GA  ED because they are opposite sides in a
rectangle.
I know that AD is contained in AC so AC is also parallel to GE .
I know that GA is contained in BA so GA is also parallel to BA

I know that BC has the same slope everywhere because it is a line.
I know the angle that BE makes with GE must be the same as the angle that EC makes with AC
since those 2 segments are parallel. So ∠!"# ≅ ∠!"#. I think I can use that same argument
for ∠!"# ≅ ∠!"#.
I know that I now have an angle, a side, and an angle congruent to a corresponding angle, side, and
angle. So ∆!"# ≅ ∆!"# by ASA.

14. Use Tehani’s “I know” statements and her reasons to write a two-column proof that proves
∆!"# ≅ ∆!"#. Begin your proof with the “givens” and what you are trying to prove.

Given: quadrilateral ADEG is a rectangle, ED bisects AC
Prove: ∆!"# ≅ ∆!"#
STATEMENTS REASONS
1. quadrilateral ADEG is a rectangle given
2. ED bisects AC given

22
GO
Topic: Transformations
Perform the following transformations on ∆!"#. Use a straight edge to connect the
corresponding points with a line segment. Answer the questions.
!##"
15. Reflect ∆!"# over LK . Label your new image ∆!′!′!′.
16. What do you notice about the line segments AA', BB', and CC ' ?

17. Compare line segments AB, BC, and CA to A' B', B'C ',C ' A' . What is the same and what is
different about these segments?

18. Translate ∆!"# down 8 units and right 10 units. Label your new image ∆!"!"!".

19. What do you notice about the line segments AA", BB", and CC" ?

20. Compare line segments AB, BC, and CA to A"B", B"C",C"A" . What is the same and what is
different about these segments?

21. Translate ∆!"# down 10 units and reflect it over the Y–axis. Label your new image ∆!′′′!′′′!′′′.

22. What do you notice about the line segments AA''', BB''', and CC ''' ?

23. Compare line segments AB, BC, and CA to A''' B''', B'''C ''',C ''' A''' . What is the same and what
is different about these segments?
10
L
C K
A
-10 10
-10

23
CC BY Lori L. Stalteri
https://flic.kr/p/fjez1e
5.4 Parallelism Preserved and
Protected

In a previous task, How Do You Know That, you were asked to explain how you knew that this
figure, which was formed by rotating a triangle about the midpoint of one of its sides, was a
parallelogram.

You may have found it difficult to explain how you knew that sides of the original triangle and
its rotated image were parallel to each other except to say, “It just has to be so.” There are always
some statements we have to accept as true in order to convince ourselves that other things are true.
We try to keep this list of statements as small as possible, and as intuitively obvious as possible. For
example, in our work with transformations we have agreed that distance and angle measures are
preserved by rigid motion transformations since our experience with these transformations suggest
that sliding, flipping and turning figures do not distort the images in any way. Likewise, parallelism
within a figure is preserved by rigid motion transformations: for example, if we reflect a
parallelogram the image is still a parallelogram—the opposite sides of the new quadrilateral are still
parallel.
Mathematicians call statements that we accept as true without proof postulates. Statements
that are supported by justification and proof are called theorems.
Knowing that lines or line segments in a diagram are parallel is often a good place from which
to start a chain of reasoning. Almost all descriptions of geometry include a parallel postulate among
the list of statements that are accepted as true. In this task we develop some parallel postulates for
rigid motion transformations.

24
Translations
Under what conditions are the corresponding line segments in an image and its pre-image parallel
after a translation? That is, which word best completes this statement?

After a translation, corresponding line segments in an image and its pre-image are [never,
sometimes, always] parallel.

Give reasons for your answer. If you choose “sometimes”, be very clear in your explanation about
how to tell when the corresponding line segments before and after the translation are parallel and
when they are not.

Rotations
after a rotation? That is, which word best completes this statement?

After a rotation, corresponding line segments in an image and its pre-image are [never,

Give reasons for your answer. If you choose “sometimes”, be very clear in your explanation about
how to tell when the corresponding line segments before and after the rotation are parallel and when
they are not.


25
Reflections
after a reflection? That is, which word best completes this statement?

After a reflection, corresponding line segments in an image and its pre-image are [never,

Give reasons for your answer. If you choose “sometimes” be very clear in your explanation about
how to tell when the corresponding line segments before and after the reflection are parallel and
when they are not.

26
READY
Topic: Special Quadrilateral
Identify each quadrilateral as a trapezoid, parallelogram, rectangle, rhombus, square, or none of
these. List ALL that apply.

1. 2. 3.

4. 5. 6.

SET
Topic: Identifying parallel segments and lines produced from transformations
7. Verify the parallel postulates below by naming the line segments in the pre-image and its image
that are still parallel. Use correct mathematical notation.
a. After a translation, corresponding line
segments in an image and its pre-image are
always parallel or lie along the same line.

b. After a rotation of 180°, corresponding line
segments in a pre- image and its image are
parallel or lie on the same line.

27
c. After a reflection, line segments in the pre-mage that

are parallel to the line of reflection will be parallel to the
corresponding line segments in the image.

GO
Topic: Identifying congruence patterns in triangles
For each pair of triangles write a congruence statement and justify your statement by identifying the
congruence pattern you used. Then justify that the triangles are congruent by connecting corresponding
vertices of the pre-image and image with line segments.
How should those line segments look?

8. 9.

10. 11.


28
https://flic.kr/p/gG6fYo
CC BY Denise Krebs
5.5 Claims and Conjectures

The diagram from How Do You Know That? has been extended by repeatedly rotating the image
triangles around the midpoints of their sides to form a tessellation of the plane, as shown below.

Using this diagram, we will make some conjectures about lines, angles and triangles and then write
proofs to convince ourselves that our conjectures are always true.

29
Vertical Angles
When two lines intersect, the opposite angles formed at the point of intersection are called vertical
angles. In the diagram below, ∠ 1 and ∠ 3 form a pair of vertical angles, and ∠ 2 and ∠ 4 form
another pair of vertical angles.
Examine the tessellation diagram above, looking for places
where vertical angles occur. (You may have to ignore some
line segments and angles in order to focus on pairs of vertical
angles. This is a skill we have to develop when trying to see
specific images in geometric diagrams.)
Based on several examples of vertical angles in the diagram, write a conjecture about vertical angles.
My conjecture:

Exterior Angles of a Triangle
When a side of a triangle is extended, as in the diagram below, the angle formed on the exterior of the
triangle is called an exterior angle. The two angles of the triangle that are not adjacent to the exterior
angle are referred to as the remote interior angles. In the diagram, ∠ 4 is an exterior angle, and ∠ 1
and ∠ 2 are the two remote interior angles for this exterior angle
Examine the tessellation diagram above, looking for places
where exterior angles of a triangle occur. (Again, you may have
to ignore some line segments and angles in order to focus on
triangles and their vertical angles.)

Based on several examples of exterior angles of triangles in the diagram, write a conjecture about
exterior angles.
My conjecture:


30
Parallel Lines Cut By a Transversal

When a line intersects two or more other lines, the line is called a transversal line. When the other
lines are parallel to each other, some special angle relationships are formed. To identify these
relationships, we give names to particular pairs of angles formed when lines are crossed (or cut) by a
transversal. In the diagram below, ∠ 1 and ∠ 5 are called corresponding angles, ∠ 3 and ∠ 6 are
called alternate interior angles, and ∠ 3 and ∠ 5 are called same side interior angles.
Examine the tessellation diagram above, looking for
places where parallel lines are crossed by a transversal
line.
Based on several examples of parallel lines and
transversals in the diagram, write some conjectures
about corresponding angles, alternate interior angles and
same side interior angles.

My conjectures:

Justifying Our Conjectures
In the next task you will be asked to write a proof that will convince you and others that each of the
conjectures you wrote above is always true. You will be able to use ideas about transformations,
linear pairs, congruent triangle criteria, etc. to support your arguments. A good way to start is to
write down everything you know about the diagram, and then identify which statements you might
use to make your case. To get ready for the next task, revisit each of the conjectures you wrote about
and record some ideas that seem helpful in proving that the conjecture is true.

31
READY
Topic: Properties of Quadrilaterals
1. Use what you know about triangles to write a paragraph proof that proves that the sum of the
angles in a quadrilateral is 360º.

2. Find the measure of x in quadrilateral ABGC.

Match the equation with the correct line in the graph of lines p, q, r, and s.
!
3. ! = ! + 2
!

! p
4. ! = − ! + 2 q
!

r
!
5. ! = ! + 4
!

! s
6. ! = − ! + 4
!

7. Describe the shape made by the intersection of the
4 lines. List as many observations as you can about the
shape and its features.


32
SET
Topic: Parallel lines cut by transversal, vertical angles and exterior angle of a triangle
Label each picture as showing parallel lines with a transversal, vertical angles, or an exterior
angle of a triangle. Highlight the geometric feature you identified. Can you find all 3 features in 1
picture? Where?

8. 9. 10.

11. 12. 13.

14. 15. 16.


33
Find the value of the 2 remote interior angles in the figures below.

17. 18. 19.

Indicate whether each pair of angles is congruent or supplementary by trusting how they look.
Lines p and q are parallel.

20. ∠5 !"# ∠8

21. ∠2 !"# ∠6

22. ∠2 !"# ∠8

23. ∠4 !"# ∠6

24. ∠3 !"# ∠5

25. ∠1 !"# ∠3

GO
Topic: Complementary and supplementary angles
Find the complement and the supplement of the given angles. It is possible for the complement
or supplement not to exist.

26. 37° 27. 59° 28. 89°

29. 111° 30. 3° 31. 90°


34
https://flic.kr/p/p4PaMk
CC BY Royce Milam
5.6 Justification and Proof
A Practice Understanding Task

The diagram from How Do You Know That? has been extended by repeatedly rotating the image
triangles around the midpoints of their sides to form a tessellation of the plane, as shown below.

Using this diagram, you have made some conjectures about lines, angles and triangles. In this task
you will write proofs to convince yourself and others that these conjectures are always true.

35
Vertical Angles
When two lines intersect, the opposite angles
formed at the point of intersection are called
vertical angles. In the diagram,
∠ AEB and ∠ CED form a pair of vertical angles.

1. Given: !" and !" intersect at E.
Prove: ∠!"# ≅ ∠!"#

[Note: For each of the following proofs you may use any format you choose to write your proof: a
flow proof diagram, a two-column proof, or a narrative paragraph.]

Exterior Angles of a Triangle
When a side of a triangle is extended, as in the diagram below,
the angle formed on the exterior of the triangle is called an
exterior angle. The two angles of the triangle that are not
adjacent to the exterior angle are referred to as the remote
interior angles. In the diagram, ∠ 4 is an exterior angle, and ∠ 1
and ∠ 2 are the two remote interior angles for this exterior
angle.

2. Given: ∠4 is an exterior angle of the triangle
Prove: !∠4 = !∠1 + !∠2


36
Parallel Lines Cut By a Transversal

When a line intersects two or more other lines, the line is called a transversal line. When the other
lines are parallel to each other, some
special angle relationships are formed. To
identify these relationships, we give names
to particular pairs of angles formed when
lines are crossed (or cut) by a transversal.
In the diagram, ∠ 1 and ∠ 5 are called
corresponding angles, ∠ 3 and ∠ 6 are
called alternate interior angles, and ∠ 3
and ∠ 5 are called same side interior angles.

3. Given: !" ∥ !"

Prove: Corresponding angles ∠ 1 and ∠ 5 are congruent

4. Given: !" ∥ !"
Prove: Alternate interior angles ∠ 3 and ∠ 6 are congruent


37
5. Given: !" ∥ !"

Prove: Same-side interior angles ∠ 3 and ∠ 5 are supplementary

.
6. Given: Alternate interior angles ∠ 3 and ∠ 6 are congruent
Prove: !" ∥ !"


38
READY
Topic: Recalling features of the rigid-motion transformations

Complete each statement

1. When I use line segments to connect the corresponding points of a pre-image and the image in a
translation, the line segments are ________________________________ and ____________________________________
because _______________________________________________________________________________________________________

2. When I use line segments to connect the corresponding points of a pre-image and the image in a
reflection, the line of reflection is the __________________________________________ of the segments because
_________________________________________________________________________________________________________________

3. In a rotation, the corresponding points of the pre-image and the image are the same
__________________________ from the center of rotation because _____________________________________________

4. Translations, rotations, and reflections are rigid motion transformations because
_________________________________________________________________________________________________________________
SET
Topic: Solving for missing angles

Use what you know about vertical angles, exterior angles, and the angles formed by parallel lines
and transversals to find the value of x in each of the diagrams.

5. 6.


39

7. 8.

Prove each of the following.
9. Given: ! is the midpoint of !" !"# !". 10. Given ∠! ≅ ∠! and !" ≅ !".
Prove: ∆!"# ≅ ∆!"# Prove: ∆!"# ≅ ∆!"#

40
GO
Topic: Connecting a piecewise defined equation with the corresponding absolute value equation
The graph of an absolute value function is given. A) Write the equation using absolute value
notation. B) Then write the equation as a piecewise defined function.

15. 16.

A. A.

B. B.

17. 18. 2

– 10 –5

–2

–4

A. A.

B. B.


41
CC BY Alexandre H Possi
https://flic.kr/p/dHHgch
5.7 Parallelogram
Conjectures and Proof

In Mathematics I you made conjectures about properties of parallelograms based on identifying
lines of symmetry and rotational symmetry for various types of parallelograms. Now that we have
additional knowledge about the angles formed when parallel lines are cut by a transversal, and we
have criteria for convincing ourselves that two triangles are congruent, we can more formally prove
some of the things we have noticed about parallelograms.

1. Explain how you would locate the center of rotation for the following parallelogram. What
convinces you that the point you have located is the center of rotation?

2. If you haven’t already, draw one or both of the diagonals in the above parallelogram. Use this
diagram to prove this statement: opposite sides of a parallelogram are congruent

3. Use this diagram to prove this statement: opposite angles of a parallelogram are congruent

4. Use this diagram to prove this statement: the diagonals of a parallelogram bisect each other

42
The statements we have proved above extend our knowledge of properties of all
parallelograms: not only are the opposites sides parallel, they are also congruent; opposite angles are
congruent; and the diagonals of a parallelogram bisect each other. A parallelogram has 180°
rotational symmetry around the point of intersection of the diagonals—the center of rotation for the
parallelogram.

If we have a quadrilateral that has some of these properties, can we convince ourselves that
the quadrilateral is a parallelogram? How many of these properties do we need to know before we
can conclude that a quadrilateral is a parallelogram?

5. Consider the following statements. If you think the statement is true, create a diagram and
write a convincing argument to prove the statement.

a. If opposite sides and opposite angles of a quadrilateral are congruent, the quadrilateral is
a parallelogram.

b. If opposite sides of a quadrilateral are congruent, the quadrilateral is a parallelogram.

c. If opposite angles of a quadrilateral are congruent, the quadrilateral is a parallelogram.

d. If the diagonals of a quadrilateral bisect each other, the quadrilateral is a parallelogram.

43
READY
Topic: Sketching quadrilaterals based on specific features
Sketch the quadrilateral by connecting the points in alphabetical order. Close the figure.

1. In both figures, the lines are perpendicular bisectors of each other.

a. Are the quadrilaterals you sketched congruent?

b. What additional requirement(s) is/are needed to make the
figures congruent?

2. In both figures one set of opposite sides are parallel and congruent.

a. Are the quadrilaterals you sketched
congruent?

b. What additional requirement(s) is/are needed
to make the figures congruent?

3. In both figures corresponding angles are congruent.

a. Are the quadrilaterals you sketched congruent?
b. What additional requirement(s) is/are needed to make the figures congruent?

44
SET
Topic: Properties of parallelograms
4. Quadrilateral BCDE below was formed by 2 sets of intersecting parallel lines. Figure 2 is the image of
figure 1. It has been rotated 180º. Find the center of rotation for figure 1. Make a list of everything that
has been preserved in the rotation. Then make a list of anything that has changed.
Is quadrilateral BCDE a parallelogram? How do you know?

Figure 2
Figure 1
The following theorems all concern parallelograms:

Opposite sides of a parallelogram are congruent.
!
Opposite angles of a parallelogram are congruent.
!
Consecutive angles of a parallelogram are supplementary.
!
The diagonals of a parallelogram bisect each other.
!

Give a reason from the list above that explains why it is NOT possible for each figure below to be
a parallelogram. List ALL that apply.

5. 6.
128º 21 cm
52º

13 cm
14 cm

53º 127º
22 cm


45
Each quadrilateral below is a parallelogram. Find the values of x, y, and z.

7. 8.

9. 10.

0
65

GO
Topic: Using correct mathematical symbols
Rewrite the phrases below using correct mathematical symbols.
Example: Eleven plus eight is nineteen. 11 + 8 = 19

11. Triangle ABC is congruent to triangle GHJ. ____________________________________________

12. Segment BV is congruent to segment PR. ____________________________________________

13. Three feet are equal to one yard. ____________________________________________

14. Line TR is parallel to line segment WQ. ____________________________________________

15. Ray VP is perpendicular to segment GH. ____________________________________________

16. Angle 3 is congruent to angle 5. ____________________________________________

17. The distance between W and X is 7 feet. ____________________________________________

18. The length of segment AB is equal to the length of TR. ___________________________________

19. The measure of angle SRT is equal to the measure of angle CDE. ___________________________

20. Explain when it is proper to use an equal sign and when it is proper to use the congruent
symbol.

46
hthttps://flic.kr/p/75dHaV
CC BY Nicola Romagna
5.8 Guess My Parallelogram

Tehani and Tia are playing a guessing game in
which one person describes some of the features of a parallelogram they have drawn and the other
person has to name the type of parallelogram: square, rectangle or rhombus.
Here are some of the clues they gave each other. Decide what type of parallelogram they are
describing, and explain how you know.

1. The diagonals of this parallelogram are perpendicular to each other.

2. Consecutive angles of this parallelogram are supplementary (that is, they add to 180°).

3. The diagonals of this parallelogram are congruent.

4. When rotated 90°, each diagonal of this parallelogram gets superimposed on top of the other.

5. Consecutive angles of this parallelogram are congruent.

6. The diagonals of this parallelogram are congruent and perpendicular to each other.

47
READY
Topic: Constructing perpendicular bisectors and angle bisectors
Use a compass and a straightedge to bisect the following line segments.

1. A B 2. T S

3. Often when we construct the bisector of a segment, we are also constructing the perpendicular
bisector. Must a bisector of a segment always be a perpendicular line?

4. Construct the midpoint B of !". 5. Construct the 3 medians of Δ!"#.
Then connect point B to point H.

6. Construct the 3
perpendicular
bisectors of Δ!"#.

48
7. Construct the angle bisector of ∠!"#. 8. Construct the 3 angle bisectors of Δ!"#.

SET
Topic: Properties of parallelograms
Determine whether each quadrilateral is a parallelogram. Write YES if it is. If you can find an
example that is NOT a parallelogram, make a sketch of the non-example.

9. 1 pair of opposite sides is parallel and it has 2 consecutive right angles

10. The quadrilateral has 4 right angles.

11. 1 pair of opposite sides is parallel and congruent

12. 1 pair of opposite sides is parallel. The other pair of opposite sides is congruent.

13. All consecutive angles are supplementary.

14. The diagonals are perpendicular.

15. The flowchart on the right has the most
general 4-sided polygon at the top and
the most specific one at the bottom.
Around each box, write in the details
that make the specific quadrilateral
unique.

Explain why the arrows point up
instead of down.

49
GO
Topic: Features of triangles and quadrilaterals
State whether each statement is true or false. If it is false, explain why or rewrite the statement
to make it true.

16. If a triangle is equilateral, then the median and the altitude are the same segments.

17. The perpendicular bisectors of the sides of a triangle also bisect the angles.

18. Some of the angles in a triangle equal 180º.

19. An altitude of a triangle may fall on the exterior of the triangle.

20. The 3rd angle in a triangle is always the supplement to the sum of the other 2 angles.

21. In a right triangle, the 2 acute angles are always complementary.

22. All squares are also rectangles.

23. A rhombus is always a square.

24. If a figure is a trapezoid, then it is also a parallelogram.

25. The diagonals of a rectangle bisect the angles.

26. A parallelogram can have 3 obtuse angles.

27. The figure made by two pair of intersecting parallel lines is always a parallelogram.

28. All of the angles in a parallelogram can be congruent.

29. A diagonal always divides a quadrilateral into 2 congruent triangles.

30. If a quadrilateral goes through a translation, the sides of the pre-image and image will
remain parallel.

50
https://flic.kr/p/ejkQHg
CC BY Soil Science
5.9 Centers of a Triangle

Kolton, Kevin and Kara have been asked by their fathers to help them solve some interesting
geometry problems.

Problem 1
Kolton’s father installs sprinkling systems for farmers. The systems he installs are called
“Center Pivot Irrigation Systems” since the sprinklers are on a long pipe that rotates on wheels
around a center point, watering a circular region of crops. You may have seen such “crop circles”
from an airplane.
Sometimes Kolton’s father has to install sprinkler systems

on triangular shaped pieces of land. He wants to be able to locate
the “pivot point” in the triangular field so the circle being watered
will touch each of the three fences that form the boundaries of the
field. He has asked for Kolton’s help with this problem, since
Kolton is currently studying geometry in high school.

Problem 2
Kara’s father installs cell towers. Since phone signals bounce from
tower to tower, they have to be carefully located. Sometimes Kara’s father
needs to locate a new tower so that it is equidistant from three existing
towers. He thinks of the three towers that are already in place as the vertices
of a triangle, and he needs to be able to find a point in this triangle where he
might locate the new tower so that it is equidistant from the other three. He
has asked Kara to help him with this problem since she is also studying geometry in school.

51
Problem 3
Kevin’s father is an artist and has been commissioned by the city

to build an art project in the park. His proposal consists of several large
pyramids with different shaped triangles balanced on the vertex points
of the pyramids. Kevin’s father needs to be able to find the point inside
of a triangle that he calls “the balancing point.” He has asked Kevin to
use his knowledge of geometry to help him solve this problem.

Kolton, Kevin and Kara’s geometry teacher has suggested they try locating points in the
interior of triangles where the three medians, the three altitudes, the three angle bisectors, or the
three perpendicular bisectors of the sides intersect.

1. Try out the experiment suggested by the students’ geometry teacher. Which set of line
segments seem to locate a point in the triangle that best meets the needs of each of their
fathers?

Kolton, Kevin and Kara have noticed something interesting about these sets of line segments. To
their surprise, they notice that all three medians of a triangle intersect at a common point. Likewise,
the three altitudes also intersect at a common point. So do the three angle bisectors, and the three
perpendicular bisectors of the sides. They think their fathers will find this interesting, but they want
to make sure these observations are true for all triangles, not just for the ones they have been
experimenting on. The diagrams and notes below suggest how each is thinking about the proof they
want to show his or her father. Use these notes and diagrams to write a convincing proof.


52
Kolton’s Notes
What I did to create this diagram:
I constructed the angle bisectors of angle ACB

and angle ABC. They intersected at point P. So
I wouldn’t get confused by so many lines in my
diagram, I erased the rays that formed the
angle bisectors past their point of intersection.
I then drew ray AH through point P, the point
of intersection of the two angle bisectors. My
question is, “Does this ray bisect angle CAB?”
While I was thinking about this question, I noticed that I had created three smaller triangles in the
interior of the original triangle. I constructed the altitudes of these three triangles (they are drawn as
dotted lines). When I added the dotted lines, I started seeing kites in my picture. I’m wondering if
thinking about the smaller triangles or the kites might help me prove that ray AH bisects angle CAB.

2. Complete Kolton’s argument:


53

Kara’s Notes
I constructed the perpendicular bisectors of side

AC and side BC. They intersected at point P. So I
wouldn’t get confused by so many lines in my
diagram, I erased the rays that formed the
perpendicular bisectors past their point of
intersection. I then constructed a line
perpendicular to side AB through point P, the
point of intersection of the two perpendicular
bisectors. I named the point where this line intersected side AB point H. My question is, “Does this
perpendicular line also bisect side AB?” While I was thinking about this question, I noticed that I had
creates some quadrilaterals in the interior of the original triangle. Since quadrilaterals in general
don’t have a lot of interesting properties, I decided to make some triangles by dotting in line segments
drawn from P to each of the vertices of the original triangle. I’m wondering if thinking about these
smaller triangles might help me prove that line PH bisects side AB.

3. Complete Kara’s argument:

54

Kevin’s Notes
Point M is the midpoint of side AC, and

point N is the midpoint of side CB.
Therefore, AN and BM are medians

of the triangle. I then drew ray CF
through point P, the intersection of the two medians. My question is, “Does this ray contain the third
median?” So, I need to find a way to answer that question. As I was thinking about this, I thought I
could visualize a parallelogram with its diagonals, so I drew line GB to be parallel to median AN, and
then connected vertex A to point G on the ray. Quadrilateral AGBP looks like a parallelogram, but I’m
not so sure. And I am wondering if that will help me with my question about the third median. What
do you think?

4. Complete Kevin’s argument:
[Hint: Kevin’s proof uses similar triangles. Corresponding angles in similar triangles are congruent.
Can you find a pair of triangles that you know are similar? Can you find a pair of triangles that you
can prove are similar? You will work with similar triangles in module 7, so you may want to revisit
this problem as part of your work in that module.]


55
READY
Topic: Are you ready for a test on module 5?
Figure 1 has been rotated 180º about the midpoint in side BC to form figure 2. Figure 1 was then translated to the
right to form figure 3.
B B A' B A'
A C A C A C''
Figure 1 Figure 2 C
Figure 3

1. Use figure 3 to explain how you know the exterior angle ∠!""" is equal to the sum of the 2
remote interior angles ∠!"# !"# ∠!"# .

2. Use figure 3 to explain how you know the sum of the angles in a triangle is always 180º.

3. Use figure 2 to explain how you know the sum of the angles in a quadrilateral is always 360º.

4. Use figure 2 to explain how you know that the opposite angles in a parallelogram are congruent.

5. Use figure 2 to explain how you know that the opposite sides in a parallelogram are parallel and
congruent.

6. Use figure 2 to explain how you know that when two parallel lines are crossed by a transversal,
the alternate interior angles are congruent.

7. Use figure 2 and/or 3 to explain how you know that when two parallel lines are crossed by a
transversal, the same-side interior angles are supplementary.

56
SET
Topic: Writing proofs
8. Prove that !" is an altitude of ∆!"#.
Use the diagram and write a 2 column proof.

9. Use the diagram to prove that ∆!"# is an isosceles triangle. (Choose your style.)

10. Use the diagram to prove that !∠! ≅ !∠!. (Choose your style.)
GO
Topic: Connecting algebra with parallelograms
Use what you know about triangles and parallelograms to find each measure.
X
11. !"
12. !∠!"#
24 m
13. !∠!"#
Y 55°
W
14. !"
15. !∠!"# 30 m
16. !"
Z
57
17. !"
F G
18. !"
18 cm
19. !∠!"#
20. !∠!"# L 80°

21. !∠!"# 10 cm
22. !" 68°
E H
23. !" 27° 22 cm
24. !∠!"#

58

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The Mathematics Vision Project

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MODULE 5 - TABLE OF CONTENTS

5.1 How Do You Know That? – A Develop Understanding Task

5.2 Do You See What I See? – A Develop Understanding Task

5.3 It’s All in Your Head – A Solidify Understanding Task

5.4 Parallelism Preserved and Protected – A Solidify Understanding Task

5.5 Claims and Conjectures – A Solidify Understanding Task

5.6 Justification and Proof – A Practice Understanding Task

Mathematics Vision Project

5.7 Parallelogram Conjectures and Proof – A Solidify Understanding Task

5.8 Guess My Parallelogram – A Practice Understanding Task

5.9 Centers of a Triangle – A Practice Understanding Task

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Mathematics Vision Project

Examining the Diagram

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Examples of linear pairs in real life:

5. Draw at least 2 diagrams of a real life linear pair.

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GEOMETRIC FIGURES – 5.3

Mathematics Vision Project

GEOMETRIC FIGURES – 5.3

Mathematics Vision Project

GEOMETRIC FIGURES – 5.3

Here is a flow diagram of statements that can be written to

Given: ΔABC is equilateral AND CE is a line of reflection

Mathematics Vision Project

GEOMETRIC FIGURES – 5.3

Mathematics Vision Project

GEOMETRIC FIGURES – 5.3

ΔABC is equilateral Given

Equilateral triangles can be folded onto

D is the midpoint of AB Definition of reflection

CD is a median Definition of median

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7. Name a segment in ∆!"# that is an altitude.

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c. After a reflection, line segments in the pre-mage that

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Parallel Lines Cut By a Transversal