Math Gr9 Learner Book Term 2

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MATHEMATICS
Grade 9 - Term 2
CAPS
Learner Book
Revised edition
Developed and funded as an ongoing project by the Sasol Inzalo

Foundation in partnership with the Ukuqonda Institute.
Maths_Gr9_LB_book.indb 1 2017/11/14 12:35:32 PM

Published by The Ukuqonda Institute
9 Neale Street, Rietondale 0084
Registered as a Title 21 company, registration number 2006/026363/08
Public Benefit Organisation, PBO Nr. 930035134
Website: http://www.ukuqonda.org.za
This edition published in 2017

© 2017. Copyright in the work is vested in the publisher.
Copyright in the text remains vested in the contributors.
ISBN: 978-1-4315-2881-3
This book was developed with the participation of the Department of Basic Education of
South Africa with funding from the Sasol Inzalo Foundation.
Contributors:
Herholdt Bezuidenhout, Lucinda Cruickshank, Marthinus de Jager, Gudrun Elliott,
Andrew Hofmeyr, Piet Human, Louise Keegan, Erna Lampen, Nathi Makae, Enoch Masemola,
Alwyn Olivier, Cerenus Pfeiffer, Rika Potgieter, Johan Pretorius, Renate Röhrs, Paul van Koersveld,
Therine van Niekerk, Dirk Wessels
Subject advisors from the DBE who contributed by means of review: The publisher
thanks those subject advisors of the DBE who reviewed this book series on four occasions in
2013-2014, as well as in October 2017. The authors changed the text so as to align with the
reviewers' requests/suggestions for improvements, as far as possible, and believe that the books
improved as a result of that.
Illustrations and computer graphics:

Leonora van Staden, Lisa Steyn Illustration
Zhandré Stark, Lebone Publishing Services
Computer graphics for chapter frontispieces: Piet Human
Cover illustration: Leonora van Staden
Text design: Mike Schramm
Layout and typesetting: Lebone Publishing Services
Printed by: [printer name and address]

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Contents
Term 1
Chapter 1:
Whole numbers..................................................................................... 1
Chapter 2:
Integers................................................................................................... 19
Chapter 3:
Fractions.................................................................................................. 27
Chapter 4:
The decimal notation for fractions....................................................... 39
Chapter 5:
Exponents............................................................................................... 46
Chapter 6:
Patterns................................................................................................... 53
Chapter 7:
Functions and relationships.................................................................. 62
Chapter 8:
Algebraic expressions............................................................................ 67
Chapter 9:
Equations................................................................................................ 85
Term 2
Chapter 10:
Construction of geometric figures....................................................... 93
Chapter 11:
Geometry of 2D shapes........................................................................ 110
Chapter 12:
Geometry of straight lines.................................................................... 127
Chapter 13:
Pythagoras' Theorem............................................................................. 136
Chapter 14:
Area and perimeter of 2D shapes........................................................ 145

Term 3
Chapter 15:
Functions................................................................................................ 157
Chapter 16:
Algebraic expressions............................................................................ 165
Chapter 17:
Equations................................................................................................ 176
Chapter 18:
Graphs.................................................................................................... 187
Chapter 19:
Surface area, volume and capacity of 3D objects.............................. 210
Chapter 20:
Transformation geometry...................................................................... 219
Chapter 21:
Geometry of 3D objects....................................................................... 235
Term 4
Chapter 22:
Collect, organise and summarise data................................................ 249
Chapter 23:
Representing data................................................................................. 257
Chapter 24:
Interpret, analyse and report on data.................................................. 269
Chapter 25:
Probability............................................................................................... 280

Chapter 10
Construction of geometric
figures
10.1 Constructing perpendicular lines
revising perpendicular lines
In Grade 8, you learnt about perpendicular lines.
1. What does it mean if we say that two lines are perpendicular?
2. Use your protractor to measure the angles between the following pairs of lines.
Then state whether they are perpendicular or not.
(a) (b)
D X
Y
W
C
B
Z
lines that form when circles intersect

1. Do the following:
(a) Use a compass to draw two overlapping circles of different sizes.
(b) Draw a line through the points where the circles intersect (overlap).
(c) Draw a line to join the centres of the circles.
Step (a) Step (b) Step (c)
CHAPTER 10: CONSTRUCTION OF GEOMETRIC FIGURES 93

(d) Use your protractor to measure the angles between the intersecting lines.
(e) What can you say about the intersecting lines?
2. Repeat questions 1(a) to (e) with circles that are the same size.
3. What conclusion can you make about a line drawn between the intersection points of
two overlapping circles and a line through their centres?
using circles to construct perpendicular lines
Case 1: A perpendicular through a point that is not on the line segment

Copy the steps below:
You are given line segment MN with point Step 1

P at a distance from it. You must construct Use your compass to draw a circle whose
a line that is perpendicular to MN, so that centre is the one end point of the line
the perpendicular passes through point P. segment (N) and passes through the
point (P).
P P
N N
M M
Step 2 Step 3
Repeat step 1, but make the centre of your Join the points where the circles intersect:
circle the other end point of the line PQ ⊥ MN.
segment (M). P
P
N
N
M
M
Q
94 MATHEMATICS Grade 9: Term 2

Case 2: A perpendicular at a point that is on the line segment

Copy the steps below:
You are given line segment XY with point Z Step 1

on it. You must construct a perpendicular Use your compass to draw a circle whose
line passing through Z. centre is Z. Make its radius smaller than
ZX. Note the two points where the circle
X
intersects XY.
Z X
Y
Step 2 Step 3
Set your compass wider than it was for the Join the intersection points of the two
circle with centre Z. Draw two circles of the overlapping circles. Mark these points
same size whose centres are at the two points C and D: CD ⊥ XY and passes through
where the first (black) circle intersects XY. point Z.
The two (green) circles will overlap.
X C
X
Z
Z
Y Y
practise using circles to construct perpendicular lines
In each of the following two cases, copy the line segment, and draw a line that is
perpendicular to the segment and passes through point P.
1.
A B

2.
10.2 Bisecting angles

using circles to bisect angles
Work through the following example of using To bisect something means

intersecting circles to bisect an angle. Do the “to cut in half”.
following steps yourself.
 C. You must bisect the

You are given AB Step 1
angle. Draw a circle with centre B to mark off an
equal length on both arms of the angle.
Label the points of intersection D and E:
DB = BE.
A A
B B
C E C

Step 2 Step 3
Draw two equal circles with centres at D Draw a line from B through the points
and at E. Make sure the circles overlap. where the two equal circles intersect.
This line will bisect the angle.
A A
D D
B B
C E C
E
A Can you explain why the

method above works to
bisect an angle?
D
Can you also see that we

B need not draw full circles,
E C but can merely use parts
of circles (arcs) to do the
above construction?
Same construction as in step 3 above
practise bisecting angles

Copy the following angles and then bisect them without using a protractor:
E
A F
B
C D

10.3 Constructing special angles without a protractor
Angles of 30°, 45°, 60° and 90° are known as special angles. You must be able to
construct these angles without using a protractor.
constructing a 45° angle
You have learnt how to draw a 90° angle and how to Hint: Extend the line to the
bisect an angle, without using a protractor. Copy the left of X.
line below and use your knowledge on angles and
bisecting angles to draw a 45° angle at point X on
the line.
constructing 60° and 30° angles
1. What do you know about the sides and angles in an equilateral triangle?
2. Draw two circles with the following properties:
• The circles are the same size. D
• Each circle passes through the other
circle’s centre.
B
• The centres of the circles are labelled A and B. A
• The points of intersection of the circles are labelled
D and E.
An example is shown on the right. E
3. Draw in the following line segments: AB, AD and DB.
4. What can you say about the lengths of AB, AD and DB?

5. What kind of triangle is ABD?

, B
6. Therefore, what do you know about A ?
 and D
7. Use your knowledge of bisecting angles to create an angle of 30° on the construction
you made in question 2.
8. Copy the line segment below and use what you have learnt to construct an angle of
60° at point P on the line segment.
constructing the multiples of special angles

1. Copy and complete the table below. The first one has been done for you.
Angle Multiples below 360° Angle Multiples below 360°

30° 30°; 60°; 90°; 120°; 150°; 180°; 45°
210°; 240°; 270°; 300°; 330°
60° 90°
2. Construct the following angles without using a protractor. You will need to do more
than one construction to create each angle.
(a) 120° (b) 135° (c) 270° (d) 240° (e) 150°

10.4 Angle bisectors in triangles
You learnt how to bisect an angle in Section 10.2.
angle
Now you will investigate the angle bisectors in a triangle.
An angle bisector is a line that cuts an angle in half. bisector
1. (a) Copy the acute triangle below. Bisect each of the angles of the acute triangle.
(b) Extend each of the bisectors to the opposite side of the triangle.
(c) What do you notice?
2. (a) Copy the obtuse angle below. Do the same with the obtuse triangle.
(b) What do you notice?
3. Compare your triangles with those of two classmates. You should have the same
results.
You should have found that the three angle

bisectors of a triangle intersect at one point.
This point is the same distance away from each side
of the triangle.

10.5 Interior and exterior angles in triangles

what are interior and exterior angles?
An interior angle is an angle that lies between two

sides of a triangle. It is inside the triangle. A triangle
has three interior angles. interior exterior angle
An exterior angle is an angle between a side of angles
a triangle and another side that is extended. It is
outside the triangle.
Look at ∆PQR. Its three sides are extended 3 R

to create three exterior angles. z
Each exterior angle has one interior
P x
adjacent angle (next to it) and two 1
interior opposite angles, as described y
2
in the following table: Q
Exterior angle Interior adjacent angle Interior opposite angles

1 x z and y
2 y x and z
3 z x and y
identifying exterior angles and interior opposite angles
1. Copy the following table and name each exterior angle and its two interior opposite
angles below.
(a) (b)
5 9 (c)
8
13
1 12
10 11 15 14
2 3 4 7
6
Ext. ∠
Int. opp. ∠s

2. ∆ABC below has each side extended in both directions to create six exterior angles.
M
H
L B
1
C K
1
A
N
G
(a) Write down the names of the interior angles of the triangle.
(b) Since a triangle has three sides that can be extended in both directions, there
are two exterior angles at each vertex. Write down the names of all the exterior
angles of the triangle.
(c) Explain why MB  L is not an exterior angle of ∆ABC.
(d) Write down two other angles that are neither interior nor exterior.
investigating the exterior and interior angles in a triangle
1. Consider ∆LMN. Write down the name of the exterior angle.

2. Use a protractor to measure M
the interior angles and the
exterior angle. Copy the
drawing and write the
measurements on
the drawing.
3. Use your findings in L
question 2 to complete
the following sum: N
 N + ML N = ...
LM Q
4. What is the relationship between the exterior angle of a triangle and the sum of the
interior opposite angles?
The exterior angle of a triangle is equal to the sum

of the interior opposite angles.

5. Work out the sizes of angles a to f below, without using a protractor. Give reasons for
the statements you make as you work out the answers.
(a) (b) (c)
23° d 78°
45°
40° b
a c
127°
f
e
10.6 Constructing congruent triangles

Two triangles are congruent if they have exactly the same shape and size, i.e. they are
able to fit exactly on top of each other. This means that all three corresponding sides and
three corresponding angles are equal, as shown in the following two pairs:
A I K
6 5
1 D G
4
1
4
J
2 3 C 5
B
2 3 6
E F H
L
∆ABC ≡ ∆DEF and ∆GHI ≡ ∆JKL. In each pair, the corresponding sides and angles are equal.
minimum conditions for congruency
To determine if two triangles are congruent, we need a certain number of measurements,

but not all of these. Let’s investigate which measurements give us only one possible
triangle.
1. Use a ruler, compass and protractor to construct the following triangles. Each time
minimum measurements are given.
(a) Given three sides: side, side, side (SSS):
∆DEF with DE = 7 cm, DF = 6 cm and EF = 5 cm.
(b) Given three angles: angle, angle, angle (AAA):
∆ABC with A = 80°, B = 60° and C  = 40°.

(c) Given one side and two angles: side, angle, angle (SAA):
∆GHI with GH = 8 cm, G  = 60° and H = 30°.
(d) Given two sides and an included angle: side, angle, side (SAS):
∆JKL with JK = 9 cm, K = 130° and KL = 7 cm.
(e) Given two sides and an angle that is not included: side, side, angle (SSA):
∆MNP with MN = 10 cm, M  = 50° and PN = 8 cm.
(f) Given a right angle, the hypotenuse and a side (RHS):
∆TRS with TR ⊥ RS, RS = 7 cm and TS = 8 cm.
(g) Triangle UVW with UV = 6 cm and VW = 4 cm.
2. Compare your triangles with those of three classmates. Which of your triangles are
congruent to theirs? Which are not congruent?
3. Go back to ∆MNP (question 1e). Did you find that you can draw two different
triangles that both meet the given measurements? One of the triangles will be obtuse
and the other acute. Follow the construction steps below to see why this is so.
Step 1 Step 2
 is unknown, but NP = 8 cm. Construct
Construct MN = 10 cm and the 50° angle N
at M, even though you do not know the an arc 8 cm from N. Every point on the
length of the unknown side (MP). arc is 8 cm from N.
From N
to arc
= 8 cm
50° 50°
M 10 cm N M 10 cm N
Step 3
Point P must be 8 cm from N and fall on the
P
unknown side of the triangle. The arc
intersects the third side at two points, so P 76°
P 8 cm
can be at either point.
So two triangles are possible, each meeting 104° 8 cm
the conditions given, i.e. MN = 10 cm,
NP = 8 cm and M = 50°.
50°
M 10 cm N

4. Copy and complete the table. Write down whether or not we can construct a
congruent triangle when the following conditions are given.
Conditions Congruent?
Three sides (SSS)
Two sides (SS)
Three angles (AAA)
Two angles and a side (AAS)
Two sides and an angle not between the sides (SSA)
Two sides and an angle between the sides (SAS)
Right-angled with the hypotenuse and a side (RHS)
10.7 Diagonals of quadrilaterals

drawing diagonals
A diagonal is a straight line inside a figure that joins two vertices of the figure, where
the vertices are not next to each other.
1. Look at the quadrilaterals below. The two diagonals of the square have been drawn in:
AC and BD.
2. Copy the quadrilaterals below and draw in the diagonals.
A A D D
B B C C
Square Rectangle Parallelogram
Rhombus Kite Trapezium
3. How many sides does a quadrilateral have?

4. How many angles does a quadrilateral have?
5. How many diagonals does a quadrilateral have?

diagonals of a rhombus
Below are two overlapping circles with centres A and B. The circles are the same size.
1. Construct a rhombus inside the circles by joining the centre of each circle with the
intersection points of the circles. Join AB.
2. Copy the circles and construct the perpendicular A perpendicular bisector
is a line that cuts another line
bisector of AB. (Go back to Section 10.1 if you need
in half at a right angle (90°).
help.) What do you find?
A B
3. Do the diagonals bisect each other?

4. Copy and complete the sentence: The diagonals of a rhombus will always
diagonals of a kite
Below are two overlapping circles with centres D and E. The circles are different sizes.
1. Copy the circles and construct a kite

by joining the centre points of the
circles to the intersection points of
the circles.
2. Draw in the diagonals of the kite.

D E
3. Mark all lines that are of the same
length.

4. Are the diagonals of the kite perpendicular?
5. Do the diagonals of the kite bisect each other?
6. What is the difference between the diagonals of a rhombus and those of a kite?
diagonals of parallelograms, rectangles and squares
1. Draw a parallelogram, rectangle and square onto grid paper.
2. Draw in the diagonals of the quadrilaterals.
3. Indicate on each shape all the lengths in the diagonals that are equal. (Use a ruler.)
4. Use the information you have found to copy and complete the table below. Fill in
“yes” or “no”.
Quadrilateral Diagonals equal Diagonals bisect Diagonals meet

at 90°
Parallelogram
Rectangle
Square
10.8 Angles in polygons

using diagonals to investigate the sum of the angles in polygons
1. We can divide a quadrilateral into two triangles by drawing in one diagonal.

(a) Copy the polygons below and draw in diagonals to divide each of the polygons
into as few triangles as possible.
(b) Write down the number of triangles in each polygon.
Quadrilateral Pentagon Hexagon
No. of ∆s 2
Sum of ∠s 2 × 180° = 360°

Heptagon Octagon Nonagon
No. of ∆s
Sum of ∠s
2. The sum of the angles of one triangle = 180°. A quadrilateral is made up of two
triangles, so the sum of the angles in a quadrilateral = 2 × 180° = 360°. Work out the
sum of the interior angles of each of the other polygons above.

Worksheet
1. Match the words in the column on the right with the definitions on the left.
Write the letter of the definition next to the matching word.
(a) A quadrilateral that has diagonals that are perpendicular Kite
and bisect each other
(b) A quadrilateral that has diagonals that are perpendicular Congruent
to each other, and only one diagonal bisects the other
(c) A quadrilateral that has equal diagonals that bisect each Exterior angle
other
(d) Figures that have exactly the same size and shape Rhombus
(e) Divides into two equal parts Perpendicular
(f) An angle that is formed outside a closed shape: it is between Bisect
the side of the shape and a side that has been extended
(g) Lines that intersect at 90° Special angles
(h) 90°, 45°, 30° and 60° Rectangle
2. Copy and complete the sentence: The exterior angle in a triangle is equal to
3. (a) Construct ∆PQR with angles of 30° and 60°. The side between the angles
must be 8 cm. You may use only a ruler and a compass.
(b) Will all triangles with the same measurements above be congruent to △PQR?
Explain your answer.
CONSTRUCTION OF GEOMETRIC FIGURES

Chapter 11
Geometry of 2D shapes
11.1 Revision: Classification of triangles

1. Use a protractor to measure the interior angles of each of the following triangles.
Write down the sizes of the angles.
A
E
B C
G
D F
I H
2. Classify the triangles in question 1 according to their angle properties. Copy and
complete the following statements by choosing from the following types of triangles:
acute-angled, obtuse-angled and right-angled.
(a) ∆ABC is an triangle, because

(b) ∆EDF is a triangle, because

(c) ∆GHI is an obtuse-angled triangle, because
3. The marked angles in each triangle below are equal. Copy and complete the following
statements and classify the triangles according to angle and side properties.
(a) ∆ is an acute isosceles triangle, because and .
(b) ∆ is a right-angled isosceles triangle, because and .
(c) ∆ is an obtuse isosceles triangle, because and .
J M P
K L O N R Q
4. Copy the table below. Say for what kind of triangle each statement is true. If it is true
for all triangles, then write “All triangles”.
Statement True for:

(a) Two sides of the triangle are equal.
(b) One angle of the triangle is obtuse.
(c) Two angles of the triangle are equal.
(d) All three angles of the triangle are equal to 60°.
(e) The size of an exterior angle is equal to the sum of
the opposite interior angles.
(f) The longest side of the triangle is opposite the
biggest angle.
(g) The sum of the two shorter sides of the triangle is
bigger than the length of the longest side.
(h) The square of the length of one side is equal to the
sum of the squares of the other sides.
(i) The square of the length of one side is bigger than
the sum of the squares of the other sides.
(j) The sum of the interior angles of the triangle
is 180°.
CHAPTER 11: GEOMETRY OF 2D SHAPES 111

11.2 Finding unknown angles in triangles
When you have to determine the size of an unknown angle or length of a shape in
geometry, you must give a reason for each statement you make. C
Complete the example below. 40˚
 = 40°. Find the size of B

In ∆ABC, AC = BC and C  (shown in the
diagram as x). A
Statement Reason x
B
AC = BC Given
=B
∴ A 
180° = 40° + x + x Sum ∠s ∆

180° − 40° = 2x
∴x=
finding unknown lengths and angles
1. Calculate the sizes of the unknown angles.

E I
D a
52˚ 40˚
79˚ b 35˚ G
c
H J
F
2. Determine the sizes of the unknown angles and the length of MO.
S
f
76˚ U K M 8m N L
d z h
78˚
129˚
5
5
e g
T O

3. Calculate the sizes of y and x.
B
P
2x
26˚
2y R 3x
Q 344˚ A
x
C
11.3 Quadrilaterals
properties of quadrilaterals
1. Name the following quadrilaterals. Copy the quadrilaterals and mark equal angles
and equal sides in each figure. Use your ruler and protractor to measure angle sizes
and lengths where necessary.
A B
F G
I H
D C
J K
T U
W V
M L

U
N P T
R Q
S
2. Copy and complete the following table:
Properties True for the following quadrilaterals
Parallelogram
Trapezium
Rectangle
Rhombus
Square
Kite
At least one pair of opposite angles yes yes yes yes yes no
is equal.
Both pairs of opposite angles
are equal.
At least one pair of adjacent angles
is equal.
All four angles are equal.

Any two opposite sides are equal.
Two adjacent sides are equal and the
other two adjacent sides are also equal.
All four sides are equal.

At least one pair of opposite sides
is parallel.
Any two opposite sides are parallel.

The two diagonals are perpendicular.
At least one diagonal bisects the
other one.

The two diagonals bisect each other.

The two diagonals are equal.
At least one diagonal bisects a pair
of opposite angles.
Both diagonals bisect a pair of
opposite angles.
The sum of the interior angles is 360°.
3. Look at the properties of a square and a rhombus.

(a) Are all the properties of a square also the properties of a rhombus? Explain.
(b) Are all the properties of a rhombus also the properties of a square? Explain.
(c) Which statement is true? Write down the statement.
A square is a special kind of rhombus.
A rhombus is a special kind of square.
4. Look at the properties of rectangles and squares.

(a) Are all the properties of a square also the properties of a rectangle? Explain.
(b) Are all the properties of a rectangle also the properties of a square? Explain.
A square is a special kind of rectangle.
A rectangle is a special kind of square.
5. Look at the properties of parallelograms and rectangles.

(a) Are all the properties of a parallelogram also the properties of a rectangle? Explain.
(b) Are all the properties of a rectangle also the properties of a parallelogram? Explain.
A rectangle is a special parallelogram.
A parallelogram is a special rectangle.
6. Look at the properties of a rhombus and a parallelogram. Is a rhombus a special kind

of parallelogram? Explain.
7. Compare the properties of a kite and a parallelogram. Why is a kite not a special kind
of parallelogram?
8. Compare the properties of a trapezium and a parallelogram. Why is a trapezium not a

special kind of parallelogram?

Unknown sides and angles in quadrilaterals
1. Determine the sizes of angles a to e in the quadrilaterals below. Give reasons for
your answers.
267˚
e d
59˚
b
63˚ c 45˚
a
2. Calculate the perimeters of the A

quadrilaterals on the right. Give your 1 unit J 1 unit
G
answers to two decimal places. F
E
B D
6 cm 3 units
CE = 10 cm
I H
4 units
11.4 Congruent triangles

definition and notation of congruent triangles
If two triangles are congruent, then they have exactly the same size and shape. In other
words, if you cut out one of the triangles and place it on the other, they will match exactly.
If you know that two triangles are congruent, then

each side in the one triangle will be equal to each
corresponding side in the second triangle. Also,
each angle in the one triangle will be equal to each
corresponding angle in the second triangle.
B Y
C Z
A X

In the triangles on the previous page, you can see that Congruency symbol
∆ABC ≡ ∆XYZ.
≡ means “is congruent to”.
The order in which you write the letters when stating that
two triangles are congruent is very important. The letters of
the corresponding vertices between the two triangles must appear in the same position
in the notation. For example, the notation for the triangles on the previous page should be:
∆ABC ≡ ∆XYZ, because it indicates that A=X , B=Y =Z
, C  , AB = XY, BC = YZ and AC = XZ.
It is incorrect to write ∆ABC ≡ ∆ZYX. Although the letters refer to the same triangles,
this notation indicates that A=Z =X
, C  , AB = ZY and BC = YX, and these statements
are not true.
Write down the equal angles and sides according to the following notations:
1. ∆KLM ≡ ∆PQR
2. ∆FGH ≡ ∆CST
minimum conditions for congruent triangles

Earlier in this chapter, you investigated the minimum conditions that must be satisfied
in order to establish that two triangles are congruent.
The conditions for congruency consist of:

• SSS (all corresponding sides are equal)
• SAS (two corresponding sides and the angle
between the two sides are equal)
• AAS (two corresponding angles and any
corresponding side are equal)
• RHS (both triangles have a 90° angle and have
equal hypotenuses and one other side equal).
Decide whether or not the triangles in each pair below are congruent. For each
congruent pair, write the notation correctly and give a reason for congruency.
1. 2.
A G J
D
L
I
E F H K
B C

3. 4.
M W
U
N
Y
Q P
T V
R
X
5. 6.
B E
Y 2
D G
4
3 3
4 F
A
2 Z H
C
proving that triangles are congruent
You can use what you know about the minimum conditions for congruency to prove
that two triangles are congruent.
When giving a proof for congruency, remember

the following:
• Each statement you make needs a reason.
• You must give three statements to prove any
two triangles congruent.
• Give the reason for congruency.
B
A
Example:
In the sketch on the right: AB // EC and AD = DC.
D
Prove that the triangles are congruent.
C
E

Solution:
Statement Reason
In ∆ABD and ∆CED:
1) AD = DC Given
 B = CD
2) AD E Vert. opp. ∠s
3) BA D
 D = EC Alt. ∠s (AB // EC)
∴ ∆ABD ≡ ∆CED AAS
1. Copy the table with the sketch, and prove that ∆ACE ≡ ∆BDE.
Statement Reason
A
D
C
B
2. Copy the table with the sketch, and prove that ∆WXZ ≡ ∆YXZ.
Statement Reason
Y
X Z

3. Copy the table with the sketch, and prove that QR = SP. (Hint: First prove that the
triangles are congruent.)
Statement Reason
Q R
P S
4. Copy the table with the sketch, and prove that the triangles below are congruent.
 P.
Then find the size of Q M
Statement Reason
M
Q N
83˚
41˚
11.5 Similar triangles

properties of similar triangles
∆BAC and ∆DEF below are similar to each other. Similar figures have the same shape, but
their sizes can be different.
F
C
B A
E
D

1. (a) Use a protractor to measure the angles in each triangle on the previous page.
Then copy and complete the following table:
Angle Angle What do you notice?

 =
B =
D
=
A E =
=
C F =
(b) What can you say about the sizes of the angles in similar triangles?
2. (a) Use a ruler to measure the lengths of the sides in each triangle in question 1.
Then copy and complete the following table:
Length (cm) Length (cm) Ratio

1
BA = DE = BA : DE = = 1: 1
3
BC = DF = BC : DF = =
CA = FE = CA : FE = =
(b) What can you say about the relationship Ratio reminder
between the sides in similar triangles? You read 2 : 1 as “two to
3. The following notation shows that the triangles are one”.
similar: ∆BAC /// ∆DEF. Why do you think we write the
first triangle as ∆BAC and not as ∆ABC?
The properties of similar triangles:

• The corresponding angles are equal.
• The corresponding sides are in proportion.
Notation for similar triangles:

If ∆XYZ is similar to ∆PQR, then we write: ∆XYZ /// ∆PQR.
As for the notation of congruent figures, the order of the letters in the
notation of similar triangles indicates which angles and sides are equal.
For ∆XYZ /// ∆PQR:
 = P , Y
Angles: X =Q  and Z=R 
Sides: XY : PQ = XZ : PR = YZ : QR
If the triangles’ vertices were written in a different order, then the
statements above would not be true.
When proving that triangles are similar, you either need to show that the corresponding
angles are equal, or you must show that the sides are in proportion.

working with properties of similar triangles
1. Decide if the following triangles are similar to each other:
(a) (b)
A
L
30˚
126˚
24˚
10 cm B C
E 16,6 cm
X
24˚ Y
5 cm 8,3 cm
126˚
75˚ 75˚
G M N
8 cm F 16 cm
30˚
(c) (d)
F R S
P U
60˚
3 6 76˚
5
2 44˚
R H
4
Q
8 76˚
V
W
G Q
2. Do the following task:

• Use a ruler and protractor to construct the triangles described in (a) to (d) on the
next page.
• Use your knowledge of similarity to draw the second triangle in each question.
• Indicate the sizes of the corresponding sides and angles on the second triangle.

 = 75°, EG = 4 cm and GF = 5 cm.

(a) In ∆EFG, G
∆ABC is an enlargement of ∆EFG, with its sides three times longer.
(b) In ∆MNO, M  = 45°, N
 = 30° and MN = 5 cm.
∆PQR is similar to ∆MNO. The sides of ∆MNO to ∆PQR are in proportion 1 : 3.
 = 40°, RS is 10 cm and RS = RT.
(c) ∆RST is an isosceles triangle. R
1
∆VWX is similar to ∆RST. The sides of ∆RST to ∆VWX are in proportion 1 : .
2
(d) ∆KLM is right-angled at L , LM is 7 cm and the hypotenuse is 12 cm.
∆XYZ is similar to ∆KLM, so that the sides are a third of the length of ∆KLM.
investigation: Minimum conditions for similarity
Which of the following are minimum conditions

for similar triangles?
(a) Two angles in one triangle are equal to

two angles in another triangle.
(b) Two sides of one triangle are in the x y

same proportion as two sides in 2x 2y
another triangle.
(c) Two sides of one triangle are in the

same proportion as two sides in another x 2x
triangle, and the angle between the two
sides is equal to the angle between the y
corresponding sides.
2y
(d) Two sides of one triangle are in the same

proportion as two sides in another triangle, x
and one angle not between the two sides
2x
is equal to the corresponding angle in the
other triangle. y
2y

solving problems with similar triangles
1. Line segment QR is parallel to line segment ST.
R Parallel lines never meet.

Two lines are parallel to each
Q other if the distance between
U them is the same along the
whole length of the lines.
Copy and complete the following proof that ∆QRU /// ∆TSU:
Statement Reason
 T = QT
RQ S
Alt. ∠s (QR || ST)
S =
QR
= Vert. opp. ∠s
∴ ∆QRU /// ∆TSU Equal ∠s (or AAA)
2. The following intersecting line segments form triangle pairs between parallel lines.
A
B
F G
E
J
C
D I
H
(a) Are the triangles in each pair similar? Explain.

(b) Write down pairs of similar triangles.
(c) Are triangles like these always similar? Explain how you can be sure without
measuring every possible triangle pair.

3. The intersecting lines on the C

right form triangle pairs between
the line segments that are not B
parallel. Are these triangle pairs
W
similar? Explain why or why not.
V
Z F
Y X E D
4. Consider the triangles below. DE //BC. Copy the table with the sketch, and prove that
∆ABC /// ∆ADE.
Statement Reason
A
D
C
5. In the diagram on the right, ST is a S

telephone pole and UV is a vertical stick.
The stick is 1 m high and it casts a shadow
of 1,7 m (VW). The telephone pole casts a
shadow of 5,1 m (TW). Use similar U
triangles to calculate the height of the
telephone pole.
T W
V
6. How many similar triangles are there in the diagram below? Explain your answer.
A B

11.6 Extension questions
1. ∆ABC on the right is equilateral. D is the B
midpoint of AB, E is the midpoint of BC
and F is the midpoint of AC. E
(a) Prove that ∆BDE is an equilateral triangle.
(b) Find all the congruent triangles. Give a proof
C
for each. D
(c) Name as many similar triangles as you can.
Explain how you know they are similar.
(d) What is the proportion of the corresponding F
sides of the similar triangles?
(e) Prove that DE is parallel to AC. A
(f) Is DF parallel to BC? Is EF parallel to BA? Explain.
2. Consider the similar triangles drawn below using concentric circles. Explain why the
triangles are similar in each diagram.
(a) (b)
G
Z
I H
X
J K V
L U W Y A
F

Chapter 12
Geometry of straight lines
12.1 Angle relationships

Remember that 360° is one full revolution.
If you look at something and then turn all the way around so that you are looking at
it again, you have turned through an angle of 360°. If you turn only halfway around so
that you look at something that was right behind your back, you have turned through
an angle of 180°.
1. Answer the questions about the figure below.

F
E
D O A
(a) Is angle FOD in the figure smaller or bigger than a right angle?
(b) Is angle FOE in the above figure smaller or bigger than a right angle?
 D + FO
In the figure above, FO  E = half of a revolution = 180°.
The sum of the angles on a straight line is 180°.

When the sum of angles is 180°, the angles are called
supplementary.
C
2. CM A in the figure on the right is 75°.
P
AMB is a straight line.
(a) How big is CM  B?
(b) Why do you say so?
B
A M
CHAPTER 12: GEOMETRY OF STRAIGHT LINES 127

3. PM B in the figure in question 2 is 40°.
(a) How big is CM  P?
(b) Explain your reasoning.
 C are equal angles.
 C and BM
4. In the figure below, AMB is a straight line and AM
(a) How big are these angles?
(b) How do you know this?
A B
M
When one line forms two equal angles where it

meets another line, the two lines are said to be
perpendicular.
Because the two equal angles are angles on a
straight line, their sum is 180°, hence each angle
is 90°.
5. In the figure below, lines AB and CD intersect at point M.
B
C
 A and BM
(a) Does it look as if CM  D are equal?
In this chapter, you are
(b) Can you explain why they are equal? required to give good
 A + DM
 A equal? Why do you say so? reasons for every statement
(c) What does CM
you make.
 A + CM
(d) What is CM  B? Why do you say so?

 A + DM
(e) Is it true that CM  A = CM
 A + CM
 B?
(f) Which angle occurs on both sides of the equation in (e)?
6. Look carefully at your answers to questions 5(c) to (e).

Now try to explain your observation in question 5(a).
7. In the figure below, AB and CD intersect at M. Four angles are formed. Angle CMB
and angle AMD are called vertically opposite angles. Angle CMA and angle BMD
are also vertically opposite.
When two straight lines intersect, the vertically
opposite angles are equal.
A D
(a) If angle BMC = 125°, how big is angle AMD?

(b) Why do you say so?
lines and angles
A line that intersects other lines is called a

transversal.
F H
A a b c d e B
f g h i j k m n
o p q r s t u v
C D
E
G K L
In the above pattern, AB is parallel to CD and EF //GH //KB //LD.

1. Angles a, b, c, d and e are corresponding angles. Do the corresponding angles
appear to be equal?
2. Investigate whether or not the corresponding angles are equal by using tracing paper.
Trace the angle you want to compare to other angles and place it on top of the other
angle to find out if they are equal. What do you notice?
3. Angles f, h, j, m and n are also corresponding angles. Identify all the other groups of
corresponding angles in the pattern.
4. Describe the position of corresponding angles that are formed when a transversal
intersects other lines.
5. The following are pairs of alternate angles: g and o; j and s; and k and r.
Do these angles appear to be equal?
6. Investigate whether or not the alternate angles are equal by using tracing paper.
Trace the angle you want to compare and place it on top of the other angle to find out
if they are equal. What do you notice?
7. Identify two more pairs of alternate angles.
8. Clearly describe the relative position of alternate angles that are formed when a
transversal intersects other lines.
9. Did you notice anything about some of the pairs of corresponding angles when
you did the investigation in question 6? Describe your finding.
10. Angles f and o, i and q and k and s are all pairs of co-interior angles. Identify three
more pairs of co-interior angles in the pattern.
The angles in the same relative position at each

intersection where a straight line crosses two others
are called corresponding angles.
Angles on different sides of a transversal and
between two other lines are called alternate angles.
Angles on the same side of the transversal and
between two other lines are called co-interior
angles.
angles formed by parallel lines
Corresponding angles
The lines AB and CD shown on the following page never meet. Lines that never meet and
are at a fixed distance from one another are called parallel lines. We write AB //CD.

Parallel lines have the same direction, i.e. they form

equal corresponding angles with any line that
intersects them.
B
E
G D
A H
C F
The line EF cuts AB at G and CD at H.

EF is a transversal that cuts parallel lines AB and CD.
1. (a) Look carefully at the angles EGA and EHC in the above figure. They are called
corresponding angles. Do they appear to be equal?
(b) Measure the two angles to check if they are equal. What do you notice?
2. Suppose EG A and EH  B and EH

 C are really equal. Would EG  D then also be equal?
Give reasons to support your answer.
When two parallel lines are cut by a transversal, the

corresponding angles are equal.
Alternate angles
The angles BG  E below are called alternate angles. They are on opposite sides of
 F and CH
the transversal.
B
E
G D
A H
C F

3. Do you think angles AGF and DHE should also be called alternate angles?
4. Do you think alternate angles are equal? Investigate by using the tracing paper like
you did previously, or measure the angles accurately with your protractor.
What do you notice?
When parallel lines are cut by a transversal, the

alternate angles are equal.
5. Try to explain why alternate angles are equal when the lines that are cut by a
transversal are parallel, keeping in mind that corresponding angles are equal.
By answering the following questions, you should be able to see how you can explain
why alternate angles are equal when parallel lines are cut by a transversal.
 H and DH
6. Are angles BG  F in the figure corresponding angles?
What do you know about corresponding angles?
B
E
G D
A H
C F
 H + AG
7. (a) What can you say about BG  H? Give a reason.
 G + CH
(b) What can you say about DH  G? Give a reason.
 H + AG
(c) Is it true that BG  G + CH
 H = DH  G? Explain.
 H on the left-hand
(d) Will the equation in (c) still be true if you replace angle BG
 G?
side with angle CH
8. Look carefully at your work in question 7 and write an explanation why alternate
angles are equal, when two parallel lines are cut by a transversal.
Co-interior angles The prefix “co-” means

The angles AG  H and CH  G in the figure on the following together. The word
“co-interior” means on the
page are called co-interior angles. They are on the same
same side.
side of the transversal.

B
E
G D
A
H
C F
 G + DH
9. (a) What do you know about CH  G? Explain.
 H + AG
(b) What do you know about BG  H? Explain.
(c) What do you know about BG  G? Explain.
 H + CH
(d) What conclusion can you draw about AG  G?
 H + CH
Give detailed reasons for your conclusion.
When two parallel lines are cut by a transversal, the

sum of two co-interior angles is 180°.
Another way of saying this is to say that the two
co-interior angles are supplementary.
12.2 Identify and name angles

1. In the figure below, the line RF is perpendicular to AB.
R B
E
D
G
H Q
A
C F
(a) Is RF also perpendicular to CD? Justify your answer.

(b) Name four pairs of supplementary angles in the figure. In each case, say how you
know that the angles are supplementary.

(c) Name four pairs of co-interior angles in the figure.
(d) Name four pairs of corresponding angles in the figure.
(e) Name four pairs of alternate angles in the figure.
2. Now you are given that AB and CD in the figure below are parallel.
R B
E
D
G
H Q
A
C F
(a) If it is also given that RF is perpendicular to AB, will RF also be perpendicular to

CD? Justify your answer.
(b) Name all pairs of supplementary angles in the figure. In each case, say how you
know that the angles are supplementary.
(c) Suppose EG  A = x. Give the size of as many angles in the figure as you can, in
terms of x. Each time give a reason for your answer.
12.3 Solving problems When you solve problems in

geometry you can use a short-
1. Line segments AB and CD in the figure below hand way to write your reasons.
are parallel. EF and IJ are also parallel. Copy the For example, if two angles
are equal because they are
figure and mark these facts on the figure, and
corresponding angles, then you
then answer the questions.
can write (corr ∠s, AB // CD) as
the reason.
I
N
B
E
K M
G D
A H L
J
C F

(a) Name five angles in the figure that are equal to GH D. Give a reason for each of
your answers.
(b) Name all the angles in the figure that are equal to AG H. Give a reason for each of
your answers.
 B = 80° and
2. AB and CD in the figure below are parallel. EF and IJ are also parallel. NM
 F = 40°.
JL
I
N
B
E
K M
G D
A H L
J
C F
Find the sizes of as many angles in the figure as you can, giving reasons.
 N = 60°,
3. In the figure below, AB // CD; EF // AB; JR // GH. You are also given that PM
RN D = 50°.
L F
J
Q
G S 1 2
2 4 3 B
1
3
4
2
1 3 2 P
3
4 1
H 6 5
4
E 2
O 1 3 D
4
2
N
1
3
A 2
4
3
M 1 4
6 5 R
C
H
(a) Find the sizes of as many angles in the figure as you can, giving reasons.
(b) Are EF and CD parallel? Give reasons for your answers.

Chapter 13
Pythagoras’ Theorem
13.1 Investigating the sides of a right-angled triangle

A theorem is a rule or a statement that has been Pythagoras (569–475 BC)
proved through reasoning. Pythagoras’ Theorem Pythagoras was an influential
is a rule that applies only to right-angled mathematician. Like many Greek
triangles. The theorem is named after the Greek mathematicians of 2 500 years
ago, he was also a philosopher
mathematician, Pythagoras.
and a scientist. He formulated
A right-angled triangle has one 90° angle. The the best-known theorem, today
longest side of the right-angled triangle is called known as Pythagoras’ Theorem.
the hypotenuse. However, the theorem had
already been in use 1 000 years
F earlier, by the Chinese and the
Babylonians.
B
hypotenuse
J
hypotenuse
D
G H
C A hypotenuse
The hypotenuse is the side opposite the 90° angle in a How to say it:
right-angled triangle. It is always the longest side. “high - pot - eh - news”
investigating squares on the sides of right-angled triangles
1. The figure shows a right-angled triangle with

squares on each of the sides.
(a) Write down the areas of the following: A
Square A C
Square B
Square C
B
(b) Add the area of square B and the area of square C.
(c) What do you notice about the areas?

2. The figure below is similar to the one in question 1. The lengths of the sides of the
right-angled triangle are 5 cm and 12 cm.
(a) What is the length of the hypotenuse? Count the squares.
(b) Use the squares to find the following:
Area of A
Area of B A
Area of C C
Area of B + Area of C
(c) What do you notice about the areas?
Is it similar to your answer in 1(c)?
B
3. A right-angled triangle has side lengths of 8 cm

and 15 cm. Use your findings in the previous
questions to answer the following questions:
(a) What is the area of the square drawn
along the hypotenuse?
15 cm ?
(b) What is the length of the triangle’s
hypotenuse?
In the previous activity, you should have discovered 8 cm

Pythagoras’ Theorem for right-angled triangles.
Pythagoras’ Theorem says:

In a right-angled triangle, a square formed on the
hypotenuse
hypotenuse will have the same area as the sum of the side 2
area of the two squares formed on the other sides of
the triangle. Therefore: side 1
(Hypotenuse) = (Side 1) + (Side 2)
2 2 2
13.2 Checking for right-angled triangles

Pythagoras’ Theorem applies in two ways:
• If a triangle is right-angled, the sides will have the following relationship:
(Hypotenuse)2 = (Side 1)2 + (Side 2)2.
• If the sides have the relationship: (Longest side)2 = (Side 1)2 + (Side 2)2, then the
triangle is a right-angled triangle.
So, we can test if any triangle is right-angled without using a protractor.
CHAPTER 13: PYTHAGORAS’ THEOREM 137

Example:
Is a triangle with sides 12 cm, 16 cm and 20 cm right-angled?
16 cm
12 cm
20 cm
(Longest side)2 = 202 = 400 cm2

(Side 1)2 + (Side 2)2 = 122 + 162 = 144 + 256 = 400 cm2
(Longest side)2 = (Side 1)2 + (Side 2)2
∴ The triangle is right-angled.
are these right-angled triangles?
1. This triangle’s side lengths are 29 mm,

20 mm and 21 mm.
(a) Prove that it is a right-angled triangle.
(b) Copy the triangle and mark the right angle
in the diagram.
2. Use Pythagoras’ Theorem to determine whether

these triangles are right-angled. All values are in
the same units.
(a) (b) (c)
7
6 15 5
4 4
4 12 3
3. Determine whether the following side lengths would form right-angled triangles.
All values are in the same units.
(a) 7, 9 and 12 (b) 7, 12 and 14 (c) 16, 8 and 10
(d) 6, 8 and 10 (e) 8, 15 and 17 (f) 16, 21 and 25

13.3 Finding missing sides

You can use the Pythagoras’ Theorem to find the lengths of missing sides if you know
that a triangle is right-angled.
finding the missing hypotenuse
Example: Calculate the length of the hypotenuse if the lengths of the other two sides
are six units and eight units.
A
∆ABC is right-angled, so:
AC2 = AB2 + BC2
?
= (62 + 82) units2 6
= 36 + 64 units2
= 100 units2
B 8 C
AC = 100 units
= 10 units
Sometimes the square root of a number is not a Surd form

whole number or a simple fraction. In these cases, You pronounce surd so that it
you can leave the answer under the square root rhymes with word.
sign. This form of the number is called a surd. 5 is an example of a
number in surd form.
9 is not a surd because
Example: Calculate the length of the hypotenuse you can simplify it:
of ∆ABC if B = 90°, AB = two units and BC = five units.
9 =3
Leave your answer in surd form, where applicable.
Remember when taking the square root that
length is always positive.
A
AC2 = AB2 + BC2
?
= 22 + 52 units2
2
= 4 + 25 units2
= 29 units2
B 5 C AC = 29 units
1. Find the length of the hypotenuse in each of the triangles shown on the following
page. Leave the answers in surd form where applicable.

K P
48 m
55 m
O
8 cm
(a) (b)
K P
48 m
N m
55
L 6 cm M O
8 cm
N
L 6 cm M
(c) (d)
S
X 7 units Y
1m
12 units
S
T R X 7 units Y
1m
1m
Z12 units
T 1 mhas sides
2. A rectangle R with lengths of 36 mm and 77 mm.
Find the length of the rectangle’s diagonal.
Z
?
36 mm
77 mm
3. ∆ABC has A = 90°, AB = 3 cm and AC = 5 cm. Make a rough sketch of the triangle, and
then calculate the length of BC.
4. A rectangular prism is made of glass. It has a length of 16 cm, a height of 10 cm and

a breadth of 8 cm. ABCD and EFGH are two of its faces. ∆ACH has been drawn inside
the prism. Is ∆ACH right-angled? Answer the questions to find out.
H 16 cm G
D C
10 cm
E F
8 cm
A B

(a) Calculate the length of the sides of ∆ACH. Note that all three sides of the
triangles are diagonals of rectangles. AC is in rectangle ABCD, AH is in ADHE
and HC is in HDCG.
(b) Is ∆ACH right-angled? Explain your answer.
finding any missing side in a right-angled triangle
Example: Find the length of TS in the triangle below.
T US2 = TU2 + TS2

102 = 82 + TS2
8 cm 100 = 64 + TS2
36 = TS2
U S
10 cm 36 = TS
∴ TS = 6 cm
1. In the right-angled triangles below, calculate the length of the sides that have not
been given. Leave your answers in surd form where applicable.
(a) (b) (c)
15
25 z 24
x
y
24 20
26
2. Calculate the length of the third side of each of the following right-angled triangles.
First draw a rough sketch of each of the triangles before you do any calculations.
Round off your answers to two decimal places.
(a) ∆ABC has AB = 12 cm, BC = 18 cm and A  = 90°. Calculate AC.
(b) ∆DEF has F = 90°, DE = 58 cm and DF = 41 cm. Calculate EF.
 = 90°, JK = 119 m and KL = 167 m. Calculate JL.
(c) ∆JKL has K
 = 90°. Calculate PR.
(d) ∆PQR has PQ = 2 cm, QR = 8 cm and Q
3. (a) A ladder with a length of 5 m is placed at an angle against a

wall. The bottom of the ladder is 1 m away from the wall.
How far up the wall will the ladder reach? Round off to two
decimal places.
(b) If the ladder reaches a height of 4,5 m against the wall,
how far away from the wall was it placed? Round off to
two decimal places.

PYTHAGOREAN TRIPLES
Sets of whole numbers that can be used as the sides of a right-angled triangle are known as
Pythagorean triples, for example:
3-4-5 5-12-13 7-24-25 16-30-34 20-21-29
You extend these triples by finding multiples of them. For examples, triples from the 3-4-5 set
include the following:
3-4-5 6-8-10 9-12-15 12-16-20
There are many old writings that record Pythagorean triples. For example, from 1900 to 1600 BC,
the Babylonians had already calculated very large Pythagorean triples, such as:
1 679-2 400-2 929.
How many Pythagorean triples can you find? What is the largest one you can find that is not a
multiple of another one?
13.4 More practice using Pythagoras’ Theorem

1. Four lines have been drawn on the grid below. Each square is one unit long. Calculate
the lengths of the lines: AB, CD, EF and GH. Do the calculations and write the
answers in surd form.
B
D G
C
E
H
A F
K 6 cm N
2. (a) Calculate the area of rectangle KLMN.
(b) Calculate the perimeter of ∆KLM.
4,5 cm
L M
3. ABCD is a rectangle with AB = 4 cm, BC = 7 cm and CQ = 1,5 cm. Round off your
answers to two decimal places if the answers are not whole numbers.

A D
4 cm Q
1,5 cm
B P
7 cm C
(a) What is the length of QD?
(b) If CP = 4,2 cm, calculate the length of PQ.
(c) Calculate the length of AQ and the area of ∆AQD.
4. MNST is a parallelogram. NR = 9 mm M T
and MR = 12 mm.
12 mm
(a) Calculate the area of ∆MNR.
(b) Calculate the perimeter of MNST.
N 9 mm R 30 mm S
Pythagoras’ theorem and other types of triangles
Pythagoras’ Theorem works only for right-angled triangles. But we can also use it to find out
whether other triangles are acute or obtuse.
• If the square of the longest side is less than the sum of the squares of the two shorter sides,
the biggest angle is acute.
For example, in a 6-8-9 triangle: 62 + 82 = 100 and 92 = 81.
81 is less than 100 ∴ the 6-8-9 triangle is acute.
• If the square of the longest side is more than the sum of the squares of the two shorter sides,
the biggest angle is obtuse.
For example, in a 6-8-11 triangle: 62 + 82 = 100 and 112 = 121.
121 is more than 100 ∴ the 6-8-11 triangle is obtuse. c
a
Copy and complete the following table. It is based on the triangle on the right.
Decide whether each triangle described is right-angled, acute or obtuse. b
Fill in
a b c a2 + b2 c2 Type of triangle
=, > or <
3 5 6 32 + 52 = 9 + 25 = 34 62 = 36 a 2 + b2 < c 2 Acute
2 4 6 a2 + b2 c2
5 7 9 a2 + b2 c2
12 5 13 a2 + b2 c2
12 16 20 122 + 162 = 144 + 256 = 400 202 = 400 a2 + b2 = c2 Right-angled
7 9 11 a2 + b2 c2
8 12 13 a2 + b2 c2

Worksheet
1. Write down Pythagoras’ Theorem in the way that you best understand it.
2. Calculate the lengths of the missing sides in the following triangles. Leave the
answers in surd form if necessary.
P P
D (a) D (b)
4 cm 4 cm
13 m 13 m 12 m 12 m
E E F F
6 cm 6 cm
Q Q R R
A D
3. ABCD is a parallelogram.
(a) Calculate the perimeter of ABCD.
(b) Calculate the area of ABCD. 12 m
15 m
B C
PYTHAGORAS’ THEOREM

Chapter 14
Area and perimeter of
2D shapes
14.1 Area and perimeter of squares and rectangles
revising concepts
1. Each block in figures A to F below measures The perimeter (P) of a shape is the
1 cm × 1 cm. What is the perimeter and area distance along the sides of the shape.
of each of the figures? The area (A) of a figure is the size of
Copy and complete the table below. the flat surface enclosed by the figure.
A B C
D E F
G 6 cm H 2 cm
2 cm 2 cm
Number of 1 cm × 1 cm
Figure Perimeter Area
squares
A
B
C
D
CHAPTER 14: AREA AND PERIMETER OF 2D SHAPES 145

Number of 1 cm × 1 cm
Figure Perimeter Area
squares
E
F
G
H
2. Consider the rectangle below on the right-hand To tessellate means to cover a

side. It is formed by tessellating identical squares surface with identical shapes in
that are 1 cm by 1 cm each. The white part has such a way that there are no gaps
squares that are hidden. or overlaps. Another word for
tessellating is tiling.
(a) Write down, without counting, the total
number of squares that form this rectangle,
including those that are hidden. Explain
your reasoning.
(b) What is the area of the rectangle, including
the white part?
Area of a rectangle = length × breadth Both length (l) and breadth

= l×b (b) are expressed in the
Area of a square = l × l same unit.
= l2
3. Sipho and Theunis each paint a wall to earn some money during the school holidays.
Sipho paints a wall 4 m high and 10 m long. Theunis’s wall is 5 m high and 8 m long.
Who should be paid more? Explain.
4. What is the area of a square with a length of 12 mm?
5. The area of a rectangle is 72 cm2 and its length is 8 cm. What is its breadth?
14.2 Area and perimeter of composite figures

breaking up figures and putting them back together again
1. The diagram on the left on the following page shows the floor plan of a room.
We can calculate the area of the room by dividing the floor into two rectangles, as
shown in the diagram on the right on the following page.

22 m 14 m
9m 9m 15 m
15 m
8m 8m
Area of the room = Area of yellow rectangle + Area of red rectangle

= (l × b) + (l × b)
= (14 × 9) + (15 × 8)
= 126 + 120
= 246 m2
(a) The yellow part of the room has a wooden floor and the red part is carpeted.
What is the area of the wooden floor? What is the area of the carpeted floor?
(b) Calculate the area of the room dividing the floor into two other shapes.
Draw a sketch.
2. Calculate the area of the figures below.
1 cm 5 cm
0,5 cm
4 cm A B
3,5 cm
1 cm 3 cm
3 cm
3. Which of the following rules can be used to calculate the perimeter (P) of a rectangle?
Explain.
• Perimeter = 2 × (l + b) l and b refer to the length
• Perimeter = l + b + l + b and the breadth of a
• Perimeter = 2l + 2b rectangle.
• Perimeter = l + b
The following are equivalent expressions for

perimeter:
P = 2l + 2b and P = 2(l + b) and P = l + b + l + b
4. Check with two classmates that the rule or rules you have chosen above are correct;
then apply it to calculate the perimeter of figure A. Think carefully!
5. The perimeter of a rectangle is 28 cm and its breadth is 6 cm. What is its length?

14.3 Area and perimeter of circles
revising concepts from previous grades
The perimeter of a circle is called the circumference

of a circle. You will remember the following about
circles from previous grades: r
• The distance across the circle through its centre is r
centre
called the diameter (d) of the circle.
• The distance from the centre of the circle to any
point on the circumference is called the radius (r). d
• The circumference (c) of a circle divided by its

diameter is equal to the irrational value we call
pi (π). To simplify calculations, we often use the
approximate values:
circumference (c)
π ≈ 3,14 or 22 .
7
The following are important formulae to remember:

1
• d = 2r and r = d
2
• Circumference of a circle (c) = 2πr
• Area of a circle (A) = πr 2
circle calculations
In the following calculations, use π = 3,14 and round off your answers to two decimal
places. If you take a square root, remember that length is always positive.
1. Calculate the perimeter and area of the following circles:

(a) A circle with a radius of 5 m (b) A circle with a diameter of 18 mm
2. Calculate the radius of a circle with:

(a) a circumference of 53 cm (b) a circumference of 206 mm
3. Work out the area of the following shapes:

A A B B
d = 43 cmd = 43 cm
15 cm 15 cm

4. Calculate the radius and diameter of a circle with:

(a) an area of 200 m2 (b) an area of 1 000 m2
5. Calculate the area of the shaded part.
r = 12 cm
r = 7 cm
14.4 Converting between units

converting between units used for perimeter and area
Always make sure that you use the correct units Remember:
in your calculations. Practise the conversions 1 cm = 10 mm 1 mm = 0,1 cm
below. 1 m = 100 cm 1 cm = 0,01 m
1 km = 1 000 m 1 m = 0,001 km
1. Copy and complete the following conversions:

(a) 34 cm = mm (b) 501 m = km
(c) 226 m = cm (d) 0,58 km = m
(e) 1,9 cm = mm (f) 73 mm = cm
(g) 924 mm = m (h) 32,23 km = m
Remember, to convert between square units, you can use method shown below:
To convert cm2 to m2: Convert
Example 50 cm2 to m2
1 cm2 = 1 cm × 1 cm 1 cm2 = 0,0001 m2
= 0,01 m × 0,01 m ∴ 50 cm2 = 50 × 0,0001 m2
= 0,0001 m2 = 0,005 m2
2. Convert to cm2:
(a) 650 mm2 (b) 1 200 mm2
(c) 18 m2 (d) 0,045 m2
(e) 93 mm2 (f) 177 m2
3. (a) Convert 93 mm2 to m2. (b) Convert 0,017 km2 to m2.

14.5 Area of other quadrilaterals
parallelograms
As shown below, a parallelogram can be made into a rectangle if a right-angled triangle

from one side is cut off and moved to its other side.
base
h h h
base base base
So we can find the area of a parallelogram using the formula for the area of a rectangle:
Area of rectangle = l × b
= (base of parallelogram) × (perpendicular height of parallelogram)
Area of parallelogram = Area of rectangle
∴ Area of parallelogram = base × perp. height We can use any side of

the parallelogram as the
base, but we must use the
1. (a) Copy the parallelogram above. perpendicular height on the
(b) Using the shorter side as the base of the side we have chosen.
parallelogram, follow the steps above to derive
the formula for the area of a parallelogram.
2. Work out the area of the following parallelograms using the formula:
A B C
10 cm
7 cm 6 cm 12 cm 10 cm 12 cm
200 mm
15 cm 15 cm
3. Work out the area of the parallelograms. Use the Pythagoras’ Theorem to calculate
the unknown sides you need. Remember to use the pre-rounded value for height and
then round the final answer to two decimal places where necessary.

A B
5 cm 8 cm
3 cm 8 cm
2 cm 5 cm
C C12 m 12 m D D
8 cm 8 cm
9m 9m 15 cm15 cm
8m 8m
10 cm10 cm
rhombi
A rhombus is a parallelogram with all its sides equal.

In the same way we derived the formula for the area of a
parallelogram, we can show the following:
l h
Area of a rhombus = length × perp. height
1. Show how to derive the formula for the area of a rhombus.

2. Calculate the areas of the following rhombi. Round off answers to two decimal places
where necessary.
A A B B
10 m 108mm 8m 11 cm 11 cm
15 cm 15 cm
C D
C D 6 cm
7 cm 6 cm
7 cm
9 cm
9 cm
2 cm
2 cm

kites
To calculate the area of a kite, you use one of its properties,

namely that the diagonals of a kite are perpendicular. D
Area of kite DEFG = Area of ∆DEG + Area of ∆EFG

1 1
= 2 (b × h) + 2 (b × h)
1 1
= 2 (EG × OD) + 2 (EG × OF)
1 E G
O
= 2 EG(OD + OF)
1
= 2 EG × DF
Notice that EG and DF are the diagonals of the kite.
1
∴ Area of a kite = 2 (diagonal1 × diagonal2)
F
1. Calculate the area of kites with the following diagonals. Give your answers in m2.
(a) 150 mm and 200 mm (b) 25 cm and 40 cm
2. Calculate the area of the kite.

A
BO = OD = 6 cm
OC = 15 cm
AD = 10 cm
B D
O

trapeziums
A trapezium has two parallel sides. If we tessellate (tile) two trapeziums, as shown in
the diagram on the following page, we form a parallelogram. (The yellow trapezium is
the same size as the blue one. The base of the parallelogram is equal to the sum of the
parallel sides of the trapezium.)

side 1 side 1 side 2
h h
side 2 side 2 side 1
We can use the formula for the area of a parallelogram to work out the formula for the
area of a trapezium as follows:
Area of parallelogram = base × height

= (side 1 + side 2) × height
1
Area of trapezium = 2 area of parallelogram
1
= 2 (side 1 + side 2) × height
1
∴ Area of a trapezium = 2 (sum of parallel sides) × perp. height
Calculate the area of the following trapeziums:

20 mm
20 mm 65 cm65 cm
A A B B
19 mm
19 mm 52 cm52 cm
22 mm
22 mm
10 mm
10 mm 105 cm
105 cm
areas of composite shapes
Calculate the areas of the following 2D shapes. Round off your answers to two decimal
places where necessary.
(a) (b) 12 m
12 cm Q Y X
A D
5 cm 7m
4 cm 6m
B C
E R T
10 m S
(c) (d) 18 m
P F
K
20 cm 13 cm
10 m
L N
O O
G 6m J
PO = 5 cm M 8m
H 9m I

14.6 Doubling dimensions of a 2D shape
Remember that a 2D shape has two dimensions, namely length and breadth. You have
used length and breadth in different forms, to work out the perimeters and areas of
shapes, for example:
• length and breadth for rectangles and squares
• bases and perpendicular heights for triangles, rhombi and parallelograms
• two diagonals for kites.
But how does doubling one or both of the dimensions of “Doubling” means to
a figure affect the figure’s perimeter and area? multiply by 2.
The four sets of figures on the next page are drawn on a grid of squares. Each row
shows an original figure; the figure with one of its dimensions doubled, and the figure
with both of its dimensions doubled. Each square has a side of one unit.
1. Work out the perimeter and area of each shape. Round off your answers to two
decimal places where necessary.
2. Which figure in each set is congruent to the original figure?
3. Copy the table below and fill in the perimeter (P) and area (A) of each figure:
Figure Original figure Figure with both dimensions doubled

P= P=
A
A= A=
P= P=
B
A= A=
P= P=
C
A= A=
P= P=
D
A= A=
4. Look at the completed table. What patterns do you notice? Choose one:
• When both dimensions of a shape are doubled, its perimeter is doubled and its
area is doubled.
• When both dimensions of a shape are doubled, its perimeter is doubled and its
area is four times bigger.

One dimension Both dimensions

Original figure
doubled doubled
3 6 6
A 1 1
2
P= P=
A= A= P=
A=
B
3
6 6
4
P=
A=
4 8
P= P=
A= A=
4 8 8
C
3 3
6
P= P=
A= A=
P=
A=
Diagonal 1 = 4 Diagonal 1 = 8 Diagonal 1 = 8
Diagonal 2 = 6 Diagonal 2 = 6 Diagonal 2 = 12
P=
A=
P=
A=
P=
A=

Worksheet
1. Write down the formulae for the following:

Perimeter of a square
Perimeter of a rectangle
Area of a square
Area of a rectangle
Area of a triangle
Area of a rhombus
Area of a kite
Area of a parallelogram
Area of a trapezium
Diameter of a circle
Circumference of a circle
Area of a circle
2. (a) Calculate the perimeter of the (b) Calculate the area of the kite:
square and the area of the J
shaded parts of the square: 5m 7m
O
K M
3m
6 cm
L
AREA AND PERIMETER OF 2D SHAPES


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In Grade 8, you learnt about perpendicular lines.

1. What does it mean if we say that two lines are perpendicular?

lines that form when circles intersect

Step (a) Step (b) Step (c)

CHAPTER 10: CONSTRUCTION OF GEOMETRIC FIGURES 93

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using circles to construct perpendicular lines

Case 1: A perpendicular through a point that is not on the line segment

You are given line segment MN with point Step 1

94 MATHEMATICS Grade 9: Term 2

Maths_Gr9_LB_book.indb 94 2017/11/14 12:36:38 PM

Case 2: A perpendicular at a point that is on the line segment

You are given line segment XY with point Z Step 1

practise using circles to construct perpendicular lines

CHAPTER 10: CONSTRUCTION OF GEOMETRIC FIGURES 95

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10.2 Bisecting angles

Work through the following example of using To bisect something means

 C. You must bisect the

96 MATHEMATICS Grade 9: Term 2

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A Can you explain why the

Can you also see that we

practise bisecting angles

CHAPTER 10: CONSTRUCTION OF GEOMETRIC FIGURES 97

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constructing a 45° angle

constructing 60° and 30° angles

3. Draw in the following line segments: AB, AD and DB.

98 MATHEMATICS Grade 9: Term 2

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5. What kind of triangle is ABD?

constructing the multiples of special angles

Angle Multiples below 360° Angle Multiples below 360°

CHAPTER 10: CONSTRUCTION OF GEOMETRIC FIGURES 99

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You should have found that the three angle

100 MATHEMATICS Grade 9: Term 2

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10.5 Interior and exterior angles in triangles

An interior angle is an angle that lies between two

Look at ∆PQR. Its three sides are extended 3 R