Geometry Sampler

The Un University of Ch Chicago Sc School M Mathematics Pr Project
Teachers Edition
VOLUME 1 CHAPTERS 17 Sample Lesson Chapter 5 Lesson 6
TABLE OF CONTENTS
UCSMP Overview 2 About the Third Edition UCSMP Program Program Components The UCSMP Instructional Approach Implementation of UCSMP UCSMP Grades 6-12 Course Summary Geometry Table of Contents Geometry Chapter 5 Planning Resources Geometry Chapter 5 Opener Geometry Lesson 5.6: Auxiliary Figures and Uniqueness Geometry Chapter 5 Projects Geometry Chapter 5 Summary, Self-Test, and Chapter Review
3 4
7 8
10
12
16
18
25
27
A History of Success
Twenty-two years of research and development by the University of Chicago School Mathematics Project (UCSMP) has produced a Pre-K12 curriculum that consists of two vertically articulated programs: (1) the nations leading standards-based Pre-K6 mathematics program, Everyday Mathematics, (2) UCSMP Grades 612. The entire UCSMP Pre K12 curriculum emphasizes problem solving, everyday applications, the use of technology, and reading in mathematics, while developing and maintaining basic skills.
Development & Field Tests
Over twenty years of research and development
by UCSMP have produced eld-tested curricula. Curriculum experts and classroom teachers wrote the materials over several years. The texts undergo rigorous eld trials at all stages of development to ensure classroom efcacy.
Reasons for Third Edition

Thousands of schools using the earlier editions have seen great success in student achievement and teaching practices. Through eld-testing, the Third Edition has implemented suggestions from mathematics practitioners in an attempt to tailor the book more to teacher and student needs. To help middle and high school students succeed under the pressure of increased testing, the Third Edition takes a broad-based, reality-oriented, and easy-tocomprehend approach to mathematics. Each of the courses was examined and revised to take into account: higher expectations for middle school students in algebra, geometry and statistics increased number of high school students enrolled in higher-level math classes active engagement that results in better understanding and performance great strides in calculator and computer technology up-to-date applications, relevant data, and recent developments in mathematics
Geometry This book retains key features from previous editions of UCSMP
Geometry, while introducing new approaches and methods to mathematics. Relevant applications that highlight the importance of mathematics skills Blended approach of traditional geometry with transformations and coordinates Developed proofs with geometry formulas, postulates, and denitions Wide variety of rich problems designed to enhance geometry skills and sustain algebra skills New and powerful technology such as graphing calculators, spreadsheets, and dynamic geometry system Reading mathematics to develop the ability to read and understand technical material Required writing for questions to help students clarify their thinking Self-Tests and Chapter Reviews at the end of each chapter New instructional features, including Guided Examples, Mental Math, and Quiz Yourself
Call 1-800-648-2970
Program Components
Each course in UCSMP Grades 6-12 includes the following components (except where specied):
Student Edition
Hard cover in one volume Online Student Edition included
Teachers Edition
Hard cover in two volumes Electronic version (eTE) on CD-ROM
The Un University of Ch Chicago ity of cs athematics cs ct
Assessment Resources
Chapter Quizzes (2) and Tests (1) Comprehensive Tests (available Pre-Transition Mathematics through Advanced Algebra only) Answers or Evaluation Guides for all quizzes and tests; correlation of SPUR Objectives to Chapter Tests Assessment Forms
WrightGroup.com
WrightGroup.com
Teachers Edition Teachers Edition e s

VOLUME 1 CHAPTER S 17 VOLUME
V1 Teachers Edition
V1 Teachers Edition
The University of Chicago School Mathematics Project The University of Chicago School Mathematics Project
Teaching Resources
Lesson Masters (one-and two-page practice and review blackline masters; overprinted answers included) Resource Masters (generic teaching aids, copies of all Teachers Edition Warm-ups and Additional Examples, and more)
Technology
Electronic Teachers Edition CD-ROM (eTE) (includes links to all ancillary pages and to Answer Masters and Solution to all questions in the Student Edition) Teachers Assessment Assistant (TAA) (CD-ROM with a quiz and test generator) Dynamic Geometry Sketches Dynamic Algebra Sketches
Visit us at WrightGroup.com/UCSMP
Lesson
3-4
GOAL
Solve an equation of the form ax + b = c regardless of the values of a, b, and c.
3-4
Solving ax + b = c
BIG IDEA An equation of the form ax + b = c can be solved in two major steps.
SPUR Objectives
A Solve and check linear equations of the form ax + b = c. D Use linear equations and inequalities of the form ax + b = c or ax + b < c to solve real-world problems.
In 1637, the French philosopher and mathematician Ren Descartes started the practice of identifying known quantities by the letters a, b, and c from the beginning of the alphabet and unknown quantities by the letters x, y, and z from the end of the alphabet. Following the practice of Descartes, when we write solving ax + b = c we mean that a, b, and c are known numbers and x is unknown. For example, 3 when a = __, b = 53, and c = 7, we obtain the equation 2 3 __x + 53 = 7. 2 In general, any equation of the form ax + b = c, with a not equal to zero, can be solved in two steps. First add the opposite of b to both sides. Then multiply both sides by the reciprocal of a.
Materials/Resources
Lesson Master 3-4A or 3-4B Resource Master 39 Graphing calculator
The UCSMP Instructional Approach

a. Which is greater, __ or 3 b. Which is greater,
33 33 1.4 or __? ___ 22 22 1
Mental Math
1 0.33? __ 3
c. Which is greater, __ or __? __ 5 4 5

5 4
GUIDED
Example 1
3
Solve __ x - 53 = 7. 2
Solution
3
The Teachers Edition is an extensive resource to help you address the individual needs of students. To help you teach and plan your lessons, it is advisable to rst = 7 + ? the ?Background section in the Teachers Edition that accompanies each read Add to each side. 53; 53; 53 lesson. (60) Multiply each side by the reciprocalsection provides the rationale for the inclusion of topics or The Background ( x ) = ?
of approaches, .provides mathematical background, and makes connections between Simplify. 40 x= ?
Descartes was a French UCSMP Grades 612 materials. mathematician, and scientist, philosopher. His statement, I think; therefore I am, is very famous.
Source: Discourse on Method
HOMEWORK
Suggestions for Assignment
Questions 129 Questions 30 and 31 (extra credit) Reading Lesson 3-5 Covering the Ideas 3-5
3 __x - 53 + ? 2
__x - 53 = 7 2
Write the equation.
3 __x = ? 2 3 __ 2
Simplify. 60
3 __ 2
2 2 __; __ ? 3 3
Local Standards
Be sure to check your solution by substituting it back into the original equation.
Equations That Require Simplifying First
Warm-Up
Equations are often complicated, but they can be simplied into ones that you can solve.
The notes with each lesson in the Teachers Edition provide a variety of teaching ideas, organized around the following four-step instructional plan:
Present the following problem. Bill wants to determine the weight of one of 7 identical packages. He has a balance with a 10-kilogram weight and many 500-gram weights. When he puts 5 of the packages on the scale and three 500-gram weights, it balances the 10-kilogram weight. What does each package weigh? 1.7 kg, or 1,700 g
144
Linear Equations and Inequalities
Background
provides questions for students to work on as you begin class. providesnumber of steps you want them how to teach and enhance the lesson, about the overall notes on
to write down when they are solving an fundamental goal is getting the solution, not ask students to show the addition and As students proceed through the rest of the chapter, you will need to advise them
Lesson 3-4
3-4
2
Teaching
144 It is important3 Chapter for students to realize that
there are only two major steps in solving an equation of the form ax
The power of algebra is in its generality. The same algorithm that solves an equation of the form ax + b = c also solves variations such as b + ax = c, c = ax + b, or similar situations with subtraction or involving fractions or decimals. Do not expect immediate mastery. Although the algorithm does not change, the equations and their solutions look different enough to present difculties for many students.
equation. is good to keep mind that the including procedures forItusing theinActivities. This section also provides writing all the steps. rst, most teachers Notes on Examples and NotesAton Questions to highlight important aspects of multiplication to each side the equation. specic examples and questions.ofwriting down Occasionally included are Note-Taking Tips to As students skills increase, these steps can be dropped. help students study. Additional Examples, parallel to the Examples in the Student
Notes on the Lesson
Edition, are included with each lesson for added exibility. includes suggested questions to be completed as homework, pointing out those that may be appropriate for extra credit. This section also provides suggested assignments for the next lesson, including reading the lesson and doing the Covering the Ideas section.
5/29/07 3:10:25 PM
+ b = c, as ookeepers take care of wild shown in Example SMP08ALG_NA_TE1_C03_L04.indd 144 1. Other steps merely nimals in zoos and animal involve doing arithmetic. arks. They feed the animals, ean their living spaces, work Variations of ax + b = c. You may o keep them healthy, and wish to have students identify a, b, eep them cool in the and c in the various forms. You must ummer months. point
out that a is the coefficient of the unknown (for which you are solving ), b is the constant on the same side of the equation as the unknown, and c is the constant on the other side of the equation. For instance, in 5W + 4 = 14, 4 + 5W = 14, or 14 = 4 + 5W, a = 5, b = 4, and c = 14.
Chapter 3
3-4
3
Assignment Recommended Assignment
Variations of ax + b = c
urce: Bureau of Labor Statistics
Questions 129 Questions 30 and 31 (extra credit) Reading Lesson 3-5 Covering the Ideas 3-5
the right side If an equation has the variable on by adding the the solution can still be obtained The Commu multiplying by the reciprocal of a. = c is equivale Addition also implies that ax + b s can be so For example, the following equation major steps. 3 7 = __x - 53 2 53 + __x = 7 2
3 __ 7 = 53 + 2x 3
3 __x - 53 = 7 2
Additional Examples
2 __x - 1 + 9 2 __ 9 9 __ 2 2 Example 1 Solve __ x - 1 = 3. 9
=3+
x=
? 4
includes Ongoing Assessment suggestions that give students an opportunity to informally check their understanding of
2 9 ( __x ) = ( __ )4 9 2
0)
x = ? 18 Example 2 When Sam works at a local college on Saturdays, he earns $8.20 per hour. He is also paid $5.00 for meals and $4.00 for transportation. Last Saturd ay he received $68.45. How many hours did he work? Sam worked 7.25 hr. Example 3 The area of the rectan gle is 78 cm2. What is the value of n?
145
52; 52
concepts at the end of each lesson. These options
for differentiation generally employ a quick oral and/ or written activity. In some cases, the Wrap-Up may simply suggest things teachers should look for during a closing class discussion.
ving ax + b = c
2n + 1
= 78 6; 2n + 1
? n + 6 = 78 12
+ Call 1-800-648-2970 6 12; 6; ?

n = 72 12
? n+6+
= 78
In 19 and 20, solve the equ ation. (Lesson 3-5) 19. 4(3x - 1.5) + 7 = 39 20. 2(a + 5) 21. Grafton wen 1 - 3(5 + __a) = t to the store 19 2 to buy bottles chips for a par of soda and bag ty. He bought s of bottles of sod bags of chips a for $1.99 each for $2.99 each and . He bought twic chips as bottles e as many bag of soda. After s of paying with two he received $0.1 twenty-dollar 5 in change. bills, (Lessons 3-5, a. Dene a vari 3-3) able and write situation. Let p be the numan equation describ ing the ber of bottles of soda Grafton b. How manyThen, 1.99p + 2.99(2p) buys. bottles of sod + 0.15 = 40. 5 bott a 22. Multiple les of soda, 10 bagsand bags of chips did Grafton of chip Choice How buy? do the solutions 35 = 2x + 111 s to 2x - 111 8 compare? (Les = 35 and Note-Taking Tips 6 4 2 0 2 4 6 8 x sons 3-4, 2-8, 2-4) B g steps A They are equ put the Have the students a 2 followin al. 2. B They are opp C They are reci notebook to solve problems osites. in their procals. D none of the In 23 and 24, above involving multi-step equations with 23. 5(x + 1) + a fact triangle (2 - x) = 31, is given. Write 8 6 determine the the related fact variables on one side: 4 2 0 2 4 6 a (2 - x) + 5(x value of x. (Les s and + 1) = 31, son 2-7) 31 - 5(x + 1) 3. 4 r 5 = 2 -Write an equation and simplify it as 23. 1. x, and 31 - (2 - x) = much as possible (until there are 24. 5(x + 1); x = 31 6 three terms at most). 5 4 3 2 1 42 0 1 2 r 2. Undo the constant term that is 3 4 5 6 4. x < 1 the 24. 6(3x + 13) being added or subtracted from = 42, 6 + (3x + 13) has the variable. 5(x 1) 2 x = 42, side that 6 8 7 6 5 that is 42 6 = _______, and 3x 13 3. Undo the coefficient 4 3 2 1being 2 x 0 1 3x + 13 25. Toms dro multiplied by the variable. 42 3x + 13 = ___ 5. b > 0 ve at an average 1 6 ; x = 2 speed of 61 mile form 3 __ hours. Abo 4. If the equation is in simplest s per hour for ut how many 4 miles did he trav 198.25 mi check by el? (Previous Cou (x = answer), then 2 1 0 1 2 with the rse) EXP LOR ATI ON replacing the variable 3 4 5 6 7 b 26. A rectang answer to ensure that the answer le is 12 units by w units. a. Find the valu yields a true equation. es of w that wou ld make the area greater than 84 w of the rectang square units. le w>7 b. Find the valu 12 es of w that wou ld make the area less than or equ of the rectang al to 216 square le units. w 18 c. Write a sen tence to explain what the ineq means in rela uality 60 12w tion to the rect < 108 angle. d. Solve the ineq uality in Par t c and explain 5 w < 9, whi its meaning. ch less than 9 unit means the width is at leas t 5 units, but s. 26c. We know the area of t
Questions n 2. Question 3 Look back at Questio to COVERI NG THE IDEAS Ask students what has been done 7t - 5 both sides in Steps 1 and 2 in terms 1. a. Fill in the Blanks When solving both by of a, b, and c. (b was added to 1 to both sides. Then ? each side __ by __.) a = 22; sides; both sides were multiplied b. Solve and check 7t - 57 = 97. t Lesson 3-6 The question may seem are sh n4 Questio 2. Steps in solving 73y - 432 = 1,101 not. easy, but for many students it is Given: 73y - 432 = 1,101 13 19. x = ___ wish to ask 6 Questions 613 You may Step 1 73y = 1,533 20. a = 28 students for the values of a, b, and Step 2 y = 21 example, in c in each equation. (For Wrap-Up 1? 43 = 24, and a. What was done to arrive at Step Question 7, a = 11, b 2? Ea Ongoing As c = 31.) Questions 1013 are sessment b. What was done to arrive at Step Graph each students arly important so thatineq +b particul uality 4, the equation is in the form ax In a, and c must be on a number line3 and do not think that 1. b, . x 4 b, and c. a, integers. 17 -
Notes on the Questions
3-6
4. 3. 73y - 432 = 1,101 c = 1,101 a= a = 73; b = 432; st 5. Multiple Choice How do the solution 60 = 50x - 222 compare? A
A B C D They are equal. They are opposites. They are reciprocals. None of these are true.
. See In 613, solve and check the equation 7. 31 = 6. 6x + 42 = 126 x = 14 1 9. 18 = __ 8. 20y - 2 = 8 y = 2 3 11. 2.4 10. 7 + __d = 5 d = 20 5 13. 200 12. 1.06P + 3.25 = 22.86 P = 18.5
146
s Linear Equations and Inequalitie
Accommodating the Learner
table If you feel that students are comfor s, solving equations using these method explore the table function on have them graphing calculator to solve the equatio +7i 2x + 7 = 29. They should enter 2x func the Y1 = line. Then use the table
The family wondered if any temperatures could satisfy all three conditions. 85 The graphs show the three intervals separat ely. 80
Temperature (F)
75 Site 1 70 65 60 55 50 Site 3 45 mean
68 70 72 74 76 78 80 82 Site 2
Solution 3 Use a graph. Write an equation describing each tree height. For the beech tree, h = 12 + 0.5t. For the maple tree, h = 4 + t. Graph 68 each equation and fi78 the point of intersection. t 70 72 74 76 nd 80 82
68 70 72 74 76 78 80 82
t
x
Number of Years
7 h The best tempera1 2 for the tetras are 8 9 10 11 0 tures 3 4 5 6 those that lie in all three intervals. Hour This is the intersection in which the three 28 graphs overlap. The tank should 26 have a temperature satisfying (continued on next page) 73 < t 24 74. <
21 22 23 24 25 12 13 14 15 16 17 18 19 20
0 4 8 12 16 20 24
8 se 12 s 6. P not r a eithe its or 7. G Lesson 4the s s recip Height h (ft) is 8. 1 Beech Maple servin Tree Tree 2s 12 4 servin 14 8 3s 16 12 all16 thr 18
20 22 24 20 24 28
The Teachers Edition includes many additional options for differentiation to promote universal access, including the following: Gives teachers hints and 4-7
instructional strategies on how to 3 Assignment help English language learners and those with weak vocabulary skills Reco gain access to key mathematical concepts.
Questions 123 Question 24 (extra credit) Reading Lesson 4-8 Covering the Ideas 4-8
mmended Assignment
Provides suggestions for adjusting an

Quest example, activity, or discussion to make it moreion 6laAlthough the distance-rateaccessible as d = time formu is usually givento students who may
be struggling with a particular concept.
Provides suggestions for adjusting
an example, activity, or discussion to make it more challenging.
Extension
May be a question, problem, activity,
or outside project that extends a concept.
Clearly, all lessons contain more ideas than can be used in one class period and there are many additional ways to teach each lesson. Depending on the background of students, a
challenging activity in one class could be inappropriately easy
on our calculator shows that the point 4 5 (0, 50) is on the line. 5 15x Simplify. 4 7 2 6 5 15x 9 ? ? ? each side0by 15. ___; ___; divide Questions 15 15 8 1 ? x 10 Simplify. __ 2 11 3 COVE RING THE IDEAS (continued on next page) 1. There is one temperature at which Celsius and Fahrenheit 1. 1.8( 40) + 32 = 72 thermometers give the same readin Solving ax + b < cx + d g: 40. Verify that C = 40, F = 40 satises both F = 1.8C + + 32 = 40 and 5 Question 8 F is force, m is mass, 32 and C = __ (F - 32). 5 __ and 9 ( 40 - 32) = a is acceleration. 9 2. A person with a head circumferenc 5 __ e of 23.5 inches wears a 1 size 7__ basebaAccommodating the Learner__ 9 (72) = 40 Question 9 This is a formula for ll cap. Verify that C = 23.5 and S theSMP08ALG_NA_TE1_C04_L08.indd 23 = 7 1 satisfy the C-1 _______ 3c. Answers vary. 2 formula S = _____. S = 23.5 - 1 1 area of a trapezoid. Ask students 3 nd7the error in the to = __ 3 2 Sample answer: let p 3. a. Solve p = 2 + 2w forproof that 2 < 1. following . = __ - w = 1, w = 2, and 2 p = 6. 6 = 2(1) + b. Fill in the Blanks In Part a you are asked to Let a ? 2(2), which checks ? in terms of = b, a > 0, and b 0. nd a formula for and ? . ; p; w p with = __ - w 2a + b n a + b since a + b = 0 c. Check your solutio>to Part a by 2 substituting values for , w, 6 = __ - 2 = 3 - 2 and p. 2 2a > a Subtract b from both sides. =1 In 4 and 5, solve the equation for 2b > b y. Substitute b for a. 4. 8x + y = 20 y = 20 - 8x b 2b ___ < ___ Divide by b and change the sense. b1 5. 4x - 8y = -40 y = __x + b 5 2 1 Simplify. In 69, solve the formula2 <the for indicated variable. d 6. r = __ for d d = rt t
S 7. S = 180n - 360 for n n = ____ 180 + 2 F 8. F = m a for a a = __ m
1 2A 9. A = __(b1 + b )h for h h = ______ 2 2 b1 + b2
rt, the rate unit (miles per hour) indica tes that the rate is derived by dividin g distance by time, so the formula given here is quite appropriate. Question 7 S is the sum of the measures of the angles of a conve x n-gon.
Introduce the students to the idea The concept of the union and inters of a Venn 99.9 100 Yes. It checks. ection diagram by using the following exam GUIDED of two or more sets is sometimes ple. The point (10.5, 23.7) is veryvery to close of 5x - 2y = 4, 5, Example 2 the graphLet A = {3, 100. . . ., 11} and B = {4, confusing to students. The more you 2, 0, Check 2 Compute 4 coordinates can point on 4, d the Solve 7 - 11xof a4x + 12. the line.8}. Using ,the 2, 6, For example SMP08ALG_NA_TE1_C04_L02.ind Venn diagram given, relate these ideas to 5(0) - 2y = 100. when x = 0, real-world situat ions illustrate A B by shading the inters Solution 1 within the 5(0) -nts = 100 s of refere stude 2y frame ection. nce, the 7 12 Write ss for A more likely they2y =be to keep the - 11x 4x +Repeat the procethe inequality. B. will 100 two 4x 7 - 11x + ? ideas + 12 + ? Add ? to each side. 11x; 11x; 11x clear. Use a Venn diagram to illustr y = 50 ate your 15x + 12 7 Add like terms. examples. The TRACE 3 7 - ? 15x + 12 - ? Subtract ? from each side. 12; 12; 12
variability among healthy people. According l cases Year to the new standard,line,normal range equations of a the they are specia above or varies below 98.2 by 1.5. This means that the equations for lines that (16, 20). So sixteen years after they were The lines intersect at atures t of other forms of normal body temperthe point of healthy people range from 98.2 + 1.5 = 99.7 to ghouttrees were both 20 feet tall. We are looking for the times when planted, the this course. students will see throu 98.2 - 1.5 = 96.7. So 96.7 t 99.7. You can combineal forms the beech tree was taller than the maple tree. So look for values of t where ept are 98.2 - 1.5 into The gener 98.2 + 1.5 andslope-interc one expression using the line is form notation. Then the interval beechsslope above that for the maple. These times lie to the left of the of normal temperatures is written form y = mx + b, the point- point (16, 20). This is where t < 16. The photo was taken less intersection 98.2F 1.5F. The graph on the next and the page ard form y - y1 = m of - 1),than 16 stand shows this interval the temperatures (x 129xmen and years after the trees were planted.and women. Chapter 4 Ax + By = C. The Addition and Multiplication Properties of Inequality can also be used to solve any inequality of the form ax + bInequalities, In Guided Compound < cx + d. And and 229 Check 1 Use the TRACE 2, two algebraic solutions are given. Solution 2 involves Or Example feature to read the coordinates of some points on the line. Checkdividing the inequality by a negative number. Recall that multiplying that these satisfy the original equation. For example, our ENGLISH LEARNERS TRACE showed the point with x inequality by a negative number reverses the or dividing an 10.5, y 23.7 on the graph. Accommodating the Learner Vocabular y Development inequality 100? Does 5(10.5) - 2(23.7) = sign.
22 20 68 70 72 74 76 78 80 82 18 beech tree 16 Site 1 Site 2 Site 3 14 12 ENGLISH LEARNERS 10 maple tree 8 Most people would say that the averag e body6temperature is 98.6F. This gure was arrived at in the 19th ntal lines 4 While the that ions of horizocentur y. Recent medical research 2 has established equat mean temper the ature for healthy people is 98.2F. h) are 2 4 6 8 10 12 14 16 18 20 22 0 ( y = k) and some However, there is vertical lines ( x =
Horizontal and Vertical Lines
191
Describing the Inter vals a x b y Development

Vocabular
Height (ft)
1.5
t
1.5 98.2 99.7 t
96.7
21
in another. Teachers should use their professional judgment to select and sequence the activities that are appropriate for the
4-7A Lesson Master
Objective C SKILLS
In 114, solve for the stated variable. 1. x = 2y - 3 for y
See pages 245249 for objectives.
Questions on SPUR Objectives
length of a given class period and the needs of their students. y= +

x _ 2 3 _ 2
2. 5x + 4y = 20 for y 3. C = 2r for r
224
More Linear Equations and Inequali ties
SMP08ALG_NA_TE1_C04_L05.indd 2
Teachers who have never used group work, manipulatives, or

5. E = mc2 for m
C r = __ 2
4. 3x + 14y = 7y for x
20 5x y = _____ or 4 5 y = 5 _x 4
Extension
Have students replace the ? in each equation with the number or expre ssion in a, b, and c. Then have them solve for y. a. 4 1. 3y = ? b. w c. a + b 2. 2x - 6 = ?
x = 7y
technology often assume that they are very time-consuming.

x 7. v = _ for t t
E m = __ c
2
6. 9x + 2y = 3x + 2y for x
x=0
2x 6 = 14; x = 4 2x 6 = 2w 6; x = w 2x 6 = 2(a + b) 6; x = a + b
x 3. __= 2
x t=_ v
8. PV = nRT for T
Advanced planning and practice will help withw the time = Z

w w 9. Z = __ + __ for w 5 7
PV T = __ nR
35 __ 12
__ 10. S = Pl + B for l 2
2(S B) l = _____ P
management of these very worthwhile activities. B=

Copyright Wright Group/McGraw-Hill
11. S = Ph + 2B for B
S Ph ____ 2
12. 3x + xy = 9 for y
9 y=_3 x
3y = 12 ; y = 4 3y = 3w; y = w 3y = 3(a + b) ; y = a + b
13. g = 3(x + h) for h
g h=_x 3
14. S = 2rh + 2r 2 for h
S 2r h = _____ or 2r s h = ___ r 2r
2
x __ 2 = 2; x = 4 x w __ __ 2 = 2; x = w x a+b __ = _____; x = a + b 2 2
Algebra
187
224
Chapt er 4
SMP08ALG_NA_TE1_C04_L07.ind
d 4 5/30/07 10:27:35 AM
Guided Instruction and Active Learning
Easy-to-follow, partially
completed Guided Examples model skills and problem solving, and assist students as they become independent learners. Students are encouraged to stop periodically to check their understanding with Quiz Yourself (QY) questions. Activities engage students to discover ideas within the lesson. Games, in Pre-Transition Mathematics and Transition Mathematics, enable students to practice important mathematics skills while gaining condence in their mathematical abilities.
New and Powerful Technology
The use of technology including graphing
calculators at all grade levels, geometry systems, spreadsheets, the internet, and other computer applications is an essential component of the UCSMP Third Edition program.
Real-life Applications
A major UCSMP feature is that real-life applications
are used to introduce and develop concepts in lessons. These real-world applications have been brought up to date for the third edition and new applications have been added. Projects and open-ended activities provide an opportunity to do research or to draw or build models (often collaboratively).
Multi-dimensions to Understanding
The SPUR approach involes four dimensions of understanding to enable students to approach and solve problems in different ways.
UCSMP includes the unique
opportunity to develop the mathematical skills and concepts vital in their everyday life. The SPUR approach provides students with four dimensions of understanding so they are able to approach and solve problems in different ways.
DIMENSIONS OF UNDERSTANDING
S
SK IL LS PR OP ER TI ES US ES TI ON S RE PR ES EN TA
Skills understanding means knowing a way to obtain a solution. Properties understanding means knowing properties which you can apply. (Identify or justify the steps in obtaining answer.) Uses understanding means knowing situations in which you could apply the solving of this equation. (Set up or interpret a solution.)
P U R
answers
s.
uate the
) 22
12 _ ___1 36
Representations understanding means having a representation of the solving process or a graphical way of interpreting the solution. argin. n 10ac. See m of the functio s to put values 10. Olivia want + 50x in f(x) = 1,000 with equation spreadsheet. lumn C of the co r in cell C3? a can she ente ul a. What form ar in cell C3? The SPUR categorization appears at the end of each chapter with the Chapter r will appe b. What numbe f(x) get values of ould she do to c. What sh 5, . . ., 10? Review questions. The Progress Self-Test for each chapter and the Lesson Masters en x = 2, 3, 4, in column C wh
The principles PR OP ER TI ES mathematics behind the
+ 6) 17
are also keyed to the SPUR objectives. The categorization is meant to ensure that teachers are able to provide students with opportunities to gain a broader and deeper understanding of mathematics
e of g(2).
128
of give the value
m + 5,6 nd a ) < L(m). swer : 0
Call
= f(x). 11. Suppose y ndent mes the indepe What letter na 1-800-648-2970 a. variable? x e function? f
ge of Use the langua OBJECTIVE C 7-5, 7-6) sons functions. (Les
Mastery and Review for Improved Student Performance

Continuous opportunities for review help students master concepts. Each lesson begins with Mental Math to provide ongoing practice. Review questions at the end of each lesson allow students to learn over time. These review questions are designed to engage students in the lesson concepts from different perspectives and include four types of questions (CARE). In addition, students are encouraged to assess their own understanding with an Endof-Chapter Self-Test correlated to objectives. They can then target specic areas for practice and remediation in the SPUR Chapter Review, which is organized by objective.
FOUR TYPES OF QUESTIONS
C A R E
Covering the Ideas questions demonstrate student knowledge of the overall concepts of the lesson. Applying the Mathematics questions go beyond lesson examples, with an emphasis on real-world problem solving. Review questions relate either to previous lessons in the course or to content from earlier courses. Exploration questions ask students to explore ideas.
Implementation of UCSMP
The University of Chicago School Mathematics Project provides an uninterrupted curriculum from the primary grades through Grade 12. There is a smooth development and tight alignment of content across the grades. UCSMP is a exible program which allows schools to offer appropriate mathematics to students, regardless of their grade level. Students can enter UCSMP at any grade but are advantaged by having had the previous UCSMP courses. The table below shows how Everyday Mathematics (EM) and the Third Edition texts of UCSMP Grades 612 can be used together beginning at Grade 5.
TOP 10-20% OF STUDENTS EM 5 or Pre-Transition Mathematics Transition Mathematics Algebra Geometry Advanced Algebra Functions, Statistics, and Trigonometry Precalculus and Discrete Mathematics Calculus EM 6 or Pre-Transition Mathematics Transition Mathematics Algebra Geometry Advanced Algebra Functions, Statistics, and Trigonometry Precalculus and Discrete Mathematics Pre-Transition Mathematics Transition Mathematics Algebra Geometry Advanced Algebra Functions, Statistics, and Trigonometry Pre-Transition Mathematics Transition Mathematics Algebra Geometry Advanced Algebra
GRADE
5 6 7 8 9 10 11 12
NEXT 50% OF STUDENTS
NEXT 20% OF STUDENTS
REMAINDER OF STUDENTS
(Not available through UCSMP)
The Seven Courses for Middle School and High School

Grades 612. The seven texts around which these courses are built are:
UCSMP has
developed a seven-year middle school through high school curriculum called UCSMP
Pre-Transition Mathematics is intended primarily for students

who are ready for a 6th-grade curriculum. It articulates well with Grade 5 of Everyday Mathematics, Transition Mathematics, and UCSMP Algebra. Fractions and percents are particularly emphasized. There is also a major emphasis on dealing with data and geometry. Algebra is integrated throughout the text as a way of describing generalizations, as a language for formulas, and as an aid in solving simple equations.
Transition Mathematics articulates well

with Grade 6 of Everyday Mathematics and UCSMP Algebra. The curriculum integrates applied arithmetic, algebra, and geometry, and connects all of these areas to measurement, probability, and statistics. Variables are used to generalize patterns, as abbreviations in formulas, and as unknowns in problems, and are represented on the number line and graphed in the coordinate plane. Basic arithmetic and algebraic skills are connected to corresponding geometry topics. Graphing calculators are assumed for home use.
Algebra has a scope far wider than most

other algebra texts, with mathematical topics integrated throughout. In addition to the contexts provided by statistics, geometry, and probability, expressions, equations, and functions are described graphically, symbolically, and in tables. Graphing calculators are assumed for home use, while computer algebra system (CAS) technology is used in the classroom.
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Geometry integrates coordinates and transformations

throughout, and gives strong attention to measurement formulas and three-dimensional gures. Work with proof writing follows a carefully sequenced development of the logical and conceptual precursors to proof. UCSMP Geometry assumes that students have a graphing calculator and access to a dynamic geometry system (DGS) such as The Geometers Sketchpad or Cabri.
Advanced Algebra emphasizes facility with algebraic

expressions and forms, especially linear and quadratic forms, powers and roots, and functions based on these concepts. Students study logarithmic, trigonometric, polynomial and other special functions both for their abstract properties and as tools for modeling real-world situations. Technology for graphing and CAS technology is assumed to be available to students.
Functions, Statistics, and Trigonometry

(FST) integrates statistics and algebra concepts, and previews calculus in work with functions and intuitive notions of limits. Enough trigonometry is available to constitute a standard precalculus course in the areas of trigonometry and circular functions. Technology is assumed available for student use in graphing, algebraic manipulation, modeling and analyzing data, and simulating experiments.
Precalculus and Discrete Mathematics

(PDM) integrates the background students must have to be successful in calculus with the discrete mathematics helpful in computer science. It balances advanced work on functions and trigonometry, an introduction to limits, and other calculus ideas with work on number systems, combinatorics, recursion, and graph theory. Technology is assumed available for student use in graphing, and algebraic manipulation.
Chapter 1 Points and Lines

1-1 1-2 1-3 1-4 1-5 1-6 1-7 Points and Lines as Locations Ordered Pairs as Points Other Types of Geometry Undened Terms and First Denitions Postulates for Points and Lines in Euclidean Geometry Betweenness and Distance Using a Dynamic Geometry System (DGS) Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 2 The Language and Logic of Geometry

2-1 2-2 2-3 2-4 2-5 2-6 2-7 The Need for Denitions Conditional Statements Converses Good Denitions Unions and Intersections of Figures 8 Polygons Conjectures Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 3 Angles and Lines

3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 3-9 Arcs and Angles Rotations Adjacent and Vertical Angles Algebra Properties Used in Geometry Justifying Conclusions Parallel Lines Size Transformations Perpendicular Lines The Perpendicular Bisector Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 4 Congruence Transformations

4-1 4-2 4-3 4-4 4-5 4-6 4-7 4-8 Revelecting Points Reecting Figures Miniature Golf and Billiards Composing Reections over Parallel Lines Composing Revelections over Intersecting Lines Translations as Vectors Isometries Transformations and Music Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 5 Proofs Using Congruence

5-1 5-2 5-3 5-4 5-5 5-6 5-7 When Are Figures Congruent? Corresponding Parts of Congruent Figures One-Step Congruence Proofs Proofs Using Transitivity Proofs Using Reections Auxiliary Figures and Uniqueness Sums of Angle Measures in Polygons Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 6 Polygons and Symmetry

6-1 6-2 6-3 6-4 6-5 6-6 6-7 6-8 6-9 Reection Symmetry Isosceles Triangles Angles Inscribed in Circles Types of Quadrilaterals Properties of Kites Properties of Trapezoids Rotation Symmetry Regular Polygons Frieze Patterns Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 7 Applications of Congruent Triangles

7-1 7-2 7-3 7-4 7-5 7-6 7-7 7-8 7-9 7-10 Drawing Triangles Triangle Congruence Theorems Using Triangle Congruence Theorems Overlapping Triangles The SSA Condition and HL Congruence Tessellations Properties of Parallelograms Sufcient Conditions for Parallelograms Diagonals of Quadrilaterals Proving That Constructions Are Valid Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 8 Lengths and Areas

8-1 8-2 8-3 8-4 8-5 8-6 8-7 8-8 8-9 Perimeter Fundamental Properties of Area Areas of Irregular Figures Areas of Triangles Areas of Quadrilaterals The Pythagorean Theorem Special Right Triangles Arc Length and Circumference The Area of a Circle Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 9 Three-Dimensional Figures

9-1 9-2 9-3 9-4 9-5 9-6 9-7 9-8 9-9 9-10 Points, Lines, and Planes in Space Prisms and Cylinders Pyramids and Cones Drawing in Perspective Views of Solids and Surfaces Spheres and Sections Reections in Space Making Polyhedra and Other Surfaces Surface Areas of Prisms and Cylinders Surface Areas of Pyramids and Cones Projects Summary and Vocabulary Self-Test Chapter Review
10
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Table of Contents
Chapter 10 Formulas for Volume

10-1 10-2 10-3 10-4 10-5 10-6 10-7 Fundamental Properties of Volume Multiplication, Area, and Volume Volumes of Prisms and Cylinders Volumes of Pyramids and Cones Organizing and Remembering Formulas The Volume of a Sphere The Surface Area of a Sphere Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 11 Indirect Proofs and Coordinate Proofs

11-1 11-2 11-3 11-4 11-5 11-6 11-7 11-8 11-9 Ruling Out Possibilities The Logic of Making Conclusions Indirect Proof Proofs with Coordinates The Pythagorean Distance Formula Equations of Circles Means and Midpoints Theorems Involving Midpoints Three-Dimensional Coordinates Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 12 Similarity
12-1 12-2 12-3 12-4 12-5 12-6 12-7 Size Transformations Revisited Review of Ratios and Proportions Similar Figures The Fundamental Theorem of Similarity Can There Be Giants? The SSS Similarity Theorem The AA and SAS Triangle Similarity Theorems Projects Summary and Vocabulary Self-Test Chapter Review
Chapter 13 Similar Triangles and Trigonometry

13-1 13-2 13-3 13-4 13-5 13-6 The Side-Splitting Theorems The Angle Bisector Theorem Geometric Means in Right Triangles The Golden Ratio The Tangent of an Angle The Sine and Cosine Ratios Projects Summary and Vocabulary Self-Test Chapter Review
The niversi y Un The ty of University h C hicago Ch Uno rsi Chicag ive ty of chool Sc Ch Schoolicago Mathemaol Mathematics Scho tics roject Pr ject Project ma M Mathe tics Project
V1
Teachers Edition
CHAPTERS 1 7 VOLUME VOLUME 1 CHAPTERS 17
Teachers Edition
V1 Teachers Edition The University of Chicago School Mathematics The University of Chicago Proje Teachers Edition School Mathematics Project ct
VOLUME 1 CH APTER S 17
Chapter 14 Further Work with Circles

14-1 14-2 14-3 14-4 14-5 14-6 14-7 14-8 14-9 Chord Length and Arc Measure Regular Polygons and Schedules Angles Formed by Chords or Secants Tangents to Circles and Spheres Angles Formed byWrig up.com Tangents WrightGro htGroup.com and a General Theorem Three Circles Associated with a Triangle Lengths of Chords, Secants, and Tangents The Isoperimetric Inequality The Isoperimetric Inequality in Three Dimensions Projects Summary and Vocabulary Self-Test Chapter Review
11
Chapter
Proofs Using Congruence

Local Standards
Pacing (in days)

Average Advanced Block
Chapter Overview
5-1 5-2 When Are Figures Congruent? F Make and justify conclusions about congruent figures. Corresponding Parts of Congruent Figures A Identify and determine measures of parts of congruent figures. F Make and justify conclusions about congruent figures. One-Step Congruence Proofs F Make and justify conclusions about congruent figures.
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5-4 Proofs Using Transitivity B Construct equilateral triangles and construct the circle through three noncollinear points. C Find lengths and angle measures using properties of the perpendicular bisector and alternate interior angles. G Write proofs using the Transitive Properties of Equality or Congruence. J Use the Perpendicular Bisector Theorem and theorems on alternate interior angles in real situations. Proofs Using Reections B Construct equilateral triangles and construct the circle through three noncollinear points. C Find lengths and angle measures using properties of the perpendicular bisector and alternate interior angles. H Write proofs using properties of reflections. J Use the Perpendicular Bisector Theorem and theorems on alternate interior angles in real situations. Auxiliary Figures and Uniqueness D Use the Triangle-Sum, Quadrilateral-Sum, and Polygon-Sum Theorems to determine angle measures. I Tell whether auxiliary figures are uniquely determined. K Draw figures and auxiliary figures to aid proofs.
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5-7 Sums of Angle Measures in Polygons D Use the Triangle-Sum, Quadrilateral-Sum, and Polygon-Sum Theorems to determine angle measures. E Use the Exterior Angle Theorem to answer questions about angles of triangles. K Draw figures and auxiliary figures to aid proofs.
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Technology Resources
Teachers Assessment Assistant, Ch. 5 Electronic Teachers Edition, Ch. 5
Self-Test Chapter Review Test
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250A 1-800-648-2970 Chapter 5 Call
Chapter 5 Overview
Differentiated Options
Accommodating the Learner 5-1 5-2 5-3 5-4 5-5 5-6 5-7 pp. 255, 256 pp. 260, 261 p. 265 pp. 272, 274 pp. 279, 280 pp. 284, 285 pp. 290, 291
Universal Access
Ongoing Assessment
Vocabulary Development p. 254 p. 259 p. 271 p. 284 p. 290
Materials
written, p. 256 cardboard, wallpaper or fabric samples, Escher posters groups, p. 262 cardboard models of congruent figures groups/quiz, p. 268 groups, p. 276 pairs, p. 281 written/quiz, p. 287 pairs, p. 295
Objectives
S kills A Identify and determine measures of parts of congruent figures. B Construct equilateral triangles and construct the circle through three noncollinear points.
C Find lengths and angle measures using properties of the perpendicular bisector and alternate interior angles. D Use the Triangle-Sum, Quadrilateral-Sum, and Polygon-Sum Theorems to determine angle measures. E Use the Exterior Angle Theorem to answer questions about angles of triangles.
Lessons 5-2 5-4, 5-5 5-4, 5-5 5-6, 5-7 5-7 5-1, 5-2, 5-3 5-4 5-5 5-6 Self-Test Questions 1, 2 4, 12 3, 5, 15 7, 9 10 6 8 11 13 Chapter Review Questions 17 811 1216 1721 2224 2529 3033 3436 3741
Properties
F G H I
Make and justify conclusions about congruent figures. Write proofs using the Transitive Properties of Equality or Congruence. Write proofs using properties of reflections. Tell whether auxiliary figures are uniquely determined.
Uses
J Use the Perpendicular Bisector Theorem and theorems on alternate interior angles in real situations.
5-4, 5-5 14, 17 4244
Representations
K Draw figures and auxiliary figures to aid proofs.
5-6, 5-7 16 4546
Chapter 5 Overview 250B Visit us at WrightGroup.com/UCSMP
13
Chapter 5 Resource Masters
Resource Masters Chapter 5

None of the generic resource masters apply to this chapter.
Resource Master 69 Lesson 5-1

Warm-Up
When learning to read, children often confuse the letters b, d, p, and q. 1. In books, which of these letters are usually congruent to the letter b? 2. For each of the letters in Warm-Up 1, name the isometry that maps b onto the letter if they are on the same line. Be as specic as possible.

Warm-Up
In 14, use the gure at the right, in which quadrilateral CDEO is the image of quadrilateral FABO under a rotation of 180, to answer the following questions. 1. BCO is congruent to _____.
A B O D C

Additional Example
3. Given: BIG CAT. a. List the corresponding angles and sides. b. Sketch a possible situation and mark the congruent angles and sides. Solution a. You can use the congruence statement to match the corresponding parts: So BIG _____, IGB _____, BIG and GBI _____. ___ ___ ___ And _____ CA, _____ AT, and _____ TC.
E F
2. Name six pairs of segments that are congruent.
CAT
Questions 1214
F.
1
1
3. Name three pairs of angles that are congruent. G.
4. Hexagon EOCBAF is congruent to _____.
b. Two possible triangles are given below with tick marks to indicate the congruent segment.
B
Additional Examples
1. In the gure below, MA TH. If MT = 25 miles, nd AH.
M A T H I C G T A
H.
1
I.
1
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By the Segment Congruence Theorem, MA = _____. By the Addition Property of Equality, we can add AT to both sides: MA + AT = _____ + AT _________ = AH Thus, if MT = 25 miles, AH = _____. 2. In the gure at the right, ABC EFG and BD bisects ABC. If mABC = 16x 4 and mEFG = 4x + 20, nd m1.
D A F C G
1
Resource Master for Lesson 5-1

Resource Master 73 Lesson 5-3 Resource Master 72 Lesson 5-3
Additional Examples
3. Given DEF Warm-Up ABC ___ ___ Prove mABC = mDEF
The segments AB and CD have the same midpoint M as shown here. Conclusions Justifications B 1. _____ 1. ABC DEF C 2. mABC mDEF
M 3. mABC = mDEF D A
4. Given BD bisects ABC. In 13, consider this list of justications: Prove mABD = mCBD a. Vertical angles have the same measure.Justifications Conclusions b. If two angles have the same 1. Given then they are congruent. measure, 1. _____ c. Angles in a linear pair are supplementary. 2. _____ 2. _____ Which statement from the list justies the given conclusion? x y 5. 1. mAMC + mCMB = 180
12 3 4 z
2. mAMC = mBMD 3. AMC BMD m4. Justify the conclusion that x y. Given m2 = Think What is given? m2 = m4. How are s 2 and 4 related to each other? They are Additional Examples corresponding angles. 1. Sk is a sizeConclusions transformation of magnitude k.Justificationsyou conclude What can 1. m2 = m4 about MNO and S MNO?1. Given You need a reason that ends Then the lines are parallel. Recall the second part and B are on the circle with center O. What can 2. Given: Points A of the Corresponding Angles Postulate. The justification is _____. Now fill in line 2. you conclude about OA and OB? 2. _____ 2. _____
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E B

Table of Justifications
Some justifications that segments are congruent
O B A

Warm-Up
In 14, make a conclusion using Parts a and b of the given information. 1. a. If a person is in Madrid, Spain, then the person is in Europe. b. If a person is in the El Prado Museum, then the person is in Madrid, Spain.
6.
Some justifications that angles are congruent
2. _____ 3. If two angles are congruent, then they have the same measure (_____ Congruence Theorem).
Justify the conclusion that AO CO. Denition of angle bisector: Denition of midpoint: Solution is the justicationsegment, to be If a ray bisects anthat ends it divides a conditional angle, then If a point The midpoint of a needs it then thethe segment into two congruent second column of the Table divides angles are congruent. The the angle into two congruent angles. of Justications lists many such justications. You(Lesson to nd one need 3-3) segments. (Lesson 2-4) of these whose antecedent has something to do with a reection. CPCF Theorem: CPCF Theorem: Find such a reason and either write it out or simply use its name.
If gures are congruent, then corresponding segments are congruent. Conclusions ___ ___ (Lesson 5-2)1. _____ 1. r ( CO) = AO
OB ___
Corresponding Angles Postulate: Denition of bisector: If lines intersected by a transversal are If a gure is the bisector of a segment, it C parallel, then ___ corresponding angles are divides the segment into two congruent ___ congruent. (Lesson3-6) segments. (Lesson 3-9) In the gure above, AO is the re___ ___ ection image of CO over OB.
2. a. If x2 4 = 0, then x = 2 or x = 2.
If gures are congruent, then (Lesson 5-2)
b. If x = 2 or x = 2, then x + 3 = 5.
corresponding Justifications angles are congruent. Angle Congruence Theorem: If the measures of angles are equal, then the angles are congruent. (Lesson 5-2) Vertical Angles Theorem: If angles are vertical angles, then they are congruent. (Lesson 3-3) Denition of congruence: If an angle is the image of another under an isometry, then the angle and its image are congruent. (Lesson 5-1)
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2. _____ 2. AO Segment Congruence Theorem: CO
___
If segments have equal measures, then the segments are congruent. (Lesson 5-2) If a gure is a circle, then its radii are (6x - 26) a 1 congruent. (Lesson 2-4)
2 3
7 3 3. a. _ = __ 6 _ 6
Extenstion Denition of circle:
1 3 b. __ = __ 2 6
Denition of congruence: b If a segment is the image of another under an isometry, then the segment and its image are congruent. (Lesson 5-1)
4 (2x + 28) 5 6
C i ht W i ht G /M G Hill
C i ht W i ht G
4. a. Every square is a rectangle.
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Question 19
I J
b. If a gure is a rectangle, then it is an isosceles trapezoid.
/M G Hill
/M G Hill
Resource Masters for Lesson 5-3
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Chapter 5 Overview
Additional Examples
1. In the gure at the right, a b. If m3 = 124, nd m2 and m1.
3

c

Question 12
24"
1 2
Summary of Postulates and Theorems about Parallel Lines and Transversals

If given parallel lines, then
Corresponding angles are congruent. (Corresponding Angles Postulate) Alternate interior angles are congruent. (Parallel Lines Theorem)

Q
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Ways to prove parallel lines

If two lines are cut by a transversal and form congruent corresponding angles (Corresponding Angles Postulate) If two lines are cut by a transversal and form congruent alternate interior angles (Alternate Interior Angles Theorem)
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2. Prove the Alternate Interior Angles Theorem using the gure at the right as a drawing. Given 4 6 Prove m n
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Alternate exterior angles are congruent. If two lines are cut by a transversal and (Parallel Lines Theorem) form congruent alternate exterior angles (Alternate Exterior Angles Theorem) Same-side interior angles are supplementary. (Parallel Lines Theorem) If two lines are cut by a transversal and form supplementary same-side interior angles (Same-Side Interior Angles Theorem)
Question 16
Fill in the Blanks Copy and supply the missing parts in the proof of the following theorem: Theorem If same-side interior angles are supplementary, then the lines are parallel. Given 1 and 2 are supplementary, m2 = x. Prove m n Proof It is given that and . Because 1 and 2 are supplementary, then the measures of 1 and 2 add to and so, m1 + x = . 2 and 3 are supplementary angles because they are and so, x + m3 = . By substitution, m1 + x = x + m3. So by the Addition Property of Equality and 1 and 3 are angles. Therefore, m n by the . Postulate, which states that
1
Conclusions 1. 4 6 2. 6 8 3. 4 8 4. m n
Justifications 1. Given 2. _____ 3. _____ 4. If two corresponding angles have the same measure, then the lines are parallel. (Corresponding Angles Postulate)
C
t
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Question 10
Question 11
Baseline Singles sideline Doubles sideline 2 1 78 ft 21 ft Service area Singles (27 ft) Doubles (36 ft)
line
Application of Activity Algorithm

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Alley
6 8 7
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line
Center mark
Hill
Source: Image Source/SuperStock, p. 79

Warm-Up
Name the two dening properties of the perpendicular bisector of a segment.

Question 5
Points closest to A

Uniquely Determined Figures
Through Warm-Up Lesson 5-5, there are 11 uniquely dened gures:
R
Question 6
Q D
Points closest to D
A
Points closest to C
A
Additional Examples
1. Given r(X) = Y Prove AX = AY Conclusions 1. r(X) = Y 2. is the perpendicular __ bisector of XY 3. AX = AY
T S
C B
Y
Justifications 1. Given 2. _____ 3. _____

Y X Z
Points closest to B
Question 7
N
2. Prove If rm(X) = X, rm(Y) = W, and rm(Z) = Z, then XYZ XWZ. Given rm(X) = X, rm(Y) = W, and rm(Z) = Z Prove XYZ XWZ Proof Conclusions Justifications 1. rm(X) = X, rm(Y) = W, 1. Given and rm(Z) = Z 2. rm(XYZ) = XWZ 3. XYZ XWZ 2. _____ 3. _____
C i ht W i ht G /M G Hill C i ht W i ht G /M G Hill
A M
Suppose you wanted to prove the following statement: If two lines are cut by1. transversal, and the interior angles on the same side of the a Given two points, the segment joining them (Point-Line-Plane Postulate part measure of less than 180, then the lines will transversal have a total a) 2. on that ray and a of the transversal. Draw a ray at that distance intersect Given a same sidedistance x, the point on the gure and state from To endpoint your gure. the Given and the Prove for (Point-Line-Plane Postulate part a and Distance Postulate part a) 3. Given a segment, its midpoint (denition of midpoint) Additional Examplesmeasure x between 0 and 180, an angle with the 4. Given a ray and a ray as thing is on a given half-plane If the why not? 1. Tell if each one sideuniquely determined. of not, ray and with measure x (Angle Measure Postulate) a. Given DEF, bisector of DEF b. 5. Given an angle, its bisector (denition of angle bisector and Angle Given point A on line m, point x on m a given distance from A Measure and point c. Given line nPostulate) C on n, the perpendicular to n through C 6. Given a line and a point, the perpendicular to that line through that point a student wished to denition of perpendicular, angle, 2. In ABC, (uniqueness of ___ draw as an auxiliary line the and Linear Pair Theorem) perpendicular bisector of AC that passes through the vertex of B. Is 7. Given a segment, its perpendicular bisector (denition of this always possible? Why or why not? perpendicular bisector, Distance Postulate, and Angle Measure Postulate) E 8. BGiven a point and a line, the reection image of that point (Reection Postulate part a) 9. Given a point P and a transformation T, the image point T(P) (denition of transformation) 10. Given a point and aCline, the perpendicular to that line from that point (Reection Postulate) A 11. Given three noncollinear points, the circle through them (proved D in Example 1, Lesson 5-5)
C i ht W i ht G /M G Hill

Warm-Up
This Warm-Up leads directly into Activity 2. 1. Draw a convex polygon with seven sides. Pick one vertex and draw all the possible diagonals from that vertex. How many triangles are formed? 2. Repeat Warm-Up 1 but start with a different vertex. Does choosing another vertex affect the number of triangles that can be formed? 3. Repeat Warm-Up 1 but with a polygon of eight sides. How many triangles are formed? 4. Generalize Warm-Ups 13. How many triangles are formed when all the diagonals from one vertex of a convex n-gon are drawn?

Additional Examples
1. Use the Triangle-Sum Theorem to discover and prove the Pentagon-Sum Theorem. P 1 2 Solution Let S = the sum of the measures the angles of the convex PENTA at the right.
A

Question 3
C
E
B
5 4
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S = mAPE + mE + mENT + mNTA + mA Draw auxiliary segments _____ and _____. Notice that PT and PN have split angle P into three adjacent angles and angles T and N into two adjacent angles each. Thus, using the Angle Addition Postulate: mAPE = m_____ + m_____ + m_____, mENT = m_____ + m_____, and mNTA = m_____ + m_____.
___
___
A 114
101 E
Activity 2
A A
Thus, by substituting these expressions for mAPE, mENT, and mNTA, S = (m_____ + m_____ + m_____) + mE + (m_____ + m_____) + m_____ + m_____ + mA.
5-gon 7-gon
Question 4
A
1 2 3
Rearrange and regroup the terms in this equation to get S = (m1 + m A + m7) + (m2 + m5 + m6) + (m3 + mE + m4). We know from the Triangle-Sum Theorem that m1 + m A + m7 = _____, m2 + m5 + m6 = _____, and m3 + mE + m4 = _____. Consequently, by substitution, S = _____ + _____ + _____ so S = _____.
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8-gon
B 4
5 6 7 8
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Number of sides Number of triangles formed Sum of the measures of the angles in the polygon
2. Describe how to calculate the measure of one interior angle in a dodecagon (12-sided polygon) whose angles are all congruent.
Hill
Visit us at WrightGroup.com/UCSMP Chapter 5 Overview 250D
15
Chapter
Chapter
5
Pacing
Each lesson in this chapter is designed to be covered in 1 day. At the end of the chapter, you should plan to spend 1 day to review the Self-Test, 1 to 2 days for the Chapter Review, and 1 day for a test. You may wish to spend a day on projects, and possibly a day is needed for quizzes. You may want to linger on one or two lessons a little longer. This chapter should therefore take 10 to 12 days. We strongly advise you not to spend more than 13 days on this chapter. Despite the urge you might have to take more time to develop proof competence, the idea of proofs continues to be developed in Chapters 6 and 7.
5
Contents
5-1 5-2 5-3 5-4 5-5 5-6 5-7

When Are Figures Congruent? Corresponding Parts of Congruent Figures One-Step Congruence Proofs Proofs Using Transitivity Proofs Using Reflections Auxiliary Figures and Uniqueness Sums of Angle Measures in Polygons
Recall that two objects are congruent if they are exactly the same size and shape. Congruent objects are everywhere.
Teachers duplicate worksheets for students, and businesses photocopy photographs and diagrams. Tool-and-die makers create molds (the dies) for cutting and forging metal so that manufacturers can make identical parts. Which of the figures below do you think are congruent to Figure A?
Overview
The overview emphasizes some of the places in which congruent figures are desired: copied documents manufactured products designs packing situations
Because the idea of congruence has been used for thousands of years to deduce the properties of figures, we tend to think that congruence is obvious. Yet, as evidenced by the difficulty students initially have with proofs, the step from seeing congruence in figures to using congruence to deduce the properties of figures is not obvious. Point out that the major idea in this chapter is to determine how much information we can glean from bits of information given in a particular situation. In this chapter, these bits of information will often involve knowing that some figures are congruent.
250
Chapter 5 Overview
Chapters 5 7 combine two approaches to the study of polygons. These approaches use ideas from Chapter 2 (good denitions), Chapter 3 (angles formed by parallel lines), and Chapter 4 (reections and congruence). In Chapters 5 and 7, students will write proofs. In Chapter 6, those ideas are applied to deduce and help students learn the properties of polygons that possess reection symmetry. A global property of a gureits symmetryis used to deduce some of its specic properties. In Chapter 7, the more traditional approach of triangle congruence is employed to deduce properties of gures that do not possess symmetry. In that approach, congruent sides and angles are used to deduce other specic properties. Combined, the two approaches give students the ability to understand and deduce the properties of polygons. This chapter introduces the fundamental ideas of proof that are needed for both approaches and shows their power by
Using Pages 250251

Refer students to Figures af on page 250. Ask, Have you seen puzzles in which you need to determine whether the figures are congruent? Remind students that we use drawings to determine whether figures
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seem congruent. If you have not already discussed a definition of congruence, point out that the definition of congruence in Lesson 5-1 allows figures to have different orientations and still be congruent, as in Figures a and b. Lesson 5-1 also introduces the phrase oppositely congruent. Figure c is a rotation image of Figure b, so they are directly congruent. Figure e is a rotation image of Figure a, so they are directly congruent. Figures d and f are not congruent to the others. Notice that the partial tessellation with Figure a as a fundamental region involves congruent figures of different orientations. The 3-dimensional figures pictured on page 251 are the five regular polyhedra. These polyhedra have congruent regular polygons as their faces. The congruent faces and their symmetry planes enable us to use any of these polyhedra as dice, though obviously the cube is much more commonly used than are the others.
In this chapter, you will take a close look at some of the properties of congruent figures. You will see how congruent figures are used and use them yourself to deduce properties of angles and segments within particular figures. These properties and results have been key ideas for as long as people have studied geometry, so in this chapter you will be introduced to some of the history of the development of geometry.
Tiled floors and bricked driveways can form interesting patterns. The congruent figures below fit together nicely to form an attractive pattern. This is possible because they have corresponding parts that are congruent.
Chapter 5 Projects
At the end of each chapter, you will find projects related to the chapter. At this time you might want to have students look over the projects on pages 296 and 297. You might want to have students tentatively select a project on which to work. Then, as students read and progress through the chapter, they can finalize their project choices. Sometimes students might work alone. At other times, you might let them collaborate with classmates for a presentation and discussion. We recommend that you allow for diversity and encourage students to use their imaginations when presenting their projects. As students work on projects throughout the year, they should see many uses of mathematics in the real world.
People who manufacture dice for games have to make sure the faces of the die are congruent. Congruence helps assure that each face has an identical chance of facing up when the die is randomly tossed.
251
deducing some very important theorems. Lessons 5-1 and 5-2 introduce the basic properties of congruence, including its denition, the theorem that corresponding parts of congruent gures are congruent, and theorems that reveal relationships between congruence and equality. Lesson 5-3 introduces one-step congruence proofs and general ideas about proofs. Lesson 5-4 shows the power of proofs with the Transitive Property of Equality and deduces the theorems about parallel lines and alternate
interior angles. In Lesson 5-5, reection properties help prove the Perpendicular Bisector Theorem and other geometric conclusions. Lesson 5-6 introduces auxiliary gures and uniqueness. Lesson 5-7 develops the sum of the measures of the angles of any triangle, which then deduces a formula for the sum of the measures of the interior angles of any convex polygon. Throughout this chapter, students are asked to draw with a straightedge, a compass, a protractor, and a DGS.
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Chapter 5
Lesson
Lesson
5-6
GOAL
Learn the idea of justifying auxiliary figures and use them to deduce that (1) there is exactly one parallel to a given line through a point not on it and (2) the sum of the measures of the angles of a triangle is 180.
5-6
BIG IDEA
Auxiliary Figures and Uniqueness
Vocabulary
uniquely determined auxiliary figure non-Euclidean geometries obtuse triangle
Introducing a line or part of a line into a figure can be a helpful strategy in working out a proof.
right triangle acute triangle
Some Examples of Uniqueness

The adjective unique means exactly one. When exactly one thing satises some given conditions, we say the thing is uniquely determined. For instance, your address uniquely determines which building you live in. In algebra, the given condition 4x + 7 = 31 uniquely determines the value of x.
Mental Math
In the figure below, AD BC, AB DC, and mA = 45. Find: a. mD. 135 b. mB. 135 c. mC. 45
A
SPUR Objectives
D Use the Triangle-Sum Theorem to determine angle measures. I Tell whether auxiliary figures are uniquely determined. K Draw figures and auxiliary figures to aid proofs.
Example 1
Given a segment AB, which of these things are uniquely determined? If they are not, why not? a. midpoint of___ AB b. bisector of AB ___ c. perpendicular bisector of AB
Solution
___
___
B D C
Materials/Resources
Lesson Masters 5-6A and 5-6B Resource Masters 82 and 83 Quiz 2
a. Does a segment have exactly one midpoint? Yes b. Does a segment have exactly one bisector? No. There can be many
lines, segments, or rays that pass through the midpoint, and each is a bisector because of the denition of bisector.
READING MATH
c. Does a segment have exactly one perpendicular bisector? Yes
HOMEWORK
Suggestions for Assignment
Local Standards
It is possible to prove that certain gures are unique. For example, in Lesson 5-5, the circle through three noncollinear points A, B, and C is unique because C (1) the perpendicular bisector of any segment contains all points equidistant from the endpoints of the segment, (2) ___ the ___ two perpendicular bisectors of AB and BC intersect at a unique point, and (3) there is a unique circle with a particular center and radius. So we can assert the following theorem.
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The prefix uni (from the Latin unus), meaning one, starts many English words. These include unicycle, uniform, unilateral, union, and universal.
B
Warm-Up
Background
The importance of the idea of auxiliary gures is demonstrated by how little could be proved without them. Almost any nonobvious theorem requires at least one auxiliary line. We used auxiliary gures in the proofs of the Two-Reection Theorems in Lessons 4-4 and 4-5. The idea of auxiliary gures is not new; only their justication is new. How many parallels are there? Because perpendiculars are unique, does the same apply to parallels? One of the greatest discoveries in mathematics is that one can assume nonuniqueness of parallels and still have consistent geometry. The Russian mathematician Nikolai Ivanovich Lobachevski and the Hungarian mathematician Jnos Bolyai independently discovered this in the late 1820s. Lobachevski and Bolyai wanted to prove Euclids fth postulate from the other four. They began with indirect reasoning, assuming a negation of Playfairs Postulate. Instead of arriving at a contradiction, they were able to deduce many theorems.
Suppose you wanted to prove the following statement: If two lines are cut by a transversal, and the interior angles on the same side of the transversal have a total measure of less than 180, then the lines will intersect on that same side of the transversal. Draw a figure and state the Given and To Prove for your figure. Answers vary. Sample (on next page):
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Lesson 5-6
5-6
A H B F D
85
Unique Circle Theorem

There is exactly one circle (a unique circle) through three given noncolinear points.
QY
QY
What Are Auxiliary Figures?

A segment, line, or other gure that is added to a diagram is called an auxiliary figure. The word auxiliary means assisting or giving help. When an auxiliary gure is not uniquely determined, then there are two possibilities: (1) There may be more than one gure satisfying the conditions. This is the case with bisectors of segments: (2) There may be no gure satisfying the given conditions.
Draw two points A and B. Show that the circle containing A and B is not uniquely determined.
Given: mBHF + mDFH < 180; To Prove: AB and CD intersect on the same side of as points B and D. HF
Teaching
Additional Examples
Example 1 Tell if each thing is uniquely determined. If not, why not? a. Given DEF, bisector of DEF yes
B A
Example 2
In quadrilateral ABCD, a student wished to draw as an auxiliary segment, ___ the diagonal AC that bisects A. Is this always possible? Why or why not?
Solution It is not possible to do this in every quadrilateral. ___ determined Draw a quadrilateral ABCD. Diagonal AC is uniquely ___ because points A and C determine a line. However, AC does not have to be the bisector of DAB, as the gure shows.
b. Given point A on line m, point X on m a given distance from A No; there are two points X on m the same distance from A, one on each side of A. c. Given line n and point C on n, the perpendicular to n through C yes Example 2 In ABC below, a student wished to draw as an auxiliary line ___ the perpendicular bisector of AC that passes through the vertex of B. Is this always possible? Why or why not? B E
Activity
1. Draw a quadrilateral ABCD, different from the one in Example 2, in which __ the diagonal AC does not lie on the bisector of A. 2. Draw a quadrilateral EFGH in which the diagonal FH does appear to lie on the bisector of F.
__
Activity 1.
B
How Many Parallels Are There?

As Example 2 demonstrates, uniqueness is not always obvious. The following theorem addresses the question of how many lines can be drawn that are parallel to a given line and that pass through some given point not on . In the proof, two auxiliary lines are drawn. We do this to create alternate interior angles that are congruent.
D
2. E
F
C A
H G
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It is not possible to do this in every triangle. Draw a ABC. The perpendicular bisector of AC is uniquely determined by AC. However, does not have to pass through the DE vertex of B, as the figure shows.
Other mathematicians had followed the same approach but thought that they had not reasoned long enough to get a contradiction. The brilliance of Lobachevski and Bolyai was to realize that there was no such contradiction to be found. Other mathematicians later veried that Lobachevski and Bolyai were correct by describing planes, an undened term, that did not satisfy Playfairs Parallel Postulate.
Todays geometry texts tend to be idiosyncratic; two texts seldom have exactly the same set of postulates. The set in this book differs from the set used in others. We substitute the Corresponding Angle Postulate for Euclids Parallel Postulate and Playfairs Parallel Postulate (see page 284). This does not change the set of possible propositions (postulates, theorems, and denitions) that are in the geometry. We are still in Euclidean geometry.
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5-6
Notes on the Lesson
Playfairs Parallel Posulate The following statements are logically equivalent; that is, from any statement, all the others can be deduced. If two lines are cut by a transversal, and the interior angles on the same side of the transversal have a total measure of less than 180, then the lines will intersect on that side of the transversal. (Euclids Parallel Postulate) Through a point not on a line, there is exactly one line parallel to the given line. (Playfairs Parallel Postulate) If two parallel lines are cut by a transversal, then corresponding angles have the same measure. (Corresponding Angles Postulate) The sum of the measures of the angles of a triangle is 180. (Triangle-Sum Theorem) If m and m n, then n. (Transitivity of Parallelism Theorem) The above statements, and many others not listed here, have been used by mathematicians as a way of deducing the properties of parallel lines in Euclidean geometry. Any of the postulates essentially plays the role of guaranteeing that the plane is not bent. Uniquely determined gures You might give students a list of those figures that are uniquely determined and the reason that they are. Through Lesson 5-5, there have been at least 11 uniquely determined figures. given two points, the segment joining them (Point-Line-Plane Postulate part a) given a ray and a distance x, the point on the ray at that distance from the endpoint (Point-Line-Plane Postulate part a and Distance Postulate part a) given a segment, its midpoint (definition of midpoint) given a ray and a measure x between 0 and 180, an angle with the ray as one side on a given half-plane of the ray and with measure x (Angle Measure Postulate) given an angle, its bisector (definition of angle bisector and Angle Measure Postulate) given a line and a point, the perpendicular to that line through that point (uniqueness of angle, definition of perpendicular, and Linear Pair Theorem)
Chapter 5
Uniqueness of Parallels Theorem

Through a point not on a line, there is exactly one line parallel to the given line.
Given Point P not on line , points R and Q on line . Prove There is exactly one line parallel to through P. Proof Draw PQ . By the Point-Line-Plane Postulate, PQ is uniquely determined. We label PQR as 1. (See the figure at the right.) Now draw so that A is on the other side of PQ from R and PA mAPQ = m1. is unique because of the Unique Angle PA Assumption in the Angle Measure Postulate. RQ by the PA Alternate Interior Angles Theorem. So there is at least one line parallel to through P. Can there be another parallel? By the Alternate Interior Angles Theorem, mQPA for every line parallel to through P is the same. Since in a given side of a line there is only one angle with this measure (Angle Measure Postulate), there cannot be more than one parallel. Thus, is unique and there is exactly one line PA parallel to through P.
P Q R A P
1
Playfairs Parallel Postulate

The Uniqueness of Parallels Theorem is important in the history of mathematics. It ultimately changed the entire nature of mathematics. In Euclids Elements, the fth and nal geometric postulate is: If two lines are cut by a transversal, and the measures of the same-side interior angles sum to less than 180, then the lines will intersect on that side of the transversal. This postulate bothered mathematicians, who felt that such a complicated statement should not be assumed true. For 2000 years they tried to prove the fth postulate from Euclids other postulates. After centuries of being unable to prove Euclids fth postulate, some mathematicians substituted simpler statements for it. The uniqueness of parallels statement above was rst suggested by the Greek mathematician Proclus about 450 CE, but it is known as Playfairs Parallel Postulate because it was used by the Scottish mathematician John Playfair in 1795. We were able to prove it as a theorem in this lesson because we assumed the Corresponding Angles Postulate in Lesson 3-6. With that postulate, we proved the rst part of the Parallel Lines Theorem and the Alternate Interior Angles Theorem.
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Mathematician and geologist John Playfair
ENGLISH LEARNERS
Vocabulary Development
Have students use a dictionary to nd the meanings of obtuse, right, and acute and try to relate the English meanings (not sharp for obtuse and sharp for acute) with these types of triangles. Be sure that students understand that triangles are classied by their largest angle. Then have them draw examples of each type of triangle.

Have students briey research a nonEuclidean geometry and write a report (up to two pages in length) to be shared with the class. They can nd information on the Internet. Have them discuss how the geometry they have researched differs from Euclidean geometry.
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Lesson 5-6
By the nineteenth century, other mathematicians had substituted different statements for Playfairs Parallel Postulate. When they assumed there are no parallels to a line through a point not on it, they were able to develop a spherical geometry that could apply to the surface of the Earth. When they assumed there is more than one parallel to a line through a point not on it, they developed types of geometries for other surfaces. The most notable of these is called hyperbolic geometry. All of these geometries are called non-Euclidean geometries. Non-Euclidean geometries are important in physics in the theory of relativity. These mathematicians greatly inuenced all later mathematics with their work. For the rst time, postulates were viewed as statements assumed true instead of statements denitely true. With this point of view, mathematicians experimented with a variety of algebras and types of geometries formed by modifying or changing postulates. A useful algebra, with some postulates different from those you have studied, is applied in logic and in the operation of computers.
5-6
given a segment, its perpendicular bisector (definition of perpendicular bisector, Distance Postulate, and Angle Measure Postulate) given a point and a line, the reflection image of that point (Reflection Postulate part a) given a point P and a transformation T, the image point T(P) (definition of transformation) given a point and a line, the perpendicular to that line from that point (Reflection Postulate) given three noncollinear points, the circle through them (proved in Example 1, Lesson 5-5) You may wish to emphasize the following facts: (1) The theorems in a mathematical system depend on the postulates chosen. (2) The applicability of a mathematical system depends on the postulates chosen. (3) Changing the postulates may change the set of possible theorems that can be proved and the applicability of the theorems. (4) Changing the postulates usually does change which theorems are easier to prove than others.
Proving the Triangle-Sum Theorem

In previous courses you learned that the sum of the measures of the three angles in any triangle is 180. A nice consequence of the Uniqueness of Parallels Theorem is that it enables a short proof of the Triangle-Sum Theorem.
Triangle-Sum Theorem
The sum of the measures of the angles of any triangle is 180.
Given ABC Prove mA + mB + mC = 180 Proof Draw auxiliary line BD with BD AC . BD exists because of the Uniqueness of___ Parallels Theorem. Pick a point E on BD such that B is on ED. Label angles 1, 2, and 3 as shown. Notice that A and 1 are alternate interior angles, as are C and 3. Because BD AC , these alternate interior angles must be congruent by the Parallel Lines Theorem. Thus, mA = m1 and mC = m3. We also know mEBD = 180 because it is a straight angle. By the Angle Addition Property, m1 + m2 + m3 = mEBD. Now, by substitution, mA + mB + mC = 180. This argument proves the theorem you have used for years.
E B
1 3 2
Additional Answers
5. The midpoints of segments are uniquely determined, and given two points, the segment connecting these two points is also uniquely determined. 6. The Uniqueness of Parallels Theorem is also called Playfairs Parallel Postulate because the Scottish mathematician John Playfair used it in 1795. 7. Two auxiliary lines are used, one parallel to the first line passing through the point
285
P and a transversal to the two parallel , lines and passing through P .

11. A right angle has measure 90 and an obtuse angle measures greater than 90. Their measures sum to over 180, which is impossible in a triangle.

Have students justify these triangle relationships. You might have them draw and measure diagrams to support their ndings. 1. In an equiangular triangle, each angle measures 60. 2. In a right isosceles triangle, each congruent angle measures 45. 3. In an obtuse isosceles triangle, each congruent angle measures less than 45. 4. In an acute isosceles triangle, each congruent angle has a measure that is greater than 45 but less than 90.
Answers vary. Check students work.
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5-6
3
Assignment Recommended Assignment
Chapter 5
Because the sum of the measures of the angles of a triangle is xed at 180, a triangle cannot have more than one angle that is right or obtuse. For this reason we can classify triangles by their largest angle. An obtuse triangle is a triangle with an obtuse angle. A right triangle is a triangle with a right angle. An acute triangle is a triangle with all three angles acute.
1. No, in Euclidean geometry, there are infinitely many distinct pairs of parallel lines. 2. No. First of all, such a line may not exist because the two other lines may intersect. If the two other lines are parallel, then there are still infinitely many lines that are also parallel to these lines in Euclidean geometry. 3. Yes, in Euclidean geometry, a line is uniquely determined by a point and slope. 4. No, any point on the perpendicular bisector of that segment is equidistant from the two endpoints. 8a. Unique Line Assumption of the Point-Line-Plane Postulate 8b. Unique Angle Assumption of the Angle Measure Postulate 10. Answers vary. Sample: spherical or hyperbolic geometry
Questions
COVERING THE IDEAS
In 14, tell whether the figure is or is not uniquely determined in Euclidean geometry and explain why.

For most classes, review Questions 110 to insure that the basic ideas of the lesson are clear to students. Questions 14 You might ask students to suggest other examples if you have not given the list mentioned in the Notes on the Lesson. Question 11 There are many variant questions that have the same answer. Why cant a triangle have two right angles? Two obtuse angles? Three obtuse angles? In all cases, the measures of the angles would add to greater than 180, thus contradicting the Triangle-Sum Theorem.
1. line parallel to a given line 2. line parallel to two given lines 3. line perpendicular to a given line and through a point not on the given line 4. point equidistant from the endpoints of a given segment 5. Explain why the segment connecting the midpoints of sides AB ___ and AC of ABC is uniquely determined. See margin.
In 68, refer to the Uniqueness of Parallels Theorem. 67. See margin.
___
6. Why is this theorem also called Playfairs Parallel Postulate? 7. What auxiliary gures are used in its proof? 8. Give the justication for each conclusion. a. There is a unique line determined by points P and Q. b. There is a unique line containing PA so that mAPQ = m1 and APQ and 1 are alternate interior angles. 9. What postulate in this book substitutes for Playfairs Parallel Postulate and Euclids fth postulate? Corresponding Angles Postulate 10. Give an example of a non-Euclidean geometry. 11. Why cant a triangle have one right angle and one obtuse angle? 1112. See margin. 12. Redraw ABC from the proof of the Triangle-Sum Theorem. Suppose you were going to redo the proof using an auxiliary line drawn through A instead of an auxiliary line drawn through B. a. To what line would the auxiliary line through A be parallel? b. Why would the auxiliary line be unique? c. Draw the diagram of ABC and the auxiliary line through A. APPLYING THE MATHEMATICS
In 13 and 14, tell whether the number described is or is not uniquely determined and why. 1314. See margin.
Additional Answers
12a. BC 12b. Uniqueness of Parallels Theorem 12c.
A B
13. solution to x 2 = 25
5-1B Lesson Master 5-6A
SKILLS Objective D
1. Two of the angles of a triangle measure 84 and 71. Find the measure of the third angle. 2. The measure of one angle of an isosceles triangle is three times the measure of each of the other two angles. Find the measure of the largest angle. 3. Refer to the gure below to nd the value of x. Questions on SPUR Objectives
See Student Edition pages 302305 for objectives.
14. measure of a right angle
286
25 108 13.8
21
4. Refer to the gure below to nd the value of a.
Additional Answers
13. Not uniquely determined because both 5 and
17. Uniquely determined. Answers vary. Sample:

A B D C
(3x + 13) (2x + 4) (4a + 7) 88
(a + 12)
5 are solutions.
14. Uniquely determined because by definition, a right angle has measure 90. 16. Uniquely determined. Answers vary. Sample:
A B D
C L A
(3x - 5)
PROPERTIES Objective I
In 57, tell whether the figure described is uniquely determined. 5. A line perpendicular to a given segment AB.
___
not uniquely determined 6. Given a point A on a circle C, a diameter of C that contains A. uniquely determined not uniquely determined 7. The longest diagonal of a given pentagon.
REPRESENTATIONS Objective K
8. In SCA (not shown), a student wishes to draw an auxiliary SL to bisect ___ CSA such that SL is to CA. Is this possible? Why or why not? Draw a picture to support your explanation.
S
18. Uniquely determined. Answers vary. Sample:
A M D B
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Answers vary.___ Sample: This is possible ___ only if CS AS.

9. Ali is trying to prove a theorem about the perpendicular bisectors of the sides of an obtuse triangle. Draw the perpendicular ___ ___ bisectors of sides FG and GH and their intersection. Mark the F gure to show perpendicular lines and congruent segments.
Geometry
241
Lesson 5-6
In 1519, given a quadrilateral ABCD, tell whether the auxiliary figure is uniquely determined. If so, make a drawing of this auxiliary figure; if not explain why not. You may find a DGS helpful.
15. 16. 17. 18. 19.
line perpendicular to side AD ___ ____ intersection point of the diagonals AC and BD 1619. See margin. angle bisector of ACD ____ point M on side AD such that AM = MD point of intersection N of the perpendicular bisectors of ___ ____ sides BC and AD
____
15. Not uniquely determined because there are infinitely many lines perpendicular to a given line.
5-6
Question 22 This is a standard algebra problem in which the fact that there is always exactly one such line provides a coordinate proof of Playfairs Parallel Postulate.
45 x 150
20. Use the gure at the right. Given m n, nd x. 75 21. Use the gure for Question 20. Replace 45 by a, 150 by b, and nd a formula for x in terms of a and b. You might nd a DGS helpful. x = 180 + a b 22. Find an equation for the line that is parallel to the line 3 3x + 4y = 11, and contains the point (8, 0). y = __ x + 6 4 23. Natane was supposed to prove a theorem involving the gure at the right. She decided that she needed an auxiliary ___ line through R that was parallel to side PQ. What justication could she give for this step? Uniqueness of Parallels Theorem P REVIEW 24. In the gure at the right AE = CE and mCED = 90. Prove that BAD BCD. (Lesson 5-5) See margin. 25. Find the center of rotation and magnitude for r x-axis r y-axis. (Lesson 4-5) The origin is the center; the magnitude is 180. 26. Consider the lines y = 4.5, y = 13, y = 100, y = 0, y = 28. The composite of reections over which two of these lines gives a translation with the greatest magnitude? (Lesson 4-4) 27. Suppose a triangle has sides of length 3, z, and z + 2, and z is an integer. Is z uniquely determined? (Lesson 1-7) no EXPLORATION 28. Use a DGS to complete the following construction: Step 1 On a clear DGS screen, construct a triangle ABC. __ Step 2 Construct the line parallel to AB through C. ___ Step 3 Construct the line parallel to BC through A. __ Step 4 Construct the line parallel to AC through B. Make and try to prove conjectures about the gure formed when all of these lines are constructed. See margin.
A
Wrap-Up
n S
Ongoing Assessment
Have students trace ABC from the proof of the Triangle-Sum Theorem and draw the auxiliary line through A as specified in Question 12. Then have them write the proof of the theorem using this diagram. Students should write a proof of the Triangle-Sum Theorem using an auxiliary line different from the line in the text proof. Administer Quiz 2 (or your own quiz) after students have completed this lesson.
E C
Project Update
Project 1, Triangles on Curved Surfaces, on page 296, relates to the content of this lesson.
26. y = 100 and y = 28
QY ANSWER
5-6B 5-1B
page 2
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5-6B 11.Lesson to ___ through W 5-1A line parallel Master ZY

SKILLS Objective D W
Z
Questions on SPUR unique Edition pages 302305 forObjectives See Student objectives.
1. What is the X sum of the measures of the angles of a scalene triangle? Y In 24, refer to the figure at the right. 12. line through H and K perpendicular to m
Additional Answers
19. Uniquely determined. Answers vary. Sample: image of A over DB by the definition of reflections. Therefore, AD = DC and AB = BC by the definition of reflections. Thus, by the definition of congruence, BAD BCD.
2. a =
18
180 not unique; no figure

Q
2a
3. mQPR =
126
K
4. Why is QPT a right triangle?

R
unique 13. perpendicular bisector of T The measure of RT is 90.

___
5a
3a
5. The measures of the angles of a triangleTare in the ratio 8:6:2. Find the measure of the largest angle. 6. In triangle ABC, mA = 80. The measure of B is 15 more than 9 times the measure of C. Find 14. circle containing the vertices of SEH a. mB.
E
90
91.5
b. mC.
unique 8.5
A B
28. Answers vary. Sample: Conjecture: each of the four smaller triangles is congruent. Proof: By construction, the vertices of the larger triangle are each reflections of the points A, B, and C with respect to BC, AC, and AB,
PROPERTIES Objective I H
E In 714, tell whether the figure described is unique. If not, tell whether there is more than one figure or no figure satisfying the description.
7. midpoint of UV REPRESENTATIONS
U
___
8. K Objectivebisector of MN
____
N
16. Describe the construction of the auxiliary line used to prove the 9. diagonal AC bisecting ATheorem. 10. point R between P and Q Triangle Sum
A B P Q
C
24. Answers vary. Sample: Since AE = EC is the given, we know that C is the reflection
respectively. Because angles and distances are preserved under reflections, the new triangles are all congruent to the original.
Draw a line through the vertex of one angle that is parallel to the opposite side by constructing an alternate interior angle congruent to one of the notother angles. unique; no not unique; more than figure one figure Geometry 243
E C D
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Geometry
Answers vary. Sample: Not possible;more than unique not unique; u e or u r but not both,figure e r. one unless
G
15. A studentVwished to draw, as an auxiliary gure, line u parallel to M two given lines e and r. Explain if this is possible. Use a diagram if you wish.
or
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Chapter 5
Chapter
Chapter
5
The projects relate to the content of the lessons of this chapter as follows:
Project
1 2 3 4 5 6
Projects
Lesson(s)
5-6 5-1 5-1 5-4 5-5 5-7
Triangles on Curved Surfaces
Students may find it interesting to check their ideas about angle measures on a sphere by consulting mathematics, geography, and cartography books. Spherical trigonometry was once a fairly common topic in textbooks, though it now receives little attention.
A special kind of non-Euclidean geometry is called spherical geometry. In spherical geometry, the points are all on a sphere. To investigate this geometry you will need a sphere that you can write on, a washable marker, 3 or more pieces of string, and a protractor. a. Choose two points on the sphere. Stretch a piece of string from one point to the other so that the string is as short as possible. This shortest path between two points can be thought of as a line segment in spherical geometry. A line through two points in spherical geometry is the path on the sphere that contains the shortest path from one point to another. If a line in spherical geometry is drawn, what is the result? b. Create three points on the sphere. Create a triangle and measure its angles to the best of your ability. Do this for several different triangles. Make a conjecture about the sum of the measures of a triangle in spherical geometry.
Triangles on Curved Surfaces
Congruence and Genetics
Human DNA is made up of four basic building blocks. Any two blocks of the same kind should be congruent. Find out what these blocks are. Why do you think it is important that they be congruent? Make a model of a section of human DNA, illustrating the different building blocks.
Congruence and Literacy
2 3
Congruence and Genetics
There are a number of Internet sites that give instructions on making a DNA model by using string, toothpicks, and various colors of candy to represent the components of a DNA molecule.
Johannes Gutenberg is credited with inventing the rst printing pressone of the most important inventions ever. The printing press produces many congruent copies of the same image. Find out how the printing press works, and prepare a presentation on this. Include some modern developments of this kind of machine, and how the methods of producing congruent images have changed over time.
Congruence and Literacy
Johannes Gutenberg (ca. 1400 1468) invented the first printing press in the mid-1400s. Long before that time, however, the Chinese and Koreans had been printing both text and pictures using wood blocks and movable type made from porcelain and metal.
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Project Rubric
Advanced Proficient Partially proficient Not proficient No attempt Student correctly provides all of the details asked for in the project as well as additional correct independent conclusions. Student correctly provides all of the details asked for in the project. Student correctly provides some of the details asked for in the project or provides all details with some inaccuracies. Student correctly provides few of the details asked for in the project or provides all details with many inaccuracies. Student makes little or no attempt to complete the project.
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Call 1-800-648-2970 296 Chapter 5
Projects
Chapter
Projects
Proofs as Games
Consider the following game: you are given a certain number (say 15). At each step, you are allowed to add 2 to that number, or to divide it by 3 if it is divisible by 3 (so, if you started at 15, in the second step you could get to 17 or to 5). You are also given a target number (say 10). Your goal is to determine if you can start at the starting number and end at the target number. a. Is it possible to get from 15 to 9? How many steps would you have to use? Explain your steps. b. Is it possible to get from 15 to 2? Explain. c. Invent similar rules for a game, and try to get from a starting number to a target number that you chose.
Star Polygons
Drawn here are two star polygons. (Star polygons are not polygons as we have dened polygon.)
4 5 6
Proofs as Games
You might want to have students work in pairs or small groups on this project. When they have completed their games, have copies made to share with other class members.
How Long Can Proofs Get?
How Long Can Proofs Get?
In this chapter, you encountered proofs that were a few steps long. In mathematics, proofs can get to be extremely long. Use the Internet to nd out about a theorem with one of the longest proofs ever. How long was this proof? How long did it take to come up with? How many different people worked on it? Who were these people, and what were their different roles in the proof?
A star polygon S can be formed from any convex n-gon provided n is odd. Draw diagonals from each vertex of P to the two vertices of P that are opposite it. You will wind up with n diagonals that form S. Each pair of consecutive diagonals form one of the n angles of S. a. Experiment with a DGS to nd the sum of the measures of the angles of a star polygon of 5 sides. b. Experiment with a DGS to nd the sum of the measures of the angles of a star polygon of 7 sides. c. Make a conjecture from your experiments in Parts a and b and try to prove the conjecture.
Students can research books and journals in the library or on the Internet to find information on longest proofs. Have students share their findings with the class.
Star Polygons
Suggest that students experiment with regular hexagons, regular octagons, and regular nonagons as well as the two star polygons given in the project.
Additional Answers
Sample answers for Projects are in the Solution Manual in the Electronic Teachers Edition.
Lester Wayne Mackey (left) and Brett Harrison (right) both researched the Seymour Conjecture while still students in high school. Mackey showed the graph theory conjecture was valid for some oriented graphs; Harrison later proved it valid for all of them.
Projects
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Notes
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Chapter 5
Chapter
Chapter
5
Summary and Vocabulary
The Summary gives an overview of the entire chapter and provides an opportunity for students to consider the material as a whole. Thus, the Summary can be used to help students relate and unify the concepts presented in the chapter. Vocabulary words and symbols are listed by lesson to provide a checklist of concepts that students must know. Emphasize to students that they should read the vocabulary list carefully before starting the Self-Test on page 300. If students do not understand the meaning of a vocabulary word, they should refer back to the indicated lesson. Theorems and Properties covered in the chapter are listed below the Summary with page references included to lead students back to the location in the chapter where the theorem or property is stated.

Vocabulary
5-1 *congruent figures *congruence transformation *directly congruent *oppositely congruent 5-2 corresponding parts 5-4 interior angles exterior angles alternate interior angles alternate exterior angles same-side interior angles 5-6 uniquely determined auxiliary figure non-Euclidean geometries *obtuse triangle *right triangle *acute triangle 5-7 exterior angle of a polygon
Isometries preserve Angle measure, Betweenness, Collinearity, and Distance (A-B-C-D). As a result, any gure is the same size and shape as its image under an isometry. From this, we dene congruent figures as any two gures such that there is an isometry that maps one onto the other. Congruence has some properties that are like those of equality: the reexive, symmetric, and transitive properties. Three other basic properties of congruence are the Segment Congruence Theorem, the Angle Congruence Theorem, and the CPCF Theorem. In a proof of a conditional statement p q, p is the given, q is the prove, there is a drawing (when necessary), and a proof to show how q follows from p. Though mathematicians almost always write proofs in paragraphs, in elementary geometry, proofs are commonly written either in two columns or in paragraphs. Most of the proofs in this chapter involve congruence. Common justications in these proofs are denitions that involve segments of equal length or angles of equal measure, theorems about parallel lines, the congruence theorems, the Transitive Property of Congruence, and properties of reections. The properties of reections help to prove that any point on the perpendicular bisector of a segment is equidistant from the endpoints of the segment. This explains why the construction of a circle through three noncollinear points works.
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Call 298 1-800-648-2970 Chapter 5
Chapter Wrap-Up
Chapter
From the Corresponding Angles Postulate we proved that two lines cut by a transversal are parallel if and only if a pair of alternate interior angles are congruent, a pair of alternate exterior angles are congruent, or a pair of same-side interior angles are supplementary. From this we also can deduce that there is exactly one line parallel to a given line through a point not on the line. This Uniqueness of Parallels Theorem helps deduce the TriangleSum Theorem, which is used to prove the Exterior Angle Theorem for Triangles, the Quadrilateral-Sum Theorem, and the formula S = (n - 2)180 for the sum, S, of the measures of the interior angles of any convex n-gon. This is then used to deduce the fact that the sum of the measures of one set of exterior angles is 360.
Summary & Vocabulary
Postulates, Theorems, and Properties

A-B-C-D Theorem (p. 252) Equivalence Properties of Congruence (p. 254) Reflexive Property of Congruence Symmetric Property of Congruence Transitive Property of Congruence Segment Congruence Theorem (p. 258) Angle Congruence Theorem (p. 258) Corresponding Parts in Congruent Figures (CPCF) Theorem (p. 259) Parallel Lines Theorem (p. 271) Alternate Interior Angles Theorem (p. 272) Alternate Exterior Angles Theorem (p. 272) Same-Side Interior Angles Theorem (p. 272) Perpendicular Bisector Theorem (p. 277) Unique Circle Theorem (p. 283) Uniqueness of Parallels Theorem (p. 284) Triangle-Sum Theorem (p. 285) Quadrilateral-Sum Theorem (p. 289) Polygon-Sum Theorem (p. 290) Exterior Angle Theorem for Triangles (p. 290) Polygon Exterior Angle Theorem (p. 291)
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VOLUME 1 CHAPTERS 17
The University of Chicago School Mathematics Project: Upgrades student achievement in mathematics Updates the mathematics curriculum Increases the number of students who take math beyond algebra and geometry
UCSMP engages students and maximizes student learning through updated features such as: Problem-solving activities Connections to the real world Geometry, statistics, and probability in each course Activities and guided examples Daily review questions Technology that serves as a tool for discovery, learning, and doing mathematics
Expect More. Achieve More.

For more information, call 800-648-2970 or visit WrightGroup.com/UCSMP
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V1 Teachers Edition
The University of Chicago School Mathematics Project
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What are the main components of the UCSMP program?

What are the main components of the UCSMP program?

What are some reasons cited for the third edition of the program?

What are some reasons cited for the third edition of the program?

The Un University of Ch Chicago Sc School M Mathematics Pr Project

Development & Field Tests

Over twenty years of research and development

Reasons for Third Edition

Teachers Edition Teachers Edition e s

The UCSMP Instructional Approach

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Write the equation.

Equations That Require Simplifying First

Linear Equations and Inequalities

Notes on the Lesson

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concepts at the end of each lesson. These options

+ Call 1-800-648-2970 6 12; 6; ?

Notes on the Questions

Accommodating the Learner

Provides suggestions for adjusting an

be struggling with a particular concept.

Accommodating the Learner

Provides suggestions for adjusting

an example, activity, or discussion to make it more challenging.

May be a question, problem, activity,

or outside project that extends a concept.

challenging activity in one class could be inappropriately easy

Horizontal and Vertical Lines

Describing the Inter vals a x b y Development

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Questions on SPUR Objectives

length of a given class period and the needs of their students. y= +

More Linear Equations and Inequali ties

Teachers who have never used group work, manipulatives, or

technology often assume that they are very time-consuming.

Advanced planning and practice will help withw the time = Z

management of these very worthwhile activities. B=

13. g = 3(x + h) for h

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Guided Instruction and Active Learning

New and Powerful Technology

The use of technology including graphing

A major UCSMP feature is that real-life applications

UCSMP includes the unique

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Mastery and Review for Improved Student Performance

FOUR TYPES OF QUESTIONS

NEXT 50% OF STUDENTS

NEXT 20% OF STUDENTS

(Not available through UCSMP)

The Seven Courses for Middle School and High School

Pre-Transition Mathematics is intended primarily for students

Transition Mathematics articulates well

Algebra has a scope far wider than most

Geometry integrates coordinates and transformations

Advanced Algebra emphasizes facility with algebraic

c. Which is greater, or ? __ 5 4 5

Justifications 1. Given 2. _ 3. _