NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5

GEOMETRY

Lesson 3: Rectangles Inscribed in Circles

Student Outcomes
 Inscribe a rectangle in a circle.
 Understand the symmetries of inscribed rectangles across a diameter.

Lesson Notes
Have students use a compass and straightedge to locate the center of the circle provided. If necessary, remind students
of their work in Module 1 on constructing a perpendicular to a segment and of their work in Lesson 1 in this module on
Thales’ theorem. Standards addressed with this lesson are G-C.A.2 and G-C.A.3.
Students should be made aware that figures are not drawn to scale.

Classwork Scaffolding:
Opening Exercise (9 minutes) Display steps to construct a
perpendicular line at a point.
Students follow the steps provided and use a compass and straightedge to find the
center of a circle. This exercise reminds students about constructions previously  Draw a segment through the
studied that are needed in this lesson and later in this module. point, and, using a compass,
mark a point equidistant on
Opening Exercise
each side of the point.
Using only a compass and straightedge, find the location of the center of the circle below.  Label the endpoints of the
Follow the steps provided. segment 𝐴 and 𝐵.
 ̅̅̅̅.
Draw chord 𝑨𝑩  Draw circle 𝐴 with center 𝐴
̅̅̅̅ at
 Construct a chord perpendicular to 𝑨𝑩 and radius ̅̅̅̅
𝐴𝐵 .
endpoint 𝑩.
 Mark the point of intersection of the
 Draw circle 𝐵 with center 𝐵
perpendicular chord and the circle as point and radius ̅̅̅̅
𝐵𝐴.
𝑪.  Label the points of intersection
 ̅̅̅̅
𝑨𝑪 is a diameter of the circle. Construct a as 𝐶 and 𝐷.
second diameter in the same way.
 Where the two diameters meet is the center  Draw ⃡𝐶𝐷 .
of the circle.  For students struggling with
constructions due to eye-hand
coordination or fine motor
difficulties, provide set squares
to construct perpendicular
lines and segments.
 For advanced learners, give
directions without steps and
have them construct from
memory.

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

Explain why the steps of this construction work.

The center is equidistant from all points on the circle. Since the diameter goes through the center, the intersection of any
two diameters is a point on both diameters and must be the center.

Exploratory Challenge (10 minutes)

Guide students in constructing a rectangle inscribed in a circle by constructing a right triangle (as in the Opening
Exercise) and rotating the triangle about the center of the circle. Have students explore an alternate method, such as
drawing a single chord, then constructing perpendicular chords three times. Review relevant vocabulary.
 How can you use a right triangle (such as the one you constructed in the Opening Exercise) to produce a
rectangle whose four vertices lie on the circle?
MP.1
 We can rotate the triangle 180° around the center of the circle (or around the midpoint of the
diameter, which is the same thing).

Exploratory Challenge

Construct a rectangle such that all four vertices of the rectangle lie on the circle below.

 Suppose we wanted to construct a rectangle with vertices on the circle, but we did not want to use a triangle.
Is there a way we could do this? Explain.
 We can construct a chord anywhere on the circle, then construct the perpendicular to one of its
endpoints, and then repeat this twice more to construct our rectangle.
 How can you be sure that the figure in the second construction is a rectangle?
 We know it is a rectangle because all four angles are right angles.

Relevant Vocabulary
INSCRIBED POLYGON: A polygon is inscribed in a circle if all vertices of the polygon lie on the circle.

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

Exercises (20 minutes)

For each exercise, ask students to explain why the construction is certain to produce the requested figure and to explain
the symmetry across the diameter of each inscribed figure. Before students begin the exercises, ask the class, “What is
symmetry?” Have a discussion, and let students explain symmetry in their own words. They should describe
line/reflectional symmetry as a reflection across an axis so that a figure maps onto itself. Exercise 5 is a challenge
exercise and can either be assigned to advanced learners or covered as a teacher-led example. In Exercise 5, students
prove the converse of Thales’ theorem that they studied in Lesson 1.

Exercises

1. Construct a kite inscribed in the circle below, and explain the construction using symmetry.

Construct △ 𝑨𝑩𝑪 as in the Opening Exercise, but this time reflect it across the diameter. It is a kite because, by
reflection, there are two opposite pairs of congruent adjacent sides.

2. Given a circle and a rectangle, what must be true about the rectangle for it to be possible to inscribe a congruent
copy of it in the circle?

The diagonals of the rectangle must be the length of the diameter of the circle.

3. The figure below shows a rectangle inscribed in a circle.

a. List the properties of a rectangle.

Opposite sides are parallel and congruent, four right angles, and diagonals are congruent and bisect each
other.

b. List all the symmetries this diagram possesses.

Opposite sides are congruent, all four angles are congruent, diagonals are congruent, the figure may be
reflected onto itself across the perpendicular bisector of the sides of the rectangle, and the figure may be
rotated onto itself with either a 𝟏𝟖𝟎° or a 𝟑𝟔𝟎° rotation.

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

c. List the properties of a square.

Opposite sides are parallel; all sides are congruent; four right angles; diagonals are congruent, bisect each
other, and are perpendicular.

d. List all the symmetries of the diagram of a square inscribed in a circle.

In addition to the symmetries listed in (b), all four sides are congruent, the figure may be reflected onto itself
across the diagonals of the square, and the figure may be rotated onto itself with either a 𝟗𝟎° or a 𝟐𝟕𝟎°
rotation either clockwise or counterclockwise.

4. A rectangle is inscribed into a circle. The rectangle is cut along one of its diagonals and reflected across that
diagonal to form a kite. Draw the kite and its diagonals. Find all the angles in this new diagram, given that the acute
angle formed by the diagonal of the rectangle in the original diagram was 𝟒𝟎°.

Draw diagrams such as the following:

Since a reflection is a rigid motion, 𝒎∠𝑨𝑫𝑩 = 𝒎∠𝑩𝑫𝑬 = 𝟒𝟎°, 𝒎∠𝑩𝑨𝑫 = 𝒎∠𝑩𝑬𝑫 = 𝟗𝟎°, 𝒎∠𝑨𝑩𝑫 =
𝒎∠𝑬𝑩𝑫 = 𝟓𝟎°. Then, 𝒎∠𝑨𝑩𝑬 = 𝟏𝟎𝟎° and 𝒎∠𝑨𝑫𝑬 = 𝟖𝟎°.

5. Challenge: Show that the three vertices of a right triangle are equidistant from the midpoint of the hypotenuse by
showing that the perpendicular bisectors of the legs pass through
the midpoint of the hypotenuse.
a. Draw the perpendicular bisectors of 𝑨𝑩 ̅̅̅̅.
̅̅̅̅ and 𝑨𝑪

b. Label the point where they meet 𝑷. What is point 𝑷?

The center of the circle

c. What can be said about the distance from 𝑷 to each vertex

of the triangle? What is the relationship between the
circle and the triangle?

Point 𝑷 is equidistant from the three vertices of the

triangle 𝑨, 𝑩, and 𝑪, so the circle is circumscribed about
△ 𝑨𝑩𝑪.

d. Repeat this process, this time sliding 𝑩 to another place on the circle and call it 𝑩′. What do you notice?

You get the same center.

e. Is there a relationship between 𝒎∠𝑨𝑩𝑪 and 𝒎∠𝑨𝑩′𝑪? Explain.

As long as 𝑩 and 𝑩′ are on the same side of ̅̅̅̅

𝑨𝑪, then ∠𝑨𝑩𝑪 and ∠𝑨𝑩′𝑪 have the same measure because they
̅̅̅̅, then 𝒎∠𝑨𝑩𝑪 ≠ 𝒎∠𝑨𝑩′ 𝑪 because
are inscribed in the same arc. If 𝑩 and 𝑩′ are not on the same side of 𝑨𝑪
they are not inscribed in the same arc.

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

Closing (1 minute)
Have students discuss the question with a neighbor or in groups of three. Call the class back together, and review the
definition below.
 Explain how the symmetry of a rectangle across the diameter of a circle helps inscribe a rectangle in a circle.
 Since the rectangle is composed of two right triangles with the diameter as the hypotenuse, it is
possible to construct one right triangle and then reflect it across the diameter.

Lesson Summary
Relevant Vocabulary

INSCRIBED POLYGON: A polygon is inscribed in a circle if all vertices of the polygon lie on the circle.

Exit Ticket (5 minutes)

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

Name Date

Lesson 3: Rectangles Inscribed in Circles

Exit Ticket

Rectangle 𝐴𝐵𝐶𝐷 is inscribed in circle 𝑃. Boris says that diagonal ̅̅̅̅

𝐴𝐶 could pass through the center, but it does not have
to pass through the center. Is Boris correct? Explain your answer in words, or draw a picture to help you explain your
thinking.

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

Exit Ticket Sample Solutions

̅̅̅̅ could pass through the center, but it does not have
Rectangle 𝑨𝑩𝑪𝑫 is inscribed in circle 𝑷. Boris says that diagonal 𝑨𝑪
to pass through the center. Is Boris correct? Explain your answer in words, or draw a picture to help you explain your
thinking.

Boris is not correct. Since each vertex of the rectangle is a right angle, the hypotenuse of the right triangle formed by
each angle and the diagonal of the rectangle must be the diameter of the circle (by the work done in Lesson 1 of this
module). The diameter of the circle passes through the center of the circle; therefore, the diagonal passes through the
center.

Problem Set Sample Solutions

1. Using only a piece of 𝟖. 𝟓 × 𝟏𝟏 inch copy paper and a pencil, find the location of the center of the circle below.

Lay the paper across the circle so that its corner lies on the circle. The points where the two edges of the paper cross
the circle are the endpoints of a diameter. Mark those points, and draw the diameter using the edge of the paper as
a straightedge. Repeat to get a second diameter. The intersection of the two diameters is the center of the circle.

2. Is it possible to inscribe a parallelogram that is not a rectangle in a circle?

No, although it is possible to construct an inscribed polygon with one pair of parallel sides (i.e., a trapezoid); a
parallelogram requires that both pairs of opposite sides be parallel and both pairs of opposite angles be congruent.
A parallelogram is symmetric by 𝟏𝟖𝟎° rotation about its center and has NO other symmetry unless it is a rectangle.
Two parallel lines and a circle create a figure that is symmetric by a reflection across the line through the center of
the circle that is perpendicular to the two lines. If a trapezoid is formed with vertices where the parallel lines meet
the circle, the trapezoid has reflectional symmetry. Therefore, it cannot be a parallelogram—unless it is a rectangle.

3. In the figure, 𝑩𝑪𝑫𝑬 is a rectangle inscribed in circle 𝑨. 𝑫𝑬 = 𝟖; 𝑩𝑬 = 𝟏𝟐. Find 𝑨𝑬.

𝟐√𝟏𝟑

Lesson 3: Rectangles Inscribed in Circles

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 M5
GEOMETRY

4. Given the figure, 𝑩𝑪 = 𝑪𝑫 = 𝟖 and 𝑨𝑫 = 𝟏𝟑.

Find the radius of the circle.

Mark the midpoint of ̅̅̅̅

𝑩𝑪 as point 𝑬. 𝑩𝑬 = 𝑬𝑪 = 𝟒, so 𝑬𝑫 = 𝟏𝟐.
△ 𝑬𝑨𝑫 is a right triangle, so by the Pythagorean theorem,
𝑬𝑨 = 𝟓. Using the Pythagorean theorem again gives
𝑨𝑪 = √𝟒𝟏.

5. 𝑫𝑭 and ̅̅̅̅
In the figure, ̅̅̅̅ 𝑬𝑯 ⊥ ̅̅̅̅
𝑩𝑮 are parallel chords 𝟏𝟒 𝐜𝐦 apart. 𝑫𝑭 = 𝟏𝟐 𝐜𝐦, 𝑨𝑩 = 𝟏𝟎 𝐜𝐦, and ̅̅̅̅̅ 𝑩𝑮.
Find 𝑩𝑮.

Draw △ 𝑫𝑬𝑨. 𝒎∠𝑫𝑬𝑨 = 𝟗𝟎°, 𝑫𝑬 = 𝟔 𝐜𝐦, 𝑫𝑨 = 𝟏𝟎 𝐜𝐦. By the

Pythagorean theorem, 𝑬𝑨 = 𝟖 𝐜𝐦. In △ 𝑨𝑩𝑯, 𝒎∠𝑨𝑯𝑩 = 𝟗𝟎°,
𝑨𝑩 = 𝟏𝟎 𝐜𝐦, 𝑨𝑯 = 𝟔 𝐜𝐦, so 𝑩𝑯 = 𝟖 𝐜𝐦. This means 𝑩𝑮 = 𝟏𝟔 𝐜𝐦.

6. Use perpendicular bisectors of the sides of a triangle to construct a circle that circumscribes the triangle.

(Students did a construction similar to this in Geometry, Module 1, Lesson 4.)

Draw any triangle.

Construct the perpendicular bisector of the sides.

The perpendicular bisectors meet at the circumcenter.

Using the center and the distance to one vertex as a radius, draw the circle.

Lesson 3: Rectangles Inscribed in Circles

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