H 5 Geom 1
H 5 Geom 1
H 5 Geom 1
mep
Help Module 5
GEOMETRY
Part A
Contents of Part A
Preface
Introductory Notes
Worked Examples and Exercises
Answers
Contents of Part B
Preface
Activities
Tests
Answers
We hope that you find this module helpful. Comments should be sent to:
Professor D. N. Burghes
CIMT, School of Education
University of Exeter
EXETER EX1 2LU
Historical Background
Very little is known of the life of Pythagoras, but he was born on the
island of Samos and is credited with the founding of a community at
Crotona in Southern Italy by about 530 BC. The community had
religious and political purposes, but also dealt with mathematics,
The 4th triangle number or
especially the properties of whole numbers or positive integers.
'Holy tetractys' had mystical
Mystical attributes, such as that odd numbers were male and even significance for the
numbers female, were ascribed to numbers. In addition descriptions of Pythagoreans
arithmetical properties of integers were found.
The diagram on the right shows that
1 = 12
1 + 3 = 22
1 + 3 + 5 = 32
The Pythagoreans also formulated the idea of proportions in relation to The sum of consecutive odd
harmonics on stringed instruments. The theorem with which numbers, starting at 1, is a
Pythagoras' name is associated was probably only proved later. square number
Specific instances of it were certainly known to the Babylonians. The
'Harpedonaptai', Egyptian rope stretchers, are said to have used the 3,
a2
4, 5 triangle to obtain right angles from equally spaced knots on cords. a
The ancient Chinese also knew that the 3, 4, 5 triangle was right c
b2 b
angled.
c2
The Greeks used 'chord' tables rather than tables of trigonometric
functions, and the development of trigonometric tables took place
around 500 AD, through the work of Hindu mathematicians. In fact, Pythagoras' Theorem:
tables of sines for angles up to 90° were given for 24 equal intervals a2 + b2 = c2
of 3 43 ° each. The value of 10 was used for π at that time. Further
work a century later, particularly by the Indian mathematician
Brahmagupta (in 628), led to the sine rule as we know it today.
A useful course book for the historical introduction of these topics is
'Ascent of Man' by J. Bronowski (BBC publication).
The origins of angle measures are not due to any one person but a
variety of developments in different countries. For example,
Aristarchus (around 260 BC) in his treatise, On the Sizes and
Distances of the Sun and Moon, made the observation that when the
moon is half full, the angle between the lines of sight to the sun and
the moon is less than a right angle by one-thirtieth of a quadrant (the
systematic use of the 360° circle came a little later).
Moon Sun
3˚
Earth
It is not known just when the systematic use of 360° was established
but it seems likely to be largely due to Hipparchus (180–125 BC) who
was thought to have produced the first trigonometric table.
He noted that the ratio of arc to chord reduced as the angle subtended
at the centre decreased, with a limit of 1.
He actually produced tables giving values for angles varying from 0°
to 100° .
Key Issues
Introduction
Much of the material and concepts in this module are probably already
familiar to you. The first part of the module is centred on angle
geometry, which is one key area of mathematics where proof is at the
heart of analysis. The second part is based on trigonometry, in which
Pythagoras' Theorem is the key building block. This area of
mathematics has obvious applications in, for example, surveying,
geography and architecture. Finally, we touch on the topics of scale
drawings, construction and loci, all of which are important application
areas.
Language / Notation
• It is important always to use the degrees sign, e.g. 60° , 40°
• It is convention to label equal angles with the same notation, e.g.
Key Points
• A right angle is exactly 90° .
• Scale drawings must be drawn accurately.
• Constructions (e.g. triangles, perpendicular bisectors) must be
drawn according to the instructions.
• Angles in a triangle sum to 180° .
• Angles in a quadrilateral sum to 360° .
• Alternate angles are equal.
• Supplementary angles sum to 180° .
• Pythagoras' Theorem
• Important loci include: – points equidistant from a fixed point
(circle),
Misconceptions
• The terminology used is inclusive, e.g. a square is a special
rectangle; a parallelogram is a special quadrilateral.
• Note the difference between the outer and inner locus of a point curved
equidistant from two perpendicular walls.
right
angle
WORKED EXAMPLES
and EXERCISES
5 Geometry
5.1 Measuring Angles
A protractor can be used to measure or draw angles.
Note
The angle around a complete circle is is 360 o . 360o
C
Worked Example 1
Measure the angle CAB in the triangle shown.
C
Solution
Place a protractor on the triangle as shown.
The angle is measured as 47o .
B
A
Worked Example 2
Measure this angle.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.1
Solution ← 100 o
Using a protractor, the smaller angle is measured as 100 o .
So
required angle = 360 o − 100 o
= 260 o
Worked Example 3
Draw angles of
120 o
Solution
(a) Draw a horizontal line.
Place a protractor on top of the line
and draw a mark at 120 o .
(b) To draw the angle of 330 o , first subtract 330 o from 360 o :
360 o − 330 o = 30 o
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Mathematics Enhancement Programme Help Module 5: Geometry
5.1
Exercises
1. Estimate the size of each angle, then measure it with a protractor.
5. Measure each named (a, b, c) angle below and add up the angles in each diagram.
What do you notice?
(a) (b)
b
a b a c
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Mathematics Enhancement Programme Help Module 5: Geometry
5.1
(c) (d)
b c
a b a
6. For each triangle below, measure each angle and add up the three angles you
obtain.
(a)
(b)
(c)
Investigation
How many squares are
there in the given figure?
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5.1
(d)
7. In each diagram below, measure the angles marked with letters and find their total.
What do you notice about the totals?
(a) (b)
c
a b d
a c
b
c
(c) (d) a
b
d
c
a
b
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Mathematics Enhancement Programme Help Module 5: Geometry
5.1
(a) (b)
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Mathematics Enhancement Programme Help Module 5: Geometry
5.2
Shapes have line symmetry if a mirror could be placed so that one side is an exact reflection
of the other. These imaginary 'mirror lines' are shown by dotted lines in the diagrams below.
Worked Example 1
For the shape opposite state:
(a) the number of lines of symmetry,
(b) the order of rotational symmetry.
Solution
Exercises
1. Which of the shapes below have
(a) line symmetry (b) rotational symmetry?
For line symmetry, copy the shape and draw in the mirror lines.
For rotational symmetry state the order.
A B C
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5.2
D E F
G H I
A B C
D E F
G H I
3. Copy and complete each shape below so that they have line symmetry but not
rotational symmetry. Mark clearly the lines of symmetry.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.2
4. Copy and, if possible, complete each shape below, so that they have rotational symmetry, but
not line symmetry. In each case state the order of the rotational symmetry.
5. Copy and complete each of the following shapes, so that they have both rotational
and line symmetry. In each case draw the lines of symmetry and state the order of
the rotational symmetry.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.2
I A W
Which of these letters has rotational symmetry?
(SEG)
13. (a) Copy and draw the reflection of this shape in the mirror line AB.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.2
(b) Copy and complete the diagram so that it has rotational symmetry.
(SEG)
1. Angles at a Point d
o a c
The angles at a point will always add up to 360 .
b
It does not matter how many angles are formed at
the point – their total will always be 360 o . a + b + c + d = 360°
2. Angles on a Line b
a c
o
Any angles that form a straight line add up to 180 . a + b + c = 180°
c
3. Angles in a Triangle
The angles in any triangle add up to 180 o . a b
a + b + c = 180°
60o
4. Angles in an Equilateral Triangle
In an equilateral triangle all the angles are 60 o
and all the sides are the same length. 60o 60o
5.3
Worked Example 1
Find the sizes of angles a and b in the diagram below.
120 o 80 o
60 o a b
Solution
First consider the quadrilateral. All the angles of this shape must add up to 360° , so
60 o + 120 o + 80 o + a = 360 o
260 o + a = 360 o
a = 360 o − 260 o
= 100 o
Then consider the straight line formed by the angles a and b. These two angles must add
up to 180 o so,
a + b = 180 o
but a = 100 o , so
100° + b = 180 o
b = 180 o − 100 o
= 80 o
40 o
Worked Example 2
Find the angles a, b, c and d 120 o
in the diagram. a
c b
30°
d
Solution
First consider the triangle shown. 40 o
a
So, 40 o + 30 o + a = 180 o
70° + a = 180 o
30°
a = 110 o
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Mathematics Enhancement Programme Help Module 5: Geometry
5.3
120 o + b + a = 360 o
o
120 o
but a = 110 , so a
o o o b
120 + 110 + b = 360
230 o + b = 360 o
b = 360 o − 230 o
= 130 o .
c + b + d = 180 o
d
As this is an isosceles triangle the two base angles, c and d, must be equal,
so using c = d and the fact that b = 130 o , gives
c + 130 o + c = 180 o
2c = 180 o − 130 o
= 50 o
c = 25o
As c = 25o , d = 25o .
Exercises
1. Find the size of the angles marked with a letter in each diagram.
(a) (b) 20 o
(c)
80 o 51o
a x b 37o
50 o 30 o
a a 32˚ 122 o
88o 91o
192 o 90˚ 127˚ 65o
x
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Mathematics Enhancement Programme Help Module 5: Geometry
5.3
33o
x a 92 o
70 o 72 o 63o
x
a b a b 50 o a
70 o
a
b 62 o a b a b
(b) What do you notice about the angle marked b and the other two angles given
in each problem?
(c) Find the size of the angle b in each problem below without working out
the size of any other angles.
24 o 31o 70˚
81o b 75o b
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Mathematics Enhancement Programme Help Module 5: Geometry
5.3
3. The diagram below shows a rectangle with its diagonals drawn in.
22 o
(a) Copy the diagram and mark in all the other angles that are 22 o .
(b) Find the sizes of all the other angles.
4. Find the angles marked with letters in each of the following diagrams.
In each diagram the lines all lie inside a rectangle.
(a) (b)
d f d
c e
15o g c
a b a b
(c) (d)
c 80 o
e c
d d
b
e
10 o
40°
o
45
a b f a
40 o
45o
70 o 50 o 130 o
(c) 30˚
(d) c 32 o
c e b
120˚
b
a d
d
55o
a
e 50 o
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5.3
(e) (f) C
38°
42° g
e 22 o
d
f B
f 20 o
g
b e
a hO
h c d
48°
i 80 o
c a b
42° A
D
AOC is a straight line.
c E
B b
d e
f 68o
C D
The lengths of AB and AE are the same and the lengths of AC and AD are the
same. Find the sizes of the angles a, b, c, d, e and f.
7. The diagram shows a wooden frame that forms part of the roof of a house.
f 45°
e
100°
b c
40° a d 60°
Information
The word 'geometry' is derived from the Greek words, ge (earth) and metrein (to measure).
Euclid's masterpiece, 'The Elements', survived as the basic textbook for over 2 000 years.
The geometry we are studying in this unit is sometimes referred to as Euclidean geometry.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.3
8. The diagram shows the plan for a conservatory. Lines are drawn from the point O
to each of the other corners. Find all the angles marked with letters, if
ˆ = BCD
ABC ˆ = CDE
ˆ = 135° .
O E
20°
f
g
20°
e
d D
135°
A
a
b c
B C
9. Write down an equation and use it to find the value of x in each diagram.
2x
(a) (b) (c)
4x
x − 20
x + 20
3x x − 20
x + 10 x + 10 x
x
2x x x + 10
x
x
2 x + 10
x + 15
x − 20
2 x − 10 8x 5x
80° 22°
6x
50°
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Mathematics Enhancement Programme Help Module 5: Geometry
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B
(a) Write down the order of rotational symmetry of the regular hexagon.
(b) Draw the lines from O to A and from O to B.
(i) Write down the size of angle AOB.
(ii) Write down the mathematical name for triangle AOB.
(LON)
B
Not to scale
11. Calculate angles BCD and ABC,
giving reasons for your answers.
57° 46°
A C D (MEG)
Corresponding Angles
a
When a line crosses a pair of parallel lines, a = b .
The angles a and b are called corresponding angles.
b
Alternate Angles
The angles c and d are equal.
Proof e
This result follows since c and e are opposite angles, c
so c = e, and e and d are corresponding angles, so c = d.
d
Hence c = e = d
The angles c and d are called alternate angles.
Supplementary Angles
The angles b and c add up to 180° . a
c
Proof
b
This result follows since a + c = 180° (straight line), and
a = b since they are corresponding angles.
Hence b + c = 180° .
These angles are called supplementary angles.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.4
Worked Example 1
b
Find the angles marked a, b and c. a c
100˚
Solution
There are two pairs of opposite angles here so:
b = 100 and a = c .
Worked Example 2
c
Find the sizes of the angles marked a, b, c and d in the b d
diagram.
a
70˚
Solution
First note the two parallel lines marked with arrow heads.
Then find a. The angle a and the angle marked 70° are opposite angles, so a = 70° .
The angles a and b are alternate angles so a = b = 70° .
The angles b and c are opposite angles so b = c = 70° .
The angles a and d are a pair of interior angles, so a + d = 180° , but a = 70° ,
so
70° + d = 180°
d = 180° − 70°
= 110° .
a
60˚ 70˚
Worked Example 3
b
Find the angles marked a, b, c and d in the diagram.
c d
Solution
To find the angle a, consider the three angles that form a
straight line. So a
60° + a + 70° = 180° 60˚ 70˚
a = 180° − 130°
= 50° .
5.4
Exercises
1. Find the angles marked in each diagram, giving reasons for your answers.
(d) 80˚
(e) 35˚ (f)
50˚
a b a c
b
a
a b
b c b c
c
d a 124˚
a b
c b a b
a 56˚ a
b
c b
20˚
a
37˚ c
b
c
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Mathematics Enhancement Programme Help Module 5: Geometry
5.4
2. Find the size of the angles marked a, b, c, etc. in each of the diagrams below.
(a) (b)
70˚
110˚ b d c
a 40˚ a b
60˚
(c) (d)
52˚
c c
d
d
a b b
105˚
a
(g) (h)
a
65˚ 41˚ c
b
a
b 42˚ d e
c d
f
(i) (j)
52˚
a
b b c
64˚ a c
38˚
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Mathematics Enhancement Programme Help Module 5: Geometry
5.4
3. By considering each diagram, write down an equation and find the value of x.
(a) (b)
3x 2x
3x
3x
2x
(c) (d)
6x
5x
3x
3x
(e) (f)
4x
3x
5x
2x
66˚ H
68˚
66˚
66˚ J
68˚
66˚
68˚ L
70˚
68˚
K
F
D
B
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Mathematics Enhancement Programme Help Module 5: Geometry
5.4
5. The diagram shows the path of a pool ball as it bounces off cushions on opposite
sides of a pool table.
50˚ 50˚
a
c
b d
A 50˚ C
D B
(a) Write down the names of the quadrilaterals which have two pairs of
parallel sides.
(b) Write down the names of the quadrilaterals which must have two pairs of
equal sides.
(LON)
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Mathematics Enhancement Programme Help Module 5: Geometry
5.4
8. WXYZ is a rectangle.
W X
36˚ Not to scale
Z Y
PQRS is a rhombus.
P Q
36˚
Not to scale
O
Y
W
q
Not to scale
48˚ p r
Z X
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Mathematics Enhancement Programme Help Module 5: Geometry
60˚
Worked Example 1
Find the area of the square shown in the diagram.
Solution 4 cm
Area = 4 × 4
= 16 cm 2 4 cm
Exercises
1. For each triangle below, state whether it is scalene, isosceles or equilateral.
(a) (b)
6 cm 6 cm 7 cm 6 cm
4 cm 8 cm
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Mathematics Enhancement Programme Help Module 5: Geometry
5.5
(c) (d)
2 cm 2 cm
2 cm 40˚ 40˚
(e) (f)
30˚ 60˚
60˚
60˚ 60˚
(g) (h)
3 cm
5 cm
3 cm
70˚ 70˚
2. (a) When a square is cut in half diagonally, two triangles are obtained. Are
these triangles scalene, isosceles or equilateral?
(b) What type of triangle do you get if you cut a rectangle in half diagonally?
5 cm 7 cm
5 cm 7 cm
(c) (d)
1 cm
10 m
1 cm
10 m
5. Find the lengths of the sides of a square that has an area of:
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Mathematics Enhancement Programme Help Module 5: Geometry
5.5
6. Two squares of side 4 cm are joined together to form a rectangle. What is the area
of the rectangle?
7. A square of side 12 cm is cut in half to form two triangles. What is the area of each
triangle?
8. A square of side 6 cm is cut into quarters to form 4 smaller squares. What is the
area of each of these squares?
a2 = b2 + c2 a
b
Note c
The longest side of a right angled triangle is called
the hypotenuse.
Worked Example 1
4 cm
Find the length of the hypotenuse of the triangle
shown in the diagram. Give your answer correct to
2 decimal places. 6 cm
Solution
As this is a right angled triangle, Pythagoras' Theorem can be used. If the length of the
hypotenuse is a, then b = 4 and c = 6 .
So a2 = b2 + c2
a2 = 42 + 62
a 2 = 16 + 36
a 2 = 52
a = 52
= 7.2 cm (to one decimal place)
Worked Example 2
Find the length of the side of the triangle marked x x 6 cm
in the diagram.
Solution 3 cm
As this is a right angled triangle, Pythagoras' Theorem can be used. Here the length of
the hypotenuse is 6 cm, so a = 6 cm and c = 3 cm with b = x .
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Mathematics Enhancement Programme Help Module 5: Geometry
5.6
So a2 = b2 + c2
6 2 = x 2 + 32
36 = x 2 + 9
36 − 9 = x 2
36 − 9 = x 2
27 = x 2
27 = x
x = 5.2 cm (to one decimal place)
Exercises
1. Find the length of the side marked x in each triangle.
(a) (b)
x
4m x 5 cm
12 cm
3m
(c) (d)
15 cm 26 m
x 10 m
x
12 cm
x 6 cm
(e) (f)
6m 8m
x 10 cm
(g)
36 cm
(h)
20 m 25 m
x 15 cm
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5.6
2. Find the length of the side marked x in each triangle. Give your answers correct to
2 decimal places.
(a) (b)
7 cm x
x
15 cm
11 cm
14 cm
4 cm 7m
(c) (d)
x 8 cm 5m
x
(e) (f) 8 cm
10 cm
x
x
12 cm
7 cm
2m
(g) 5m (h)
6m
x 12 m
x
x
(i) (j)
x
10 cm
18 cm 5m
4m
9.4 m x
4.6 m
7.8 m
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5.6
(m) (n) x
8.9 cm
5.2 cm 5.4 m
2.3 m
x
Ben
3. Adam runs diagonally across a school field,
while Ben runs around the edge. Adam
120 m
5. Farida is 1.4 metres tall. At a certain time her shadow is 2 metres long. What is the
distance from the top of her head to the top of her shadow?
6. A rope of length 10 metres is stretched from the top of a pole 3 metres high until it
reaches ground level. How far is the end of the line from the base of the pole?
10 m
3m
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Mathematics Enhancement Programme Help Module 5: Geometry
5.6
A
9. The picture shows a garden shed.
Find the length, AB, of the roof.
B
2.5 m
2m
2m
10. Miles walks 3 km east and then 10 km north.
(a) How far is he from his starting point?
(b) He then walks east until he is 20 km from his starting point. How much
further east has he walked?
11. Ali is building a shed. It should be rectangular with sides of length 3 metres and
6 metres. He measures the diagonal of the base of the shed before he starts to put
up the walls. How long should the diagonal be?
Worked Example 1
The diagram shows a scale drawing of the
end wall of a house. The scale used is 1:100.
Find:
(a) the height of the top of the chimney,
(b) the height of the door,
(c) the width of the house.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.7
Solution
As the scale is 1:100, every 1 cm on the drawing represents 100 cm or 1 m in reality.
(a) The height of the top of the chimney is 7.5 cm on the drawing. This corresponds to
7.5 × 100 = 750 cm or 7.5 m in reality.
(b) The height of the door is 2 cm on the drawing and so is 2 m in reality.
(c) The width of the house is 6 cm on the drawing and so is 6 m in reality.
Worked Example 2
The diagram shows a rough sketch of the layout of a garden.
1m Flower Bed
3m 6m
2m
Lawn
Patio
3m Shed
10 m
Solution
A scale of 1: 200 means that 1 cm on the plan represents 200 cm or 2 m in reality.
The table below lists the sizes of each part of the garden and the size on the scale drawing.
Garden 10 m × 6 m 5 cm × 3 cm
Patio 5m × 3m 2.5 cm × 1.5 cm
Lawn 7m × 5m 3.5 cm × 2.5 cm
Flower Bed 10 m × 1 m 5 cm × 0.5 cm
Shed 3m × 2m 1.5 cm × 1 cm
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5.7
Exercises
1. The scale drawing below of a flat has been drawn on a scale of 1: 200.
Bathroom Kitchen
Lounge
Bedroom
Hallway
2.
Work Top
Work Top
2m 3m
2m
Use the information given to produce a scale drawing with a scale of 1: 200.
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5.7
Wardrobe
Bed
Dressing Table
Arm
Shelf
Chair Desk
(a) What is the size of the room? (b) How long is her bed?
(c) What is the area of the top of her desk?
(d) What is the floor area of the room?
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Mathematics Enhancement Programme Help Module 5: Geometry
5.7
8. The diagram shows a scale plan of a small industrial estate drawn on a scale of
1: 500.
UNIT 3 UNIT 4
Road
UNIT 2
UNIT 5
UNIT 1
(b) The actual kitchen is 2.6 m wide. Estimate, in feet, the width of the actual
kitchen.
(SEG)
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Mathematics Enhancement Programme Help Module 5: Geometry
5.7
The scale diagram below represents the fenced garden, PQRS, where the
dogs live.
House
P Q
Scale
2 cm
represents
1m
A
Kennel
S R
Copy the diagram and show on your drawing all the possible positions of
each dog if the leads remain tight.
(b)
Not to scale
80 cm
60 cm
100 cm
Investigation
Look at an atlas and find out the scales used in maps of the UK, Europe and the world.
Are the same scales used for all the different maps? If not, why not?
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Mathematics Enhancement Programme Help Module 5: Geometry
5.7
12. The diagram is an isometric drawing of a kitchen with cupboards at floor level.
The kitchen is a cuboid 300 cm wide, 450 cm long and 250 cm high.
The work top above the cupboards is 100 cm above the floor and 50 cm wide.
To
r k p A
Wo
Cu
pb
oa
s rds
ard z Do
p bo or
B Cu
y 250
450 200 x
400
350 150
300 300
250 250
100 200
200
150 150
50
100 100
50 50
O
(a) Another cupboard is to be fixed above the work top on the shorter wall.
It is a cuboid 300 cm long, 50 cm high and 25 cm from back to front.
Its top is to be 50 cm below the ceiling.
Draw this cupboard on a copy of the diagram.
(b) Axes, Ox, Oy, Oz are taken as shown in the diagram. Write down the
coordinates of
(i) the point A (ii) the point B.
y
(c)
450
This is a scale drawing of the Cupboards
400
floor of the kitchen.
350
Cupboards
200
150
On a copy of the diagram, show 100
clearly and accurately this part
of the floor. 50
x
O 50 100 150 200 250 300
(MEG)
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Mathematics Enhancement Programme Help Module 5: Geometry
Worked Example 1
Draw a triangle with sides of length 8 cm, 6 cm and 6 cm.
Solution
First draw a line of length 8 cm.
Then set the distance between the point and pencil of your compass to 6 cm and draw an
arc with centre A as shown below.
A 8 cm B
With your compass set so that the distance between the point and the pencil is still 6 cm,
draw an arc centred at B, as shown below.
A 8 cm B
The point, C, where the two arcs intersect is the third corner of the triangle.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
6 cm 5 cm
6 cm
A 8 cm B
Worked Example 2
The diagram shows a rough sketch of a triangle.
7 cm
38˚
A 6 cm B
Make an accurate drawing of the triangle and find the length of the third side.
Solution
First draw a line of length 6 cm and measure an angle of 38° .
38˚
A 6 cm B
Then measure 7 cm along the line and the triangle can be completed.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
7 cm
38˚
A 6 cm B
The third side of the triangle can then be measured as 4.3 cm.
C
Worked Example 3
The diagram shows a rough sketch of a triangle.
30˚
A B
Solution 8 cm
First draw the side of length 8 cm and measure the angle of 30° , as shown below.
30˚
A 8 cm B
30˚
A 8 cm B
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
As the arc crosses the line in two places, there are two possible triangles that can be
constructed as shown below.
5 cm
30˚
A 8 cm B
30˚
A 8 cm B
Note
An arc must be taken when constructing triangles to ensure that all possibilities are
considered.
Exercises
1. Draw triangles with sides of the following lengths.
(a) 10 cm, 6 cm, 7 cm (b) 5 cm, 3 cm, 6 cm
(c) 4 cm, 7 cm, 6 cm
2. Draw accurately the triangles shown in the rough sketches below and answer the
question given below each sketch.
(a) C (b) C
5 cm
How long is the side BC? How long are the sides AC and BC?
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
(c) C (d) C
120˚
5 cm 7 cm 6 cm 7 cm
A B A 8 cm B
How long is the side AB? What is the size of the angle ABC?
(e) (f)
C C
80˚
8 cm
70˚ 40˚
A 7 cm B A 6 cm B
How long is the side AC? How long is the side BC?
3. An isosceles triangle has a base of length 6 cm and base angles of 50° . Find the
lengths of the other sides of the triangle.
4. An isosceles triangle has 2 sides of length 8 cm and one side of length 4 cm.
Find the sizes of all the angles in the triangle.
6. For each rough sketch shown below, draw two possible triangles.
(a) (b)
5 cm 4.5 cm
45˚ 60˚
6 cm 5 cm
(c) (d)
5 cm
3.5 cm
30˚ 50˚
7 cm 4 cm
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
5 cm
60˚
4 cm
3 cm 3 cm
8. (a) Draw the kite shown in the rough sketch
opposite.
9. A pile of sand has the shape shown below. Using an accurate diagram, find its
height.
4m 4m
6m
θ
10. Draw accurately the shape shown opposite.
7 cm 7 cm
Find the size of the angle marked θ .
4 cm 4 cm
D
11. The sketch shows the design for a church window. Not to
scale
CB and EA are perpendicular to BA.
C E
CD is part of a circle, centre E.
DE is part of a circle, centre C. 8 cm 8 cm
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Mathematics Enhancement Programme Help Module 5: Geometry
5.8
7 cm
(a) Each sloping face is a triangle with base angles
of 55° .
(b) Construct the square base of the pyramid accurately and to full size.
(MEG)
14. Construct a rhombus ABCD with the line AB as base and with BÂD = 50° .
(MEG)
The dotted line in the diagram shows the path taken – i.e. the locus.
Worked Example 1
Draw the locus of a point which is always a
constant distance from another point.
A
Solution
The fixed point is marked A.
The locus is a circle around the fixed point.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.9
Worked Example 2
Draw the locus of a point which is
always the same distance from A A B
as it is from B.
Solution
The locus of the line AB will be the A B
same distance from both points.
mid-point
A B
The diagram shows how to
construct this line.
Worked Example 2
Draw the locus of a point that is the same distance from the lines AB and AC shown in
the diagram below.
B
A C
Solution
ˆ
The locus will be a line which divides BAC
into two equal angles. B
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Mathematics Enhancement Programme Help Module 5: Geometry
5.9
Exercises
1. Draw the locus of a point which is always a distance of 4 cm from a fixed point A.
2. The line AB is 4 cm long. Draw the locus of a point which is always 2 cm from the
line AB.
A C
3. Copy the diagram and draw in the locus
of a point which is the same distance
from the line AB as it is from CD.
B D
C
5. Copy the triangle opposite.
5 cm
Draw the locus of a point which is the
same distance from AB as it is from AC. A 3 cm
5 cm
6. Draw the locus of a point that is the same distance from both lines shown in the
diagram below.
8. The diagram below shows the boundary fence of a high security army base.
(a) Make a copy of this diagram.
(b) A security patrol walks round the
outside of the base, keeping a
constant distance from the fence.
Draw the locus of the patrol.
(c) A second patrol walks inside the fence,
keeping a constant distance from the
fence. Draw the locus of this patrol.
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Mathematics Enhancement Programme Help Module 5: Geometry
5.9
9. The points A and B are 3 cm apart. Draw the locus of a point that is twice as far
from A as it is from B.
10. A ladder leans against a wall, so that it is almost vertical. It slides until it is flat on
the ground. Draw the locus of the mid-point of the ladder.
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers to Exercises
5.1 Measuring Angles
Note that measured angles are approximate answers
1. (a) 78˚ (b) 120˚ (c) 60˚ (d) 130˚ (e) 125˚ (f) 60˚
3. (a) 315˚ (b) 195˚ (c) 240˚ (d) 325˚ (e) 264˚
(f) 350˚
6. (a) 50˚, 60˚, 70˚ (b) 31˚, 59˚, 90˚ (c) 15˚, 19˚, 147˚
(d) 33˚, 40˚, 107˚ The three angles add up to 180˚
8. (c) 7.7 cm and 6.4 cm, 90˚ 9. (b) 11.5 cm, 34˚, 66˚
10. (a) 34˚, 34˚, 51˚, 241˚ (b) 25˚, 29˚, 98˚, 208˚
In both cases the angles add up to 360˚
3. (a) (b)
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.2
(c) (d)
(e) (f)
4. (a) (b)
order 2 order 2
order 2
(e) (f)
order 4 order 2
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.2 5. (a) (b) (c)
Order 2
Order 2 Order 2
(d) (e) (f)
Order 2
Order 4
Order 2
6. 7 (a) (i) (ii)
(b) No.
8.
(eg. a square)
9. (a) (b)
(c) (d)
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.2 10. (a) No (b) (c) No
11. Letter I has rotational symmetry. 12. Designs (a), (b) and (d) have line symmetry.
A
13. (a) (b)
2. (a) (i) a = 70° , b = 110° (ii) a = 53° , b = 127° (iii) a = 48° , b = 132°
(b) b is equal to the sum of the two opposite angles in the triangle.
(c) (i) b = 105° (ii) b = 106° (iii) b = 135°
3. 22˚ 22˚
68˚ 68˚
136˚
44˚ 44˚
136˚
68˚ 68˚
22˚ 22˚
Answers
5.3 6. a = 44° , b = 68° , c = 68° , d = 112° , e = 112° , f = 68°
10. (a) order = 6 (b) (i) AOB = 60° (ii) Equilateral triangle
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.4 (e) a = 60° , b = 80° , c = 80°
(f) a = 70° , b = 50° , c = 60° , d = 70° , e = 70°
(g) a = 74° , b = 100° , c = 41° , d = 115°
(h) a = 48° , b = 48° , c = 132° , d = 138° , e = 42° , f = 48°
(i) a = 64° , b = 52° , c = 64°
(j) a = 38° , b = 52° , c = 52°
4. AB is parallel to EF , GH is parallel to IJ
6. (a) AC and BD are parallel (b) BAC = 50° because AEC is isosceles
6. 32 cm 2 7. 72 cm 2 8. 9 cm 2
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.7 Scale Drawings
1. (a) 6 m by 5 m (b) 32.5 m 2 (c) 10.5 m
1
9. (a) (i) 5 m (ii) 16 cm (b) 8 feet
2
Byron
Shelley
A
y
12. (b) (i) (300, 0, 250) (ii) (0, 400, 100) (c)
450
Cupboards
400
350
Cupboards
300
250
200
150
100
50
x
O 50 100 150 200 250 300
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.8 Constructing Triangles and other Shapes
2. (a) 4.4 (b) AC ≈ 3.1 cm , BC ≈ 4.4 cm (c) AB ≈ 10.4 cm
(d) 46.6° (e) AC ≈ 3.6 cm (f) BC ≈ 11.6 cm
3. 4.7 cm
10. 48°
13. (a) 26 cm
4 cm
A A B
B D
4. 5. C
6.
5 cm
A 3 cm
5 cm
7. 8. 9.
A B
10.
P
11. (a) (i) P (ii) 3 2
4 1
A B A B
4 4
1
4 3 2
P
P
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Mathematics Enhancement Programme Help Module 5: Geometry
Answers
5.9 P
(iii) (iv) P
2 3 4
1
A B A B
4 4
1
2 3 4
P
P
(b) (c)
A B
A B
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