1.1 – PATTERNS AND INDUCTIVE REASONING Chapter 1: Basics of Geometry.
Patterns and Inductive Reasoning
description
Transcript of Patterns and Inductive Reasoning
(For help, go the Skills Handbook, page 715.)
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
1. Make a list of the positive even numbers.
2. Make a list of the positive odd numbers.
3. Copy and extend this list to show the first 10 perfect squares. 12 = 1, 22 = 4, 32 = 9, 42 = 16, . . .
4. Which do you think describes the square of any odd number? It is odd. It is even.
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
Here is a list of the counting numbers: 1, 2, 3, 4, 5, . . .Some are even and some are odd.
1. Even numbers end in 0, 2, 4, 6, or 8: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, . . .
2. Odd numbers end in 1, 3, 5, 7, or 9: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, . . .
3. 12 = (1)(1) = 1; 22 = (2)(2) = 4; 32 = (3)(3) = 9; 42 = (4)(4) = 16; 52 = (5)(5) = 25; 62 = (6)(6) = 36; 72 = (7)(7) = 49; 82 = (8)(8) = 64; 92 = (9)(9) = 81; 102 = (10)(10) = 100
4. The odd squares in Exercise 3 are all odd, so the square of any odd number is odd.
Solutions
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
Each term is half the preceding term. So the next two terms are
48 ÷ 2 = 24 and 24 ÷ 2 = 12.
Find a pattern for the sequence. Use the pattern to
show the next two terms in the sequence.
384, 192, 96, 48, …
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
Make a conjecture about the sum of the cubes of the first 25
counting numbers.
Find the first few sums. Notice that each sum is a perfect square and that the perfect squares form a pattern.
13 = 1 = 12 = 12
13 + 23 = 9 = 32 = (1 + 2)2
13 + 23 + 33 = 36 = 62 = (1 + 2 + 3)2
13 + 23 + 33 + 43 = 100 = 102 = (1 + 2 + 3 + 4)2
13 + 23 + 33 + 43 + 53 = 225 = 152 = (1 + 2 + 3 + 4 + 5)2
The sum of the first two cubes equals the square of the sum of the first two counting numbers.
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
This pattern continues for the fourth and fifth rows of the table.13 + 23 + 33 + 43 = 100 = 102 = (1 + 2 + 3 + 4)2
13 + 23 + 33 + 43 + 53 = 225 = 152 = (1 + 2 + 3 + 4 + 5)2
So a conjecture might be that the sum of the cubes of the first 25 counting numbers equals the square of the sum of the first 25 counting numbers, or (1 + 2 + 3 + … + 25)2.
The sum of the first three cubes equals the square of the sum of the first three counting numbers.
(continued)
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
The first three odd prime numbers are 3, 5, and 7. Make and
test a conjecture about the fourth odd prime number.
The fourth prime number is 11.
One pattern of the sequence is that each term equals the preceding term plus 2.
So a possible conjecture is that the fourth prime number is 7 + 2 = 9.
However, because 3 X 3 = 9 and 9 is not a prime number, this conjecture is false.
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
The price of overnight shipping was $8.00 in 2000, $9.50 in
2001, and $11.00 in 2002. Make a conjecture about the price in 2003.
Write the data in a table. Find a pattern.
2000
$8.00
2001 2002
$9.50 $11.00
Each year the price increased by $1.50.
A possible conjecture is that the price in 2003 will increase by $1.50.
If so, the price in 2003 would be $11.00 + $1.50 = $12.50.
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
Pages 6–9 Exercises
1. 80, 160
2. 33,333; 333,333
3. –3, 4
4. ,
5. 3, 0
6. 1,
7. N, T
8. J, J
9. 720, 5040
10. 64, 128
11. ,
1 16
1 32
1 36
1 49
12. ,
13. James, John
14. Elizabeth, Louisa
15. Andrew, Ulysses
16. Gemini, Cancer
17.
18.
15
16
19. The sum of the first 6 pos. even numbers is 6 • 7, or 42.
20. The sum of the first 30 pos. even numbers is 30 • 31, or 930.
21. The sum of the first 100 pos. even numbers is 100 • 101, or 10,100.
13
1-1
28. ÷ = and is
improper.
29. 75°F
30. 40 push-ups;
answers may vary.
Sample: Not very
confident, Dino may
reach a limit to the
number of push-ups
he can do in his
allotted time for
exercises.
31. 31, 43
32. 10, 13
33. 0.0001, 0.00001
34. 201, 202
35. 63, 127
36. ,
37. J, S
38. CA, CO
39. B, C
13
12
13
13
12
12/ /
/
12
13
32
32
3132
6364
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
22. The sum of the first 100 odd numbers is 1002, or 10,000.
23. 555,555,555
24. 123,454,321
25–28. Answers may vary. Samples are given.
25. 8 + (–5 = 3) and 3 > 8
26. • > and • >
27. –6 – (–4) < –6 and
–6 – (–4) < –4
40. Answers may vary. Sample: In Exercise 31, each number increases by increasingmultiples of 2. In Exercise 33, to get the next term, divide by 10.
41.
You would get a third line between and parallel to the first two lines.
42.
43.
44.
45.
46. 102 cm
47. Answers may vary. Samples are given.a. Women may soon outrun
men in running competitions.b. The conclusion was based
on continuing the trend shown in past records.
c. The conclusions are based on fairly recent records for women, and those rates of improvement may not continue. The conclusion about the marathon is most suspect because records date only from 1955.
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
50. His conjecture is probably false because most people’s growth slows by 18 untilthey stop growing somewhere between 18 and 22 years.
51. a.
b. H and I
c. a circle
48. a.
b. about 12,000 radio stations in 2010
c. Answers may vary. Sample: Confident; the pattern has held for several decades.
49. Answers may vary. Sample: 1, 3, 9, 27, 81, . . .1, 3, 5, 7, 9, . . .
52. 21, 34, 55
53. a. Leap years are years that are divisible by 4.
b. 2020, 2100, and 2400
c. Leap years are years divisible by 4, except the final year of a century which must be divisible by 400. So, 2100 will not be a leap year, but 2400 will be.
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
54. Answers may vary.Sample:
100 + 99 + 98 + … + 3 + 2 + 1 1 + 2 + 3 + … + 98 + 99 + 100 101 + 101 + 101 + … + 101 + 101 + 101
The sum of the first 100 numbers is
, or 5050.
The sum of the first n numbers is .
55. a. 1, 3, 6, 10, 15, 21b. They are the same.c. The diagram shows the product of n
and n + 1 divided by 2 when n = 3. The result is 6.
100 • 1012
n(n+1)2
55. (continued)d.
56. B
57. I
58. [2] a. 25, 36, 49
b. n2
[1] one part correct
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
59. [4] a. The product of 11 and a three-digit number that begins
and ends in 1 is a four-digit number
that begins and ends in 1 and has middle digits that are each one greater than the middle digit of the three-digit number.
(151)(11) = 1661(161)(11) = 1771
b. 1991
c. No; (191)(11) = 2101
59. (continued)[3] minor error in
explanation
[2] incorrect description in part (a)
[1] correct products for (151)(11), (161)(11), and (181)(11)
60-67.
68. B
69. N
70. G
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
Find a pattern for each sequence.
Use the pattern to show the next
two terms or figures.
1. 3, –6, 18, –72, 360
2.
Use the table and inductive reasoning.
3. Find the sum of the first 10 counting numbers.
4. Find the sum of the first 1000 counting numbers.
Show that the conjecture is false by finding one
counterexample.
5. The sum of two prime numbers is an
even number.
–2160; 15,12055
500,500
Sample: 2+3=5, and 5 is not even
GEOMETRY LESSON 1-1GEOMETRY LESSON 1-1
Patterns and Inductive ReasoningPatterns and Inductive Reasoning
1-1
1-2
(For help, go to the Skills Handbook, page 722.)
1. y = x + 5 2. y = 2x – 4 3. y = 2x
y = –x + 7 y = 4x – 10 y = –x + 15
4. Copy the diagram of the four points A, B, C,
and D. Draw as many different lines as you
can to connect pairs of points.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
Solve each system of equations.
1. By substitution, x + 5 = –x + 7; adding x – 5 to both sides results in 2x = 2; dividing both sides by 2 results in x = 1. Since x = 1, y = (1) + 5 = 6. (x, y) = (1, 6)
2. By substitution, 2x – 4 = 4x – 10; adding –4x + 4 to both sides results in –2x = –6; dividing both sides by –2 results in x = 3. Since x = 3, y = 2(3) – 4 = 6 – 4 = 2. (x, y) = (3, 2)
3. By substitution, 2x = –x + 15; adding x to both sides results in 3x = 15; dividing both sides by 3 results in x = 5. Since x = 5, y = 2(5) = 10. (x, y) = (5, 10)
4. The 6 different lines are AB, AC, AD, BC, BD, and CD.
Solutions
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
Any other set of three points do not lie on a line, so no other set of three points is collinear.
For example, X, Y, and Z and X, W, and Z form triangles and are not collinear.
In the figure below, name three points that are
collinear and three points that are not collinear.
Points Y, Z, and W lie on a line, so they are collinear.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
You can name a plane using any three or more points on that plane that are not collinear. Some possible names for the plane shown are the following:
plane RST
plane RSU
plane RTU
plane STU
plane RSTU
Name the plane shown in two different ways.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
As you look at the cube, the front face is on plane AEFB, the back face is on plane HGC, and the left face is on plane AED.
The back and left faces of the cube intersect at HD.
Planes HGC and AED intersect vertically at HD.
Use the diagram below. What is the intersection of plane HGC
and plane AED?
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
Points X, Y, and Z are the vertices of one of the four triangular faces of the pyramid. To shade the plane, shade the interior of the triangle formed by X, Y, and Z.
Shade the plane that
contains X, Y, and Z.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
1. no
2. yes; line n
3. yes; line n
4. yes; line m
5. yes; line n
6. no
7. no
8. yes; line m
Pages 13–16 Exercises
9. Answers may vary. Sample: AE, EC, GA
10. Answers may vary. Sample: BF, CD, DF
11. ABCD
12. EFHG
13. ABHF
14. EDCG
15. EFAD
16. BCGH
17. RS
18. VW
19. UV
20. XT
21. planes QUX and QUV
22. planes XTS and QTS
23. planes UXT and WXT
24. UVW and RVW
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
25.
26.
27.
28.
29.
30. S
31. X
32. R
33. Q
34. X
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
46. Postulate 1-1: Through any two points there is exactly one line.
47. Answer may vary.Sample:
48.
49. not possible
35. no
36. yes
37. no
38. coplanar
39. coplanar
40. noncoplanar
41. coplanar
42. noncoplanar
43. noncoplanar
44. Answers may vary. Sample: The plane of the ceiling and the plane of a wall intersect in a line.
45. Through any three noncollinear points there is exactly one plane. The ends of the legs of the tripod represent three noncollinear points, so they rest in one plane. Therefore, the tripod won’t wobble.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
56.
no
57.
no
58.
yes
54.
no
55.
yes
50.
51. not possible
52.
yes53.
yes
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
68. Answers may vary. Sample:
Post. 1-3: If two planes intersect, then they intersect in exactly one line.
69. A, B, and D
70. Post. 1-1: Through any two points there is exactly one line.
59.
yes
60. always
61. never
62. always
63. always
64. sometimes
65. never
66. a. 1b. 1c. 1d. 1e. A line and a point not on the line are always coplanar.
67.
Post. 1-4: Through three noncollinear points there is exactly one plane.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
71. Post. 1-3: If two planes intersect, then they intersect in exactly one line.
72. The end of one leg might not be coplanar with the ends of the other three legs. (Post. 1-4)
73.
yes
76.
no
77.
yes
74.
yes
75.
no
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
78.
no
79. Infinitely many; explanations may vary. Sample: Infinitely many planes can intersect in one line.
80.
By Post. 1-1, points D and B determine a line and points A and D determine a line. The distress signal is on both lines and, by Post. 1-2, there can be only one distress signal.
81. a. Since the plane is flat, the line would have to curve so as to contain the 2 points and not lie in the plane; but lines are straight.
b. One plane; Points A, B, and C are
noncollinear. By Post. 1-4, they
are coplanar.Then, by part
(a), AB and BC are coplanar.
82. 1
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
91. I, K
92. 42, 56
93. 1024, 4096
94. 25, –5
95. 34
96. 44
83.
84. 1
85. A
86. I
87. B
88. H
89. [2] a. ABD, ABC, ACD, BCD
b. AD, BD, CD[1] one part correct
90.
The pattern 3, 9, 7, 1 repeats 11 times for n = 1 to 44. For n = 45, the last digit is 3.
14
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
1. Name three collinear points.
2. Name two different planes that contain points C and G.
3. Name the intersection of plane AED and plane HEG.
4. How many planes contain the points A, F, and H?
5. Show that this conjecture is false by finding one counterexample: Two planes always intersect in exactly one line.
Use the diagram at right.
D, J, and H
planes BCGF and CGHD
HE
1
Sample: Planes AEHD and BFGC never intersect.
GEOMETRY LESSON 1-2GEOMETRY LESSON 1-2
Points, Lines, and PlanesPoints, Lines, and Planes
1-2
1-3
(For help, go to Lesson 1-2.)
1. 2. 3.
4. the bottom 5. the top
6. the front 7. the back
8. the left side 9. the right side
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
Judging by appearances, will the lines intersect?
Name the plane represented by each surface of the box.
1. no 2. yes 3. yes
4-9. Answers may vary. Samples given:
4. NMR 5. PQL
6. NKL 7. PQR
8. PKN 9. LQR
Solutions
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
Name the segments and rays in the figure.
The labeled points in the figure are A, B, and C.
A segment is a part of a line consisting of two endpoints and all points between them. A segment is named by its two endpoints. So the segments are BA (or AB) and BC (or CB).
A ray is a part of a line consisting of one endpoint and all the points of the line on one side of that endpoint. A ray is named by its endpoint first, followed by any other point on the ray. So the rays areBA and BC.
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
Use the figure below. Name all segments that
are parallel to AE. Name all segments that are skew to AE.
Parallel segments lie in the same plane, and the lines that contain them do not intersect. The three segments in the figure above that are parallel to AE are BF, CG, and DH.
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
Skew lines are lines that do not lie in the same plane. The four lines in the figure that do not lie in the same plane as AE are BC, CD, FG, and GH.
Planes are parallel if they do not intersect. If the walls of your classroom are vertical, opposite walls are parts of parallel planes. If the ceiling and floor of the classroom are level, they are parts of parallel planes.
Identify a pair of parallel planes in your classroom.
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
Pages 19-23 Exercises
1.
2.
3.
4.
5. RS, RT, RW, ST, SW, TW
6. RS, ST, TW, WT, TS, SR
7. a. TS or TR, TW
b. SR, ST
8. 4; RY, SY, TY, WY
9. Answers may vary.Sample: 2; YS or YR, YT or YW
10. Answers may vary.Check students’ work.
11. DF
12. BC
13. BE, CF
14. DE, EF, BE
15. AD, AB, AC
16. BC, EF
17. ABC || DEF
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
31. False; they are ||.
32. False; they are ||.
33. Yes; both name the segment with endpoints X and Y.
34. No; the two rays have different endpoints.
35. Yes; both are the line through pts. X and Y.
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
18-20 Answers may vary. Samples are given
25. true
26. False; they are skew.
27. true
28. False; they intersect above CG.
29. true
30. False; they intersect above pt. A.
18. BE || AD
19. CF, DE
20. DEF, BC
21. FG
22. Answers may vary.
Sample: CD, AB
23. BG, DH, CL
24. AF
1-3
36.
37. always
38. never
39. always
40. always
41. never
42. sometimes
43. always
44. sometimes
45. always
46. sometimes
47. sometimes
48. Answers may vary. Sample: (0, 0); check students’ graphs.
49. a. Answers may vary. Sample: northeast
and southwestb. Answers may vary. Sample: northwest
and southeast, east and west
50. Two lines can be parallel, skew, or intersecting in one point. Sample: train tracks–parallel; vapor trail of a northbound jet and an eastbound jet at different altitudes– skew; streets that cross–intersecting
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
55. a. The lines of intersection
are parallel.
b. Examples may vary. Sample: The floor and ceiling are parallel. A wall
intersects both. The lines of intersection
are parallel.
56. Answers may vary. Sample: The diamond structure makes it tough, strong, hard, and durable. The graphite structure makes it soft and slippery.
57. a.
one segment; EF
b.
3 segments; EF, EG, FG
51. Answers may vary. Sample: Skew lines cannot be contained in one plane. Therefore, they have “escaped” a plane.
52. ST || UV
53. Answers may vary.Sample: XY and ZWintersect at R.
54. Planes ABC and DCBFintersect in BC.
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
58. No; two different planes cannot intersect in more than one line.
59. yes; plane P, for example
60. Answers may vary.Sample: VR, QR, SR
61. QR
62. Yes; no; yes; explanations may vary.
63. D
64. H
65. B
66. F
67. B
68. C
69. D
57. c.
Answers may vary. Sample: For each “new” point, the number of new segments equals the number of “old” points.
d. 45 segments
e. n(n – 1)2
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
79.
80.
81.
82. 1.4, 1.48
83. –22, –29
84. FG, GH
85. P, S
86. No; whenever you subtract a negative number, the answer is greater than the given number. Also, if you subtract 0, the answer stays the same.
70. [2] a. Alike: They do not intersect.
Different: Parallel lines are coplanar
and skew lines lie in different
planes.
b. No; of the 8 other lines shown, 4 intersect
JM and 4 are skew
to JM.
[1] one likeness, one difference
71–78. Answers may vary. Samples are
given.
71. EF
72. A
73. C
74. AEF and HEF
75. ABH
76. EHG
77. FG
78. B
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
Use the figure below for Exercises 1-3.
1. Name the segments that form the triangle. 2. Name the rays that have point T as their endpoint.
3. Explain how you can tell that no lines in the figure are parallel or skew.
Use the figure below for Exercises 4 and 5.
4. Name a pair of parallel planes.
5. Name a line that is skew to XW.
TO, TP, TR, TS
The three pairs of lines intersect, so they cannot be parallel or skew.
AC or BD
RS, TR, ST plane BCD || plane XWQ
GEOMETRY LESSON 1-3GEOMETRY LESSON 1-3
Segments, Rays, Parallel Lines and PlanesSegments, Rays, Parallel Lines and Planes
1-3
1-4
(For help, go to the Skills Handbook, pages 719 and 720.)
1. |–6| 2. |3.5| 3. |7 – 10|
4. |–4 – 2| 5. |–2 – (–4)| 6. |–3 + 12|
7. x + 2x – 6 = 6
8. 3x + 9 + 5x = 81
9. w – 2 = –4 + 7w
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
Simplify each absolute value expression.
Solve each equation.
1. The number of units from 0 to –6 on the number line is 6.
2. The number of units from 0 to 3.5 on the number line is 3.5.
3. |7 – 10| = |–3|, and the number of units from 0 to –3 on the number line is 3.
4. |–4 – 2| = |–6|, and the number of units from 0 to –6 on the number line is 6.
5. |–2 – (–4)| = |–2 + 4| = |2|, and the number of units from 0 to 2 on the
number line is 2.
Solutions
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
6. |–3 + 12| = |9|, and the number of units from 0 to 9 on the number line is 9.
7. Combine like terms: 3x – 6 = 6; add 6 to both sides: 3x = 12;
divide both sides by 3: x = 4
8. Combine like terms: 8x + 9 = 81; subtract 9 from both sides: 8x = 72;
divide both sides by 8: x = 9
9. Add –7w + 2 to both sides: –6w = –2;
divide both sides by –6: w = 13
Solutions (continued)
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Use the Ruler Postulate to find the length of each segment.
XY = | –5 – (–1)| = | –4| = 4
ZY = | 2 – (–1)| = |3| = 3
ZW = | 2 – 6| = |–4| = 4
Find which two of the segments XY, ZY, and ZW
are congruent.
Because XY = ZW, XY ZW.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Use the Segment Addition Postulate to write an equation.
AN + NB = AB Segment Addition Postulate(2x – 6) + (x + 7) = 25 Substitute.
3x + 1 = 25 Simplify the left side. 3x = 24 Subtract 1 from each side. x = 8 Divide each side by 3.
AN = 10 and NB = 15, which checks because the sum of the segment lengths equals 25.
If AB = 25, find the value of x. Then find AN and NB.
AN = 2x – 6 = 2(8) – 6 = 10 NB = x + 7 = (8) + 7 = 15
Substitute 8 for x.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Use the definition of midpoint to write an equation.
RM = MT Definition of midpoint5x + 9 = 8x – 36 Substitute.
5x + 45 = 8x Add 36 to each side. 45 = 3x Subtract 5x from each side. 15 = x Divide each side by 3.
RM and MT are each 84, which is half of 168, the length of RT.
M is the midpoint of RT. Find RM, MT, and RT.
RM = 5x + 9 = 5(15) + 9 = 84MT = 8x – 36 = 8(15) – 36 = 84
Substitute 15 for x.
RT = RM + MT = 168
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Name the angle below in four ways.
The name can be the vertex of the angle: G.
Finally, the name can be a point on one side, the vertex, and a point on the other side of the angle: AGC, CGA.
The name can be the number between the sides of the angle: 3.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Because 0 < 80 < 90, 2 is acute.
m 2 = 80
Use a protractor to measure each angle.m 1 = 110
Because 90 < 110 < 180, 1 is obtuse.
Find the measure of each angle. Classify each as acute, right,
obtuse, or straight.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Use the Angle Addition Postulate to solve.
m 1 + m 2 = m ABC Angle Addition Postulate.
42 + m 2 = 88 Substitute 42 for m 1 and 88 for m ABC.
m 2 = 46 Subtract 42 from each side.
Suppose that m 1 = 42 and m ABC = 88. Find m 2.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
9. 25
10. a. 13
b. RS = 40, ST = 24
11. a. 7
b. RS = 60, ST =
36, RT = 96
12. a. 9
b. 9; 18
13. 33
14. 34
1. 9; 9; yes
2. 9; 6; no
3. 11; 13; no
4. 7; 6; no
5. XY = ZW
6. ZX = WY
7. YZ < XW
8. 24
Pages 29–33 Exercises
15. 130
16. XYZ, ZYX, Y
17. MCP, PCM, C or 1
18. ABC, CBA
19. CBD, DBC
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
20-23. Drawings may vary.
20.
21.
22.
23.
33. –2.5, 2.5
34. –3.5, 3.5
35. –6, –1, 1, 6
36. a. 78 mi
b. Answers may vary. Sample: measuring
with a ruler
37–41. Check students’ work.
24. 60; acute
25. 90; right
26. 135; obtuse
27. 34
28. 70
29. Q
30. 6
31. –4
32. 1
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
60. 150
61. 30
62. 100
63. 40
64. 80
65. 125
66. 125
49. Answers may vary. Sample: (15, 0), (–9,
0), (3, 12), (3, –12)
50–54. Check students’ work.
55. about 42°
56–58. Answers may vary. Samples are given.
56. 3:00, 9:00
57. 5:00, 7:00
58. 6:00, 12:32
59. 180
42. true; AB = 2, CD = 2
43. false; BD = 9, CD = 2
44. false; AC = 9, BD = 9, AD = 11, and 9 + 9 11
45. true; AC = 9, CD = 2, AD = 11, and 9 + 2 = 11
46. 2, 12
47. 115
48. 65
=/
71. y = 15; AC = 24, DC = 12
72. ED = 10, DB = 10, EB = 20
73. a. Answers may vary. Sample: The two rays come together at a sharp point.
b. Answers may vary. Sample: Molly had an acute pain in her knee.
74. 45, 75, and 165, or 135, 105, and 15
75. 12; m AOC = 82,m AOB = 32,m BOC = 50
76. 8; m AOB = 30,m BOC = 50,m COD = 30
77. 18; m AOB = 28,m BOC = 52,m AOD = 108
78. 7; m AOB = 28,m BOC = 49,m AOD = 111
79. 30
67–68. Answers may vary. Samples are
given.
67. QVM and VPN
68. MNP and MVN
69. MQV and PNQ
70. a. 19.5
b.43; 137
c. Answers may
vary. Sample: The sum of the
measures should be 180.
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
87. never
88. never
89. always
90. never
91. always
92. always
93. always
94. never
95. 25, 30
96. 3125; 15,625
97. 30, 34
80. a–c. Check students’ work.
81. Angle Add. Post.
82. C
83. F
84. D
85. H
86. [2] a.
b. An obtuse measures between 90 and 180 degrees; the least and greatest whole number values are 91 and 179 degrees. Part of
ABC is 12°. So the least and greatest measures
for DBC are 79 and 167.
[1] one part correct
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
Use the figure below for Exercises 4–6.
4. Name 2 two different ways.
5. Measure and classify 1, 2, and BAC.
6. Which postulate relates the measures of 1, 2, and BAC?
14Angle Addition Postulate
DAB, BAD
Use the figure below for Exercises 1-3.
1. If XT = 12 and XZ = 21, then TZ = 7.
2. If XZ = 3x, XT = x + 3, and TZ = 13, find XZ.
3. Suppose that T is the midpoint of XZ. If XT = 2x + 11 and XZ = 5x + 8, find the value of x.
9
24 90°, right; 30°, acute; 120°, obtuse
GEOMETRY LESSON 1-4GEOMETRY LESSON 1-4
Measuring Segments and AnglesMeasuring Segments and Angles
1-4
1-5
(For help, go to Lesson 1-3 and 1-4.)
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1. CD 2. GH 3. AB
4. line m 5. acute ABC 6. XY || ST
7. DE = 20. Point C is the midpoint of DE. Find CE.
8. Use a protractor to draw a 60° angle.
9. Use a protractor to draw a 120° angle.
In Exercises 1-6, sketch each figure.
1. The figure is a segment whose endpoints are C and D.
2. The figure is a ray whose endpoint is G.
3. The figure is a line passing through points A and B.
4. 5. The figure is an angle whose
measure is between 0° and 90°.
6. The figure is two segments in a plane whose corresponding
lines are parallel.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
Solutions
1-6. Answers may vary. Samples given:
1-5
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
7. Since C is a midpoint, CD = CE; also, CD + CE = 20;
substituting results in CE + CE = 20, or 2CE = 20, so CE = 10.
8. 9.
Solutions (continued)
1-5
Step 2: Open the compass to the length of KM.
Construct TW congruent to KM.
Step 1: Draw a ray with endpoint T.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
Step 3: With the same compass setting, put the compass point on point T. Draw an arc that intersects the ray. Label the point of intersection W.
TW KM
1-5
Construct Y so that Y G.
Step 1: Draw a ray with endpoint Y.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
Step 3: With the same compass setting, put the compass point on point Y. Draw an arc that intersects the ray. Label the point of intersection Z.
1-5
Step 2: With the compass point on point G, draw an arc that intersects both sides of G. Label the points of intersection E and F.
75°
(continued)
Step 4: Open the compass to the length EF. Keeping the same compass setting, put the compass point on Z. Draw an arc that intersects the arc you drew in Step 3. Label the point of intersection X.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
Y G
Step 5: Draw YX to complete Y.
1-5
Start with AB.
Step 2: With the same compass setting, put the compass point on point B and draw a short arc.
Without two points of intersection, no line can be drawn, so the perpendicular bisector cannot be drawn.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
Use a compass opening less than AB. Explain why the
construction of the perpendicular bisector of AB shown in the text is
not possible.
12
Step 1: Put the compass point on
point A and draw a short arc. Make
sure that the opening is less than AB.12
1-5
–3x = –48 Subtract 4x from each side. x = 16 Divide each side by –3.
m AWR = m BWR Definition of angle bisector x = 4x – 48 Substitute x for m AWR and
4x – 48 for m BWR.
m AWB = m AWR + m BWR Angle Addition Postulatem AWB = 16 + 16 = 32 Substitute 16 for m AWR and
for m BWR.
Draw and label a figure to illustrate the problem
WR bisects AWB. m AWR = x and m BWR = 4x – 48. Find m AWB.
m AWR = 16 m BWR = 4(16) – 48 = 16 Substitute 16 for x.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
Step 1: Put the compass point on vertex M. Draw an arc that intersects both sides of M. Label the points of intersection B and C.
Step 2: Put the compass point on point B. Draw an arc in the interior of M.
Construct MX, the bisector of M.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
Step 4: Draw MX. MX is the angle bisector of M.
(continued)
Step 3: Put the compass point on point C. Using the same compass setting, draw an arc in the interior of M. Make sure that the arcs intersect. Label the point where the two arcs intersect X.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
1.
2.
3.
4.
5.
9. a. 11; 30
b. 30
c. 60
10. 5; 50
11. 15; 48
12. 11; 56
13.
6.
7.
8.
Pages 37-40 Exercises
14.
15.
16. Find a segment on XY so that you can construct YZ as its bisector.
17. Find a segment on SQ so that you can construct SP as its bisector. Then bisect PSQ.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
18. a. CBD; 41b. 82c. 49; 49
19. a-b.
20. Locate points A and B on a line. Then construct a at A and B as in Exercise 16.Construct AD and BCso that AB = AD = BC.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
21. (continued)b. Infinitely many;
there’s only 1 midpt. but there exist
infinitely many lines through the midpt. A segment has exactly one bisecting line because there can be only one line to a segment at its midpt.
c. There are an infinite number of lines in space that are to a segment at its midpt. The lines are coplanar.
20. (continued)
21. Explanations may vary. Samples are given.a. One midpt.; a midpt.
divides a segment into two segments. If
there were more than one midpt. the
segments wouldn’t be .
1-5
27.
28. a.
They appear to meet at one
pt.
25. They are both correct. If you mult. each side of Lani’s eq. by 2, the result is Denyse’s eq.
26. Open the compass to more than half the measure of the segment. Swing large arcs from the endpts. to intersect above and below the segment. Draw a line through the two pts. where the arcs intersect. The pt. where the line and segment intersect is the midpt. of the segment.
22.
23.
24.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
28. (continued)b.
c. The three bisectors of a
intersect in one pt.
29.
33. a.
b. They are all 60°.c. Answers may vary. Sample: Mark a pt., A. Swing a long arc from A. From a pt. P on the arc, swing
another arc the same size that intersects the
arc at a second pt., Q. Draw PAQ.
To construct a 30° , bisect the 60° .
30.
31. impossible; the short segments are not long enough to form a .
32. impossible; the short segments are not long enough to form a .
34. a-c.
35. a-b.
39. [2] (continued)
Label the intersection K.
Open the compass to PQ.
With compass pt. on K,
swing an arc to intersect
the first arc. Label the
intersection R. Draw XR.
35, (continued)c. Point O is the center of the circle.
36. ; the line intersects.
37. D
38. F
39. [2] a.Draw XY. With the
compass pt. on B
swing an arc that
intersects BA and
BC. Label the
intersections
P and Q, respectively.
With the compass
point on X, swing a
arc intersecting XY.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
41. 642. 1043. 444. 345.
46. 10047. 20 and 18048.
49. No; they do not have
the same endpt.50. Yes; they both
represent a segment with endpts. R and S.
39. [2] b. With compass open to XK, put compass point on X and swing an arc intersecting XR. With compass on R and open to KR, swing
an arc to intersect the first arc. Label intersection T. Draw XT.
[1] one part correct40. [4] a. Construct its
bisector.b. Construct the
bisector. Then construct the bisector of two new
segments.
40. (continued)c. Draw AB. Do
constructions as in parts a and b.
Open the compass to the
length of the shortest segment in part b.
With the pt. of the compass on B,
swing an arc in the opp. direction from A
intersecting AB at C. AC = 1.25 (AB).
[3] explanations are not
thorough
[2] two explanations correct
[1] part (a) correct
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
For problems 1-4, check students’ work.
88
17
NQ bisects DNB.
1. Construct AC so that AC NB.
2. Construct the perpendicular bisector of AC.
3. Construct RST so that RST QNB.
4. Construct the bisector of RST.
5. Find x.
6. Find m DNB.
Use the figure at right.
GEOMETRY LESSON 1-5GEOMETRY LESSON 1-5
Basic ConstructionBasic Construction
1-5
(For help, go to the Skills Handbook, pages 715 and 716.)
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
1. 25 2. 17 3. 123
4. (m – n)2 5. (n – m)2 6. m2 + n2
7. (a – b)2 8. 9.a2 + b2 a + b2
The Coordinate PlaneThe Coordinate Plane
1-6
Find the square root of each number. Round to the nearest tenth if necessary.
Evaluate each expression for m = –3 and n = 7.
Evaluate each expression for a = 6 and b = –8.
Solutions
1. 25 = 52 = 5 2. 17 4.1232 = 4.1
4. (m – n)2 = (–3 –7)2
= (–10)2
= 100
5. (n – m)2 = –7 – (–3))2
= (7 + 3)2
=102 = 100
6. m2 + n2 = (–3)2 + (7)2
= 9 + 49= 58
7. (a – b)2 = (6 – (–8))2
= (6 + 8)2
=142 = 196
9.
–22= = –1
a + b2
6 + (–8)2=
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
8. a2 + b2 = (6)2 + (–8)2
= 36 + 64
= 100 = 10
3. 123 11.0912 = 11.1
d = 82 + (–8)2 Simplify.
Find the distance between R(–2, –6) and S(6, –2)
to the nearest tenth.
Let (x1, y1) be the point R(–2, –6) and (x2, y2) be the point S(6, –2).
To the nearest tenth, RS = 11.3.
128 11.3137085 Use a calculator.
d = (x2 – x1)2 + (y2 – y1)2 Use the Distance Formula.
d = (6 – (–2))2 + (–2 – (–6))2 Substitute.
d = 64 + 64 = 128
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
Oak has coordinates (–1, –2). Let (x1, y1) represent Oak. Symphony has coordinates (1, 2). Let (x2, y2) represent Symphony.
To the nearest tenth, the subway ride from Oak to Symphony is 4.5 miles.
20 4.472135955 Use a calculator.
d = 22 + 42 Simplify.
d = (x2 – x1)2 + (y2 – y1)2 Use the Distance Formula.
How far is the subway ride from Oak to
Symphony? Round to the nearest tenth.
d = (1 – (–1))2 + (2 – (–2))2 Substitute.
d = 4 + 16 = 20
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
Use the Midpoint Formula. Let (x1, y1) be A(8, 9) and (x2, y2) be B(–6, –3).
The coordinates of midpoint M are (1, 3).
AB has endpoints (8, 9) and (–6, –3). Find the coordinates of
its midpoint M.
The midpoint has coordinates Midpoint Formula
( , )x1 + x2
2
y1 + y2
2
Substitute 8 for x1 and (–6) for x2. Simplify.
8 + (–6)2The x–coordinate is = = 1
22
Substitute 9 for y1 and (–3) for y2. Simplify.
9 + (–3)2The y–coordinate is = = 3
62
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
Find the x–coordinate of G. Find the y–coordinate of G.
4 + y2
25 =
1 + x2
2–1 = Use the Midpoint Formula.
The coordinates of G are (–3, 6).
The midpoint of DG is M(–1, 5). One endpoint is D(1, 4). Find
the coordinates of the other endpoint G.
–2 = 1 + x2 10 = 4 + y2Multiply each side by 2.
Use the Midpoint Formula. Let (x1, y1) be D(1, 4) and the midpoint
be (–1, 5). Solve for x2 and y2, the coordinates of G.( , )x1 + x2
2
y1 + y2
2
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
11. about 4.5 mi
12. about 3.2 mi
13. 6.4
14. 15.8
15. 15.8
16. 5
17. B, C, D, E, F
18. (4, 2)
19. (3, 1)
20. (3.5, 1)
21. (6, 1)
22. (–2.25, 2.1)
23. (3 , –3)
24. (10, –20)
25. (5, –1)
26. (0, –34)
27. (12, –24)
28. (9, –28)
29. (5.5, –13.5)
30. (8, 18)
1. 6
2. 18
3. 8
4. 9
5. 23.3
6. 10
7. 25
8. 12.2
9. 12.0
10. 9 mi
Pages 46–49 Exercises
78
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
31. (4, –11)
32. 5.0; (4.5, 4)
33. 5.8; (1.5, 0.5)
34. 7.1; (–1.5, 0.5)
35. 5.4; (–2.5, 3)
36. 10; (1, –4)
37. 2.8; (–4, –4)
38. 6.7; (–2.5, –2)
39. 5.4; (3, 0.5)
40. 2.2; (3.5, 1)
41. IV
42.
The midpts. Are the same, (5, 4). The diagonals bisect each other.
43.
ST = (5 – 2)2 + (–3 – (–6))2 = 9 + 9 = 3 2 4.2
TV = (6 – 5)2 + (–6 – (–3))2 = 1 + 9 = 10 3.2
VW = (5 – 6)2 + (–9 – (–6))2 = 9 + 9 = 3 2 3.2
SW = (5 – 2)2 + (–9 – (–6))2 = 9 + 9 = 3 2 4.2
No, but ST = SW and TV = VW.
50. 1073 mi
51. 2693 mi
52. 328 mi
53–56. Answers may vary. Samples are given.
53. (3, 6), (0, 4.5)
54. E (0, 0), (8, 4)
55. (1, 0), (–1, 4)
56. (0, 10), (5, 0)
44. 19.2 units; (–1.5, 0)
45. 10.8 units; (3, –4)
46. 5.4 units; (–1, 0.5)
47. Z; about 12 units
48. 165 units; The dist. TV is less than the dist. TU, so the airplane should fly from T to V to U for the shortest route.
49. 934 mi
57. exactly one pt., E (–5, 2)
58. exactly one pt., J (2, –2)
59. a–f. Answers may vary. Samples are given.
a. BC = AD
b. If two opp. sides of a quad. are both || and , then the other two opp. sides are .
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
59. (continued)f. If a pair of opp.
sides of a quad. are both || and , then
the segment joining the midpts. of the
other two sides has the same length as
each of the first pair of sides.
60. A (0, 0, 0)B (6, 0, 0)C (6, –3.5, 0)D (0, –3.5, 0)E (0, 0, 9)F (6, 0, 9)G (0, –3.5, 9)
61.
62. 6.5 units
63. 11.7 units
64. B
65. I
59. (continued)c. The midpts. are the same.
d. If one pair of opp. sides of a
quad. are both || and ,
then its diagonals bisect each other.
e. EF = AB
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
66. A
67. C
68. A
69. [2] a. (–10, 8), (–1, 5), (8, 2)
b. Yes, R must
be (–10,
8) so that
RQ = 160.
[1] part (a) correct or plausible
explanation for part (b)
70.
71.
72.
73.
74. 10
75. 10
76. 48
77. TAP, PAT
78. 150
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
1. Find the distance between A and B to the nearest tenth.
2. Find BC to the nearest tenth.
3. Find the midpoint M of AC to the nearest tenth.
4. B is the midpoint of AD. Find the coordinates of endpoint D.
5. An airplane flies from Stanton to Mercury in a straight flight path. Mercury is 300 miles east and 400 miles south of Stanton. How many miles is the flight?
6. Toni rides 2 miles north, then 5 miles west, and then 14 miles south. At the end of her ride, how far is Toni from her starting point, measured in a straight line? 13 mi
A has coordinates (3, 8). B has coordinates (0, –4). C has coordinates (–5, –6).
12.4
5.4
(–1, 1)
(–3, –16)
500 mi
GEOMETRY LESSON 1-6GEOMETRY LESSON 1-6
The Coordinate PlaneThe Coordinate Plane
1-6
1-7
(For help, go to the Skills Handbook page 719 and Lesson 1-6.)
1. |4 – 8| 2. |10 – (–5)| 3. |–2 – 6|
4. A(2, 3), B(5, 9) 5. K(–1, –3), L(0, 0)
6. W(4, –7), Z(10, –2) 7. C(–5, 2), D(–7, 6)
8. M(–1, –10), P(–12, –3) 9. Q(–8, –4), R(–3, –10)
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
Simplify each absolute value.
Find the distance between the points to the nearest tenth.
4. d = (x2 – x1)2 + (y2 – y1)2
d = (5 – 2)2 + (9 – 3)2
d = 32 + 62
d = 9 + 36 = 45
To the nearest tenth, AB = 6.7.
2. | 10 – (–5) | = | 10 + 5 | = | 15 | = 151. | 4 – 8 | = | –4 | = 4
Solutions
3. | –2 – 6 | = | –8 | = 8
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
6. d = (x2 – x1)2 + (y2 – y1)2
d = (10 – 4)2 + ( – 2 –(– 7))2
d = 62 + 52
d = 36 + 25 = 61
To the nearest tenth, WZ = 7.8.
7. d = (x2 – x1)2 + (y2 – y1)2
d = (– 7 – (– 5))2 + (6 – 2)2
d = (–2)2 + 52
d = 4 + 16 = 20
To the nearest tenth, CD = 4.5.
5. d = (x2 – x1)2 + (y2 – y1)2
d = (0 – (–1))2 + (0 – (–3))2
d = 12 + 32
d = 1 + 9 = 10
To the nearest tenth, KL = 3.2.
Solutions (continued)
8.
9.
d = (x2 – x1)2 + (y2 – y1)2
d = (–12 – (–1))2 + (–3 – (–10))2
d = (–11)2 + 72
d = 121 + 49 = 170
To the nearest tenth, MP = 13.0.
d = (x2 – x1)2 + (y2 – y1)2
d = (–3 – (–8))2 + (–10 – (–4))2
d = 52 + (–6)2
d = 25 + 36 = 61
To the nearest tenth, QR = 7.8.
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
Margaret’s garden is a square 12 ft on each side.
Margaret wants a path 1 ft wide around the entire garden.
What will the outside perimeter of the path be?
The perimeter is 56 ft.
P = 4s Formula for perimeter of a square
P = 4(14) = 56 Substitute 14 for s.
Because the path is 1 ft wide, increase each side of the garden by 1 ft. s = 1 + 12 + 1 = 14
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
C = 2 (6.5) Substitute 6.5 for r.
The circumference of G is 13 , or about 40.8 cm..
C = 13 Exact answer.
C = 13 40.840704 Use a calculator.
C = 2 r Formula for circumference of a circle.
G has a radius of 6.5 cm. Find the circumference of G in
terms of . Then find the circumference to the nearest tenth.
. .
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
Quadrilateral ABCD has vertices
A(0, 0), B(9, 12), C(11, 12), and D(2, 0).
Find the perimeter.
Draw and label ABCD on a coordinate plane.
BC = |11 – 9| = |2| = 2 Ruler Postulate
DA = |2 – 0| = |2| = 2 Ruler Postulate
Find the length of each side. Add the lengths to find the perimeter.
AB = (9 – 0)2 + (12 – 0)2 = 92 + 122 Use the Distance Formula.
= 81 + 144 = 255 = 15
CD = (2 – 11)2 + (0 – 12)2 = (–9)2 + (–12)2 Use the Distance Formula.
= 81 + 144 = 255 = 15
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
(continued)
Perimeter = AB + BC + CD + DA
= 15 + 2 + 15 + 2
= 34
The perimeter of quadrilateral ABCD is 34 units.
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
Write both dimensions using the same unit of measurement. Find the area of the rectangle using the formula A = bh.
36 in. = 3 ft Change inches to feet using 12 in. = 1 ft.
A = bh Formula for area of a rectangle.
A = (4)(3) Substitute 4 for b and 3 for h.
A = 12
You need 12 ft2 of fabric.
To make a project, you need a rectangular piece of fabric 36 in. wide and 4 ft long. How many square feet of fabric do you need?
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
A = r2 Formula for area of a circle
A = (1.5)2 Substitute 1.5 for r.
A = 2.25
In B, r = 1.5 yd..
The area of B is 2.25 yd2..
Find the area of B in terms of . .
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
Find the area of the figure below.
Draw a horizontal line to separate the figure into three nonoverlapping figures: a rectangle and two squares.
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
AR = bh Formula for area of a rectangleAR = (15)(5) Substitute 15 for b and 5 for h.AR = 75
AS = s2 Formula for area of a squareAS = (5)2 Substitute 5 for s.AS = 25
A = 75 + 25 + 25 Add the areas. A = 125
The area of the figure is 125 ft2.
Find each area. Then add the areas.
(continued)
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
1. 22 in.
2. 36 cm
3. 56 in.
4. 78 cm
5. 120 m
6. 48 in.
7. 38 ft
8. 15 cm
9. 10 ft
10. 3.7 in.
11. m
12. 56.5 in.
13. 22.9 m
14. 1.6 yd
15. 351.9 cm
16.
14.6 units17.
25.1 units
Pages 55–58 Exercises
12
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
13
18
23
18.
16 units
19.
38 units
964
20. 1 ft2 or 192 in.2
21. 4320 in.2 or 3 yd2
22. 1 ft2 of 162 in.2
23. 8000 cm2 or 0.8 m2
24. 5.7 m2 or 57,000 cm2
25. 120,000 cm2 or 12 m2
26. 6000 ft2 or 666 yd2
27. 400 m2
28. 64 ft2
29. in.2
30. 0.25 m2
31. 9.9225 ft2
32. 0.01 m2
33. 153.9 ft2
34. 54.1 m2
35. 452.4 cm2
36. 452.4 in.2
37. 310 m2
38. 19 yd2
39. 24 cm2
40. 80 in.2
41. a. 144 in.2
b. 1 ft2
c. 144; a square whose sides
are 12 in. long and a
square whose sides are 1 ft long are the same size.
42. a. 30 squaresb. 16; 9; 4; 1c. They are =.
Post 1-10
48. Answers may vary. Sample: For Exercise 46, you use feet because the bulletin board is too big for inches. You do not use yards because your estimated lengths in feet were not divisible by 3.
49. 16 cm
50. 96 cm2
51. 288 cm
43. 3289 m2
44–47. Answers may vary. Samples are
given.
44. 38 in.; 90 in.2
45. 39 in.; 93.5 in.2
46. 12 ft; 8 ft2
47. 8 ft; 3.75 ft2
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
52. a. Yes; every square is a rectangle.
b. Answers may vary. Sample: No,
not all rectangles are squares.
c. A = ( ) or A =
53. 512 tiles
56. 38 units
57. 54 units2
58. 1,620,000 m2
59. 30 m
60. (4x – 2) units
61. Area; the wall is a surface.
62. Perimeter; weather stripping must fit the edges of the door.
54.
perimeter = 10 unitsarea = 4 units2
55.
perimeter = 16 unitsarea = 15 units2
P4
P2
162
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
b.
c. 25 ft by 50 ft
63. Perimeter; the fence must fit the perimeter of the garden.
64. Area; the floor is a surface.
65. 6.25 units2
66. a. base heightarea
1 98 98
2 96 192
3 94 282
::
24 521248
25 501250
26 481248
::
47 6 282
48 4 192
49 2 98
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
67. a. 9b. 9c. 9d. 9
68. units2
69. units2
70. (9m2 – 24mn + 16n2)
units2
71. Answers may vary. Sample: one 8 in.-by-8 in. square + one 5 in.-by-5 in. square + two 4 in.-by-4 in. squares
72. 388.5 yd
73. 64
83. 9.2 units; (1, 6.5)
84. 6.7 units; (–2.5, –2)
85. 90
86. WI RI
87. 62 units
88. 18 units
89. 6 units
90. 33 units
74. 2336
75. 540
76. 216
77. 810
78. (15, 13)
79. 8.5 units; (5.5, 5)
80. 5.8 units; (1.5, 5.5)
81. 13.9 units; (3, 5.5)
82. 6.4 units; (–2, 3.5)
3a20
25a2
4
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
256 in.2
81 cm2
296 in.
30 ft2
42 units
1. Find the perimeter in inches.
2. Find the area in square feet.
3. The diameter of a circle is 18 cm. Find the area in terms of .
4. Find the perimeter of a triangle whose vertices are X(–6, 2), Y(8, 2), and Z(3, 14).
5. Find the area of the figure below. All angles are right angles.
GEOMETRY LESSON 1-7GEOMETRY LESSON 1-7
Perimeter, Circumference, and AreaPerimeter, Circumference, and Area
1-7
A rectangle is 9 ft long and 40 in. wide.
1-A
GEOMETRY CHAPTER 1GEOMETRY CHAPTER 1
Page 64
1. Div. each preceding
term by –2; , –
2. Add 2 to the preceding term; 10, 12
3. Rotate the U clockwise one-quarter turn. Alphabet is backwards;
8. B
9. a. 1b. infinitely manyc. 1d. 1
10. 29,054.0 ft2
11. never
12. sometimes
13. never
14. always
15. never
4. Answers may vary. Sample: 1, 2, 4, 8, 16, 32, . . .1, 2, 4, 7, 11, 16, . . .In the first seq. double each term. In the second seq., add consecutive counting numbers.
5. A, B, C
6. Answers may vary. Sample: A, B, C, D
7. Answers may vary. Sample: A, B, D, E
12
14
Tools of GeometryTools of Geometry
GEOMETRY CHAPTER 1GEOMETRY CHAPTER 1
Tools of GeometryTools of Geometry
1-A
16. 10
17. a. (11, 19)b. MC = MD = 136
18. 19.1 units
19. 800 cm2 or 0.08 m2
20. 12.25 in.2
21. 63.62 cm2
22. 7
23. 9
24. Answers may vary. Sample: Some ways of naming an can help identify a side or vertex.
25.
26. bisector
27. VW
28. 7 units
13
29. AY
30. E, AY
31. 33 yd2