LESSON

3.3 Name Class Date

Corresponding Parts of 3.3 Corresponding Parts

Congruent Figures Are of Congruent Figures
Are Congruent
Congruent Essential Question: What can you conclude about two figures that are congruent?
Resource
Locker

Common Core Math Standards

The student is expected to: Explore Exploring Congruence of Parts of Transformed
COMMON
CORE G-CO.B.7 Figures
Use the definition of congruence in terms of rigid motions to show that You will investigate some conclusions you can make when you know that two figures are congruent.
two triangles are congruent if and only if corresponding pairs of sides and
corresponding pairs of angles are congruent. A Fold a sheet of paper in half. Use a straightedge to draw a triangle on the folded sheet.
Then cut out the triangle, cutting through both layers of paper to produce two congruent
Mathematical Practices triangles. Label them ABC and DEF, as shown.
COMMON
CORE MP.2 Reasoning
A
Language Objective B

Have students fill in sentence stems to explain why figures are congruent C
D
E
or noncongruent.
F

ENGAGE B Place the triangles next to each other on a desktop. Since the triangles are congruent, there
must be a sequence of rigid motions that maps ABC to DEF. Describe the sequence of
Essential Question: What can you
Houghton Mifflin Harcourt Publishing Company

rigid motions.

conclude about two figures that are A translation (perhaps followed by a rotation) maps ABC to DEF.

congruent?
C The same sequence of rigid motions that maps ABC to DEF maps parts of ABC to
The corresponding parts are congruent, and parts of DEF. Complete the following.
_ _ _
relationships within the figures, such as relative AB DE BC EF AC DF
distances between vertices, are equal. A D B E C F

D What does Step C tell you about the corresponding parts of the two triangles? Why?
PREVIEW: LESSON The corresponding parts are congruent because there is a sequence of rigid motions that
PERFORMANCE TASK maps each side or angle of ABC to the corresponding side or angle of DEF.
View the online Engage. Discuss the photo and ask
students to identify congruent shapes in the design.
Module 3 Lesson 3
Then preview the Lesson Performance Task. EDIT--Chan
ges must
DO NOT Key=NL-A;CA-A
Correction
be made throu
gh "File info"
139
Date
Class

ding Parts
Name

3.3 Correspon nt Figures

of Congrue
Are Cong
ruent s that are
congruent?
Resource
Locker
HARDCOVER PAGES 123132
two figure es are
de about that two triangl
you conclu s to show are
What can of rigid motion pairs of angles
Question: ence in terms corresponding
Essential ion of congru pairs of sides and
the definit
G-CO.B.7 Use if corresponding sformed
GE_MNLESE385795_U1M03L3.indd 139 s of Tran
04/04/14 7:00 PM
COMMON
CORE
if and only
congruent
e of Part
congruent. Congruenc

Turn to these pages to

Exploring ent.
Explore are congru
Figures when you
know that
two figures
can make
you sheet.
conclusions the folded
gate some triangle on uent
You will investi to draw a to produce
two congr
a straightedge
half. Use layers of paper

find this lesson in the

of paper in through both
Fold a sheet le, cutting shown.
Then cut
out the triang BC and DEF, as
A
Label them
triangles.
A B

hardcover student
D E
C

uent, there

edition.
are congr
triangles ce of
Since the the sequen
a desktop. Describe
other on to DEF.
next to each ns that maps ABC
triangles
Place the of rigid motio
sequence DEF.
must be a ABC to
ns. ion) maps
rigid motio by a rotat
followed ABC to
y

(perhaps parts of
g Compan

A translation to DEF maps

ABC
ns that maps
of rigid motio ing.
Publishin

sequence the follow

The same . Complete _
parts of DEF _ AC DF
Harcour t

_ BC EF
AB DE C F
B
E
n Mifflin

les? Why?
two triang ns that
A D parts of the
ponding of rigid motio
Houghto

the corres sequence

you about there is a
Step C tell because of DEF.
What does congruent side or angle
ding parts are sponding
The corre
spon to the corre
of ABC
each side or angle Lesson 3
maps

139

10:58 PM
01/04/14
Module 3

3L3 139
95_U1M0
ESE3857
GE_MNL

139 Lesson 3.3

 Reflect

1. If you know that ABC DEF, what six congruence statements about
segments and angles can you write? Why?
EXPLORE

AB DE,
BC EF,
AC
DF, A D, B E, C F. The rigid motions that map
Exploring Congruence of Parts of
ABC to DEF also map the sides and angles of ABC to the corresponding sides and
Transformed Figures
angles of DEF, which establishes congruence.

2. Do your findings in this Explore apply to figures J K

other than triangles? For instance, if you know that P Q QUESTIONING STRATEGIES
quadrilaterals JKLM and PQRS are congruent, can
you make any conclusions about corresponding M L When you are given two congruent
parts? Why or why not? S R
triangles, how many pairs of corresponding
Yes; since quadrilateral JKLM is congruent to quadrilateral PQRS, there is a sequence of
partsangles and sidesare there? 6; 3 angles and
rigid motions that maps JKLM to PQRS. This same sequence of rigid motions maps sides
3 sides
and angles of JKLM to the corresponding sides and angles of PQRS.

Explain 1 Corresponding Parts of Congruent Figures

Are Congruent EXPLAIN 1
The following true statement summarizes what you discovered in the Explore.
Corresponding Parts of Congruent
Corresponding Parts of Congruent Figures Are Congruent
If two figures are congruent, then corresponding sides are congruent and
Figures Are Congruent
corresponding angles are congruent.

Example 1 ABC DEF. Find the given side length or angle measure. INTEGRATE MATHEMATICAL
PRACTICES
DE D
Focus on Communication
_
Step 1 Find the side that corresponds to DE . A 73
_ _
3.5 cm
Houghton Mifflin Harcourt Publishing Company
MP.3 Have a student read the statement about
Since ABC DEF, AB DE .
2.6 cm
F
42 65
E
Corresponding Parts of Congruent Figures. Discuss
Step 2 Find the unknown length.
the meaning of the statement for general figures and
B C
DE = AB, and AB = 2.6 cm, 3.7 cm then in terms of two triangles. Emphasize that
so DE = 2.6 cm.
the statement is a biconditional, an if-and-only-if
mB statement that is true when read as an if-then
Step 1 Find the angle that corresponds to B. statement in either direction.
Since ABC DEF, B E .

Step 2 Find the unknown angle measure.

mB = m E , and m E = 65 , so mB = 65 .

Module 3 140 Lesson 3

PROFESSIONAL DEVELOPMENT
GE_MNLESE385795_U1M03L3 140 4/5/14 2:04 PM

Math Background
In this lesson, students learn that if two figures (including triangles) are
congruent, then corresponding pairs of sides and corresponding pairs of angles of
the figures are congruent. This follows readily from the rigid-motion definition of
congruence and from the statement that Corresponding Parts of Congruent
Figures Are Congruent. This statement is a biconditional, a statement that is true
in either direction. That is, if corresponding pairs of sides and corresponding pairs
of angles in two figures are congruent, then the figures are congruent.

Corresponding Parts of Congruent Figures are Congruent 140

 Reflect
QUESTIONING STRATEGIES
3. Discussion
_ _The triangles shown in the figure are congruent. Can you conclude
How do you determine which sides of two that JK QR? Explain.
K No; the segments appear to be congruent, but the
congruent figures correspond? Use the order
Q correspondence between the triangles is not given,
of letters in the congruence statement. The first
so you cannot assume
JK and
QR are corresponding
letters correspond, the last letters correspond, and R
parts.
the other letters correspond in the same order. P
J L

VISUAL CUES Your Turn

STU VWX. Find the given side length or angle measure.

Have each student make a poster illustrating the
S X 4. SU
concept of congruent figures. The illustrations should 32 ft
18 Since STU VWX,
SU
VX.
be labeled to show which pairs of corresponding W
16 ft
parts are congruent. Have them show both examples 43 ft
SU = VX = 43 ft.
124
T 5. mS
and non-examples of congruent figures in the poster. 38
Since STU VWX, S V.
U V
mS = mV = 38.

EXPLAIN 2 Explain 2 Applying the Properties of Congruence

Rigid motions preserve
_ _ length and angle measure. This means that congruent segments have the
same length, so UV XY implies UV = XY and vice versa. In the same way, congruent
Applying the Properties of angles have the same measure, so J Kimplies mJ = mK and vice versa.
Congruence
Properties of Congruence
_ _
Reflexive Property of Congruence AB AB
_ _ _ _
INTEGRATE MATHEMATICAL If AB CD , then CD AD .
Houghton Mifflin Harcourt Publishing Company

Symmetric Property of Congruence

_ _ _ _ _ _
PRACTICES Transitive Property of Congruence If AB CD and CD EF , then AB EF .

Focus on Modeling Example 2 ABC DEF. Find the given side length or angle measure.
MP.4 Suggest that students list all the congruencies
that relate the parts of the figures and mark the AB B
(6y + 2) F
_ _ (3x + 8) in.
figures to show them. Once they have clearly Since ABC DEF, AB DE .
25 in. D
Therefore, AB = DE. A
represented the corresponding parts, they can more (5x) in. 83
Write an equation. 3x + 8 = 5x (5y + 11) C
easily answer the questions. E
Subtract 3x from each side. 8 = 2x

Divide each side by 2. 4=x

QUESTIONING STRATEGIES So, AB = 3x + 8 = 3(4) + 8 = 12 + 8 = 20 in.

How could you use transformations to decide

whether two figures are congruent? You Module 3 141 Lesson 3

could use transformations to create all pairs of

corresponding parts congruent. Then the statement COLLABORATIVE LEARNING
GE_MNLESE385795_U1M03L3 141 5/14/14 6:03 PM
applies because if corresponding parts of congruent Small Group Activity
figures are congruent, then the figures are
Have each student draw a pair of congruent figures on paper. Instruct them to
congruent.
switch papers and to write a congruence statement for the pair of figures. Then
have them switch papers several more times within groups, write new congruence
statements that fit the pair of figures, and list the congruent pairs of corresponding
parts of the figures.

141 Lesson 3.3

 mD

Since ABC DEF, A D. Therefore, m A = mD.

AVOID COMMON ERRORS
Students may correctly solve for a variable but then
Write an equation. 5y + 11 = 6y + 2
incorrectly give the value of the variable as a side
Subtract 5y from each side. 11 = y + 2
length or angle measure. Remind them to examine
Subtract 2 from each side. 9 = y the diagram carefully; sometimes a side length or
(
So, mD = (6y + 2) = 6 9 + 2 = 56 . ) angle measure is described by an expression
containing a variable, not by the variable alone.
Your Turn

Quadrilateral GHJK quadrilateral LMNP. Find the given side length or

angle measure.

(4x + 3) cm P
18 cm
(10y)
L
EXPLAIN 3
G H
(9y + 17)
Using Congruent Corresponding
(6x 13) cm
K Parts in a Proof
J (11y - 1)
M
N
INTEGRATE MATHEMATICAL
6. LM
LM
7. mH PRACTICES
Since GHJK LMNP, GH . Since quadrilateral GHJK quadrilateral
Therefore, GH = LM. LMNP, H M. Therefore, mH = mM. Focus on Technology
4x + 3 = 6x - 13 8 = x 9y + 17 = 11y - 1 9 = y MP.5 Encourage students to use geometry software
LM = 6x - 13 = 6(8) - 13 = 35 cm mH = (9y + 17) = (9 9 + 17) = 98
to reflect the triangle with the given conditions and
then to verify that corresponding congruent parts
Explain 3 Using Congruent Corresponding Parts in a Proof have equal measure.
Example 3 Write each proof. Houghton Mifflin Harcourt Publishing Company
A

Given: ABD ACD CONNECT VOCABULARY

_
Prove: D is the midpoint of BC. B C In this lesson, students learn the Corresponding Parts
D

Statements Reasons of Congruent Figures Are Congruent. Although

1. ABD ACD 1. Given acronyms (such as CPCTC) may be helpful to some
_ _
students when referring to statements, postulates, or
2. BD CD 2. Corresponding parts of congruent
theorems, such devices may be a bit more difficult for
figures are congruent.
_ English Learners at the Emerging level. Consider
3. D is the midpoint of BC . 3. Definition of midpoint.
making a poster or having students create or copy a
list of theorems, along with their meanings, for them
to refer to in this module. Students may want to come
Module 3 142 Lesson 3 up with a mnemonic for the CPCTC itself, such as
Cooks Pick Carrots Too Carefully.
DIFFERENTIATE INSTRUCTION
GE_MNLESE385795_U1M03L3.indd 142 04/04/14 7:02 PM

Technology
Have students use geometry software to create designs using congruent triangles.
They should arrange multiple congruent triangles using different colors, positions,
and orientations. Ask them to make three separate designs: one using congruent
equilateral triangles, one using congruent isosceles triangles, and one using
congruent scalene triangles.

Corresponding Parts of Congruent Figures are Congruent 142

 Given: Quadrilateral JKLM quadrilateral R
B J K
QUESTIONING STRATEGIES NPQR; J K Q

Prove: J P
Why do pairs of corresponding congruent L
N P
M
parts have equal measure? Since rigid
motions preserve angle measure and length, and Statements Reasons
since there is a sequence of rigid motions that 1. Quadrilateral JKLM quadrilateral NPQR 1. Given

maps a figure to a congruent figure, pairs of

2. J K 2. Given
corresponding parts must have equal measure.
3. K P 3. Corresponding parts of congruent
figures are congruent.
4. J P 4. Transitive Property of Congruence

ELABORATE
Your Turn V
INTEGRATE MATHEMATICAL Write each proof.
PRACTICES
8. Given: SVT SWT
Focus on Modeling _
Prove: ST bisects VSW.
S T

MP.4 When examining congruent figures, students

can see how each vertex is mapped to its W
corresponding vertex by designating corresponding Statements Reasons
vertices in the same color and using a different color 1. SVT SWT 1. Given
for each pair of corresponding vertices. Students can 2. VST WST 2. Corresponding parts of congruent
also highlight pairs of corresponding sides in the figures are congruent.
same color, using a different color for each pair. 3.
ST bisects VSW. 3. Definition of angle bisector.
Houghton Mifflin Harcourt Publishing Company

9. _ _ ABCD quadrilateral EFGH;

Given: Quadrilateral A B E F
AD CD
QUESTIONING STRATEGIES _ _
Prove: AD GH
Can you say two figures are congruent if their D C H G
corresponding angles have the same measure?
Statements Reasons
Explain. No. You must also determine that the
corresponding sides have the same measure. 1. Quadrilateral ABCD quadrilateral EFGH 1. Given
AD
2. CD 2. Given
Can you say that a pair of corresponding sides
3.
CD
GH 3. Corresponding parts of congruent
of two congruent figures has equal
figures are congruent.
measure? Yes. If the figures are congruent, then
4.
AD
GH 4. Transitive Property of Congruence
each pair of corresponding sides is congruent and
therefore has equal measure.
Module 3 143 Lesson 3

SUMMARIZE THE LESSON LANGUAGE SUPPORT

Suppose you know that 4CBA 4EFG. GE_MNLESE385795_U1M03L3.indd 143 21/03/14 2:11 PM

Connect Vocabulary
What are six congruency statements? C
EF
, CA
EG, BA
FG
Have students work in pairs. Provide each student with a protractor and ruler, and
E, B F, A G, CB
ask them to explain why two figures are congruent or noncongruent. Provide
students with sentence stems to help them describe the attributes of the figures.
For example: The two (triangles/quadrilaterals/figures) are or are not congruent
because their corresponding angles have/dont have equal measures. Angles ___
and ____ are corresponding, and measure _____ degrees. Corresponding sides
have equal/not equal lengths. Students work together to complete the sentences.

143 Lesson 3.3

 Elaborate
10. A student claims that any two congruent triangles must have the same perimeter.
Do you agree? Explain.
EVALUATE
Yes; since the corresponding sides of congruent triangles are congruent, the sum of the
lengths of the sides (perimeter) must be the same for both triangles.

11. If PQR is a right triangle and PQR XYZ, does XYZ have to be a right
triangle? Why or why not?
Yes; since PQR is a right triangle, one of its angles is a right angle. Since corresponding
parts of congruent figures are congruent, one of the angles of XYZ must also be a right ASSIGNMENT GUIDE
angle, which means XYZ is a right triangle.
Concepts and Skills Practice
12. Essential Question Check-In Suppose you know that pentagon ABCDE
is congruent to pentagon FGHJK. How many additional congruence statements can you Explore Exercises 1
write using corresponding parts of the pentagons? Explain. Exploring Congruence of Parts of
There are five statements using the congruent corresponding sides and five statements Transformed Figures
using the congruent corresponding angles. Example 1 Exercises 25,
Corresponding Parts of Congruent 1013
Figures are Congruent
Evaluate: Homework and Practice
Example 2 Exercises 69
1. Danielle finds that she can use a translation and a reflection to make Online Homework Applying the Properties of
quadrilateral ABCD fit perfectly on top of quadrilateral WXYZ. What Hints and Help
Congruence
Extra Practice
congruence statements can Danielle write using the sides and angles of
the quadrilaterals? Why? Example 3 Exercises 1416
A B Using Congruent Corresponding
Parts in a Proof
Y
C Z
D

INTEGRATE MATHEMATICAL
Houghton Mifflin Harcourt Publishing Company
X W

The same sequence of rigid motions that maps ABCD to WXYZ also maps sides and angles
PRACTICES
of ABCD to corresponding sides and angles of WXYZ. Therefore, those sides and angles are
Focus on Math Connections
_
congruent:
AB WX,
BC YZ,
XY, CD AD
WZ, A W, B X, C Y, D Z. MP.1 Have students consider whether two
quadrilaterals, both with side lengths of 1 foot on
DEF GHJ. Find the given side length or angle measure.
each side, are congruent. Students should recognize
D G
that the description is that of a rhombus.
42 ft 43
19 ft Demonstrate that a box with an open top and bottom
112 25
E F J H lying on its side is not rigid, and although the side
31 ft
lengths stay the same when one side is pushed, the
2. JH 3. mD
Since DEF GHJ, FE JH
. angles change. Thus it is possible for the two figures
Since DEF GHJ, D G.
FE = JH = 31 ft, so JH = 31 ft. mD = mG = 43 described to have different angle measures and not be
Module 3 144 Lesson 3 congruent.

COMMON
Exercise
GE_MNLESE385795_U1M03L3.indd 144
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 21/03/14 2:11 PM

1 1 Recall of Information MP.6 Precision

25 1 Recall of Information MP.2 Reasoning
69 1 Recall of Information MP.4 Modeling
1416 2 Skills/Concepts MP.3 Logic
1013, 2 Skills/Concepts MP.2 Reasoning
1718
1922 2 Skills/Concepts MP.4 Modeling

Corresponding Parts of Congruent Figures are Congruent 144

 KLMN PQRS. Find the given side length or angle measure.
S
INTEGRATE MATHEMATICAL K L
PRACTICES
Focus on Communication 2.1 cm
R
75 79 M P
MP.3 Have students compare their congruence N 2.9 cm
statements for a given diagram, and ask them to write Q
other correct congruence statements for the same 4. mR M R. 5. PS KN
PS. KN = PS =
diagram. Then have them write a congruence mM = mR = 79. 2.1 cm

statement that is not correct for the diagram and ABC TUV. Find the given side length or angle measure.
explain why it is not correct. A (5x + 7) cm
V U
(4y - 18)
(6x - 1) cm
(3y + 2) (4y)
C B
(6x + 2) cm T

6. BC . So, BC = UV.
BC UV 7. mU B U. So, mB = mU.
6x + 2 = 5x + 7 x = 5 3y + 2 = 4y - 18 20 = y
So, BC = 6x + 2 = 6(5) + 2 = So, mU = (4y - 18) =
30 + 2 = 32 cm. (4 20 - 18) = 62.

DEFG KLMN. Find the given side length or angle measure.

D N (4y - 29) in.

(20x + 12) E 68
M
F
(25x - 8) L
G (2y + 3)in. K (y + 9) in.

8. FG FG
MN. So, FG = MN. 9. mD D K. So, mD = mK.
Houghton Mifflin Harcourt Publishing Company

2y + 3 = 4y - 29 16 = y 20x + 12 = 25x - 8 4 = x
So, FG = 2y + 3 = 2(16) + 3 = So, mD = (20x + 12) =
32 + 3 = 35 in. (20 4 + 12) = 92.
GHJ PQR and PQR STU. Complete the following using a side or angle of
STU. Justify your answers.
_
10. GH ST 11. J U
GHJ STU by the Transitive Prop. of GHJ STU by the Transitive Prop. of
Cong., and corr. parts of fig. . Cong., and corr. parts of fig. .

12. GJ = SU 13. mG = mS
GHJ STU by the Transitive Prop. GHJ STU by the Transitive Prop. of
of Cong., and corr. parts of fig. . Cong., and corr. parts of fig. . Cong.
Congruent segments have the same length. angles have the same measure.
Module 3 145 Lesson 3

COMMON
GE_MNLESE385795_U1M03L3.indd 145
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 6/9/15 12:23 AM

23 2 Skills/Concepts MP.2 Reasoning

2425 3 Strategic Thinking MP.3 Logic
26 3 Strategic Thinking MP.6 Precision
27 3 Strategic Thinking MP.3 Logic

145 Lesson 3.3

 Write each proof.
AVOID COMMON ERRORS
14. Given: Quadrilateral PQTU quadrilateral QRST
_ _ P Q R
Students may find the value of a variable or the value
Prove: QT bisects PR.
of an algebraic expression as the solution to a
problem when they are in fact only part of the way
U T S
through the solving process. Remind students to
Statements Reasons always go back to the initial question to make sure
1. Quadrilateral PQTU quadrilateral QRST 1. Given the answer is the solution to the problem.
2.
PQ
QR 2. Corr. parts of fig. are
3. Q is the midpoint of
PR. 3. Definition of midpoint
4.
QT bisects
PR. 4. Definition of segment bisector

15. Given: ABC ADC B

_ _
Prove: AC bisects BAD and AC bisects BCD.

A C

Statements Reasons
1. ABC DEF 1. Given
2. BAC DAC 2. Corr. parts of fig. are
3. BCA DCA 3. Corr. parts of fig. are
4.
AC bisects BAD and
AC bisects BCD. 4. Definition of angle bisector

16. Given: Pentagon ABCDE pentagon FGHJK; D E

Prove: D K Houghton Mifflin Harcourt Publishing Company

B G

A C H F

E D J K

Statements Reasons
1. Pentagon ABCDE pentagon FGHJK 1. Given
2. D E 2. Given
3. E K 3. Corr. parts of fig. are
4. D K 4. Transitive Property of Congruence

Module 3 146 Lesson 3

GE_MNLESE385795_U1M03L3 146 5/14/14 6:59 PM

Corresponding Parts of Congruent Figures are Congruent 146

 ABC DEF. Find the given side length or angle measure.
AVOID COMMON ERRORS
B E
Students may write incorrect congruence statements. J

Make sure they understand that the order of the 62

71
vertices in a congruence statement is not random. A C
M F
D

They should know that they can identify

17. mD mJAB + mBAC = 90, so 62 + mBAC = 90 and mBAC = 28.
corresponding angles by choosing pairs of letters in
Since ABC DEF, BAC D. mBAC = mD, and mBAC = 28, so mD = 28.
corresponding positions in a congruence statement.
18. mC mEFM + mEFD = 180, so 71 + mEFD = 180 and mEFD = 109.
For example, in 4JZQ 4MDH, the letters J and M
Since ABC DEF, C EFD. mC = mEFD, and mEFD = 109, so mC = 109.
both appear in the first position in the names of their
respective triangles. This means J M. In a 19. The figure
_ shows_ the dimensions of two city parks, where RST XYZ
and YX YZ. A city employee wants to order new fences to surround both parks.
similar way, pairs of letters that are in corresponding What is the total length of the fences required to surround the parks?
positions yield pairs of corresponding sides. R
X

210 ft
T
320 ft Z
S
Y

Since RST XYZ,

ST
YZ, so ST = YZ = 320 ft. Since
YX
YZ, YX = YZ = 320 ft.
Since the triangles are congruent, they have the same perimeter, which is
210 + 320 + 320 = 850 ft. The total length of the fences is 850 + 850 = 1700 ft.
Houghton Mifflin Harcourt Publishing Company Image Credits: Ken

20. A tower crane is used to lift steel, concrete, and

building materials at construction sites. The figure
shows part of the horizontal beam of a tower crane,
in which ABG BCH HGB
G H

59 27
A B C
a. Is it possible to determine mGBH ? If so, how? If not, why not?
Brown/E+/Getty Images

Yes; since corr. parts are , mABG = 27 and mHBC = 59, so

mGBH = 180 -59 -27 = 94.
_ _
b. A member of the construction crew claims that AC is twice as long as AB. Do you
agree? Explain.
_ _ _
Yes; since corr. parts are , AB BC and so B is the midpoint of AC .
This means AC is twice AB.

Module 3 147 Lesson 3

GE_MNLESE385795_U1M03L3.indd 147 6/9/15 12:23 AM

147 Lesson 3.3

 21. Multi-Step A company installs triangular pools at hotels. All
of the pools are congruent and JKL MNP in the figure. INTEGRATE MATHEMATICAL
What is the perimeter of each pool? PRACTICES
J M Focus on Reasoning
41 ft

(4x - 4) ft L P
MP.2 When students solve algebraic equations to
(5x + 1) ft find the measures of congruent corresponding parts
K N
(20x - 15) (15x + 15) of figures, caution them to first verify that the
Since corresponding parts are congruent, K N and so mK = mN.
correspondences are correct. Suggest that students
20x - 15 = 15x + 15 x = 6; JK = 4(6) - 4 = 20 ft, KL = 5(6) + 1 = 31 ft start by listing the pairs of corresponding parts.
The perimeter of JKL is 20 + 31 + 41 = 92 ft. The perimeter of MNP is also 92 ft.

22. Kendall and Ava lay out the course shown below for their
radio-controlled trucks. In the figure, ABD CBD.
PEERTOPEER DISCUSSION
The trucks travel at a constant speed of 15 feet per second. Ask students to discuss with a partner how to
How long does it take a truck to travel on the course from
A to B to C to D? Round to the nearest tenth of a second. determine whether two figures are congruent. Have
students give each other a pair of figures, look for the
B
congruent corresponding parts, and then write a
50 ft
30 ft congruence statement for the figures. Repeat the
exercise for other pairs of figures.
A 40 ft D C
AB
Since ABD CBD, AD
CB, so AB = 50 ft. Also, CD, so CD = 40 ft.

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AB + BC + CD = 50 + 50 + 40 = 140 ft; distance = rate time, so 140 = 15t t 9.3 s.

23. MNP QRS. Determine whether each statement a. Since MNP QRS, MN

Collective/Alamy, (B) Oleksiy Maksymenko Photography/Alamy

QR,
about the triangles is true or false. Select the correct so QR = 52 mm. QRS has two
answer for each lettered part. sides with the same length, so it
is isosceles.
M b. Since MNP QRS, MP QS,
52 mm 52 mm S so MP = 52 mm. Therefore,
(x + 19) MP = MN.
N Q
34 mm c. Since MNP QRS, P S,
so 2x - 33 = x + 19. Solving the
R equation shows that x = 52 and
P (2x - 33)
mP = (2x - 33) =
a. QRS is isosceles. True False
(2 52 - 33) = 71.
_
. d. Since MNP QRS, MP QR,
b. MP is longer than MN True False
so QR = 52 mm. The perimeter of
c. mP = 52 True False QRS is 52 + 52 + 34 = 138 mm.
d. The perimeter of e. Since MNP QRS, M Q
QRS is 120 mm. True False since corresponding parts of
e. M Q True False congruent figures are congruent.

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Corresponding Parts of Congruent Figures are Congruent 148

JOURNAL H.O.T. Focus on Higher Order Thinking

24. Justify Reasoning Given that ABC _ DEF, AB = 2.7 ft, and AC = 3.4 ft, is it
Have students write a journal entry in which they possible to determine the length of EF? If so, find the length and justify your steps. If
discuss the statement that Corresponding Parts of not, explain why not.

Congruent Figures Are Congruent in their own EF is

No; the side of ABC that corresponds to BC . The length of this side

words. Encourage them to include one or more is not known and cannot be determined from the given information.
labeled figures as part of the journal entry.
25. Explain the Error A student was told that T
GHJ RST and was asked to find GH. The students G (5x - 2) m
work is shown below. Explain the error and find the H (6x - 5) m
correct answer.
S
Student's Work (4x + 3) m R
5x - 2 = 6x - 5 J

-2 = x - 5 The student incorrectly identified corresponding

3=x
sides. Since GHJ RST,
GH
RS.
GH = 5x - 2 = 5(3) - 2 = 13 m
5x - 2 = 4x + 3 x = 5; GH = 5(5) - 2 = 23 m.

26. Critical Thinking In ABC, mA = 55, mB = 50, and mC = 75. In DEF,

mE = 50, and mF = 65. Is it possible for the triangles to be congruent? Explain.
No; if the triangles were congruent, then corresponding angles would be
congruent. Since mF = 65, there is no angle of ABC that could be the
corresponding angle to F, so the triangles cannot be congruent.

_ _ P
27. Analyze Relationships PQR SQR and_ RS RT. A student
said that point R appears to be the midpoint of PT. Is it possible to
prove this? If so, write the proof. If not, explain why not. Yes;
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Q R
Statements Reasons
1. PQR SQR 1. Given T
S
RP
2. RS 2. Corr parts of figs. are
3.
RS
RT 3. Given
4.
RP
RT 4. Transitive Property
5. R is the midpoint of
PT 5. Definition of midpoint

Module 3 149 Lesson 3

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149 Lesson 3.3

 Lesson Performance Task INTEGRATE MATHEMATICAL
PRACTICES
The illustration shows a Yankee Puzzle quilt. Focus on Patterns
A MP.8 Sketch and number the eight inner triangles
of the Yankee Puzzle quilt on the board.

1 2
8 3
C D 7 4
6 5
a. Use the idea of congruent shapes to describe the design of the
quilt.

The design is created from 16 congruent triangles. Each quarter of the

design consists of 4 of the triangles joined to form a square.
Given Triangle 1, how could you find the
locations of the other seven triangles using
transformations? Sample answer: Rotate Triangle 1
_
b. Explain how the triangle with base AB_ can be transformed to 90, 180, and 270 clockwise around the center
the position of the triangle with base CD.
point to locate triangles 3, 5, and 7. Reflect

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There are many ways to transform the triangle with base
AB to the position
Triangle 1 across the vertical center line to locate
of the triangle with base
CD. One way is to translate it to the position of the
Triangle 2. Then rotate Triangle 2 90, 180, and
triangle directly beneath it, then, rotate it 90 counterclockwise about C,
270 clockwise around the center point to locate
then translate to the right.
triangles 4, 6, and 8.
c. Explain how you know that CD = AB.
CD = AB because corresponding parts of congruent figures are congruent.
INTEGRATE MATHEMATICAL
Brown/E+/Getty Images

PRACTICES
Focus on Communication
MP.3 Describe how, starting with a square, you
could draw the pattern of a Yankee Puzzle
quilt. Sample answer: Draw the diagonals of the
square. Find the midpoints of the four sides.
Connect the midpoint of each side with the
midpoint of the side adjacent to it and the midpoint
Module 3 150 Lesson 3
of the side opposite it.
EXTENSION ACTIVITY
GE_MNLESE385795_U1M03L3.indd 150 21/03/14 2:10 PM

Challenge students to draw and color a design for a quilt that meets the following
requirements:
The design should be square.
The design should consist of triangles and/or quadrilaterals only.
The design should have 90-degree rotational symmetry.
Scoring Rubric
2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Corresponding Parts of Congruent Figures are Congruent 150