Te Unit8

UNIT 8
Lines, Angles,
and Triangles
CONTENTS
COMMON
CORE MODULE 19 Lines and Angles
G-CO.C.9 Lesson 19.1 Angles Formed by Intersecting Lines . . . . . . . . . . . . . . . . . . . 933
G-CO.C.9 Lesson 19.2 Transversals and Parallel Lines . . . . . . . . . . . . . . . . . . . . . . . 945
G-CO.C.9 Lesson 19.3 Proving Lines are Parallel . . . . . . . . . . . . . . . . . . . . . . . . . . 955
G-CO.C.9 Lesson 19.4 Perpendicular Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 965
G-GPE.B.5 Lesson 19.5 Equations of Parallel and Perpendicular Lines . . . . . . . . . . . . . 975
COMMON
CORE MODULE 20 Triangle Congruence Criteria
G-CO.B.7 Lesson 20.1 Exploring What Makes Triangles Congruent . . . . . . . . . . . . . . 989
G-CO.B.8 Lesson 20.2 ASA Triangle Congruence . . . . . . . . . . . . . . . . . . . . . . . . . 1001
G-CO.B.8 Lesson 20.3 SAS Triangle Congruence . . . . . . . . . . . . . . . . . . . . . . . . . 1015
G-CO.B.8 Lesson 20.4 SSS Triangle Congruence. . . . . . . . . . . . . . . . . . . . . . . . . . 1025
COMMON
CORE MODULE 21 Applications of Triangle Congruence
G-CO.D.12 Lesson 21.1 Justifying Constructions . . . . . . . . . . . . . . . . . . . . . . . . . . 1043
G-SRT.B.5 Lesson 21.2 AAS Triangle Congruence . . . . . . . . . . . . . . . . . . . . . . . . . 1053
G-SRT.B.5 Lesson 21.3 HL Triangle Congruence . . . . . . . . . . . . . . . . . . . . . . . . . . 1065
Properties of Triangles
COMMON
CORE MODULE 22
G-CO.C.10 Lesson 22.1 Interior and Exterior Angles. . . . . . . . . . . . . . . . . . . . . . . . 1083
G-CO.C.10 Lesson 22.2 Isosceles and Equilateral Triangles . . . . . . . . . . . . . . . . . . . 1097
G-SRT.B.5 Lesson 22.3 Triangle Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1111
COMMON
CORE MODULE 23 Special Segments in Triangles
G-C.A.3 Lesson 23.1 Perpendicular Bisectors of Triangles . . . . . . . . . . . . . . . . . . 1129
G-C.A.3 Lesson 23.2 Angle Bisectors of Triangles . . . . . . . . . . . . . . . . . . . . . . . . 1141
G-CO.C.10 Lesson 23.3 Medians and Altitudes of Triangles . . . . . . . . . . . . . . . . . . . 1151
G-CO.C.10 Lesson 23.4 Midsegments of Triangles . . . . . . . . . . . . . . . . . . . . . . . . . 1165
929A Unit 8
UNIT 8
Unit Pacing Guide
45-Minute Classes
Module 19
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Lesson 19.1 Lesson 19.2 Lesson 19.3 Lesson 19.4 Lesson 19.5
DAY 6
Module Review and

Assessment Readiness
Module 20
Lesson 20.1 Lesson 20.1 Lesson 20.2 Lesson 20.3 Module Review and
Module 21
DAY 1 DAY 2 DAY 3 DAY 4
Lesson 21.1 Lesson 21.2 Lesson 21.3 Module Review and

Module 22
Lesson 22.1 Lesson 22.2 Lesson 22.3 Module Review and

Module 23
Lesson 23.1 Lesson 23.2 Lesson 23.3 Lesson 23.4 Module Review and
DAY 6
Unit Review and

90-Minute Classes
Module 19
DAY 1 DAY 2 DAY 3
Lesson 19.1 Lesson 19.3 Lesson 19.5

Lesson 19.2 Lesson 19.4 Module Review and
Module 20
DAY 1 DAY 2 DAY 3
Lesson 20.1 Lesson 20.2 Lesson 20.4

Lesson 20.3 Module Review and
Module 21 Module 22
Lesson 21.1 Lesson 21.3 Lesson 22.1 Lesson 22.3

Lesson 21.2 Module Review and Lesson 22.2 Module Review and
Assessment Readiness Assessment Readiness
Module 23
DAY 1 DAY 2 DAY 3
Lesson 23.1 Lesson 23.3 Module and Unit Review

Lesson 23.2 Lesson 23.4 and Assessment
Readiness
Unit 8 929B
Program Resources
PLAN ENGAGE AND EXPLORE
HMH Teacher App Real-World Videos Engage
Access a full suite of teacher resources online and students with interesting and
offline on a variety of devices. Plan present, and relevant applications of the
manage classes, assignments, and activities. mathematical content of each
module.
Explore Activities
Students interactively explore new concepts
ePlanner Easily plan your classes, create using a variety of tools and approaches.
and view assignments, and access all
program resources with your online,
customizable planning tool.
Professional Development Videos

Authors Juli Dixon and Matt Larson
model successful teaching prac-
tices and strategies in actual
classroom settings.
QR Codes Scan with your smart

phone to jump directly from your
print book to online videos and
other resources.
DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=NL-A;CA-A
Teacher’s Edition
Support students with point-of-use Questioning Name Class Date
Strategies, teaching tips, resources for differenti- 22.2 Isosceles and Equilateral
ated instruction, additional activities, and more. Triangles
DO NOT EDIT--Changes must be made through "File info" DONOT
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CorrectionKey=NL-A;CA-A CorrectionKey=NL-A;CA-A
CorrectionKey=NL-A;CA-A Essential Question: What are the special relationships among angles and sides in isosceles
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CorrectionKey=NL-A;CA-A and equilateral triangles? Resource
Locker
LESSON
22.2 Name
Name Class
Class Date
Date
C Use
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COMMON
CORE G-CO.C.10 Prove theorems about triangles.
Isosceles and 22.2 Isosceles
22.2 Isoscelesand
andEquilateral
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Equilateral Triangles Triangles
Triangles BB CC
Investigating Isosceles Triangles
Explore Investigating Isosceles Triangles
EssentialQuestion:
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Common Core Math Standards
and Resource
Resource
Locker
Locker INTEGRATE TECHNOLOGY
An isosceles triangle is a triangle with at least two congruent sides. Legs
The student is expected to:
COMMON
Students have the option of completing the isosceles
triangle activity either in the book or online.
Vertex angle
CORE G-CO.C.10 D Use
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Explore InvestigatingIsosceles
Investigating IsoscelesTriangles
Triangles forTriangle
for Triangle1.1.
The congruent sides are called the legs of the triangle.
Prove theorems about triangles.
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An isoscelestriangle
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The congruentsides
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CORE MP.3 Logic Theangle
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What must be true about the triangles you
The angle formed by the legs is the vertex angle.
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Language Objective
Explain to a partner what you can deduce about a triangle if it has two Theangles
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In this activity, you will construct isosceles triangles and investigate other potential
Essential Question: What are the Reflect
Reflect
special relationships among angles and Checkstudents’

Check students’construtions.
construtions.
Howdo
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youknow
knowthe
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trianglesyou
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constructedare
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isoscelestriangles?
triangles?
―― ― ―
characteristics/properties of these special triangles.
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EXPLAIN 1
 Do your work in the space provided. Use a straightedge to draw an angle.
© Houghton Mifflin Harcourt Publishing Company

In an isosceles triangle, the angles opposite the Thebase

The baseangles
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arecongruent.
congruent.
congruent sides are congruent. In an equilateral

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Explain11 Proving
Explain theIsosceles
IsoscelesTriangle
TriangleTheorem
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Proving the Isosceles Triangle
Theorem and Its Converse
Label your angle ∠A, as shown in the figure.
triangle, all the sides and angles are congruent, and sidesofofthe
sides theangle.
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thepoints andC.C.
the measure of each angle is 60°.

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CONNECT VOCABULARY A
BB CC
PREVIEW: LESSON IsoscelesTriangle
Isosceles TriangleTheorem
Theorem Ask a volunteer to define isosceles triangle and have
PERFORMANCE TASK IfIftwo
twosides
sidesofofa atriangle
triangleare
arecongruent,
congruent,then
thenthe
thetwo
twoangles
anglesopposite
oppositethe
thesides
sidesare
are
students give real-world examples of them. If
View the Engage section online. Discuss the photo,
congruent.
congruent. possible, show the class a baseball pennant or other
explaining that the instrument is a sextant and that Thistheorem
theoremisissometimes
sometimescalled
calledthe
theBase
BaseAngles
AnglesTheorem
Theoremand
andcan
canalso
alsobebestated
statedasas“Base
“Baseangles
angles
flag in the shape of an isosceles triangle. Tell students
This
long ago it was used to measure the elevation of the ofofananisosceles
isoscelestriangle
triangleare
arecongruent.
congruent.”” they will be proving theorems about isosceles
sun and stars, allowing one’s position on Earth’s triangles and investigating their properties in this
Module2222
Module 1097 Lesson2 2
Lesson Module2222
Module 1098 Lesson2 2
Lesson
surface to be calculated. Then preview the Lesson DO NOT
EDIT--Changes
CorrectionKey=NL-
must be
A;CA-A
made through
"File info"
1097
Date
1098
lesson.
ing Company
Class
al
and Equilater
Performance Task.
Name
22.2 Isosceles
Triangles
Essential
Question:
What are
the special
and equilateral
relationships
triangles?
about triangles.
among angles
and sides
in isosceles Resource
Locker
HARDCOVERPAGES
HARDCOVER 10971110
PAGES10971110 PROFESSIONALDEVELOPMENT
PROFESSIONAL DEVELOPMENT
Prove theorems
COMMON
CORE
G-CO.C.10
Triangles
Isosceles Legs
Vertex angle
IN1_MNLESE389762_U8M22L21097
IN1_MNLESE389762_U8M22L2 1097 Explore
Investigating
with at least
two congruent
sides.
4/19/1412:10
4/19/14 12:10
PMPM IN1_MNLESE389762_U8M22L21098
IN1_MNLESE389762_U8M22L2 1098 4/19/1412:10
4/19/14 12:10
PMPM
Watchfor
Watch forthe
thehardcover
hardcover LearningProgressions
Learning Progressions
a triangle
triangle is triangle.
An isosceles legs of the
called the Base
sides are
The congruent is the vertex
angle. Base angles
formed by the legs
The angle base.
angle is the
the vertex
studentedition
editionpage
page
the base angles.
student
opposite
The side a side are other potential
the base as and investigate
that have triangles
The angles isosceles
you will construct special triangles.
In this activity, es of these angle.
Inthis
thislesson,
lesson,students
studentsadd
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theirprior
priorknowledge
knowledgeofofisosceles
isoscelesand
andequilateral
equilateral
to draw an
In
characteristics/properti Use a straightedge
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thislesson.
lesson.
space provided. figure.
numbers
work in the in the
Do your as shown
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Label your A
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Check students’
TEACH ASSESSMENT AND INTERVENTION

Math On the Spot video tutorials, featuring The Personal Math Trainer provides
program authors Dr. Edward Burger and Martha online practice, homework, assessments,
Sandoval-Martinez, accompany every example in and intervention. Monitor student
the textbook and give students step-by-step progress through reports and alerts.
instructions and explanations of key math Create and customize assignments aligned to specific
concepts. lessons or Common Core standards.
• Practice – With dynamic items and assignments, students
get unlimited practice on key concepts supported by
guided examples, step-by-step solutions, and video
tutorials.
• Assessments – Choose from course assignments or
customize your own based on course content, Common
Core standards, difficulty levels, and more.
• Homework – Students can complete online homework with
Interactive Teacher Edition a wide variety of problem types, including the ability to
Customize and present course materials with enter expressions, equations, and graphs. Let the system
collaborative activities and integrated formative automatically grade homework, so you can focus where
C1 assessment. your students need Lesson 19.2 Precision and Accuracy
Evaluate
help the most!

1 2 3 4 5 6 7 8 9 10 11 - 17 Personal Math Trainer
teacher Support
1
EXPLAIN Concept 1
Lesson XX.X ComparingLesson
Linear, Exponential, and Quadratic Models
19.2 Precision and Accuracy
• Intervention – Let Question 3 of 17 View Step by Step Video Tutor Textbook X2 Animated Math
Explain
the Personal Math
Concept 2
SIoNS Determining Precision

ComPLEtINg thE SquArE wIth EXPrES-
Solve the quadratic equation by factoring.
Trainer automatically
Avoid Common Errors
Some students may not pay attention to 7x + 44x = 7x − 10
whether b is positive or negative, since c
is positive regardless of the sign of b. Have As you have seen, measurements are given to a certain precision. Therefore, x= ,
prescribe a targeted,
student change the sign of b in some prob-
lems and compare the factored forms of both the value reported does not necessarily represent the actual value of the
expressions.
measurement. For example, a measurement of 5 centimeters, which is
questioning Strategies Check
personalized
In a perfect square trinomial, is the last term given to the nearest whole unit, can actually range from 0.5 units below the
always positive?
Explain. es, a perfect square trinomial can be reported value, 4.5 centimeters, up to, but not including, 0.5 units above
either (a + b)2 or (a – b)2 which can be fac-
it, 5.5 centimeters. The actual length, l, is within a range of possible values: Save & Close ? ! Turn It In
intervention path for

tored as (a + b)2 = a 2 + 2ab = b 2 and (a – b)2
= a 2 + 2ab = b 2. In both cases the last term is centimeters. Similarly, a length given to the nearest tenth can actually range
positive.
reflect from 0.05 units below the reported value up to, but not including, 0.05 units
3. The sign of b has no effect on the sign of
your students.
c because c = ( b __ 2 ) 2 and a nonzero
above it. So a length reported as 4.5 cm could actually be as low as 4.45 cm or
number squared is always positive. Thus, c is as high as nearly 4.55 cm. Elaborate Look Back
always positive. c = ( b __ 2 ) 2 and a
nonzero number c = ( b __ 2 ) 2 and a non-
zero number
Focus on Higher Order Thinking

Raise the bar with homework and practice that incorporates
higher-order thinking and mathematical practices in every lesson.
Differentiated Instruction Resources
Support all learners with Differentiated Calculate the minimum and maximum possible areas. Round your answer to
the nearest square centimeters.
Instruction Resources, including The width and length of a rectangle are 8 cm and 19.5 cm, respectively.
• Leveled Practice and Problem Solving Prepare students for success on high
Find the range of values for the actual length and width of the rectangle.
stakes tests for Integrated Mathematics 1
• Reading Strategies Minimum width = 7.5 cm and maximum width < 8.5 cm
with practice at every module and unit
• Success for English Learners My answer
• Challenge Find the range of values for the actual length and width of the rectangle.
Assessment Resources
Tailor assessments and response to intervention to meet the
Minimum length = 19.45 cm and maximum length < 19.55 cm
Name ____________
__________________
Name ________________________________________ Date __________________ Class __________________ __________ Date
needs of all your classes and students, including

__________________
Linear Functions Class ____________
LESSON
______
LESSON
Precision and Significant Digits 6-1
1-1 Reteach
Success for English Learners
The precision of a measurement is determined
fraction of a unit used.
bythe
Find therange
smallest unit or
of values
The graph of a linear
for the actual length and width of the rectangle.
Ax + By + C = 0
function is a straig
is the standard
ht line. • Leveled Module Quizzes
form for the equat
• A, B, and C are ion of a linear functi
• Leveled Unit Tests

on.
Problem 1 Minimum Area = Minimum width × Minimum length real numbers. A and B are not
• The variables both zero.
x and y
Choose the more precise measurement. = 7.5 cm × 19.45 cm have exponents
of 1
are not multiplied
together
42.3 g is to the
nearest tenth.
42.27 g is to the
nearest Examples
are not in denom
These are NOT

inators, exponents
or radical signs. • Unit Performance Tasks
hundredth. linear functions:
2+4=6
42.3 g or 42.27 g
x2 = 9
xy = 8
no variable
exponent on x ≥
x and y multiplied
1
• Placement, Diagnostic, and Quarterly Benchmark Tests
6 together
Because a hundredth of a gram is smaller than a tenth of a gram, 42.27 g
is more precise.
Reflect x
=3 x in denominator
• Tier 1, Tier 2, and Tier 3 Resources
2y = 8 y in exponent
Problem 2 In the above exercise, the location of the uncertainty in the linear y = 5 y in a square root
measurements results in different amounts of uncertainty in the calculated
Choose the more precise measurement: 36 inches or 3 feet. measurement. Explain how to fix this problem.
Tell whether each
function is linear
or not.
1. 14 = 2 x
2. 3xy = 27
3. 14 = 28
____________ x 4. 6x 2 = 12
____ ________________
_______________
The graph of y = _______________
C is always a horiz
always a vertical ontal line. The graph
line. of x = C is
Examples
1. When deciding which measurement is more precise, what should you
Unit 8 929D
Formula Send to Notebook
consider?
_________________________________________________________________________________________
2. An object is weighed on three different scales. The results are shown

Explore
in the table. Which scale is the most precise? Explain your answer. Your Turn
y=1
x=2
Scale Measurement y = −3
____________________________________________________________
x=3
T
Math Background
Parallel Lines COMMON

CORE G-CO.C.9 The point at which the perpendicular segment through P
intersects line ℓ is sometimes called the foot of the point on
LESSONS 19.1 to 19.3 the line.
The Parallel Postulate was the fifth postulate proposed in
Euclid’s Elements. Euclid worded the postulate as follows: If Congruent Triangles COMMON
CORE G-CO.B.7
a straight line falling on two straight lines makes the interior
angles on the same side less than two right angles, then the LESSONS 20.1 to 20.3
straight lines, if extended indefinitely, meet on the side on Two geometric figures are congruent if they are the same
which the angles lie. size and shape; in other words, if one of the figures can be
moved so that it fits perfectly on top of the other figure.
Today, the postulate is usually presented in a logically
equivalent form that is sometimes known as Playfair’s This is the intuitive idea behind the more rigorous
Axiom: Through a point P not on line ℓ, there is exactly one line mathematical definition of congruence: two figures are
parallel to ℓ. congruent if one can be transformed into the other by
an isometry (that is, by a combination of translations,
The Parallel Postulate has played an important role
reflections, and rotations).
in the history of mathematics, initially because many
mathematicians believed it was actually a theorem that For polygons, the definition of congruence can be stated in
could be proved from Euclid’s first four postulates. It was terms of corresponding sides and angles. In particular, two
only in the nineteenth century that Eugenio Beltrami triangles are congruent if and only if the sides and angles
proved that the Parallel Postulate could not be proven from can be matched up so that the corresponding sides are
Euclid’s four other axioms. congruent and the corresponding angles are congruent.
This definition of triangle congruence means that six

Perpendicular Lines COMMON
CORE G-CO.C.9
correspondences must be checked in order to conclude that
LESSONS 19.4 to 19.5 two triangles are congruent (three pairs of corresponding
sides and three pairs of corresponding angles). The
Thus far, the concept of distance has been defined only
congruence theorems provide shortcuts for proving
for two points. However, it is possible to extend the notion
triangles congruent.
of distance to other situations. For example, the distance
from a point P to a line ℓ is defined as the length of the Strictly speaking, only one of SSS, SAS, or ASA needs to be
perpendicular segment from P to ℓ. taken as a postulate. In other words, any one of these may
be assumed to be true, and the other two may then be
As shown in the following figure, this perpendicular
proved as theorems.
segment is the shortest segment from the point to the line.
Euclid actually proved all three results (SSS, SAS, and ASA)
P as theorems. However, he did so through the use of a
“superposition” postulate that allowed one triangle to be
placed on top of another.
ℓ
The foot of point p on line ℓ. Modern mathematicians consider this type of motion to
be invalid within the logical system of classical Euclidean
geometry, and for this reason one of the three statements is
generally taken as a postulate.
929E Unit 8
Properties of Triangles COMMON

CORE G-CO.C.10 In this sense, the centroid can be considered the “average”
of all the points in the triangle. The triangle will also
LESSONS 22.1 to 22.3 balance along any line that passes through the centroid. In
The Triangle Inequality is the mathematical statement of a particular, this means that a median of a triangle divides the
well-known fact: the shortest path between two points is a triangle into two smaller triangles with equal areas.
straight line. In the case of a triangle with vertices A, B, and For example, in the figure below,
C, the straight path from A to B is shorter than the path that area (△ABX) = area (△ACX).
includes a detour to point C. In other words, AB < AC + BC.
A
One can use the Triangle Inequality to find other useful
results. For example, the length of any side of a triangle
is less than half the perimeter of the triangle. Another
result is that the sum of the lengths of the diagonals of any Q
quadrilateral is less than the perimeter of the quadrilateral.
Specifically, in quadrilateral ABCD, four applications of the
B X C
Triangle Inequality yield the four inequalities shown below.
This is easy to see because the two smaller triangles have
equal bases and heights.
AC < AB + BC A B
AC < AD + CD
Midsegments of Triangles COMMON
CORE G-CO.C.10
C LESSON 23.4
BD < AD + AB
A midsegment of a triangle is a segment that joins the
D
BD < CD + BC midpoints of two sides of the triangle. Together, the three
midsegments of a triangle form the midsegment triangle,
which is △XYZ in the figure.
Adding the four inequalities above gives
A
2 (AC + BD) < 2AB + 2BC + 2CD + 2AD , and dividing both
sides of this inequality by 2 proves the result.
Z Y
Special Segments
in Triangles COMMON
G-CO.C.10
CORE
B X C
LESSONS 23.1 to 23.3
By the Triangle Midsegment Theorem,
The medians of a triangle are concurrent at a point called 1 1 1
XY = _ AB, ZY = _ BC, and XZ = _ AC.
the centroid of the triangle. The centroid has important 2 2 2
It follows by SSS Congruence that the four small triangles
physical properties. For a triangle of uniform thickness and
formed by the midsegments are congruent.
density, the centroid is the point at which the triangle
will balance. Since the four triangles together form △ABC, each small
triangle has one-fourth the area of △ABC.
Unit 8 929F
UNIT
8 UNIT 8
Lines, Angles, and MODULE
19
Lines, Angles,
Lines and Angles
Triangles MODULE
20
and Triangles
Triangle Congruence
Criteria
MATH IN CAREERS MODULE

21
Applications of Triangle
Unit Activity Preview Congruence
After completing this unit, students will complete a
Math in Careers task by applying triangle congruence
MODULE
22
theorems to the real world. Critical skills include
modeling real-world situations.
MODULE
23
Special Segments in
Triangles
For more information about careers in mathematics
as well as various mathematics appreciation topics,
visit The American Mathematical Society at
http://www.ams.org.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ocean/
MATH IN CAREERS
Architect An architect is responsible

for designing spaces where people work
and live. In addition to a keen eye for
detail and strong artistic skills, architects
use mathematics to create spaces that are
both functional and aesthetically pleasing.
If you’re interested in a career as an
architect, you should study these
Corbis
mathematical subjects:
• Algebra
• Geometry
• Trigonometry
Research other careers that require the
use of spatial analysis to understand real-
world scenarios. See the related Career
Activity at the end of this unit.
Unit 8 929
TRACKING YOUR LEARNING PROGRESSION IN1_MNLESE389762_U8UO 929 4/19/14 10:55 PM
Before In this Unit After

Students understand: Students will learn about: Students will study:
• using the distance formula on a coordinate plane • parallel lines, transversals, and angle relationships • properties of intersecting lines, parallel lines, and
• constructing an angle bisector • perpendicular lines and bisectors perpendicular lines in figures
• postulates about segments, angle, lines, and planes • slopes and equations of parallel and • properties of quadrilateral figures: parallelograms,
• rigid and non-rigid motions perpendicular lines rectangles, rhombuses, squares, kites, and trapezoids
• congruence of corresponding parts • congruence of triangles • perimeter and area on the coordinate plane
• geometric constructions
• special triangles and triangle inequalities
• special segments of triangles
929 Unit 8
Reading Start -Up Vocabulary
Review Words
Reading Start Up
✔ adjacent angles (ángulos Have students complete the activities on this page by
Visualize Vocabulary adyacentes)
working alone or with others.
Use the ✔ words to complete the case diagram. Write the review words in ✔ parallel lines (líneas
the bubbles and draw a picture to illustrate each case. paralelas)
✔ congruence (congruencia)
Angle
Relationships
✔ vertical angles (ángulos
verticales)
VISUALIZE VOCABULARY
✔ complementary angles The case diagram graphic helps students review
(ángulos complementarios)
vertical supplementary ✔ supplementary angles vocabulary associated with angles. If time allows,
angles
complementary
angles (ángulos suplementarios) review relationships among angles created by parallel
✔ transversal (transversal)
angles lines and a transversal.
Preview Words
indirect proof (demostración
indirecta)
hypotenuse (hipotenusa) UNDERSTAND VOCABULARY
legs (catetos)
interior angle (ángulo interior) Use the following explanations to help students learn
exterior angle (ángulo exterior)
isosceles triangle (triángulo the preview words.
isósceles)
equilateral triangle (triángulo
equilátero)
A triangle with three sides that are the same length
Understand Vocabulary circumscribe (circunscrito) is equilateral. A triangle with two sides that are
inscribed (apuntado)
Complete the sentences using the preview words. the same length is isosceles. A triangle with a right
1. A(n) equilateral triangle has three sides with the same length.
angle is a right triangle. The sides of a right
2. A circle is inscribed in a polygon if each side of the polygon is tangent
triangle that form the right angle are the legs. The
to the circle. side opposite the right angle is the hypotenuse. An
3. The hypotenuse of a right triangle is the longest side of the triangle. interior angle of a triangle is formed by two sides
of the triangle with a common vertex. An exterior
angle is formed by one side of the triangle and an
extension of an adjacent side.
Active Reading
ACTIVE READING
Key-Term Fold While reading each module, create a key-term fold
to help you organize vocabulary words. Write vocabulary terms on Students can use these reading and note-taking
one side and definitions on the other side. Place a special emphasis
on learning and speaking the English word while discussing the unit.
strategies to help them organize and understand the
new concepts and vocabulary. Encourage students to
ask questions to create definitions that are clear,
correct, and helpful. Remind them to include
Unit 8 930 diagrams to support their definitions. It may be
beneficial to have students share information to
help clarify definitions of any terms that seem
IN1_MNLESE389762_U8UO 930 4/19/14 11:32 AM
confusing.
ADDITIONAL RESOURCES
Differentiated Instruction
• Reading Strategies
Unit 8 930
MODULE
19
19
MODULE
Lines and Angles Lines and Angles
ESSENTIAL QUESTION:
Answer: The characteristics of parallel and Essential Question: How can you use parallel and LESSON 19.1
Angles Formed by
perpendicular lines can help you to analyze perpendicular lines to solve real-world problems? Intersecting Lines
real-world objects such as street intersections.
LESSON 19.2
Transversals and
Parallel Lines
This version is for
PROFESSIONAL
Algebra 1 and
Geometry only
DEVELOPMENT
LESSON 19.3
VIDEO Proving Lines Are
Parallel
Professional Development Video LESSON 19.4

Author Juli Dixon models successful Perpendicular Lines
teaching practices in an actual
LESSON 19.5
high-school classroom.
Equations of Parallel
and Perpendicular
Lines
Professional
Development
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Alexander
my.hrw.com
REAL WORLD VIDEO

Check out how properties of parallel
and perpendicular lines and angles
can be used to create real-world
illusions in a mystery spot building.
Demianchuk/Reuters/Corbis
MODULE PERFORMANCE TASK PREVIEW
Mystery Spot Building

In this module, you will use properties of parallel lines and angles to
analyze the strange happenings in a mystery spot building. With a
little bit of geometry, you’ll be able to figure out whether mystery spot
buildings are “on the up-and-up!”
Module 19 931
DIGITAL TEACHER EDITION

IN1_MNLESE389762_U8M19MO 931 PERSONAL MATH TRAINER 4/19/14 11:48 AM
Access a full suite of teaching resources when and Assessment and Intervention
where you need them: Assign automatically graded homework, quizzes,
• Access content online or offline tests, and intervention activities. Prepare your
• Customize lessons to share with your class students with updated, Common Core-aligned
practice tests.
• Communicate with your students in real-time
• View student grades and data instantly to target
your instruction where it is needed most
931 Module 19
Are YOU Ready? Are You Ready?
Complete these exercises to review skills you will need
for this chapter.
Angle Relationships ASSESS READINESS

Example 1
B The measure of ∠AFB is 70° and the measure • Online Homework
• Hints and Help
Use the assessment on this page to determine if
of ∠AFE is 40°. Find the measure of angle ∠BFE.
C • Extra Practice students need strategic or intensive intervention for
m∠BFE = m∠AFB + m∠AFE Angle Addition Postulate
A
F
the module’s prerequisite skills.
m∠BFE = 70° + 40° Substitute.
m∠BFE = 110° Solve for m∠BFE.
E D
ASSESSMENT AND INTERVENTION
Find the measure of the angle in the image from the example.
1. The measure of ∠BFE is 110°. Find m∠CFD.

m∠EFD = 70°
2. The measure of ∠BFE is 110°. Find m∠EFD and m∠BFC.

m∠BFC = 70°
t
Parallel Lines Cut by a Transversal
The measure of ∠7 is 110°. Find m∠3. TIER 1, TIER 2, TIER 3 SKILLS
3
1 2
2
Example 2
p
1
Assume p∥q. 4 3
Personal Math Trainer will automatically create a
m∠3 = m∠7 Corresponding Angles Theorem
m∠3 = 110°
5 6
q standards-based, personalized intervention
Substitute.
8 7
assignment for your students, targeting each student’s
individual needs!
Find the measure of the angle in the image from the example. Assume p∥q.
3. The measure of ∠3 is 110°. Find m∠1. m∠1 = 110°

The measure of ∠3 is 110°. Find m∠6. m∠6 = 70°
4.
Writing Equations of Parallel, Perpendicular, Vertical, See the table below for a full list of intervention
and Horizontal Lines
resources available for this module.
Example 3 Find the line parallel to y = 2x + 7 that passes through the point (3, 6).
(y – y1) = m(x – x1) Use point-slope form. Response to Intervention Resources also includes:
(y – 6) = 2(x – 3) Substitute for m, x 1, y 1. Parallel lines have the same slope, so m = 2. • Tier 2 Skill Pre-Tests for each Module
y – 6 = 2x – 6 Simplify.
• Tier 2 Skill Post-Tests for each skill
y = 2x Solve for y.
Find the equation of the line described.
y = -_
1
x-6
5. Perpendicular to y = 3x + 5; passing through the point (–6, –4) 3
6. Parallel to the x-axis; passing through the point (4, 1) y=1
Module 19 932
IN1_MNLESE389762_U8M19MO 932 4/19/14 11:47 AM

Response to Intervention Differentiated
Instruction
Tier 1 Tier 2 Tier 3
Lesson Intervention Strategic Intervention Intensive Intervention
Worksheets Skills Intervention Worksheets available
Worksheets online
Reteach 19.1 34 Angle Relationships Building Block Skills 7, Challenge

Reteach 19.2 40 Parallel Lines Cut by a 15, 16, 22, 23, 42, 46, worksheets
Reteach 19.3 Transversal 53, 56, 66, 71, 87, 95, Extend the Math
42 Properties of 98, 102, 103 Lesson Activities
Reteach 19.4
Reflections in TE
Reteach 19.5
47 Writing Equations...
Module 19 932
LESSON
19.1 Name Class Date
Angles Formed by 19.1 Angles Formed by Intersecting

Intersecting Lines Lines
Essential Question: How can you find the measures of angles formed by intersecting lines?
Resource
Common Core Math Standards Locker

COMMON
Explore 1 Exploring Angle Pairs Formed by Intersecting Lines
CORE G-CO.C.9 When two lines intersect, like the blades of a pair of scissors, a number of angle pairs are formed.
Prove theorems about lines and angles. You can find relationships between the measures of the angles in each pair.
Mathematical Practices
COMMON
CORE MP.3 Logic
Language Objective
Explain to a partner the differences among complementary angles,
supplementary angles, linear pairs, and vertical angles. A Using a straightedge, draw a pair of intersecting lines like the open scissors. Label the angles
formed as 1, 2, 3, and 4.
Possible answer:
ENGAGE 4
1
2
3
Essential Question: How can you find
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©MNI/
the measures of angles formed by B Use a protractor to find each measure.
intersecting lines? Angle Measure of Angle

m∠1 120°
Possible answer: Identify any angles with known
angle measures. Look for pairs of vertical angles and m∠2 60°
linear pairs of angles. Find angles that are m∠3 120°

complementary (if any) and supplementary. Use m∠4 60°
these relationships between pairs of angles m∠1 + m∠2 180°
together with the known angle measures to find
m∠2 + m∠3 180°
Shutterstock
the missing measures.

m∠3 + m∠4 180°
m∠1 + m∠4 180°

PREVIEW: LESSON
PERFORMANCE TASK
making sure students understand that a multiplying
Module 19 gh “File info” 933 Lesson 1
effect is created by the long handle and the short
be made throu
ges must
EDIT--Chan
DO NOT Key=NL-A;CA-A
Correction
Date
Class
ersecting
rmed by Int
“jaws.” Then preview the Lesson Performance Task.
Name
s Fo
19.1 Angle
Lines
Essential
Quest ion: How
can you
find the
measures
and angles
.
of angles
formed by
intersecting
lines?
rsecting
Resource
Locker
Lines
HARDCOVER PAGES 933944
theorems
about lines
ed by Inte
G-CO.C.9 Prove Pairs Form
ng Angle
COMMON
forme d.
pairs are
CORE
1 Explori
s, a numbe
r of angle
Explore blades of
a pair of scissor
angles in
each pair.
IN1_MNLESE389762_U8M19L1 933 4/19/14 12:13 PM

ct, like the res of the
lines interse n the measu
When two relationships betwee
You can find
scissors. Label
the angles
Watch for the hardcover
student edition page
like the open
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a pair of interse
tedge, draw
Using a straigh 3, and 4.
 formed as
1, 2,
answer:
Possible
4
1
3
Use a protra
2
ctor to find
each measu
re. numbers for this lesson.
Credits: ©MNI/
 of Angle
Measure
Angle 120°
y • Image
m∠1
60°
m∠2
g Compan
120°
m∠3
60°
t Publishin
m∠4
180°
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m∠1 + m∠2
180°
m∠2 + m∠3
n Mifflin
180°
tock
m∠3 + m∠4
© Houghto
Shutters
180°
m∠1 + m∠4
Lesson 1
933
12:14 PM
4/19/14
Module 19
9L1 933
62_U8M1
ESE3897
IN1_MNL
933 Lesson 19.1

You have been measuring vertical angles and linear pairs of angles. When two lines intersect, the angles that are
opposite each other are vertical angles. Recall that a linear pair is a pair of adjacent angles whose non-common sides
are opposite rays. So, when two lines intersect, the angles that are on the same side of a line form a linear pair. EXPLORE 1
Reflect
Exploring Angle Pairs Formed by
1. Name a pair of vertical angles and a linear pair of angles in your diagram in Step A.
Possible answers: vertical angles: ∠1 and ∠3 or ∠2 and ∠4 ; linear pairs: Intersecting Lines
∠1 and ∠2, ∠2 and ∠3, ∠3 and ∠4, or ∠1 and ∠4
2. Make a conjecture about the measures of a pair of vertical angles. INTEGRATE TECHNOLOGY
Vertical angles have the same measure and so are congruent.
Students have the option of exploring the activity
3. Use the Linear Pair Theorem to tell what you know about the measures of angles that form a linear pair. either in the book or online.
The angles in a linear pair are supplementary, so the measures of the angles add
up to 180°.
QUESTIONING STRATEGIES
Explore 2 Proving the Vertical Angles Theorem
How would you describe a pair of
The conjecture from the Explore about vertical angles can be proven so it can be stated as a theorem.
supplementary angles in the drawing of
The Vertical Angles Theorem intersecting lines? adjacent angles
If two angles are vertical angles, then the angles are congruent.
Which pair of angles, if any, are congruent in a
drawing of two intersecting lines? Opposite
1 angles are congruent.
4 2
3
∠1 ≅ ∠3 and ∠2 ≅ ∠4
You have written proofs in two-column and paragraph proof formats. Another type of proof is called a flow proof. A
flow proof uses boxes and arrows to show the structure of the proof. The steps in a flow proof move from left to right
EXPLORE 2
or from top to bottom, shown by the arrows connecting each box. The justification for each step is written below the
box. You can use a flow proof to prove the Vertical Angles Theorem. Proving the Vertical Angles Theorem
Follow the steps to write a Plan for Proof and a flow proof to prove the Vertical Angles
Theorem.
Given: ∠1 and ∠3 are vertical angles. 1 QUESTIONING STRATEGIES

4 2
Prove: ∠1 ≅ ∠3 3 How do you identify vertical angles? They are
opposite angles formed by intersecting lines.
Module 19 934 Lesson 1
IN1_MNLESE389762_U8M19L1 934 4/19/14 12:13 PM
Math Background
Students will work with special angles. Congruent angles have the same measure.
A pair of angles is supplementary if their sum is 180°. A pair of angles is
complementary if their sum is 90°. Adjacent angles share one side without
overlapping. Vertical angles are the non-adjacent angles formed by intersecting
lines. They lie opposite each other at the point of intersection.
Angles Formed by Intersecting Lines 934

A Complete the final steps of a Plan for Proof:
AVOID COMMON ERRORS Because ∠1 and ∠2 are a linear pair and ∠2 and ∠3 are a linear pair, these pairs of angles
A common error that students make in writing are supplementary. This means that m∠1 + m∠2 = 180° and m∠2 + m∠3 = 180°. By the
Transitive Property, m∠1 + m∠2 = m∠2 + m∠3. Next:
proofs is using the result they are trying to prove as
Subtract m∠2 from both sides to conclude that m∠1 = m∠3. So, ∠1 ≅ ∠3.
an intermediate step in the proof. Remind students to
be alert for this type of circular reasoning. B Use the Plan for Proof to complete the flow proof. Begin with what you know is true from
the Given or the diagram. Use arrows to show the path of the reasoning. Fill in the missing
statement or reason in each step.
CURRICULUM INTEGRATION ∠1 and ∠2 are a ∠1 and ∠2 are

m∠1 + m∠2 = 180°
linear pair. supplementary .
The common error mentioned above is discussed in
Given Linear Pair Def. of
the study of logic; it is known as the logical fallacy of (see diagram) Theorem supplementary angles
begging the question. This is not the same as the ∠1 and ∠3 are
vertical angles.
general use of the phrase to “beg the question,” which
Given
often means “to raise another question.”
∠2 and ∠3 are a ∠2 and ∠3 are
m∠2 + m∠3 = 180°
linear pair. supplementary.
Given Def. of
Linear Pair
(see diagram)
Theorem supplementary angles
∠1 ≅ ∠3 m∠1 = m∠3 m∠1 + m∠2 = m∠2 + m∠3
Def. of Subtraction Transitive Property

congruence Property of
Equality of Equality
Reflect
4. Discussion Using the other pair of angles in the diagram, ∠2 and ∠4, would a proof that ∠2 ≅ ∠4 also
show that the Vertical Angles Theorem is true? Explain why or why not.
Yes, it does not matter which pair of vertical angles is used in the proof. Similar statements
and reasons could be used for either pair of vertical angles.
5. Draw two intersecting lines to form vertical angles. Label your lines and tell which angles are congruent.
Measure the angles to check that they are congruent.
A D
E Possible answer:
C B
By the Vertical Angles Theorem, ∠AEC ≅ ∠DEB and ∠AED ≅ ∠CEB. Checking by
measuring, m∠AEC = m∠DEB = 45° and m∠AED = m∠CEB = 135°.
COLLABORATIVE LEARNING
IN1_MNLESE389762_U8M19L1 935 4/19/14 12:13 PM
Small Group Activity

Have students review the different angle pairs and lesson illustrations. Have each
student draw one example of an angle pair, choosing from: a linear pair,
supplementary angles, complementary angles, and vertical angles. Students then
pass their drawings to others, who list all the information they know about that
type of angle pair. Have them keep passing the drawings for other students to add
more information until the drawing comes back to the student who drew it. Then
have students identify and draw the angle that is a complement of an acute angle,
a supplement of an obtuse angle, and the supplement of a right angle. acute,
acute, right
935 Lesson 19.1
Explain 1 Using Vertical Angles
You can use the Vertical Angles Theorem to find missing angle measures in situations involving intersecting lines. EXPLAIN 1
Example 1 Cross braces help keep the deck posts straight. Find the measure of
each angle. Using Vertical Angles
If two lines intersect to form four angles and
146°
one angle is an 80-degree angle, how do you
5 7 know there is another 80-degree angle? The
6
80-degree angle forms a linear pair with two
100-degree angles, and they each form a linear pair
 ∠6 with the remaining angle, so that angle must
Because vertical angles are congruent, m∠6 = 146°. measure 80 degrees.
 ∠5 and ∠7
From Part A, m∠6 = 146°. Because ∠5 and ∠6 form a linear pair , they are CONNECT VOCABULARY
supplementary and m∠5 = 180° - 146° = 34° . m∠ 7 = 34° because ∠ 7 Differentiate the word vertical, meaning up and
vertical angle
also forms a linear pair with ∠6, or because it is a with ∠5. down, and the idea of vertical angles, which share a
vertex but don’t need to be in an up-and-down
Your Turn
position. They are vertical in respect to one another.
6. The measures of two vertical angles are 58° and (3x + 4)°. Find the value of x.
58 = 3x + 4
54 = 3x
18 = x © Houghton Mifflin Harcourt Publishing Company
7. The measures of two vertical angles are given by the expressions (x + 3)° and (2x - 7)°. Find the value
of x. What is the measure of each angle?
x + 3 = 2x - 7
x + 10 = 2x
10 = x
The measure of each angle is (x + 3)° = (10 + 3)° = 13°.
DIFFERENTIATE INSTRUCTION
IN1_MNLESE389762_U8M19L1 936 4/19/14 12:13 PM
Graphic Organizers
Have students create a graphic organizer with a central oval titled Pairs of Angles
with leader lines to boxes for Adjacent angle, Linear pairs, Vertical angles,
Supplementary angles, and Complementary angles. Ask students to draw and
label an example of each pair of angles and to write a definition of each type
of angle pair.

Explain 2 Using Supplementary and Complementary Angles
EXPLAIN 2 Recall what you know about complementary and supplementary angles. Complementary angles are two angles
whose measures have a sum of 90°. Supplementary angles are two angles whose measures have a sum of 180°. You
have seen that two angles that form a linear pair are supplementary.
Using Supplementary and
Example 2 Use the diagram below to find the missing angle measures. Explain your
Complementary Angles reasoning.
C
INTEGRATE MATHEMATICAL B D
50°
PRACTICES
F
Focus on Critical Thinking A E
MP.3 Ask students what the maximum size of a
supplementary angle might be. Encourage students to  Find the measures of ∠AFC and ∠AFB.
state that the angle measure is close to, but not ∠AFC and ∠CFD are a linear pair formed by an intersecting line and ray,
‹ ›
− →
exactly, 180°. Have them try to describe two lines that AD and FC‾ , so they are supplementary and the sum of their measures is 180°. By the
diagram, m∠CFD = 90°, so m∠AFC = 180° - 90° = 90° and ∠AFC is also a right angle.
intersect to form these angles.
Because together they form the right angle ∠AFC, ∠AFB and ∠BFC are complementary and
the sum of their measures is 90°. So, m∠AFB = 90° - m∠BFC = 90° - 50° = 40°.
QUESTIONING STRATEGIES  Find the measures of ∠DFE and ∠AFE.
∠BFA and ∠DFE are formed by two intersecting lines

What fact do you use to find the angle and are opposite each other,
measures in a linear pair? The angles in a so the angles are vertical angles. So, the angles are congruent. From Part A
linear pair are supplementary. m∠AFB = 40°, so m∠DFE = 40° also.
What fact do you use to find the angle Because ∠BFA and ∠AFE form a linear pair, the angles are supplementary and the sum
measures in a pair of complementary of their measures is 180° . So, m∠AFE = 180° - m∠BFA = 180° - 40° = 140° .
angles? Two angles are complementary if the sum

of their measures is 90°. Reflect
8. In Part A, what do you notice about right angles ∠AFC and ∠CFD? Make a conjecture about right angles.
How does an angle complementary to an Possible answer: Both angles have measure 90°. Conjecture: All right angles are
angle A compare with an angle supplementary congruent.
to A? It measures 90° less.
INTEGRATE MATHEMATICAL
PRACTICES
Focus on Reasoning
MP.2 Encourage students to write an equation to
solve for the measure of an angle in an angle-pair Module 19 937 Lesson 1
relationship.Students will write an equation to
represent the angle-pair relationship and substitute LANGUAGE SUPPORT
the information that they are given to solve for the IN1_MNLESE389762_U8M19L1 937 4/19/14 12:13 PM
unknown.
Visual Cues
Have students work in pairs to fill out an organizer like the following, starting
with prior knowledge:
CONNECT VOCABULARY
Angle(s) Definition Picture
To help students remember the definitions of
Right
complementary and supplementary, explain that the
Obtuse
letter c for complementary comes before s for
supplementary, just as 90° comes before 180°. Acute
Complementary
Supplementary
937 Lesson 19.1
Your Turn
You can represent the measures of an angle and its complement as x° and (90 - x)°.
Similarly, you can represent the measures of an angle and its supplement as x° and
ELABORATE
(180 - x)°. Use these expressions to find the measures of the angles described.
9. The measure of an angle is equal to 10. The measure of an angle is twice INTEGRATE MATHEMATICAL
the measure of its complement. the measure of its supplement. PRACTICES
x = 90 - x x = 2(180 - x) Focus on Technology
2x = 90 x = 360 - 2x
MP.5 You may want to have students explore the
x = 45; so, 90 - x = 45 3x = 360
theorems in this lesson using geometry software. For
The measure of the angle is 45° x = 120; so, 180 - x = 60
the measure of its complement is 45°. The measure of the angle is 120° example, have students construct a linear pair of
the measure of its supplement is 60°. angles, determine the measure of each angle, and use
the software’s calculate tool to find the sum of the
Elaborate measures. Students can change the size of the angles
11. Describe how proving a theorem is different than solving a problem and describe how they are the same. and see that the measures change while their sum
Possible answer: A theorem is a general statement and can be used to justify steps in solving remains constant.
problems, which are specific cases of algebraic and geometric relationships. Both proofs and
problem solving use a logical sequence of steps to justify a conclusion or to find a solution.
12. Discussion The proof of the Vertical Angles Theorem in the lesson includes a Plan for Proof. How are a
Plan for Proof and the proof itself the same and how are they different? How many vertical angle pairs are formed
Possible answer: A plan for a proof is less formal than a proof. Both start from the given
where three lines intersect at a point?
information and reach the final conclusion, but a formal proof presents every logical step
Explain. 6; if the small angles are numberered
in detail, while a plan describes only the key logical steps.
consecutively 1–6, the vertical angles are 1 and 4, 2
13. Draw two intersecting lines. Label points on the lines and tell what angles you Possible answer: and 5, 3 and 6, and the adjacent angle pairs 1–2 and
know are congruent and which are supplementary.
G K
4–5, 2–3 and 5–6, 3–4, and 6–1.
L
SUMMARIZE THE LESSON
J H
Have students make a graphic organizer to
show how some of the properties, postulates,
Vertical angles are congruent: ∠GLK ≅ ∠JLH and ∠GLJ ≅ ∠KLH
and theorems in this lesson build upon one another.
Angles in a linear pair are supplementary: ∠GLJ and ∠GLK; ∠GLJ and ∠JLH; ∠JLH and
A sample is shown below.
∠HLK; and ∠HLK and ∠GLK
14. Essential Question Check-In If you know that the measure of one angle in a linear pair is 75°, how can Angle Addition Postulate
you find the measure of the other angle?
The angles in a linear pair are supplementary, so subtract the known measure from 180°:
180 - 75 = 105, so the measure of the other angle is 105°. Linear Pair Theorem
Vertical Angles Theorem
IN1_MNLESE389762_U8M19L1 938 4/19/14 12:13 PM

EVALUATE Evaluate: Homework and Practice
• Online Homework
Use this diagram and information for Exercises 1–4. • Hints and Help
• Extra Practice
Given: m∠AFB = m∠EFD = 50°
Points B, F, D and points E, F, C are collinear. B C

A
F
D
E
ASSIGNMENT GUIDE
Concepts and Skills Practice 1. Determine whether each pair of angles are a pair of vertical angles, a linear pair of angles,
or neither. Select the correct answer for each lettered part.
Explore Exercise 1 A. ∠BFC and ∠DFE Vertical Linear Pair Neither
Exploring Angle Pairs Formed by B. ∠BFA and ∠DFE Vertical Linear Pair Neither
Intersecting Lines
C. ∠BFC and ∠CFD Vertical Linear Pair Neither
Example 1 Exercises 2–11 D. ∠AFE and ∠AFC Vertical Linear Pair Neither
Proving the Vertical Angles Theorem E. ∠BFE and ∠CFD Vertical Linear Pair Neither
F. ∠AFE and ∠BFC Vertical Linear Pair Neither
Example 2 Exercises 12–14
Using Supplementary and
Complementary Angles 2. Find m∠AFE. 3. Find m∠DFC.
m∠AFB + m∠AFE + m∠EFD = 180° m∠EFB = m∠AFB + m∠AFE = 80° + 50° = 130°
50° + m∠AFE + 50° = 180° m∠DFC = m∠EFB, so m∠DFC = 130°
m∠AFE = 80°
CONNECT VOCABULARY
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Fresh
Suggest still another way for students to remember 4. Find m∠BFC.

which sum is 90 and which is 180: complementary m∠BFC = m∠EFD = 50°
and corner both start with the letter c, and corners are 5. Represent Real-World Problems A sprinkler swings back and
forth between A and B in such a way that ∠1 ≅ ∠2, ∠1 and ∠3 are
often right angles. Supplementary and straight both complementary, and ∠2 and ∠4 are complementary. If m∠1 = 47.5°,
start with the letter s, and a straight line is a find m∠2, m∠3, and m∠4.
180° angle.
A B
34
1 2
Picked/Alamy
∠1 ≅ ∠2, so m∠2 = 47.5°

∠1 and ∠3 are complementary, so m∠3 = 90 - 47.5 = 42.5°
∠2 and ∠4 are complementary, so m∠4 = 90 - 47.5 =42.5°
COMMON
IN1_MNLESE389762_U8M19L1 939
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 4/19/14 12:13 PM
1 1 Recall of Information MP.4 Modeling

2–4 1 Recall of Information MP.2 Reasoning
5–7 2 Skills/Concepts MP.2 Reasoning
8–11 1 Recall of Information MP.3 Logic
12–14 2 Skills/Concepts MP.3 Logic
15 2 Skills/Concepts MP.4 Modeling
939 Lesson 19.1

Determine whether each statement is true or false. If false, explain why.
6. If an angle is acute, then the measure of its complement must be greater than the measure of its INTEGRATE MATHEMATICAL
supplement. PRACTICES
False. The measure of an acute angle is less than 90°, so the measure of its complement Focus on Communication
will be less than 90° and the measure of its supplement will be greater than 90°. So, the
measure of the supplement will be greater than the measure of the complement. MP.3 As students answer the questions using the
angle names in a pair of angles, encourage them to
7. A pair of vertical angles may also form a linear pair.
trace each angle along its letters and say the angle’s
False. Vertical angles do not share a common side.
name aloud as they write it. This will help students
8. If two angles are supplementary and congruent, the measure of each angle is 90°.
get used to naming an angle with three letters.
True
9. If a ray divides an angle into two complementary angles, then the original angle is a right angle.
True
AVOID COMMON ERRORS
You can represent the measures of an angle and its complement as x° and (90 - x)°.
Similarly, you can represent the measures of an angle and its supplement as x° and Some students may have difficulty organizing the
(180 - x)°. Use these expressions to find the measures of the angles described.
reasons or steps for a proof. You may wish to have
10. The measure of an angle is three times the measure of its supplement. students write the given reasons or steps on sticky
x = 3(180 - x)
notes. Then they can rearrange the sticky notes as
x = 540 - 3x
4x = 540
needed to write the proof in the correct order.
x = 135; so, 180 - x = 45
The measure of the angle is 135° and the measure of its supplement is 45°.
11. The measure of the supplement of an angle is three times the measure of its complement.
180 - x = 3(90 - x)
180 - x = 270 - 3x
2x = 90
x = 45; so, 90 - x = 45 and 180 - x = 135
The measure of the angle is 45°, the measure of its complement is 45°, and the
measure of its supplement is 135°.
12. The measure of an angle increased by 20° is equal to the measure of its complement.
x + 20 = 90 - x
2x = 70
x = 35; so, 90 - x = 55
The measure of the angle is 35°, the measure of its complement is 55°.
COMMON
Exercise
IN1_MNLESE389762_U8M19L1 940
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 4/19/14 12:12 PM
16–17 3 Strategic Thinking MP.2 Reasoning

18–20 3 Strategic Thinking MP.3 Logic

Write a plan for a proof for each theorem.
INTEGRATE MATHEMATICAL 13. If two angles are congruent, then their complements are congruent.
PRACTICES Given: ∠ABC ≅ ∠DEF
Focus on Modeling Prove: The complement of ∠ABC ≅ the complement of ∠DEF .

Plan for Proof:
MP.4 Remind students that the shape of the letter X If ∠ABC ≅ ∠DEF, then m∠ABC ≅ m∠DEF.
suggests the idea of vertical angles.
The measure of the complement of ∠ABC = 90° - m∠ABC.
The measure of the complement of ∠DEF = 90° - m∠DEF.
INTEGRATE MATHEMATICAL Since m∠ABC = m∠DEF, the measure of the complement of ∠DEF = 90° - m∠ABC.
PRACTICES Therefore, the measure of the complement of ∠ABC = the measure of the complements of
∠DEF.
Focus on Math Connections The measures of the complements of the angles are equal, so the complements of the angles
MP.1 Remind students of the definitions of vertical, are congruent.
complementary, supplementary, and linear pairs. 14. If two angles are congruent, then their complements are congruent.
Have students use mental math to find complements Given: ∠ABC ≅ ∠DEF
and supplements of angles before using variables Prove: The supplement of ∠ABC ≅ the supplement of ∠DEF .
or expressions.
Plan for Proof:
If ∠ABC ≅ ∠DEF, then m∠ABC ≅ m∠DEF.
The measure of the complement of ∠ABC = 180° - m∠ABC.

The measure of the complement of ∠DEF = 180° - m∠DEF.
Since m∠ABC = m∠DEF, the measure of the complement of ∠DEF = 180° - m∠ABC.
Therefore, the measure of the supplement of ∠ABC = the measure of the supplement of
∠DEF.
The measures of the supplements of the angles are equal, so the supplements of the angles
are congruent.
IN1_MNLESE389762_U8M19L1 941 4/19/14 12:12 PM
941 Lesson 19.1

15. Justify Reasoning Complete the two-column proof for the theorem “If two angles are congruent, then
their supplements are congruent.”
Statements Reasons
PRACTICES
Focus on Critical Thinking
1. ∠ABC ≅ ∠DEF 1. Given
MP.3 If students have difficulty supplying the
2. The measure of the supplement of
supplement missing reasons in a proof, give them the reasons in
2. Definition of the of an angle
∠ABC = 180° - m∠ABC. random order and ask them to write the correct
reason in the appropriate line of the proof. This type
3. The measure of the supplement of
3. Definition of the supplement of an angle
∠DEF = 180° - m∠DEF . of scaffolding can be helpful for English language
learners until they become more comfortable with
m∠ABC = m∠DEF 4. If two angles are congruent, their measures are
4.
equal. the vocabulary of deductive reasoning.
5. The measure of the supplement of Equality

5. Substitution Property of
∠DEF = 180° - m∠ABC.
6. The measure of the supplement of ∠ABC

= the measure of the supplement of 6.
Substitution Property of Equality
∠DEF.
7. If the measures of the supplements of two angles
7. The supplement of ∠ABC ≅ the
are equal, then supplements of the angles are
supplement of ∠DEF .
congruent.
16. Probability The probability P of choosing an object at random from a group of objects is found by the
Number of favorable outcomes . Suppose the angle measures 30°, 60°, 120°, and 150°
fraction P(event) = ___
Total number of outcomes
are written on slips of paper. You choose two slips of paper at random.

a. What is the probability that the measures you choose are complementary?
1 possible pair (30°, 60°) 1

P(complementary) = ___ = _
6 angle pairs total 6
b. What is the probability that the measures you choose are supplementary?
2 possible pairs (30°, 150° and 60°, 120°) 2 =_

1
P(supplementary) = ____ = _
6 angle pairs total 6 3
IN1_MNLESE389762_U8M19L1 942 4/19/14 12:12 PM

PEERTOPEER DISCUSSION H.O.T. Focus on Higher Order Thinking
Ask students to discuss with a partner the names and 17. Communicate Mathematical Ideas Write a proof of the Vertical Angles Theorem in paragraph
proof form.
diagrams for various pairs of angles introduced in
this lesson. Ask them to write and solve a word 1
4 2
problem using complementary or supplementary 3
Given: ∠2 and ∠4 are vertical angles.
angles on index cards, then switch cards with their
partners to solve the problem. Prove: ∠2 ≅ ∠4
In the diagram of intersecting lines, ∠2 and ∠4 are vertical angles. Also, ∠2 and ∠3 are
a linear pair and ∠3 and ∠4 are a linear pair. By the Linear Pair Theorem, ∠2 and ∠3 are
supplementary and ∠3 and ∠4 are supplementary. Then m∠2 + m∠3 = 180° and
JOURNAL m∠3 + m∠4 = 180° by the definition of supplementary angles. By the Transitive Property
of Equality, m∠2 + m∠3 = m∠3 + m∠4. Using the Subtraction Property of Equality,
Have students write about each angle-pair m∠2 = m∠4. So, ∠2 ≅ ∠4 by the definition of congruence.
relationship discussed in this lesson (supplementary
18. Analyze Relationships If one angle of a linear pair is acute, then the other angle must be obtuse.
angles, complementary angles, and vertical angles). Explain why.
Students should include definitions and drawings to The sum of the measures of the two angles of a linear pair must be 180°. If the measure of
support their descriptions. one angle is less than 90°, then the measure of the other angle must be greater than 90°.
19. Critique Reasoning Your friend says that there is an angle whose measure is the same as the measure
of the sum of its supplement and its complement. Is your friend correct? What is the measure of the angle?
Explain your friend’s reasoning.
Yes; 90°: the measure of its complement is 0°, and the measure of its supplement is 90°, so
0° + 90° = 90°.
20. Critical Thinking Two statements in a proof are:

m∠A = m∠B
m∠B = m∠C
What reason could you give for the statement m∠A = m∠C? Explain your reasoning.
You could use either the Transitive Property of Equality, since both statements have m∠B
in common; or you could use the Substitution Property of Equality by substituting m∠C for
m∠B in the first statement.
IN1_MNLESE389762_U8M19L1 943 4/19/14 12:12 PM
943 Lesson 19.1

Lesson Performance Task CONNECT VOCABULARY
A supplement is something that completes something
The image shows the angles formed by a pair of scissors. When the
scissors are closed, m∠1 = 0°. As the scissors are opened, the measures
else, as a vitamin supplement may complete a person’s
of all four angles change in relation to each other. Describe how the
∠4 daily vitamin requirement. The supplement of an
measures change as m∠1 increases from 0° to 180°.
∠3 ∠1 angle completes a linear pair, with measures that
∠2 complete a sum of 180°. A complement similarly
brings something to completion, like a new coach
who proves to be a perfect complement to the team.
When m∠1 = 0°, m∠3 = 0°, and the measures of both ∠2 and ∠4 equal 180°.
The complement of an angle brings a right angle to
As m∠1 increases, the measure of ∠3 increases as well, so that m∠3 always
completion.
equals m∠1. At the same time, the measures of ∠2 and ∠4 decrease steadily,
both angles being congruent to each other and supplementary to ∠1.
When m∠1 = 90°, the measures of the other three angles are also 90°. AVOID COMMON ERRORS
When m∠1 > 90°, the measures of ∠2 and ∠4 are less than 90° and continually Students may have difficulty with the concept that as
decrease, reaching 0° when m∠1 = 180°. angle measures increase from 0° to 180°, their
supplements change from obtuse to right to acute
angles. Stress that supplementary angles have
measures whose sum is 180°, and that one angle in a
pair of supplementary angles that are not right angles
will always be obtuse and one will be acute, and that
supplements of right angles are right angles.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M19L1 944 4/19/14 12:12 PM
A lever is a simple machine that enables the user to lift or move an object using
less force than the weight of the object. A teeter-totter is an example of a “class 1”
lever, which has a fulcrum between the object being moved and the applied force.
Have students research “double class 1 levers,” of
Class 1 Lever
which pliers and scissors are examples. Students
Load Force
should explain how this type of lever differs from
Scoring Rubric
single class 1 levers, and describe how double class 2 points: Student correctly solves the problem and explains his/her reasoning.
1 levers create a mechanical advantage that allows 1 point: Student shows good understanding of the problem but does not fully
users to produce forces greater than they apply. Fulcrum solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

LESSON
Transversals and 19.2 Transversals and Parallel Lines

Parallel Lines Essential Question: How can you prove and use theorems about angles formed by
transversals that intersect parallel lines?
Resource
Common Core Math Standards Explore Exploring Parallel Lines and
Locker
The student is expected to: Transversals

COMMON
CORE G-CO.C.9 A transversal is a line that intersects two coplanar lines at two different points. In the figure,
line t is a transversal. The table summarizes the names of angle pairs formed by a transversal.
Prove theorems about lines and angles.
COMMON
CORE MP.3 Logic
t
1 2 p
Language Objective 4 3
5 6
Explain to a partner how to identify the angles formed by two parallel 8 7 q
lines cut by a transversal.
ENGAGE
Angle Pair Example
Essential Question: How can you
Corresponding angles lie on the same side of the transversal and on the same
prove and use theorems about angles ∠ 1 and ∠5
© Houghton Mifflin Harcourt Publishing Company • Image Credits:
sides of the intersected lines.

formed by transversals that intersect Same-side interior angles lie on the same side of the transversal and between
∠3 and ∠6
parallel lines? the intersected lines.
Possible answer: Start by establishing a postulate Alternate interior angles are nonadjacent angles that lie on opposite sides of
∠3 and ∠ 5
©Ruud Morijn Photographer/Shutterstock
the transversal between the intersected lines.

about certain pairs of angles, such as same-side
interior angles. The postulate allows you to prove a Recall that parallel lines lie in the same plane and never
ℓ
intersect. In the figure, line ℓ is parallel to line m, written ℓǁm.
theorem about other pairs of angles, such as The arrows on the lines also indicate that they are parallel.
m
alternate interior angles. You can then use the
ℓ‖ m
postulate and the theorem to prove other theorems
about other pairs of angles, such as corresponding
angles.
PREVIEW: LESSON
PERFORMANCE TASK
Module 19 ges must
be made throu
gh “File info” 945 Lesson 2
View the Engage section online. Discuss the photo.
EDIT--Chan
Correction
Date
Class
Name
ls and Pa rallel Lines
versa
19.2 Trans
Ask students to describe ways that a real-world HARDCOVER PAGES 945954
by
angles formed
ms about
use theore
prove and el lines? Resource
can you ect parall
Quest ion: How that inters
Locker
Essential transversals .
and angles
about lines
theorems s and
G-CO.C.9 Prove
Parallel Line
COMMON
Exploring
CORE
example of parallel lines and a transversal like this

Explore sals In the figure,
Transver ar lines at
two differe
nt points.
d by a transv
ersal.
forme
two coplan of angle pairs
intersects
IN1_MNLESE389762_U8M19L2 945 4/19/14 12:20 PM

is a line that the names
summarizes
A transversal ersal. The table
transv
line t is a
example differ from parallel lines and a transversal

1
4 3
5 6
8 7
t
2 p
q
that might appear in a geometry book. Then preview s lie on the
Angle Pair
same side
of the transv
ersal and
on the same
Example
∠ 1 and ∠5
∠3 and ∠6
numbers for this lesson.
ing angle between
the Lesson Performance Task.

Correspondintersected lines. ersal and
sides of the of the transv
Credits:
same side
s lie on the ∠3 and ∠
5
interior angle ite sides of
Same-side
y • Image
lines. on oppos
cted that lie
the interse jacent angles
s are nonad lines.
interior anglethe intersected
g Compan
Alternate en ℓ
ersal betwe
Harcour t utterstock
the transv and never

plane ℓǁm.
Publishin
same
lie in the l to line m,
written m
parallel lines l.
Recall that line ℓ is paralle they are paralle
Photographer/Sh
In the figure, also indicate that

intersect. ℓ‖ m
on the lines
The arrows
n Mifflin
©Ruud Morijn
© Houghto
Lesson 2
945
12:21 PM
4/19/14
Module 19
9L2 945
62_U8M1
ESE3897
IN1_MNL
945 Lesson 19.2

When parallel lines are cut by a transversal, the angle pairs formed are either congruent or
supplementary. The following postulate is the starting point for proving theorems about
parallel lines that are intersected by a transversal.
EXPLORE
Same-Side Interior Angles Postulate
If two parallel lines are cut by a transversal, then the pairs of same-side interior angles Exploring Parallel Lines and
are supplementary. Transversals
Follow the steps to illustrate the postulate and use it to find angle measures.
A Draw two parallel lines and a transversal, and number the angles formed from 1 to 8. INTEGRATE TECHNOLOGY
t The properties of parallel lines and transversals can
1 2 p
4 3 be explored using geometry software. Students can
5 6
q
display lines and angle measures on screen, rotate a
8 7
line so it is parallel to another, and observe the
relationships between angles.
B Identify the pairs of same-side interior angles.
∠4 and ∠5; ∠3 and ∠6
C What does the postulate tell you about these same-side interior angle pairs?
Given p ‖ q, then ∠4 and ∠5 are supplementary and ∠3 and ∠6 are supplementary. When two lines are cut by a transversal, how
many pairs of corresponding angles are
D If m∠4 = 70°, what is m∠5? Explain. formed? How many pairs of same-side angles? 4; 2
m∠5 = 110°; ∠4 and ∠5 are supplementary, so m∠4 + m∠5 = 180°. Therefore
What does the Same-Side Interior Angles
70° + m∠5 = 180°, so m∠5 = 110°.
Postulate tell you about the measure of a pair
Reflect
of same-side interior angles? The sum of their
measures is 180˚̊.
1. Explain how you can find m∠3 in the diagram if p ‖ q and m∠6 = 61°.
∠3 and ∠6 are supplementary, so m∠3 + m∠6 = 180°. Therefore m∠3 + 61° = 180°, so © Houghton Mifflin Harcourt Publishing Company
m∠3 = 119°.
2. What If? If m ‖ n, how many pairs of same-side interior angles are shown in the m n
figure? What are the pairs?
Two pairs; ∠3 and ∠5, ∠4 and ∠6 1 3 5 7
t
2 4 6 8
IN1_MNLESE389762_U8M19L2 946 4/19/14 12:19 PM
Math Background
When two parallel lines are cut by a transversal, alternate interior angles have the
same measure, corresponding angles have the same measure, and same-side
interior angles are supplementary. One of these three facts must be taken as a
postulate and then the other two may be proved. In the work text, the statement
about same-side interior angles is taken as the postulate. This is closely related to
one of the postulates stated in Euclid’s Elements: “If a straight line falling on two
straight lines makes the interior angles on the same side less than two right angles,
the two straight lines, if produced indefinitely, meet on that side on which are the
angles less than the two right angles.”
Transversals and Parallel lines 946
Explain 1 Proving that Alternate Interior Angles
EXPLAIN 1 are Congruent
Other pairs of angles formed by parallel lines cut by a transversal are alternate interior angles.
Proving that Alternate Interior Alternate Interior Angles Theorem

Angles are Congruent If two parallel lines are cut by a transversal, then the pairs of alternate interior angles
have the same measure.
CONNECT VOCABULARY To prove something to be true, you use definitions, properties, and theorems that you
already know.
Have students experience the idea of what the term Example 1 Prove the Alternate Interior Angles Theorem.
alternate means by shading in alternating figures in a
Given: p ‖ q t
series of figures. 1 2 p
Prove: m∠3 = m∠5 4 3
5 6
q
8 7
Complete the proof by writing the missing reasons. Choose from the following reasons.
Do you have to write a separate proof for You may use a reason more than once.
every pair of alternate interior angles in the • Same-Side Interior Angles Postulate • Subtraction Property of Equality
figure? Why or why not? No, you can write the proof • Given • Substitution Property of Equality
for any pair of alternate interior angles. The same • Definition of supplementary angles • Linear Pair Theorem
reasoning applies to all the pairs.
Statements Reasons
1. p ‖ q
1. Given
2. ∠3 and ∠6 are supplementary. 2. Same-Side Interior Angles Postulate
3. m∠3 + m∠6 = 180° 3. Definition of supplementary angles
4. ∠5 and ∠6 are a linear pair. 4. Given

5. ∠5 and ∠6 are supplementary.
5. Linear Pair Theorem
7. m∠3 + m∠6 = m∠5 + m∠6 7. Substitution Property of Equality
8. m∠3 = m∠5 8. Subtraction Property of Equality
Reflect
3. In the figure, explain why ∠1, ∠3, ∠5, and ∠7 all have the same measure.
m∠1 = m∠3 and m∠5 = m∠7 (Vertical Angles Theorem), m∠3 = m∠5 (Alternate Interior
Angles Theorem), m∠5 = m∠7 Transitive Property of Equality m∠1 = m∠3.
IN1_MNLESE389762_U8M19L2 947 4/19/14 12:19 PM
Peer-to-Peer Activity
Have students use lined paper or geometry software to draw two parallel lines and
a transversal that is not perpendicular to the lines. Instruct the student’s partner to
shade or mark the acute angles with one color and the obtuse angles with another
color. Let students use a protractor or geometry software to see that all the angles
with the same color are congruent, and that pairs of angles with different colors
are supplementary.
947 Lesson 19.2

4. Suppose m∠4 = 57° in the figure shown. Describe two different ways to determine m∠6.
By the Alternate Interior Angles Theorem, m∠6 = 57°. Also ∠4 and ∠5 are supplementary,
so m∠5 = 123°. Since ∠5 and ∠6 are supplementary, m∠6 = 57°.
EXPLAIN 2
Proving that Corresponding Angles
Explain 2 Proving that Corresponding Angles are Congruent
are Congruent
Two parallel lines cut by a transversal also form angle pairs called corresponding angles. INTEGRATE MATHEMATICAL
Corresponding Angles Theorem PRACTICES
If two parallel lines are cut by a transversal, then the pairs of corresponding angles Focus on Reasoning
have the same measure.
MP.2 Explaining and justifying arguments is at the
Example 2 Complete a proof in paragraph form for the Corresponding Angles Theorem. heart of this proof-based lesson. You may wish to
Given: p‖q have students pair up with a “proof buddy.” Students
t
Prove: m∠4 = m∠8
1 2 p can exchange their work with this partner and check
4 3
that the partner’s logical arguments make sense.
5 6
q
8 7
By the given statement, p‖q. ∠4 and ∠6 form a pair of alternate interior angles .
What can you use as reasons in a proof? given
So, using the Alternate Interior Angles Theorem, m∠4 = m∠6 .
information, properties, postulates, and
∠6 and ∠8 form a pair of vertical angles. So, using the Vertical Angles Theorem, previously-proven theorems
m∠6 = m∠8 . Using the Substitution Property of Equality
m∠4 = m∠8 How can you check that the first and last
in m∠4 = m∠6, substitute m∠4 for m∠6. The result is .
statements in a two-column proof are
Reflect correct? The first statement should match the
5. Use the diagram in Example 2 to explain how you can prove the Corresponding Angles “Given” and the last statement should match
Theorem using the Same-Side Interior Angles Postulate and a linear pair of angles. the “Prove.”
By the Same-Side Interior Angles Theorem, m∠4 + m∠5 = 180°. As a linear pair,
m∠4 + m∠1 = 180°. Therefore m∠4 + m∠1 = m∠4 + m∠5 , so m∠1 = m∠5.
6. Suppose m∠4 = 36°. Find m∠5. Explain. PRACTICES
m∠5 = 144°; Since ∠1 and ∠4 form a vertical pair, they are supplementary. So, Focus on Modeling
m∠1 = 144°. Using the Corresponding Angles Theorem, you know that m∠1 = m∠5.
MP.4 Draw parallel lines and a transversal on a
So, m∠5 = 144°.
transparency. Trace an acute and an obtuse angle
formed by the lines onto another transparency, and
use them to find congruent angles.
DIFFERENTIATE INSTRUCTION AVOID COMMON ERRORS

IN1_MNLESE389762_U8M19L2 948 4/19/14 12:19 PM
Kinesthetic Experience Some students may have difficulty identifying the

Have students draw a pair of parallel lines and a transversal on translucent paper correct angles for two parallel lines cut by a
squares. Tear the paper between the parallel lines, and overlay the two parts to transversal because they are unfamiliar with the
show that the angles are congruent. angles. Have these students use highlighters to
color-code the different angle pairs. For example,
students can use a yellow highlighter to highlight the
term corresponding angles and then use the same
highlighter to mark the corresponding angles.

Explain 3 Using Parallel Lines to Find Angle Pair
EXPLAIN 3 Relationships
You can apply the theorems and postulates about parallel lines cut by a transversal to
solve problems.
Using Parallel Lines to Find Angle
Pair Relationships Example 3 Find each value. Explain how to find the values using postulates,
theorems, and algebraic reasoning.
a b
 In the diagram, roads a and b are parallel. Explain how to find the
INTEGRATE MATHEMATICAL measure of ∠VTU. Q S
PRACTICES It is given that m∠PRQ = (x + 40)° and m∠VTU = (2x - 22)°.
(x + 40)° T U
m∠PRQ = m∠RTS by the Corresponding Angles Theorem and
Focus on Modeling m∠RTS = m∠VTU by the Vertical Angles Theorem.
P R (2x - 22)°
V
MP.4 Have students look through magazines to find So, m∠PRQ = m∠VTU, and x + 40 = 2x - 22. Solving for x,
x + 62 = 2x, and x = 62. Substitute the value of x to find m∠VTU:
pictures with parallel lines and transversals, such as m∠VTU = (2(62) - 22)° = 102°.
bridges, fences, furniture, etc. Use markers or colored
 In the diagram, roads a and b are parallel. Explain how to find the a b
tape to mark the lines, and then identify angles that U
T
measure of m∠WUV.
Q V
appear to be congruent and angles that appear to be
It is given that m∠PRS = (9x)° and m∠WUV = (22x + 25)°.
supplementary. (9x)° R (22x + 25)°
m∠PRS = m∠RUW by the
Corresponding Angles Theorem . S W
∠RUW and ∠WUV are supplementary angles.
QUESTIONING STRATEGIES So, m∠RUW + m∠WUV = 180° . Solving for x, 31x + 25 = 180,
x= 5 .Substitute the value of x to find m∠WUV ;

How can you check that the postulates and and
theorems about parallel lines apply to real- m∠WUV = (22(5) + 25)° = 135° .
world situations? Sample answer: Measure some

Your Turn
angle pair relationships with lines that appear
parallel, and verify that the postulates and theorems 7. In the diagram of a gate, the horizontal bars are parallel and the
vertical bars are parallel. Find x and y. Name the postulates and/or
apply. theorems that you used to find the values. 126°
36°
(12x + 2y)°
ELABORATE (3x + 2y)°
x = 10, y = 3; (12x + 2y)° = 126° by the Corresponding Angles Postulate

AVOID COMMON ERRORS and (3x + 2y)° = 36° by the Alternate Interior Angles Theorem. Solving the equations
Students may incorrectly apply the postulates and simultaneously results in x = 10 and y = 3.
theorems presented in this lesson when lines cut by

a transversal are not parallel. Remind them that
the postulates and theorems are only true for
parallel lines.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M19L2 949 4/19/14 12:19 PM
Postulates may be used to prove theorems; Visual Cues

which postulate was used to prove the two Have students work in pairs to add the following angle definitions and pictures to
theorems in this lesson? Same-Side Interior Angles an organizer like the one below:
Postulate
Angle(s) Definition Picture
Alternate interior angles
Corresponding angles
Same-side interior angles
949 Lesson 19.2

Elaborate
8. How is the Same-Side Interior Angles Postulate different from the two theorems in the SUMMARIZE THE LESSON
lesson (Alternate Interior Angles Theorem and Corresponding Angles Theorem)?
The postulate shows that pairs of angles are supplementary, while the theorems show that
Have students use the diagram to identify the
pairs of angles have the same measure.
following:
9. Discussion Look at the figure below. If you know that p and q are parallel, and are t
given one angle measure, can you find all the other angle measures? Explain. 1 2 p
4 3
1 2 3 4
5 6 t
8 7
q 5 6 7 8
Yes; Possible explanation: Consider angles 1–4. If you knew one angle you can use the
fact that angles that are linear pairs are supplementary and the Vertical Angles Theorem. p q
You could use either the Alternate Interior Angles Theorem or the Corresponding Angles
Theorem to find one of the angle measures for angles 5–8. Then you can use the Linear Parallel lines p and q
Pair Theorem and the Vertical Angles Theorem to find all of those angle measures. Transversal t
10. Essential Question Check-In Why is it important to establish the Same-Side Congruent angles: Corresponding ∠1 ≅ ∠3; ∠2 ≅
Interior Angles Postulate before proving the other theorems? ∠4; ∠5 ≅ ∠7; ∠6 ≅ ∠8
You need to use the Same-Side Interior Angles Postulate to prove the Alternate Interior
Angles Theorem, and to prove the Corresponding Angles Theorem you need to use either
Alternate interior ∠2 ≅ ∠7; ∠3 ≅ ∠6
the Same-SIde Interior Angles Postulate or the Alternate Interior Angles Theorem. Supplementary angles: Same-side interior ∠2 and
∠3; ∠6 and ∠7
Evaluate: Homework and Practice

• Online Homework
EVALUATE
1. In the figure below, m‖n. Match the angle pairs with the correct m n • Hints and Help

label for the pairs. Indicate a match by writing the letter for the • Extra Practice
angle pairs on the line in front of the corresponding labels. 1 3 5 7
t
2 4 6 8
A. ∠4 and ∠6 C Corresponding Angles
B. ∠5 and ∠8 A Same-Side Interior Angles

D
ASSIGNMENT GUIDE
C. ∠2 and ∠6 Alternate Interior Angles
B Concepts and Skills Practice
D. ∠4 and ∠5 Vertical Angles
Explore Exercises 1–4
Exploring Parallel Lines
and Transversals
Proving that Alternate Interior
Angles are Congruent
Proving that Corresponding Angles
COMMON are Congruent
Exercise
IN1_MNLESE389762_U8M19L2 950

1 1 Recall of Information MP.2 Reasoning Using Parallel Lines to Find Angle
Pair Relationships
2 1 Recall of Information MP.3 Logic
3 1 Recall of Information MP.2 Reasoning
15 3 Strategic Thinking MP.4 Modeling
17 2 Skills/Concepts MP.3 Logic

2. Complete the definition: A transversal is a line that intersects two coplanar lines
AVOID COMMON ERRORS at two different points.
Students may incorrectly apply the postulates and Use the figure to find angle measures. In the figure, p ‖ q. t
1 2 p
theorems presented in this lesson when lines cut by 4 3
a transversal are not parallel. Remind them that 5 6
q
8 7
the postulates and theorems are only true for
parallel lines. 3. Suppose m∠4 = 82°. Find m∠5. 4. Suppose m∠3 = 105°. Find m∠6.
m∠5 = 98°, by the Same-Side Interior m∠6 = 75°, by the Same-Side Interior
Angles Postulate. Angles Postulate.
INTEGRATE MATHEMATICAL 5. Suppose m∠3 = 122°. Find m∠5. 6. Suppose m∠4 = 76°. Find m∠6.
PRACTICES m∠5 = 122°, by the Alternate Interior m∠6 = 76°, by the Alternate Interior
Focus on Modeling Angles Theorem. Angles Theorem.
MP.4 Some students may have difficulty identifying

7. Suppose m∠5 = 109°. Find m∠1. 8. Suppose m∠6 = 74°. Find m∠2.
the correct angles for two parallel lines cut by a
m∠1 = 109°, by the Corresponding m∠2 = 74°, by the Corresponding
transversal because some combinations of angles can Angles Theorem. Angles Theorem.
be visually distracting. Suggest that these students
re-draw or trace the diagram for each exercise, m n
Use the figure to find angle measures. In the figure, m ‖ n and x ‖ y.
labeling only the angles necessary for the exercise.
1 2 3 4
x
5 6 7 8
9 10 11 12 y
13 14 15 16
m∠10 = 69°, by the Alternate Interior m∠6 = 115°, by the Alternate Interior
Angles Theorem. Angles Theorem.
m∠7 = 118°, by the Alternate Interior m∠11 = 108°, by the Corresponding Angles
Angles Theorem. Theorem and Linear Pair Theorem.
m∠14 = 66°, by the Corresponding m∠12 = 86°, by the Alternate Interior
Angles Theorem, Linear Pair Theorem, and Angles Theorem and Corresponding Angles
Corresponding Angles Theorem. Theorem.
COMMON
IN1_MNLESE389762_U8M19L2 951

951 Lesson 19.2

15. Ocean waves move in parallel lines toward the shore.
The figure shows the path that a windsurfer takes across PEERTOPEER DISCUSSION
several waves. For this exercise, think of the windsurfer’s
wake as a line. If m∠1 = (2x + 2y)° and m∠2 = (2x + y)°, Ask students to discuss with a partner the parallel
2
find x and y. Explain your reasoning.
1
line diagrams for various pairs of angles introduced
70°
in this lesson. Ask them to write and solve a word
problem about parallel lines and their associated
angles on index cards, and switch with their partners
x = 15 and y = 30; m∠2 = 70° by the Corresponding Angles Theorem
and m∠1 + m∠2 = 180° by the Same-Side Interior Angles Postulate. So, to solve the problem.
m∠1 = 180° - 70° = 110°. m∠2 = (2x + y)° and m∠2 = 70°, so (2x + y) = 70° by
the Substitution Property of Equality and 2x = 70 - y. m∠1 = (2x + 2y)°,
so m∠1 = (70 - y + 2y)° = (70 + y)° , so (70 + y)º = 110º and y = 40º by the
Substitution Property of Equality. INTEGRATE MATHEMATICAL
Since 2x + y = 70 and y = 40, 2x = 30 and x = 15. PRACTICES
In the diagram of movie theater seats, the incline of the
Focus on Math Connections
floor, ƒ, is parallel to the seats, s. MP.1 Remind students about how to use the
16. If m∠1 = 60°, what is x? Same-Side Interior Angles Postulate and the
s
x = 40; by the Corr. ∠s Thm. and the Lin. Pair Thm., theorems about parallel lines to write equations
3x° + m∠1 = 180°, so 3x + 60 = 180, and x = 40. f (5y - 7)°
1 that will help them find angle measures related to
3x°
17. If m∠1 = 68°, what is y? parallel lines.
y = 15; by the Alt. Int. ∠s Thm., m∠1 = (5y - 7)°,
so 68 = 5y - 7, and y = 15.
18. Complete a proof in paragraph form for the Alternate Interior Angles t
Theorem. 1 2 p
4 3
Given: p ‖ q
5 6
q
8 7
Prove: m∠3 = m∠5
It is given that p ‖ q, so using the Same-Side Interior Angles Postulate, ∠3 and ∠6
are supplementary . So, the sum of their measures is 180° and m∠3 + m∠6 = 180°.
You can see from the diagram that ∠5 and ∠6 form a line, so they are a linear pair ,
which makes them supplementary . Then m∠5 + m∠6 = 180°. Using the
Substitution Property of Equality, you can substitute 180° in m∠3 + m∠6 = 180° with
m∠5 + m∠6. This results in m∠3 + m∠6 = m∠5 + m∠6. Using the Subtraction Property
of Equality, you can subtract

m∠6 from both sides. So,
m∠3 = m∠5 .
IN1_MNLESE389762_U8M19L2 952 4/19/14 12:19 PM

19. Write a proof in two-column form for the Corresponding Angles Theorem.
JOURNAL Given: p ‖ q
1 2
t
p
4 3
Have students list examples in the real world where
Prove: m∠1 = m∠5 5 6
q
they have seen parallel lines cut by a transversal. Ask 8 7
them to name the pairs of angles that are congruent. Statements Reasons
1. p‖q 1. Given
2. m∠3 = m∠5 2. Alternate Interior Angles Theorem
3. m∠1 = m∠3 3. Vertical Angles Theorem
4. m∠1 = m∠5 4. Substitution Property of Equality
20. Explain the Error Angelina wrote a proof in paragraph form to prove that the t
measures of corresponding angles are congruent. Identify her error, and describe 1 2 p
how to fix the error. 4 3
Angelina’s proof: 5 6
q
I am given that p ‖ q. ∠1 and ∠4 are supplementary angles because they 8 7
form a linear pair, so m∠1 + m∠4 = 180°. ∠4 and ∠8 are also supplementary
because of the Same-Side Interior Angles Postulate, so m∠4 + m∠8 = 180°.
You can substitute m∠4 + m∠8 for 180° in the first equation above. The result
is m∠1 + m∠4 = m∠4 + m∠8. After subtracting m∠4 from each side, I see
that ∠1 and ∠8 are corresponding angles and m∠1 = m∠8.
∠4 and ∠8 are not same-side interior angles. ∠4 and ∠5 are same-side
interior angles. So, in the paragraph proof, replace ∠8 with ∠5 to see
that m∠1 = m∠5.
21. Counterexample Ellen thinks that when two lines that are not parallel are
cut by a transversal, the measures of the alternate interior angles are the same.
Write a proof to show that she is correct or use a counterexample to show that 1 2
she is incorrect. 3 4
A possible diagram is shown, with two nonparallel lines cut by a

transversal. I can measure the angles in my drawing with a protractor 5 6
as a counterexample. ∠4 and ∠5 are alternate interior angles, but 7 8
m∠4 = 90° and m∠5 = 130°, so the measures are not the same when
the lines are not parallel.
IN1_MNLESE389762_U8M19L2 953 4/19/14 12:19 PM
953 Lesson 19.2

H.O.T. Focus on Higher Order Thinking INTEGRATE MATHEMATICAL
_ _ Use_
Analyzing Mathematical Relationships the diagram
_ of a staircase A 50° PRACTICES
railing for Exercises 22 and 23. AG ‖ CJ and AD ‖ FJ. Choose the best B
answer. Focus on Critical Thinking
C
22. Which is a true statement about the measure of ∠DCJ? 82° MP.3 Students may not have encountered geometry
r° D
A. It is 30°, by the Alternate Interior Angles Theorem. F 30°
problems that can be solved by drawing a line or
B. It is 30°, by the Corresponding Angles Theorem. G some other element on a given figure. Students may
(3n + 7)° object that a problem of this kind isn’t “fair.” Point out
H
C. It is 50°, by the Alternate Interior Angles Theorem.
j that many problems omit information. To solve a
D. It is 50°, by the Corresponding Angles Theorem. problem, you use problem-solving skills, working
your way logically from the statement of the problem
23. Which is a true statement about the value of n? to its solution. This problem introduces a new
A. It is 25°, by the Alternate Interior Angles Theorem. approach students can add to their arsenal of
B. It is 25°, by the Same-Side Interior Angles Postulate. problem-solving skills.
C. It is 35°, by Alternate Interior Angles Theorem.
D. It is 35°, by the Same-Side Interior Angles Postulate. INTEGRATE MATHEMATICAL

PRACTICES
Lesson Performance Task Focus on Modeling
Washington Street is parallel to Lincoln Street. The Apex Washington Street
MP.4 If students have difficulty drawing the figure
Company’s headquarters is located between the streets. 51° for part b of the Lesson Performance Task, show
From headquarters, a straight road leads to Washington
Street, intersecting it at a 51° angle. Another straight road Apex Company
51°
them this figure:
leads to Lincoln Street, intersecting it at a 37° angle.
x°
37°

Lincoln Street
Washington Street
37°
y° Apex 51°
a. Find x. Explain your method.
Company
b. Suppose that another straight road leads from the opposite side of headquarters w° x°
to Washington Street, intersecting it at a y° angle, and another straight road leads
from headquarters to Lincoln Street, intersecting it at a z° angle. Find the measure
of the angle w formed by the two roads. Explain how you found w. z° 37°
a. Draw a line parallel to the two streets and passing through the vertex of Lincoln Street
the angle with measure x°. Because alternate interior angles formed by
parallel lines and a transversal are congruent, the angle measuring x° is
divided into a 51° angle and a 37° angle, so x = 51 + 37 = 88.
b. Use the method from part a. The top part of the unknown angle measures
y° and the bottom part measures z°. So, w = y + z.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M19L2 954 4/19/14 12:19 PM
The easiest way to solve the problems in the Lesson Performance Task is to draw a
line parallel to Washington and Lincoln streets through the angle with its vertex at
the Apex Company. But what if there are two such possible lines, or even more?
Have students research and report on “Playfair’s Axiom,” which states that, in a
plane, no more than one line can be drawn through a given point that is parallel to
a given line. Students should be able to grasp this concept intuitively, as a second Scoring Rubric
line through a point would form a nonzero angle with the parallel line and thus 2 points: Student correctly solves the problem and explains his/her reasoning.
could not also be parallel. 1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.

LESSON
Proving Lines are 19.3 Proving Lines are Parallel

Parallel Essential Question: How can you prove that two lines are parallel?
Resource
Common Core Math Standards Explore Writing Converses of Parallel Line Theorems Locker
The student is expected to: You form the converse of and if-then statement "if p, then q" by swapping p and q.
COMMON The converses of the postulate and theorems you have learned about lines cut by a transversal
CORE G-CO.C.9 are true statements. In the Explore, you will write specific cases of each of these converses.
Prove theorems about lines and angles. Also G-CO.D.12 The diagram shows two lines cut by a transversal t. Use the diagram and the given statements t
in Steps A–D. You will complete the statements based on your work in Steps A–D. 1 2
Mathematical Practices ℓ
4 3
COMMON Statements
CORE MP.3 Logic 56
m
lines ℓ and m are parallel ∠2 ≅ ∠ 8 7
Language Objective
∠2 and ∠ are supplementary ∠ ≅ ∠7
Explain to a partner whether the angles formed by two lines cut by a
transversal determine parallel lines.
A Use two of the given statements together to complete a statement about the diagram using
the Same-Side Interior Angles Postulate.
ENGAGE By the postulate: If

are supplementary.
lines ℓ and m are parallel , then ∠2 and ∠ 3
Essential Question: How can you B Now write the converse of the Same-Side Interior Angles Postulate using the diagram and
prove that two lines are parallel? your statement in Step A.
By its converse: If ∠2 and ∠3 are supplementary ,

Possible answer: Look at the angles formed when a
lines ℓ and m are parallel
transversal crosses the two lines. If a pair of then .
alternate interior angles are congruent, a pair of

corresponding angles are congruent, or a pair of C Repeat to illustrate the Alternate Interior Angles Theorem and its converse using the
diagram and the given statements.
same-side interior angles are supplementary, then By the theorem: If lines ℓ and m are parallel , then ∠2 ≅ ∠ 6 .
the lines are parallel. ∠2 ≅ ∠6
By its converse: If ,
then lines ℓ and m are parallel .
PREVIEW: LESSON
PERFORMANCE TASK D Use the diagram and the given statements to illustrate the Corresponding Angles Theorem
and its converse.
View the Engage section online. Discuss the photo. By the theorem: If lines ℓ and m are parallel , then ∠ 5 ≅ ∠7.
Ask students to speculate on advantages a system of By its converse: if ∠5 ≅ ∠7, then lines ℓ and m are parallel .
parallel east-west and north-south streets at Giza
might have had over another system. Then preview
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IN1_MNLESE389762_U8M19L3 955 4 3
4/19/14 12:35 PM
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955
12:37 PM
4/19/14
Module 19
9L3 955
62_U8M1
ESE3897
IN1_MNL
955 Lesson 19.3

Reflect
1. How do you form the converse of a statement? EXPLORE

Possible answer: Reverse the hypothesis and conclusion; for a statement “if p, then q”, the
converse is “if q, then p.” Writing Converses of Parallel Line
2. What kind of angles are ∠2 and ∠6 in Step C? What does the converse you wrote in Step C mean? Theorems
Possible answer: alternate interior angles; if the two alternate interior angles ∠2 and ∠3
are congruent, then the lines ℓ and m are parallel.
INTEGRATE TECHNOLOGY
Explain 1 Proving that Two Lines are Parallel Students have the option of exploring the converses
The converses from the Explore can be stated formally as a postulate and two theorems. of parallel lines theorem activity either in the book
(You will prove the converses of the theorems in the exercises.) or online.
Converse of the Same-Side Interior Angles Postulate
If two lines are cut by a transversal so that a pair of same-side interior angles are
supplementary, then the lines are parallel. INTEGRATE MATHEMATICAL
PRACTICES
Converse of the Alternate Interior Angles Theorem Focus on Math Connections
If two lines are cut by a transversal so that any pair of alternate interior angles are
congruent, then the lines are parallel.
MP.1 Before introducing the converses of the
Same-Side Interior Angles Postulate, the Alternate
Converse of the Corresponding Angles Theorem
Interior Angles Theorem, and the Corresponding
If two lines are cut by a transversal so that any pair of corresponding angles are
Angles Theorem, you may want to spend a few
congruent, then the lines are parallel. minutes talking about statements and their converses.
Have students give the converse for statements based
You can use these converses to decide whether two lines are parallel.
on everyday situations such as, “If you live in
Example 1 A mosaic designer is using quadrilateral-shaped colored tiles 120° 60° Cleveland, then you live in Ohio.” Forming the
to make an ornamental design. Each tile is congruent to the
one shown here. 60° 120° converses of such statements can help students see
The designer uses the colored tiles to create the pattern shown here. ℓ1 that the converse of a true statement may or may not
ℓ2 be true.
ℓ1
 Use the values of the marked angles to show that the two lines
1
ℓ 1 and ℓ 2 are parallel.
Measure of ∠1: 120° Measure of ∠2: 60° ℓ2 2 EXPLAIN 1

Relationship between the two angles: They are supplementary.
Conclusion: ℓ 1 ǁ ℓ 2 by the Converse of the Same-Side Interior Angles Postulate. Proving that Two Lines are Parallel
Module 19 956 Lesson 3 How can you determine that a statement is the
converse of a theorem? The hypothesis and
PROFESSIONAL DEVELOPMENT conclusion of the theorem are switched.
IN1_MNLESE389762_U8M19L3 956 4/19/14 12:35 PM
Previously, students learned the Same-Side Interior Angles Postulate, the Alternate CONNECT VOCABULARY
Interior Angles Theorem, and the Corresponding Angles Theorem. They now prove
Have students explore lines of latitude, often called
that the converses of the theorems are true given that the Converse of the Same-Side
parallels, on a map or globe. They might measure the
Interior Angles Postulate is also true. Presenting the converses of these statements
distance between different parallels at several
reinforces the relationship between parallel lines cut by a transversal and the angles
these lines form. Parallel lines are important to architecture, construction, and other
locations. The actual distance between successive
disciplines. All students should develop fluency with parallel lines and the associated degrees of latitude is about 69 miles.
angles as they continue their study of the applications of geometry.
Proving Lines are Parallel 956

B Now look at this situation. Use the values of the marked
AVOID COMMON ERRORS angles to show that the two lines are parallel.
Measure of ∠1: 120° Measure of ∠2: 120°

As you work through the examples, watch for ℓ1 1
students who use a postulate or theorem for Relationship between the two
justification when its converse should be used. To angles: They are congruent corresponding angles. ℓ2 2
help them choose the correct conditional, point out Conclusion:
that any given information corresponds to the ℓ 1 ǁ ℓ 2 by the Converse of the Corresponding Angles Theorem.
hypothesis in a conditional statement.
Reflect
3. What If? Suppose the designer had been working with this basic shape instead. Do you
think the conclusions in Parts A and B would have been different? Why or why not?
110° 70°
70° 110°
No, because the tile pattern formed still has congruent corresponding angle and
supplementary angle pairs that can be used to produce parallel lines.
Your Turn
Explain why the lines are parallel given the angles shown. Assume that all tile 120° 60°
patterns use this basic shape.
60° 120°
4. ℓ1 5. ℓ1
1 1
ℓ2 2 ℓ2 2
m∠1 = 120° and m∠2 = 120° m ∠1 = 120° and m∠2 = 60°

They are congruent alternate interior The angles are supplementary. The lines
angles. The lines are parallel because of are parallel because of the Converse of
the Converse of the Alternate Interior the Same-Side Interior Angles Postulate.
Angles Theorem.
IN1_MNLESE389762_U8M19L3 957 4/19/14 12:35 PM
Whole Class Activity

Have groups of students create posters to demonstrate how the Corresponding
Angles Theorem and its converse are related and how the Alternate Interior
Angles Theorem and its converse are related. Ask them to display their results as a
graphic organizer that shows the answers to two questions for each theorem and
converse: “How are the theorem and its converse the same?” and “How are the
theorem and its converse different?”
957 Lesson 19.3

Explain 2 Constructing Parallel Lines
The Parallel Postulate guarantees that for any line ℓ, you can always construct a parallel
line through a point that is not on ℓ.
EXPLAIN 2
The Parallel Postulate Constructing Parallel Lines
Through a point P not on line ℓ, there is exactly one line parallel to ℓ.
Example 2 Use a compass and straightedge to construct parallel lines. INTEGRATE MATHEMATICAL
PRACTICES
 Construct a line m through a point P not on a line ℓ so that m is parallel to ℓ.
Step 1 Draw a line ℓ and a point P not on ℓ. P
MP.3 Make sure students understand that the
construction is based on congruent corresponding
ℓ angles. Have students develop a similar construction
for parallel lines that is based on congruent alternate
interior angles.
Step 2 Choose two points on ℓ and label them Q and R. Use a P
‹ ›
−
straightedge to draw PQ .
ℓ QUESTIONING STRATEGIES
Q R
How is the Parallel Postulate used in the
parallel lines construction? The Parallel
Step 3 Use a compass to copy ∠PQR at point P, as shown, to Postulate guarantees that, for any line, you can
construct line m.
always construct a parallel line through a point that
P
m is not on the line.
line m ǁ line ℓ ℓ Why must the constructed lines be

Q R
parallel? Congruent corresponding angles
 In the space provided, follow the steps to construct a line r through
were constructed, so the Converse of the
a point G not on a line s so that r is parallel to s.
G
Corresponding Angles Theorem applies.
r
S
E F INTEGRATE MATHEMATICAL
PRACTICES
Step 1 Draw a line s and a point G not on s.
Focus on Modeling
‹ ›
−
Step 2 Choose two points on s and label them E and F. Use a straightedge to draw GE . MP.4 Ask students to compare constructions using
Step 3 Use a compass to copy ∠GEF at point G. Label the side of the angle as line r.
a reflective device, tracing paper, compass and
line r ǁ line s straightedge, and geometry software. Discuss the
advantages of each. Have students consider not only
how easy each is to use, but also how accurate, and
how well each one helps them understand the
geometric relationships being studied.
IN1_MNLESE389762_U8M19L3 958 4/19/14 12:35 PM
Manipulatives
Have students tape two pieces of uncooked spaghetti together to form four angles,
then measure one angle. Have them place another piece of spaghetti so that the
corresponding angle is congruent to the measured angle. Repeat with different
angle pairs. Ask the students to discuss how they can justify whether they created
pairs of parallel lines.

Reflect
EXPLAIN 3 6. Discussion Explain how you know that the construction in Part A or Part B produces a line passing
through the given point that is parallel to the given line.
In each case, the construction creates two congruent corresponding angles. In Part A,
Using Angle Pair Relationships to
for example, lines ℓ and m are cut by a transversal and a pair of corresponding angles
Verify Lines are Parallel
are congruent, so the lines are parallel (Converse of the Corresponding Angles Theorem).
CONNECT VOCABULARY Your Turn
7. Construct a line m through P parallel to line ℓ. ℓ

Point out to students that the word converse comes m
from the Latin conversus, which means to turn
around. Connect converse to the word conversation,
meaning to have a back-and-forth discussion.
P
What are some congruent angle pairs that can be
Explain 3 Using Angle Pair Relationships to Verify Lines
are Parallel
used to prove two lines parallel? corresponding
When two lines are cut by a transversal, you can use relationships of pairs of angles to decide if the lines are parallel.
angles or alternate interior angles
Example 3 Use the given angle relationships to decide whether the
t
What are some angle pairs that must be lines are parallel. Explain your reasoning.
supplementary to prove two lines ℓ 1 2
 ∠3 ≅ ∠5 4 3
parallel? same-side interior angles
Step 1 Identify the relationship between the two angles.
5 6
∠3 and ∠5 are congruent alternate interior angles. m
8 7
INTEGRATE MATHEMATICAL Step 2 Are the lines parallel? Explain.

Yes, the lines are parallel by the Converse of the Alternate

PRACTICES Interior Angles Theorem.
Focus on Technology
 m∠4 = (x + 20)°, m∠8 = (2x + 5)°, and x = 15.
MP.5 Encourage students to use the geometry Step 1 Identify the relationship between the two angles.
software to create congruent pairs of corresponding
m∠4 = (x + 20)° m∠8 = (2x + 5)°
angles or alternate interior angles. Then have them
use the congruent pairs to draw parallel lines. Discuss = ( 15 )
°
+ 20 = 35° (
= 2⋅
°
)
15 + 5 = 35°
how congruence of corresponding angles may ∠4 ∠8
So, and are congruent corresponding angles.
translate to lines being parallel.
Step 2 Are the lines parallel? Explain.
Yes, the lines are parallel by the Converse of the Corresponding Angles Theorem.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M19L3 959 4/19/14 12:35 PM
Connect Vocabulary
Help students understand how the term converse is used to write the Converse of
the Same-Side Interior Angle Postulate, the Converse of the Corresponding
Angles Theorem, and the Converse of the Alternate Interior Angles Theorem by
first having them explain how to write the converses of simple, non-mathematical
statements. Then have them explain how to write the converses of these
mathematical statements.
959 Lesson 19.3

Your Turn
Identify the type of angle pair described in the given

condition. How do you know that lines ℓ and m are parallel?
t ELABORATE
ℓ 1 2
8. m∠3 + m∠6 = 180° 4 3 AVOID COMMON ERRORS
same side interior angles; by the Converse of the Same Side
Interior Angles Postulate m
5 6 A common error when working with converses of the
8 7
parallel lines postulate or theorems is to assume that
9. ∠2 ≅ ∠6
corresponding angles; by the Converse of the Corresponding
the lines are already parallel. Emphasize the need to
Angles Theorem
establish that there are congruent angle pairs
(corresponding or alternate interior) or same-side
Elaborate interior angles supplementary before a statement
about parallelism can be made.
10. How are the converses in this lesson different from the postulate/theorems in the previous lesson?
In the previous lesson, we knew lines were parallel and things about angles; here, we
know things about angle pairs, and lines are parallel. QUESTIONING STRATEGIES
11. What If? Suppose two lines are cut by a transversal such that alternate interior angles are both congruent
How are the converses in this lesson different
and supplementary. Describe the lines. from the postulate/theorems in the previous
The lines are parallel and all the angles are 90°. The transversal is perpendicular to the
lesson? There, we knew the lines were parallel and
lines.
we were proving things about the angles; here, we
12. Essential Question Check-In Name two ways to test if a pair of lines is parallel, using the interior know things about the angle pairs, and are proving
angles formed by a transversal crossing the two lines.
Possible answer: Use given information or measure pairs of angles to decide if alternate
the lines are parallel.
interior angles are congruent or if same-side interior angles are supplementary.
What are the angle relationships that would
Evaluate: Homework and Practice prove two lines parallel?
The diagram shows two lines cut by a transversal t. Use the diagram
• Online Homework
• Hints and Help
a pair of congruent corresponding angles; a pair of
and the given statements in Exercises 1–3 on the facing page. • Extra Practice
congruent alternate interior angles; a pair of
Statements same-side interior angles that are supplementary
t
1 2 ℓ
lines ℓ and m are parallel
4 3
m∠ + m∠7 = 180°
56
∠1 ≅ ∠
8 7
m
EVALUATE
∠ ≅ ∠6
ASSIGNMENT GUIDE
COMMON
Concepts and Skills Practice
Exercise
IN1_MNLESE389762_U8M19L3 960

1–3 1 Recall of Information MP.3 Logic Exploring Converses of Parallel Line
Theorems
8–11 2 Skills/Concepts MP.6 Precision Proving that Two Lines are Parallel
12 2 Skills/Concepts MP.4 Modeling Example 2 Exercises 13–14
Constructing Parallel Lines
13 2 Skills/Concepts MP.5 Using Tools
14 1 Recall of Information MP.3 Logic
Using Angle Pair Relationships to
15–16 3 Strategic Thinking MP.3 Logic Verify Lines are Parallel

1. Use two of the given statements together to complete statements about the diagram to
AVOID COMMON ERRORS illustrate the Corresponding Angles Theorem. Then write its converse.
lines ℓ and m are parallel , then ∠1 ≅ ∠ 3 .
Students may incorrectly apply the converses By the theorem: If
presented in this lesson because they assume that By its converse: If ∠1 ≅ ∠3, then lines ℓ and m are parallel.
lines are parallel and then “prove” that they are. 2. Use two of the given statements together to complete statements about the diagram to
Remind them that the converses of postulates and illustrate the Same-Side Interior Angles Postulate. Then write its converse.
theorems have different given conditions than those By the postulate: If lines ℓ and m are parallel , then m∠ 6 + m∠7 = 180°.
of the original theorems. By its converse: If m∠6 + m∠7 = 180°, then lines ℓ and m are parallel.
3. Use two of the given statements together to complete statements about the diagram to
illustrate the Alternate Interior Angles Theorem. Then write its converse.
By the theorem: If lines ℓ and m are parallel , then ∠ 2 ≅ ∠6.
By its converse: If ∠2 ≅ ∠6, then lines ℓ and m are parallel.
4. Matching Match the angle pair relationship on the left with the name t
of a postulate or theorem that you could use to prove that lines ℓ and m
in the diagram are parallel. 1 2
ℓ
A. ∠2 ≅ ∠6 4 3
B. ∠3 ≅ ∠5 m
5 6
8 7
C. ∠4 and ∠5 are supplementary.
D. ∠4 ≅ ∠8
E. m∠3 + m∠6 = 180°
F. ∠4 ≅ ∠6
A, D Converse of the Corresponding Angles Theorem
C, E Converse of the Same-Side Interior Angles Postulate

B, F Converse of the Alternate Interior Angles Theorem
IN1_MNLESE389762_U8M19L3 961 4/19/14 12:35 PM
961 Lesson 19.3

Use the diagram for Exercises 5–8. t
ℓ 1 2 PRACTICES
4 3
m
5 6
8 7
MP.1 Remind students how to use the converse of
the Same-Side Interior Angles Postulate and the
converses of theorems about parallel lines to write
equations that will help them find angle measures
5. What must be true about ∠7 and ∠3 for the lines to be parallel? Name the postulate
or theorem.
related to parallel lines.
∠7 ≅ ∠3; Converse of the Corresponding Angles Theorem
6. What must be true about ∠6 and ∠3 for the lines to be parallel? Name the postulate
or theorem. INTEGRATE MATHEMATICAL
m∠6 + m∠3 = 180°; Converse of the Same-Side Interior Angles Postulate PRACTICES
7. Suppose m∠4 = (3x + 5)° and m∠5 = (x + 95)°, where x = 20. Are the lines Focus on Critical Thinking
parallel? Explain.
MP.3 You may want to have students write a plan
m∠4 = 65° and m∠5 = 115°, so m∠4 + m∠5 = 180°. Yes, the lines are
parallel by the Converse of the Same-Side Interior Angles Postulate. for their proof of the theorems in the exercises. Start
by assembling the given information that is part of
8. Suppose m∠3 = (4x + 12)° and m∠7 = (80 - x)°, where x = 15. Are the lines
parallel? Explain. the theorem’s hypothesis, the if part. For example,
m∠3 = 72° and m∠7 = 65°, so m∠3 ≠ m∠7. No, the lines are not parallel because a pair of before students work on the proof of the Converse of
corresponding angles are not congruent. the Corresponding Angles Theorem, have them read
Use a converse to answer each question. the theorem and look for key words or phrases. In
9. What value of x makes the horizontal parts of the 10. What value of x makes the vertical parts of the this case, students should identify corresponding
letter Z parallel? letter N parallel?
angles as important given information in the
theorem. Then ask students to identify the then part,
5x°
( x + 25)°
which is to conclude that lines are parallel. For many
students, a brief preliminary activity of this type can
provide a running start for their work on the proof
itself.
2x° (2 x + 9)°
When x = 3, 2x + 9 = 5x = 15; the alternate

interior angles are congruent and the
When x = 25, x + 25 = 2x = 50; the alternate vertical parts of the letter N are parallel. PRACTICES
interior angles are congruent and the
horizontal parts of the letter Z are parallel. Focus on Critical Thinking
MP.3 Ask students to discuss in groups how the
proof of the Converse of the Alternate Interior Angles
Module 19 962 Lesson 3 Theorem would change if the Converse of Same-Side
Interior Angles Postulate were a theorem and the
Converse of the Corresponding Angles Theorem
IN1_MNLESE389762_U8M19L3 962 4/19/14 12:35 PM
were a postulate. Ask them to show a plan for the
proof and a diagram illustrating the given
information.

11. Engineering An overpass intersects two 12. A trellis consists of overlapping wooden slats.
PEERTOPEER DISCUSSION lanes of a highway. What must the value of x What must the value of x be in order for the
be to ensure the two lanes are parallel? two slats to be parallel?
Ask students to sketch two parallel lines m and n and
a transversal p and then label the angles formed with
the numbers 1 through 8. Have them explain three
ways of proving lines m and n are parallel. 4x°
(2x + 12)°
(3x + 24)° 7x°

JOURNAL
When x = 6, 3x + 24 = 42 and 7x = 42;
Have students explain how to construct parallel lines
the corresponding angles are congruent
using one of the postulates or theorems in the lesson. and the slats are parallel.
When x = 28, 2x + 12 = 68 and 4x = 132; the
same-side interior angles are supplementary
and the lanes are parallel.
13. Construct a line parallel to ℓ that passes through P.

ℓ
P
m
14. Communicate Mathematical Ideas In Exercise 13, how many parallel lines can
you draw through P that are parallel to ℓ? Explain.
One; by the Parallel Postulate, there is only one line through a point not
on a given line that is parallel to the given line.
H.O.T. Focus on Higher Order Thinking t

15. Justify Reasoning Write a two-column proof of the Converse of the
ℓ
Alternate Interior Angles Theorem. 1
Given: lines ℓ and m are cut by a transversal t; ∠1 ≅ ∠2 2 3

Prove: ℓ ∥ m m
Statements Reasons
1. lines ℓ and m are cut by a transversal; 1. Given
∠1 ≅ ∠2
2. m∠1 = m∠2 2. Definition of congruence
3. ∠2 and ∠3 are supplementary. 3. Linear Pair Theorem
5. m∠1 + m∠3 = 180° 5. Substitution Property of Equality
6. ∠1 and ∠3 are supplementary. 6. Definition of supplementary angles

7. ℓ ∥ m 7. Converse of Same-Side Interior
Angles Postulate
IN1_MNLESE389762_U8M19L3 963 4/19/14 12:35 PM
963 Lesson 19.3

t
16. Justify Reasoning Write a two-column proof of the Converse of the
Corresponding Angles Theorem. 1
CONTEXT CLUES
ℓ
Given: lines ℓ and m are cut by a transversal t; ∠1 ≅ ∠2 3 Draw attention to the fact that St. Nicholas Avenue is
Prove: ℓ ∥ m
m
2 a transversal of both the parallel streets and the
parallel avenues.
Statements Reasons
1. lines ℓ and m are cut by a transversal; 1. Given
∠1 ≅ ∠2 Sketch the map shown below on the board. Ask
2. m∠1 = m∠2 2. Definition of congruence questions such as the following. (Answers shown are
3. ∠1 and ∠3 are supplementary. 3. Linear Pair Theorem sample answers.)
Name a pair of vertical angles. ∠AMB and
5. m∠2 + m∠3 = 180° 5. Substitution Property of Equality
∠KMN
6. ∠2 and ∠3 are supplementary. 6. Definition of supplementary angles
7. Converse of Same-Side Interior
7. ℓ ∥ m
Angles Postulate
Name an angle congruent to ∠JNO. ∠MNC
Lesson Performance Task Name an angle that corresponds to

∠HPG. ∠IOP
In the last lesson, you saw a street map of a section of Harlem in New York City. The W 125th St N
map is shown here. Draw a sketch of the rectangle bounded by West 111th Street and W E Name an angle that is supplementary to
S
West 121st Street in one direction and Eighth Avenue and Lenox Avenue in the other.
Include all the streets and avenues that run between sides of the rectangle. Show St. W 122nd St ∠MNJ. ∠JNO
Nicholas Avenue as a diagonal of the rectangle. W 121st St
W 120th St Name a pair of same-side interior
Now imagine that you have been given the job of laying out these streets and avenues W 119th St
angles. ∠CNO and ∠DON
Eighth Ave
on a bare plot of land. Explain in detail how you would do it. W 118th St
Lenox Ave
St
Students should use the fact that St. Nicholas Ave. is a transversal of both
116th Street
Nic
the parallel streets and the parallel avenues. One approach is to lay out A L
ho
M
las
Lenox Avenue
the outside rectangle with right angles at the corners and St. Nicholas Ave.
B K
7th Avenue
Av
W 113th St
connecting opposite corners. Then measure the angles where St. Nicholas N
e
W 112th St
meets the corners and duplicate them as either alternate interior angles W 111th St
C J
or corresponding angles to draw the streets and avenues between the W 110th St D O I
boundaries.
E P H
F G
111th Street
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M19L3 964 4/19/14 12:35 PM
The grid on which New York City’s street-and-avenue system is based was
designed in 1811. The streets from 111 th to 121 st are 60 feet wide, except for 116 th
Street, which is 100 feet wide. The distance between each pair of streets is 200 feet.
8 th Avenue, 7 th Avenue, and Lenox Avenue are each 100 feet wide. The distance
between each pair of avenues is 922 feet.
• Find the length and width of the rectangle bounded by 8 th Avenue,
Scoring Rubric
111 th Street, Lenox Avenue, and 121 st Street. 2 points: Student correctly solves the problem and explains his/her reasoning.
• Find the area of the rectangle in square feet and square miles. 1 point: Student shows good understanding of the problem but does not fully
dimensions: 2144 ft by 2700 ft; area: 5,788,800 ft2; 0.2 mi2 0 points: Student does not demonstrate understanding of the problem.

LESSON
Perpendicular Lines 19.4 Perpendicular Lines

Essential Question: What are the key ideas about perpendicular bisectors of a segment?
The student is expected to: Resource
COMMON 1 Explore Constructing Perpendicular Bisectors Locker
CORE G-CO.C.9
and Perpendicular Lines
Prove theorems about lines and angles. Also G-CO.D.12
You can construct geometric figures without using measurement tools like a ruler or a
A B
Mathematical Practices protractor. By using geometric relationship with a compass and a straightedge, you can
construct geometric figures with greater precision than figures drawn with standard
COMMON measurement tools.
CORE MP.5 Using Tools
¯.
In Steps A–C, construct the perpendicular bisector of AB
Language Objective
Explain to a partner why a pair of lines is or is not perpendicular. A Place the point of the compass B Without adjusting the compass, C Use a _
straightedge to
at point A. Using a compass place the point of the compass at draw CD, which is the
setting that is _
greater than half point B and draw an arc intersecting perpendicular
_ bisector
the length of AB, draw an arc. the first arc in two places. Label the of AB.
ENGAGE points of intersection C and D.
C
C
Essential Question: What are the key
ideas about perpendicular bisectors of a A B A B
A B
segment? D D
Possible answer: If you know that a line is the

perpendicular bisector of a segment, then any point In Steps D–E, construct a line perpendicular to a line ℓ that passes through P
on the line is equidistant from the endpoints of the some point P that is not on ℓ.
ℓ
segment. If you know that a point on a line is D Place the point of the compass at P. E Use the methods in Steps A–C to
equidistant from the endpoints of a segment, then Draw an arc that intersects line ℓ at construct
_ the perpendicular bisector
two points, A and B. of AB.
the line must be the perpendicular bisector of the
P
segment.
ℓ
ℓ P
A B
A B
PREVIEW: LESSON
PERFORMANCE TASK
_
View the Engage section online. Discuss the photo. Because it is the perpendicular bisector of AB, then the constructed
line through P is perpendicular to line ℓ.
Ask students how they would balance the competing
factors that a power company might face in deciding
where to build a wind farm. Then preview the Lesson
Performance Task. Module 19
EDIT--Chan
ges must
be made throu
gh "File info" 965 Lesson 4
Correction
Date
Class
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Name
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IN1_MNLESE389762_U8M19L4 965 protractor.
construct
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geometric
figures with
greate
¯.
AB tedge to
4/19/14 12:40 PM
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In Steps Without compass perpe
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_
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 Using a compa half point B and two places. Label the
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C and D.
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Lesson 4
965
12:41 PM
4/19/14
Module 19
9L4 965
62_U8M1
ESE3897
IN1_MNL
965 Lesson 19.4

Reflect
1. In Step A of the first construction,

_ why do you open the compass to a setting that is
greater than half the length of AB?
EXPLORE
This ensures that the two arcs will intersect at two points.
Constructing Perpendicular Bisectors
2. What If? Suppose Q is a point on line ℓ. Is the construction of a line perpendicular
to ℓ through Q any different than constructing a perpendicular line through a point P and Perpendicular Lines
not on the line, as in Steps D and E?
Constructing the points A and B on line ℓ is different in the two constructions. For a
point Q on line ℓ, you place the compass point at Q and draw arcs on either side of Q. The INTEGRATE TECHNOLOGY
intersection points will be points A and B. Then, you can follow the same methods as in Students have the option of exploring the
Steps A–C in the Explore. perpendicular bisector activity either in the book
or online.
Explain 1 Proving the Perpendicular Bisector Theorem
Using Reflections
You can use reflections and their properties to prove a theorem about perpendicular bisectors. QUESTIONING STRATEGIES
These theorems will be useful in proofs later on.
Why do you have to use a compass setting
Perpendicular Bisector Theorem greater than half the length of the segment
If a point is on the perpendicular bisector of a segment, then it is equidistant from when you construct the perpendicular bisector of the
the endpoints of the segment.
segment? This ensures that the two arcs will
Example 1 Prove the Perpendicular Bisector Theorem. intersect.
_
Given: P is on the perpendicular bisector m of AB.
Prove: PA = PB
line m
m Consider the reflection across . Then the reflection PRACTICES
P
P
of point P across line m is also because point P lies
on line m , which is the line of reflection.
point A
MP.3 Have students think about the steps used with
A B Also, the reflection of across line m is B by the definition
each construction. Ask them to reflect on how they
of reflection . remember how to do each. In small groups, have
Therefore, PA = PB because reflection preserves distance. students discuss strategies for remembering the steps.
Reflect Then share each group’s best strategies with the class.
3. Discussion What conclusion can you make about △KLJ in the diagram using
the Perpendicular Bisector Theorem?
K M L
JK = JL because point J lies on the perpendicular EXPLAIN 1
_
bisector of KL.
Proving the Perpendicular Bisector
J
Theorem Using Reflections
PROFESSIONAL DEVELOPMENT QUESTIONING STRATEGIES

IN1_MNLESE389762_U8M19L4 966 4/19/14 12:40 PM
Suppose you construct the perpendicular
Integrate Mathematical Practices
bisector of a segment and then choose any
This lesson provides an opportunity to address Mathematical Practice MP.5, point on the perpendicular bisector. If you measure
which calls for students to “use appropriate tools.” They begin the lesson by the distance from the point to each endpoint of the
constructing the perpendicular bisector of a segment; they may also use paper- segment, what do you expect to find? The distances
folding or reflective devices to construct the perpendicular bisector. Students also from the point to each endpoint of the segment
construct the perpendicular to a line through a point not on the line. For each are equal.
construction, they must be able to use the tools in a variety of ways in order to
obtain accurate results and to understand the underlying mathematical
relationships.
Perpendicular Lines 966

Your Turn
_
AVOID COMMON ERRORS ¯.
Use the diagram shown. BD is the perpendicular bisector of AC
D
When finding the distance from a point on one side 4. Suppose ED = 16 cm and DA = 20 cm. Find DC.
of a perpendicular bisector to its reflected point, E BD is the perpendicular bisector of ¯

Because ¯ AC, then DA = DC and DC = 20 cm.
A C
5. Suppose EC = 15 cm and BA = 25 cm. Find BC.
students may give the distance to the bisector as the
B BD is the perpendicular bisector of ¯
Because ¯ AC, then BA = BC and BC = 25 cm.
solution. Remind students to re-read the question to
verify that they have answered it by using given Explain 2 Proving the Converse of the Perpendicular
information, such as congruence markings. Bisector Theorem
The converse of Perpendicular Bisector Theorem is also true. In order to prove the converse,
you will use an indirect proof and the Pythagorean Theorem.
In an indirect proof, you assume that the statement you are trying to prove is false. Then you use
EXPLAIN 2 logic to lead to a contradiction of given information, a definition, a postulate, or a previously proven
theorem. You can then conclude that the assumption was false and the original statement is true.
Recall that the Pythagorean Theorem

Proving the Converse of the states that for a right triangle with legs
a c
Perpendicular Bisector Theorem a2 + b2 = c2 of length a and b and a hypotenuse
of length c, a 2 + b 2 = c 2.
INTEGRATE MATHEMATICAL Converse of the Perpendicular Bisector Theorem

PRACTICES If a point is equidistant from the endpoints of a segment, then it lies on the
perpendicular bisector of the segment.
Focus on Communication
Prove the Converse of the Perpendicular Bisector Theorem
MP.3 Make sure students understand that the proof Example 2
m P
Given: PA = PB
of the Converse of the Perpendicular Bisector _
Prove: P is on the perpendicular bisector m of AB.
Theorem is based on the method of indirect proof. To
Step A: Assume what you are trying to prove is false.
write an indirect proof: ¯AB A Q B
Assume that P is not on the perpendicular bisector m of .
Then, when you draw a perpendicular line from P to the line containing A and B,
1. Identify the conjecture to be proven. _ _
it intersects AB at point Q, which is not the midpoint of AB.
2. Assume the opposite of the conclusion is true. Step B: Complete the following to show that this assumption leads to a contradiction.
_
PQ forms two right triangles, △AQP and △BQP .
3. Use direct reasoning to show the assumption leads
So, AQ 2 + QP 2 = PA 2 and BQ 2 + QP 2 = PB 2 by the Pythagorean Theorem.
to a contradiction.
Subtract these equations:
4. Conclude that since the assumption is false, the AQ 2 + QP 2 = PA 2
original conjecture must be true. B Q 2 + QP 2 = PB 2
____
AQ 2 - BQ 2 = PA - PB 2
2
However, PA 2 - PB 2 = 0 because PA = PB .
QUESTIONING STRATEGIES Therefore, AQ 2 - BQ 2 = 0. This means _that AQ = BQ and AQ = BQ. This contradicts
2 2
the fact that Q is not the midpoint of AB. Thus, the initial assumption must be incorrect,
_
How can you tell that an indirect proof is and P must lie on the perpendicular bisector of AB.
used? In the first step, you assume that what Module 19 967 Lesson 4
you are trying to prove is false.
Near the end of an indirect proof, a step

IN1_MNLESE389762_U8M19L4 967 4/19/14 12:40 PM
contradicts a known true statement. What Whole Class Activity
does this mean in terms of the proof? The original
Have groups of students create posters to describe how to do an indirect proof.
assumption is false, so what you are trying to prove
Then demonstrate the method for the Converse of the Perpendicular Bisector
must be true.
Theorem. Ask them to display their results as a graphic organizer that shows the
steps for the proof.
967 Lesson 19.4

Reflect
6. In the proof, once you know AQ 2 = BQ 2, why can you conclude that AQ = BQ? COMMUNICATING MATH
Take the square root of both sides. Since distances are nonnegative, AQ = BQ.
Help students understand the Converse of the
Your Turn Perpendicular Bisector Theorem by having them
_ _ _ make a poster showing the theorem and its converse.
7. AD is 10 inches long. BD is 6 inches long. Find the length of AC.
D Then have them explain what is given as the
Since D is equidistant from A and C and ¯ DB is perpendicular
to ¯
AC by the diagram, then ¯ DB must be the perpendicular
hypothesis of the theorem and of its converse, and
bisector of ¯AC and AC = 2 · BC. BC 2 + 6 2 = 10 2, so BC = 8 in. what they have to prove for the theorem and its
A B C and AC = 16 in. converse.
Explain 3 Proving Theorems about Right Angles
‹ › _
−
The symbol ⊥ means that two figures are perpendicular. For example, ℓ ⊥ m or XY ⊥ AB.
Example 3 Prove each theorem about right angles. EXPLAIN 3

 If two lines intersect to form one right angle, then they are perpendicular
1 2 Proving Theorems About Right
and they intersect to form four right angles.
4 3 Angles
Given: m∠1 = 90° Prove: m∠2 = 90°, m∠3 = 90°, m∠4 = 90°
Statement Reason QUESTIONING STRATEGIES

1. m∠1 = 90° 1. Given
If a linear pair of angles has equal measure,
2. ∠1 and ∠2 are a linear pair. 2. Given
3. ∠1 and ∠2 are supplementary. 3. Linear Pair Theorem why are the angles right angles? Since a linear
4. m∠1 + m∠2 = 180° 4. Definition of supplementary angles pair of angles is supplementary, their sum must be
5. 90° + m∠2 = 180° 5. Substitution Property of Equality 180°. So each angle must be half of 180°, or 90°.
6. m∠2 = 90° 6. Subtraction Property of Equality
8. m∠4 = 90° © Houghton Mifflin Harcourt Publishing Company
8. Substitution Property of Equality
PRACTICES
10. m∠3 = 90° 10. Substitution Property of Equality
Focus on Technology
 If two intersecting lines form a linear pair of angles with equal measures, then the lines are
MP.5 Encourage students to use the geometry
perpendicular.
software to create linear pairs of angles and then
Given: m∠1 = m∠2 Prove: ℓ ⊥ m
measure them. Then have them construct
By the diagram, ∠1 and ∠2 form a linear pair so ∠1 and ∠2 are supplementary
ℓ
by the Linear Pair Theorem . By the definition of supplementary angles,
perpendicular lines and measure each of the angles to
1 2 m∠1 + m∠2 = 180° . It is also given that m∠1 = m∠2 , verify that they are right angles.
m
so m∠1 + m∠1 = 180° by the Substitution Property of Equality . Adding
gives 2 ⋅ m∠1 = 180° m∠1 = 90° by the Division Property of Equality. Therefore, ∠1 is
a right angle and ℓ ⊥ m by the definition of perpendicular lines .
IN1_MNLESE389762_U8M19L4 968 4/19/14 12:40 PM
Visual Cues
Use colors to identify the steps in an indirect proof. Write each of the steps in a
different color. Then place colored boxes around the parts of the proof that
correspond to each step. For example, write the step “Assume the opposite of the
conclusion is true” in blue and put a blue box around the assumption made in the
indirect proof.

Reflect
ELABORATE 8. State the converse of the theorem in Part B. Is the converse true?
If two intersecting lines are perpendicular, then they form a linear pair of angles with
QUESTIONING STRATEGIES equal measures; yes.
How is constructing a perpendicular bisector

Your Turn
related to constructing a segment
9. Given: b ǁ d, c ǁ e , m∠1 = 50°, and m∠5 = 90°. Use the diagram to find m∠4.
bisector? The construction of a perpendicular
a
bisector starts with a segment.
b 1
How is constructing a perpendicular bisector m∠4 = 40°; by corresponding angles because c ǁ e, m∠1 = m∠2, and
related to constructing a perpendicular to a c by vertical angles, m∠2 = m∠3, so m∠3 = 50°; because m∠5 = 90°,
2 then a ⊥ d and m∠3 + m∠4 = 90, so m∠4 = 40°.
point on a line? The construction of a perpendicular 6
d 4 5
3
to a point on a line starts with marking equal
e
distances from the point along the line. This creates
a segment with the point as the midpoint of the
segment. Elaborate
10. Discussion Explain how the converse of the Perpendicular Bisector Theorem justifies
the compass-and-straightedge construction of the perpendicular bisector of a segment.
C
If you are given a line and a point P, how do you
construct a line that is perpendicular to the given line A B
using a compass and straightedge? Sample answer: D
Use a compass to locate two points A and B on the
The construction involves making two arcs that intersect in two points. Each of these two
line that are the same distance from point P. Then
_
construct the perpendicular bisector of AB. intersection points is equidistant from the endpoints of the segment, because the arcs are
the same radius. So, both of the intersection points are on the perpendicular bisector of
the segment.
11. Essential Question Check-In How can you construct perpendicular lines and
prove theorems about perpendicular bisectors?
Constructing a line perpendicular to a given line involves using a compass to locate two
points that are not on the given line but are equidistant from two points on the given line.
You can prove the Perpendicular Bisector Theorem using a reflection and its properties,
and you can prove the Converse of the Perpendicular Bisector Theorem using an indirect
argument involving the Pythagorean Theorem.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M19L4 969 4/19/14 12:40 PM
Visual Cues
Have students work in pairs. Give students pictures of intersecting, parallel, skew,
and perpendicular lines. Instruct one student in each pair to explain why a pair of
lines is or is not perpendicular, and prove it to the partner. Have the student who
is not explaining write notes about the proof explanation. Then have students
switch roles.
969 Lesson 19.4

Evaluate: Homework and Practice EVALUATE
• Online Homework
1. How can you construct a line perpendicular to P • Hints and Help
line ℓ that passes through point P using paper ℓ
• Extra Practice
folding?
Fold line ℓ onto itself so that the crease passes through point P.
The crease is the required perpendicular line.
2. Check for Reasonableness How can you use 3. Describe the point on the perpendicular bisector ASSIGNMENT GUIDE
a ruler and a protractor to check the construction of a segment that is closest to the endpoints of the
in Elaborate Exercise 11? segment. Concepts and Skills Practice
−‹ ›
Use the ruler to check that CD bisects ¯ AB. The midpoint of the segment is the point Explore Exercises 1–4
¯ ‹ ›
−
Use the protractor to check that AB and CD on the perpendicular bisector that is Constructing Perpendicular
Bisectors and Perpendicular Lines
are perpendicular. closest to the endpoints of the segment.
Example 1 Exercises 5–8,
4. Represent Real-World Problems A field of soybeans is Proving the Perpendicular Bisector 15–16
watered
_ by a rotating irrigation system. The watering arm, Theorem
CD, rotates around its center point. To show the area of the
crop of soybeans that will be watered, construct a circle with Example 2 Exercises 9–11,
diameter CD. 14
Proving the Converse of the
Perpendicular Bisector Theorem
Proving Theorems about Right 15–16
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©sima/

C D
Angles
AVOID COMMON ERRORS

_ A common error when working with perpendicular
Use_the_diagram to find the lengths. BP is the
_ perpendicular bisector Q
of AC. CQ is the perpendicular bisector of BD. AB = BC = CD. P lines is to assume that lines are perpendicular if they
look perpendicular. Emphasize the need to establish
A B C D
that there are right angles before saying that lines are
_
perpendicular.
Shutterstock
5. Suppose AP = 5 cm. What is the length of PC? 6. Suppose AP_= 5 cm and BQ = 8 cm. What is the
length of QD?
By the Perpendicular Bisector Theorem, By the Perpendicular Bisector Theorem,
PC = 5 cm. QD = 8 cm.
COMMON
Exercise
IN1_MNLESE389762_U8M19L4 970
1 1 Recall of Information MP.5 Using Tools

2–4 2 Skills/Concepts MP.5 Using Tools
5–13 2 Skills/Concepts MP.6 Precision
14 3 Strategic Thinking MP.6 Precision
17 3 Strategic Thinking MP.2 Reasoning
18 3 Strategic Thinking MP.3 Logic
7. Suppose AC =_ 12 cm and QD = 10 cm. What is 8. Suppose PB =_3 cm and AD = 12 cm . What is
INTEGRATE MATHEMATICAL the length of QC? the length of PC?
PRACTICES QC = 8 cm; AC = 12 cm so BC = _1⋅ PC = 5 cm; AD = 12 cm, so AB = BC = CD = 4 cm.
2
Focus on Critical Thinking AC = 6 cm and CD = 6 cm. By the By the Pythagorean Theorem, PC 2 = PB 2 + BC 2,
MP.3 Ask students to compare constructions using Pythagorean Theorem, QD 2 = QC 2 + CD 2, so PC 2 = 3 2 + 4 2 and PC = 5 cm.
a reflective device, tracing paper, compass and so 10 2 = QC 2 + 6 2 and QC = 8 cm.
straightedge, and geometry software. Discuss the
advantages of each. Have students consider not only Given: PA = PC and BA = BC. Use the diagram to find the lengths or angle measures
described.
how easy each is to use, but also how accurate, and
how well each tool helps them understand the 9. Suppose m∠2 = 38°. Find m∠1. P
‹ ›
−
m∠1 = 52°; because PA = PC and BA = BC, then PB is
geometric relationships being studied. 1 2
the perpendicular bisector of ¯
AC, and m∠PBC = 90°.
A 3
4 B C
Then m∠1 = 90° - 38° = 52°.
PRACTICES 10. Suppose PA = 10 cm and_ PB = 6 cm. 11. Find m∠3 + m∠4.
What is the length of AC?
Focus on Technology AC = 16 cm; because PA = PC and BA = BC, m∠3 + m∠4 = 90°; because P and B are
‹ ›
− ‹ ›
−
MP.5 Ask each student to draw a simple sketch that then PB is the perpendicular bisector of ¯
AC and equidistant from the endpoints, then PB
_
involves perpendicular lines and right angles. Have △PBA is a right triangle. By the Pythagorean is the perpendicular bisector of AC.
−‹ › −‹ ›
students exchange sketches and attempt to reproduce Theorem, PA 2 = PB 2 + BA 2, so 10 2 = 6 2 + BA 2 So, PB ⊥ AC and the lines meet at right
the one they receive using geometry software. and BA = 8 cm. Then AC = 2 ⋅ BC = 16 cm. angles, and m∠3 + m∠4 = 90°.
Given: m ǁ n, x ǁ y, and y ⊥ m. Use the diagram to find the angle measures.

m n
2 a
x 1 3
6 4
5
7
y 8
12. Suppose m∠7 = 30°. Find m∠3. 13. Suppose m∠1 = 90°.
What is m∠2 + m∠3 + m∠5 + m∠6?
y ⊥ m, so m∠7 + m∠8 = 90° and m∠8 = 60°.
Because m∠1 = 90°, then x ⊥ n and the
Using alternate interior angles, because x ǁ y,
lines intersect at four right angles. So,
then m∠8 = m∠6, so m∠8 = 60°. ∠6 and ∠3
m∠2 + m∠3 + m∠5 + m∠6 = 180°.
are vertical angles, so m∠3 = 60°.
IN1_MNLESE389762_U8M19L4 971 4/19/14 12:40 PM
971 Lesson 19.4

Use this diagram of trusses for a railroad bridge in Exercise 14.
D E F PRACTICES
3 4
1 2
A B C MP.1 Remind students about how to use the
_ _ Perpendicular Bisector Theorem and its converse to
14. Suppose BE is the perpendicular bisector of DF. Which of the following statements do you
know are true? Select all that apply. Explain your reasoning. write equations that will help them find angle
A. BD = BF measures related to perpendicular lines.
B. m∠1 + m∠2 = 90°
_
C. E is the midpoint of DF. A, C, and D; the given information that ¯
BE is the perpendicular bisector INTEGRATE MATHEMATICAL
D. m∠3 + m∠4 = 90° of ¯
DF means that both points E and B are equidistant from D and F so PRACTICES
_ _ answer choices A and C are true. Then, ¯
EB ⊥ ¯
DF and m∠3 + m∠4 = 90°, Focus on Modeling
E. DA ⊥ AC
so answer choice D is known to be true. The given information does not tell anything about ¯ MP.4 Have students explain how they can use a
DA or ¯
AC, though, so answer choices B and E may or may not be true. protractor or reflective device to check the accuracy
of their constructions.
15. Algebra Two lines intersect to form a linear pair with equal measures. One angle has the
measure 2x° and the other angle has the measure (20y - 10)°. Find the values of x and y.
Explain your reasoning.
x = 45, y = 5; the linear pair formed has equal measures, so the lines are
perpendicular and then 2x° = 90°, so x = 45, and (20y - 10)°, so y = 5.
16. Algebra Two lines intersect to form a linear pair of congruent angles. The measure
( )
15y
of one angle is (8x + 10)° and the measure of the other angle is ___ °. Find the values
2
of x and y. Explain your reasoning.

x = 10, y = 12; the linear pair formed are congruent angles, so the lines are
perpendicular and then (8x + 10)°, so x = 10, and (___
2 )
15y °
= 90°, so y = 12.
H.O.T. Focus on Higher Order Thinking
17. Communicate Mathematical Ideas The valve pistons

on a trumpet are all perpendicular to the lead pipe. Explain lead pipe
why the valve pistons must be parallel to each other.
The valve pistons are lines that are perpendicular
to the same line (the lead pipe), so they form right
angles with the same line. By the corresponding valve pistons
angles theorem, all the congruent right angles
mean the valve pistons are parallel to each other.
IN1_MNLESE389762_U8M19L4 972 4/19/14 12:40 PM

18. Justify Reasoning Prove the theorem: In a plane, if a transversal R
COLLABORATIVE LEARNING is perpendicular to one of two parallel lines, then it is perpendicular C T D
ACTIVITY to the other.
_ _ _ _ _ _
Given: RS ⊥ CD and AB ∥ CD Prove: RS ⊥ AB
Have students work in groups of three or four. Ask
A V B
them to choose one student to give directions. Statements Reasons S
_
Instruct the other students to each draw a line and a 1. AB ǁ ¯
CD 1. Given
point that is not on the line. The first student will 2. m∠RTD = m∠RVB 2. Corresponding Angles Theorem
then give a set of directions, step by step, for 3. ¯
RS ⊥ ¯
CD 3. Given
constructing a perpendicular to a line through a 4. m∠RTD = 90° 4. Definition of perpendicular lines
point that is either on the line or not on the line. The 5. m∠RVB = 90° 5. Substitution Property of Equality
other students will not know which construction it is
6. ¯
RS ⊥ ¯
CD 6. Definition of perpendicular lines
until they have followed the directions. Once the
student has successfully guided the other students 19. Analyze Mathematical Relationships Complete the indirect proof to show that
two supplementary angles cannot both be obtuse angles.
through the construction process, have another
Given: ∠1 and ∠2 are supplementary.
student take the lead and describe the construction Prove: ∠1 and ∠2 cannot both be obtuse.
to the others.
Assume that two supplementary angles can both be obtuse angles. So, assume that
∠1 and ∠2 are both obtuse . Then m∠1 > 90° and m∠2 > 90°
the definition of obtuse angles . Adding the two inequalities,
JOURNAL by
m∠1 + m∠2 > 180° . However, by the definition of supplementary angles,
Have students draw and mark a set of figures to
m∠1 + m∠2 = 180° . So m∠1 + m∠2 > 180° contradicts the given
illustrate the Perpendicular Bisector Theorem and its
information.
converse. Have students provide explanatory captions
This means the assumption is false , and therefore
for the figures.
∠1 and ∠2 cannot both be obtuse .
IN1_MNLESE389762_U8M19L4 973 4/19/14 12:40 PM
973 Lesson 19.4

Lesson Performance Task AVOID COMMON ERRORS
Students can use proportions to find the actual
A utility company wants to build a wind farm to provide electricity to the towns of Acton,
Baxter, and Coleville. Because of concerns about noise from the turbines, the residents of all
distances between towns, but they may set them up
three towns do not want the wind farm built close to where they live. The company comes to incorrectly. To find the distance between Acton and
an agreement with the residents to build the wind farm at a location that is equally distant from
all three towns. Coleville, they can write and solve this proportion:
1 in. = ______
_____ 1.5 in. . The correct pattern is
10 mi x mi
map distance
_____________ map distance
= _____________.
actual distance actual distance
Acton
1.5 in. INTEGRATE MATHEMATICAL

PRACTICES
120°
Coleville 4 in. Baxter Focus on Critical Thinking
Scale 1 in. : 10 mi
MP.3 Marcus said that it isn’t necessary to draw
a. Use the drawing to draw a diagram of the locations of the towns using a scale of
three perpendicular bisectors to find the location of
1 in. : 10 mi. Draw the 4-inch and 1.5-inch lines with a 120° angle between them. the wind farm. Two is sufficient, he said. Was he
Write the actual distances between the towns on your diagram.
right? Explain. Yes; sample answer: Any two of the
b. Estimate where you think the wind farm will be located. perpendicular bisectors will intersect at a point.
c. Use what you have learned in this lesson to find the exact location of the wind That point must be the location of the wind farm
farm. What is the approximate distance from the wind farm to each of the because the two lines can intersect in only one
three towns?
point. The third perpendicular bisector provides a
a. Distances: Acton–Baxter, about 49 miles; Baxter–Coleville, 40 miles; useful check on the accuracy of the constructions of
Acton–Coleville, 15 miles the first two perpendicular bisectors.
b. Student answers will vary.
c. Students should construct perpendicular bisectors of the three
lines of the triangle. The point of intersection of the bisectors is the
point that is equidistant from the three vertices of the triangle. Any
two of the bisectors is sufficient to locate the point, but a third one
is useful for spotting possible errors in the drawing of the first
two bisectors.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M19L4 974 4/19/14 12:40 PM
Pose this challenge to students: Three other towns have signed up to obtain
electricity from the wind farm. All are the same distance from the farm as Acton,
Baxter, and Coleville. On your drawing, show three points that could be the
locations of the towns. Explain how you found the points and how you know they
meet the conditions of the problem.
Students should draw a circle with its center at the wind farm and passing Scoring Rubric
through Acton, Baxter, and Coleville. They can choose any three points on the 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
circle as the locations of the three new towns. Those points must be the same
distance from the farm as Acton, Baxter, and Coleville because all radii of a circle 0 points: Student does not demonstrate understanding of the problem.
are equal in length.
LESSON
Equations of Parallel 19.5 Equations of Parallel

and Perpendicular and Perpendicular Lines
Lines Essential Question: How can you find the equation of a line that is parallel
or perpendicular to a given line? Resource
Locker
Common Core Math Standards Explore Exploring Slopes of Lines

The student is expected to: Recall that the slope of a straight line in a coordinate plane is
COMMON y
the
_ ratio of the rise to the run. In the figure, the slope of
CORE G-GPE.B.5 rise 4 1
3
AB is ___ __
run = 8 = 2 .
__
B(4, 1)
… find the equation of a line parallel or perpendicular to a given line 1 x
that passes through a given point … . -5 -3 -1 0 3 Rise = 1-(-3)
A(-4, -3) =4
COMMON
CORE MP.2 Reasoning -5 Run = 4-(-4) = 8
Language Objective
Explain to a partner how to use the slope of a line to find the equation of Graph the equations y = 2(x + 1) and y = 2x - 3. y
a parallel or perpendicular line. A 4
2
B What do you notice about the graphs of the two lines?
x
About the slopes of the lines?
ENGAGE The lines are parallel. The slopes are equal. -4 -2 0
-2
2 4
The graphs of x + 3y = 22 and y = 3x - 14 are shown.

Essential Question: How can you find -4
the equation of a line that is parallel or

perpendicular to a given line?

Possible answer: The slopes of parallel lines are C Use a protractor. What is the measure of the angle formed y
by the intersection of the lines. What does that tell you
equal. Substitute the known slope and the 8
about the lines?
coordinates of a point on the other line into the 90°; the lines are perpendicular. 6
point-slope form to find the equation of the parallel 4

line. The product of the slopes of perpendicular D What are the slopes of the two lines? How are they related?
-__
1 2
and 3; the slopes are opposite reciprocals.
lines is -1. Substitute the opposite reciprocal of the 3
x
known slope and the coordinates of a point on the 0 2 4 6 8
E Complete the statements: If two nonvertical lines
other line into the point-slope form to find the parallel
are , then they have equal slopes. If two nonvertical lines are perpendicular,
equation of the perpendicular line. –1
then the product of their slopes is .
Module 19 ges must

be made throu
EDIT--Chan
PREVIEW: LESSON
Correction
Date
Class
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Name
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19.5 EquaPerpendicular Lin
PERFORMANCE TASK and
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Resource
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Slopes of
COMMON
CORE
given point
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Exploring
y
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Explore
View the Engage section online. Discuss the photo.

plane B(4, 1)
IN1_MNLESE389762_U8M19L5 975 the slope
of a straigh
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run. In the
coordinate
figure, the
slope of 1
x
4/19/14 12:44 PM
Recall that 3)
rise to the 3 Rise = 1-(-
the ratio of the 1.
4 = __ -1 0 =4
_ ___ rise = __ 2 -5 -3
AB is run 8
A(-4, -3)
4) =8
-5 Run = 4-(-
Explain that GPS stands for Global Positioning y = 2(x +

1) and y =
2x - 3.
4
2
y
x
equations
Graph the
 the two lines?
System, a system of 24 orbiting satellites that enables

4
graphs of 0 2
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 About the
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Performance Task.
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slopes is
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then the produ 975
12:45 PM
4/19/14
Module 19
9L5 975
62_U8M1
ESE3897
IN1_MNL
975 Lesson 19.5

Reflect
1. Your friend says that if two lines have opposite slopes, they are perpendicular.
He uses the slopes 1 and –1 as examples. Do you agree with your friend? Explain.
EXPLORE
No; although lines with slopes of 1 and -1 are perpendicular, it’s because the product
Exploring Slopes of Lines
of the slopes is -1. Slopes of 2 and -2 are opposites, but the corresponding lines are not
perpendicular.
2. The frets on a guitar are all perpendicular to one of the strings. Explain why the
frets must be parallel to each other. Students have used geometry software to construct
The frets are lines that are perpendicular to the same line (the string), so the frets must perpendicular lines and calculate their slopes. They
be parallel to each other. can use the calculation feature to find the product of
slopes of perpendicular lines is always -1.
Explain 1 Writing Equations of Parallel Lines

You can use slope relationships to write an equation of a line parallel to a given line. QUESTIONING STRATEGIES
Example 1 Write the equation of each line in slope-intercept form. What appears to be true about the slopes of
non-vertical parallel lines? They are equal.
 The line parallel to y = 5x + 1 that passes through (-1, 2)
What appears to be true about the slopes of
Parallel lines have equal slopes. So the slope of the required line is 5.
two non-vertical perpendicular lines? The
Use point-slope form. y - y 1 = m(x - x 1)
slopes are opposite reciprocals.
Substitute for m, x 1, y 1. y - 2 = 5(x - (-1))
Simplify. y - 2 = 5x + 5
Solve for y. y = 5x + 7 INTEGRATE MATHEMATICAL

The equation of the line is y = 5x + 7.
PRACTICES
The line parallel to y = -3x + 4 that passes through (9, -6) © Houghton Mifflin Harcourt Publishing Company
 MP.3 You may want to discuss the bi-conditional
Parallel lines have equal slopes. So the slope of the required line is -3 .
nature of the slope criteria. Because they are if and
Use point-slope form. y - y 1 = m(x - x 1) only if statements, the criteria can be used in either
Substitute for m, x 1, y 1. y - -6 = -3 x - 9 ( ) direction. That is, if you know that two lines are
Simplify. y + 6 = -3 x + 27 parallel (perpendicular), you can conclude that they
Solve for y. y = -3 x + 21
have the same (opposite reciprocal) slope. Conversely,
if you know that two lines have the same (opposite
The equation of the line is y = -3x + 21 .
reciprocal) slope, you can conclude that they are
parallel (perpendicular).

EXPLAIN 1
PROFESSIONAL DEVELOPMENT Writing Equations of Parallel Lines
IN1_MNLESE389762_U8M19L5 976 4/19/14 12:44 PM
Math Background
In this lesson, students use the slope criterion for parallel lines and the slope QUESTIONING STRATEGIES
criterion for perpendicular lines to solve problems. Note that the slope criteria How do you know if an equation is written in
given here assume that the lines are neither vertical nor horizontal. It the lines are slope-intercept form? It is of the form
vertical, the criteria for parallel and perpendicular lines do not apply, since slope is y = mx + b, with m the slope and b the y-intercept.
not defined for vertical lines. If the lines are horizontal, both lines have a slope of
How can you use graphing to check your
zero, and the criterion for parallel lines is trivial.
answer? Graph the given line and your
answer line. They should be parallel.
Equations of Parallel and Perpendicular Lines 976

Reflect
AVOID COMMON ERRORS
3. What is the equation of the line through a given point and parallel
Remind students that the x-coefficient gives the slope to the x-axis? Why?
The equation is y = y 1, where y 1 is the y-coordinate of the given point. This is because the
of a line only when the equation of the line is written
x-axis is a horizontal line with equation y = 0.
in slope-intercept form. For example, some students
might say that the slope of the line represented by the
Your Turn
equation y - 2x = 4 is -2. However, the equation is
Write the equation of each line in slope-intercept form.
not in slope-intercept form. Rewriting the equation
4. The line parallel to y = -x that passes 5. The line parallel to y = __32 x + 4 tha t passes
in this form gives y = 2x + 4, which shows that the through (5, 2.5) through (-4, 0)
correct slope is 2. y - 2.5 = -1(x - 5) y - (0 ) = _3 (x - (-4))
2
y - 2.5 = -x + 5 y = _x + 6
3
2
y = -x + 7.5
EXPLAIN 2
Explain 2 Writing Equations of Perpendicular Lines
Writing Equations of You can use slope relationships to write an equation of a line perpendicular to a given line.
Perpendicular Lines
Example 2 Write the equation of each line in slope-intercept form.
 The line perpendicular to y = 4x - 2 that passes through (3, -1)

Perpendicular lines have slopes that are opposite reciprocals, which means that
PRACTICES the product of the slopes will be -1. So the slope of the required line is -__14 .
Focus on Technology y - y 1 = m(x - x 1) Use point-slope form.
MP.5 Students can use their graphing calculators to y - (-1) = -_ 1 (x - 3)
4
Substitute for m, x 1, y 1.
check that two equations represent perpendicular y+1=- x+ 1
_ 3
_ Simplify.
4 4
lines. However, students should be aware that y=- x- 1

_ _1 Solve for y.
4 4
perpendicular lines may or may not appear to be
The equation of the line is y = -__14 x - __14 .
perpendicular on a graphing calculator, depending
upon the viewing window that is used. To ensure that  The line perpendicular to y = -__25 x + 12 that passes through (-6, -8)
perpendicular lines appear to be perpendicular, 5
The product of the slopes of perpendicular lines is -1 . So the slope of the required line is __
2
.
students should go to the ZOOM menu and choose y - y 1 = m(x - x 1) Use point-slope form.
5:ZSquare. __
y - -8 = 2
5
(x - -6 ) Substitute for m, x 1, y 1.
5
__
y+8= 2
x + 15 Simplify.
QUESTIONING STRATEGIES y=
5
__
2
x+ 7 Solve for y.
The given line has a positive slope. What does 5
The equation of the line is y y = __
2
x+ 7 .
this tell you about the required line? Why? It
must have a negative slope because the product of Module 19 977 Lesson 5
the slopes is −1.

How can you check your answers? Check that IN1_MNLESE389762_U8M19L5 977 4/19/14 12:44 PM
the product of the slopes is −1. Whole Class Activity

Have groups of students create posters to describe the slope criteria. Then remind
students about the bi-conditional nature of the criteria and ask them if the criteria
are true in two directions. Ask them to display the criteria as graphic organizers.
Sample organizers:
Lines are parallel. Lines have the same slope.
Lines are perpendicular. The product of slopes is –1.
977 Lesson 19.5

Reflect
6. A carpenter’s square forms a right angle. A carpenter places the

square so that one side is parallel to an edge of a board, and then
ELABORATE
draws a line along the other side of the square. Then he slides the
square to the right and draws a second line. Why must the two QUESTIONING STRATEGIES
lines be parallel?
What is the equation of the line through a
Both lines are perpendicular to the edge of the
given point and parallel to the x-axis?
board. If two coplanar lines are perpendicular to
Why? The equation is y = b, where b is the
the same line, then the two lines are parallel to each
y-coordinate of the point.
other, so the lines must be parallel to each other.
Can either of the lines referred to in the slope
Your Turn criterion for perpendicular lines be vertical?
Write the equation of each line in slope-intercept form. Why or why not? No; the slope criterion specifies
7. The line perpendicular to y = __
3
2
x + 2 that 8. The line perpendicular to y = -4x that that neither line is vertical. However, since the lines
passes through (3, –1) passes through (0, 0) are perpendicular, if one line were horizontal, the
2 (x - 3 )
y − (-1) = -__ 1(
y - 0 = __ x - 0)
3 4 other would be vertical.
2 1
y = -__
3
x+1 y = __
4
x

Elaborate
Given the equation of a line and a point not
9. Discussion Would it make sense to find the equation of a line parallel to a
given line, and through a point on the given line? Explain. on the line, how do you find the equation of a
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Zoran

No; if the point is on the line, the line can’t be parallel to the line, because it either line parallel and perpendicular to the given
intersects it or it is the same line. line? Sample answer: Parallel: Use the
10. Would it make sense to find the equation of a line perpendicular to a given line, slope-intercept form of a line, y = mx + b, and
and through a point on the given line? Explain. replace m with the slope from the given line. Use
Yes; the line will be perpendicular to the given line at the point.
the given point and the slope to solve for b and then
11. Essential Question Check-In How are the slopes of parallel lines and rewrite the equation using the same slope m and
perpendicular lines related? Assume the lines are not vertical.
Parallel lines have the same slope; perpendicular lines have slopes whose product is -1. the new y-intercept b.
Zeremski/Shutterstock
Perpendicular: Do the same steps as for parallel

except replace m with the opposite reciprocal of m.
IN1_MNLESE389762_U8M19L5 978 4/19/14 12:44 PM
Communicating Math
Group students in pairs and give each pair a sheet of graph paper with a
non-vertical, non-horizontal line drawn on it. Have students draw axes and find
the equation of the line. Then have each student plot a point that is not on the
line, and find the equation of the line that is parallel, and the equation of the line
that is perpendicular to the original line and that passes through the partner’s
point. When they are done, they should compare the slopes of their lines to show
that the two new lines are parallel (or perpendicular) to each other.

• Online Homework
Use the graph for Exercises 1–4. • Hints and Help
• Extra Practice
1. A line with a positive slope is parallel to one of the lines shown.
What is its slope?
_
6-2 _
=4
y
5-0 5 6
2. A line with a negative slope is perpendicular to one of the lines shown.
What is its slope? 4
ASSIGNMENT GUIDE - _5
4 2
Concept & Skills Practice 3. A line with a positive slope is perpendicular to one of the lines shown. x
What is its slope? 0 2 4 6
Explore Exercises 1–4 The line will be perpendicular to the line with
Exploring Slopes of Lines
slope _
5-1
= -4. So the slope is . _ 1
1-2 4
4. A line with a negative slope is parallel to one of the lines shown.
Writing Equations of Parallel Lines 11–12, 14–15
What is its slope?
Example 2 Exercises 8–10, The line will be parallel to the line with
Writing Equations of 13, 16–19 slope _
5-1
= -4. So the slope is .
1 _
Perpendicular Lines 1-2 4
Find the equation of the line that is parallel to the given line and
passes through the given point.
AVOID COMMON ERRORS 5. y = –3x + 1; (9, 0) 6. y = 0.6x – 3; (–2, 2) 7.
2(
1 , -_
y = 5(x + 1); _ 1
2 )
A common error students make when finding slopes y − 0 = −3 (x − 9) y − 2 = 0.6 (x − (−2)) y = 5x + 5
of perpendicular lines is using the same sign for both y = −3x + 27 y = 0.6x + 3.2
( ) (
y − −_12_ = 5 x − _12_ )
slopes. One slope must be the opposite reciprocal of y = 5x − 3
the other, not just the reciprocal of the other, so that
the product is -1, not 1.

Find the equation of the line that is perpendicular to the given line
and passes through the given point.
1 x - 5; 12, 0 5x + 1
8. y = 10x; (1, -3) 9. y = -_ ( ) 10. y = _; (1, 1)
3 3
y - (-3)x = -0.10(x - 1) y = 3(x - 12) 3y = 5x + 1
y = -0.1x - 2.9 y = 3x - 36 5
y = __ 1
x + __
3 3
3(
y - 1 = -__
5
x - 1)
-3x + 8
y = _______
5
COMMON
IN1_MNLESE389762_U8M19L5 979
1–4 1 Recall of Information MP.6 Precision

11 2 Skills/Concepts MP.2 Reasoning
12–15 2 Skills/Concepts MP.4 Modeling
979 Lesson 19.5

11. Determine whether the lines are parallel. y
Use slope to explain your answer. 4
The top line passes through (-4, 0) and (0, 3), so its 2
PRACTICES
x
3
slope is __ . The bottom line passes through (0, -2)
4 -4 -2 0 4 Focus on Critical Thinking
and (3, 0), so its slope is __
2
. The lines do not have the -2
3
same slope, so they are not parallel.
MP.3 Ask students to think about how they can use
-4 slope to solve geometry problems. Remind them that
since parallel lines have the same slope, they can
The endpoints of a side of rectangle ABCD in the coordinate plane are at A(1, 5)
and B(3, 1). Find the equation of the line that contains the given segment. analyze lines containing sides of polygons, for
_ _ example, to see whether the sides are parallel. They
12. AB 13. BC
_ _ can also use slope to write the equation of a line that
The slope of the required line is -2. BC ⟘ AB , so the slope of the required line
y - 1 = -2(x - 3); y - 1 = -2x + 6; 1 _ 1 _ 1
is . y - 1 = (x - 3); y - 1 = x - ;
3 _ _ is parallel or perpendicular to a given line. Point out
y = -2x + 7 2 2 2 2 that since perpendicular lines have opposite
y= x-
1 1 _ _
2 2 reciprocal slopes, they can analyze the lines
_ _
containing the sides of polygons, for example, to see
14. AD 15. CD if point C is at (7, 3) if the polygon contains any right angles.
_ _ _ _
1
AD ‖ BC, so the slope of the required line is . _
CD ‖ AB, so the slope of the required
2
1( _ 1 _9 _ line is -2. y - 3 = -2 (x - 7); y = -2x + 17
y-5= )
x-1 ;y= x+
2 2 2
PRACTICES
Focus on Technology
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Gary S.

16. A well is to be dug at the location y
Well
shown in the diagram. Use the
diagram for parts (a–c). 4 MP.5 Ask each student to use geometry software to
a. Find the equation that 2
draw a simple sketch that involves perpendicular
represents the road. x lines and right angles. Have students exchange
Chapman/Photographer's Choice RF/Getty Images
The slope is -6 -4 -2 0 2 sketches, measure the slopes of the lines, and find the
-6 - (-5)
__ _ 1
= and the -2
product of the slopes. Have them do another sketch
-4 - 0 4
y-intercept is - 5. -4 Road that involves parallel lines. Have students exchange
y= -5
1 _ sketches and measure the slopes of the lines.
4
b. A path is to be made from the road to the well. Describe how this
should be done to minimize the length of the path.
The line containing the path should be perpendicular to the road.
c. Find the equation of the line that contains the path. PRACTICES
y - (-7) = -4(x-5) ; y = -4x - 23
MP.1 Instruct students to write two equations in the
form y = mx + b, one with a positive value of m and
one with a negative value of m. Have them graph each
Module 19 980 Lesson 5 line on a coordinate plane and then plot a point that
is not on either line. For each of the original lines,
COMMON
instruct students to explain how to find the equation
Exercise
IN1_MNLESE389762_U8M19L5 980
of a parallel line through the point and the
20 3 Strategic Thinking MP.2 Reasoning perpendicular line through the point.
21 2 Skills/Concepts MP.3 Logic


17. Use the graph for parts (a–c),
y
COOPERATIVE LEARNING a. Find the equation of the perpendicular bisector of the segment. 150
Explain your method.
Have students work in groups of three or four. Ask
them to choose one student to give directions.
m= _
150 - 60
30 - 120
= -1; slope M = (_ _)
30 + 120 150 + 60
2
,
2
120
= (75, 105);
90
midpoint equation; y - 105 = 1 (x - 75) or y = x + 30
Instruct the other students to each draw a line and a 60
b. Find the equation of the line that is perpendicular to the
point that is not on the line. The first student will segment, but has the same y-intercept as the equation you
30
found in part a.
then give a set of directions, step by step, for finding x
slope = -1: y = -x + 30
the equation of a parallel or of a perpendicular to the 0
30 60 90 120 150
c. What is the relationship between the two lines you found in
line through the point. The other students will not parts (a) and (b)?
know which type of line it is until they have followed They are perpendicular.
the directions. Once the student has successfully
18. Line m is perpendicular to x - 3y = -1 and passes through (1, 5). What is the slope
guided the other students through the process to find of line m?
the equation of the line, have another student take the B. _ 1
A. -3 C. 3 D. 5
3
lead and describe the process to the others. A; the slope of the given line is _ 1
3
and its opposite reciprocal is -3.
19. Determine whether each pair of lines are parallel, perpendicular, or neither. Select the
correct answer for each lettered part.
a. x - 2y = 12; y = x + 5 Parallel Perpendicular Neither
JOURNAL _1 x + y = 8; y = 5x
b. Parallel Perpendicular Neither
Have students write and solve a problem involving 5
c. 3x - 2y = 12; 3y = -2x + 5 Parallel Perpendicular Neither
finding the equation of a line that is parallel to a
given line. Remind students to show all the steps of d. y = 3x - 1; 15x - 5y = 10 Parallel Perpendicular Neither
the solution and to explain how they can check e. 7y = 4x + 1; 14x + 8y = 10 Parallel Perpendicular Neither
the answer.
20. Communicate Mathematical Ideas Two lines in the coordinate plane have opposite slopes, are
parallel, and the sum of their y-intercepts is 10. If one of the lines passes through (5, 4), what are the
equations of the lines?
y = 4 and y = 6; parallel lines have equal slopes if the slopes are opposites,
they must be zero; a line with slope 0 through (5, 4) has equation y = 4.
21. Explain the Error Alan says that two lines in the coordinate plane are perpendicular if and only if the
slopes of the lines are m and __
1
m . Identify and correct two errors in Alan’s statement.
He should have said “two nonvertical lines” because vertical lines have
undefined slope. should have had a negative sign on one of his expressions
for slope because the slopes of perpendicular lines have a product of -1.
22. Analyze Relationships Two perpendicular lines have opposite y-intercepts. The equation of one of these
lines is y = mx + b. Express the x-coordinate of the intersection point of the lines in terms of m and b.
If one equation is y = mx + b, then the other is y = - __ 1 1
m x - b. mx + b = - m x - b
_
_
mx + m x = -2b; x(m 2 + 1) = -2mb; x = 2
1 _
-2mb
m +1
IN1_MNLESE389762_U8M19L5 981 4/19/14 12:44 PM
981 Lesson 19.5

Park Entrance
In calculating the distance between the park entrance
Surveyors typically use a unit of measure called a rod, which
equals 16 __12 feet. (A rod may seem like an odd unit, but it’s very N (25, 25) and the Interpretive Center, students may apply the
useful for measuring sections of land, because an acre equals
Distance Formula incorrectly as:
exactly 160 square rods.) A surveyor was called upon to find the
distance between a new interpretive center at a park and the park
Interpretive d=
――――――――
√(25 - 0) 2 + (25 - 6) 2
――――
entrance. The surveyor plotted the points shown on a coordinate
Center
grid of the park in units of 1 rod. The line between the Interpretive
= √25 + 19
W E 2 2
Center and Park Headquarters forms a right angle with the line
―― ――
Park
connecting the Park Headquarters and Park Entrance. Headquarters
What is the distance, in feet, between the Interpretive Center

(15, 0) = √25 + √19 2 2
and the park entrance? Explain the process you used to find the
answer. S = 25 + 19
About 518 feet; one method is shown.
= 44
Find the slope of the line between Park Headquarters (PH) and the park entrance (PE):
25 - 0
m = _ = 25 _=_ 5 Remind students to find the sum beneath the radical
25 - 15 10 2
sign first before finding the square root:
Since the line connecting the Interpretive Center (IC) and Park Headquarters (PH)
forms a right angle with the line connecting PH and PE, its slope must be the opposite d=
――――――――
√(25 - 0) 2 + (25 - 6) 2
2.
reciprocal, -__
5 ――――
= √25 + 19 2 2
= √――――
Use the slope and the coordinates of PH (15, 0) to find the coordinates of IC:
0-y
m = ______ 625 + 361
= √――
15 - x
-y
2 = _____ -y
-_ -0
= __ 986
5 15 15
-y
-2 = __
3
-6 = -y
y= 6 INTEGRATE MATHEMATICAL
PRACTICES
So the coordinates of IC are (0, 6).
Use the distance formula to find the distance in rods between IC and PE:
d=
―――――――
√(25 - 0)2 + (25 - 6)2 ≈ 31.4 MP.3 The distance between Park Headquarters and
So the distance in feet equals 31.4 × 16.5, or approximately 518 feet. the Interpretive Center is approximately 267 feet.
Explain how you could find the distance from the
park entrance to Park Headquarters without using
the Distance Formula. You know the distance from
the Interpretive Center to Park Headquarters (267
feet) and the distance from the Interpretive Center
to the park entrance (518 feet), the lengths of two
sides of a right triangle. You can use the
Pythagorean Theorem to find the length of the third
side joining the park entrance and Park
Headquarters.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M19L5 982 4/19/14 12:44 PM
The Lesson Performance Task mentions that an acre equals 160 square rods. Have
students show that that is true, using the fact that 1 square mile equals 640 acres.
Possible explanation: 1 mi = 5280 ft so 1 mi 2 = 5280 × 5280 = 27, 878, 400 ft 2
1 acre = 27, 878, 400 ft 2 ÷ 640 = 43, 560 ft 2
1 rod = 16.5 ft, so 1 rod 2 = 16.5 × 16.5 = 272.25 ft 2 Scoring Rubric

1 acre = (43, 560 ÷ 272.25) = 160 rod 2 2 points: Student correctly solves the problem and explains his/her reasoning.

MODULE
19 STUDY GUIDE REVIEW MODULE
Study Guide Review

Lines and Angles
Essential Question: How can you use parallel and perpendicular

lines to solve real-world problems? Key Vocabulary
19
vertical angles
(ángulos verticales)
complementary angles
KEY EXAMPLE (Lesson 19.1)
(ángulos complementarios)
Find m∠ABD given that m∠CBE = 40° and the angles are formed supplementary angles
‹ ›
− ‹ ›
−
by the intersection of the lines AC and DE . (ángulos suplementarios)
transversal (transversal)
When two lines intersect, they form two pairs of vertical angles at
indirect proof (prueba
their intersection. Note that ∠ABD and ∠CBE are vertical angles and
indirecta)
∠DBC and ∠ABE are vertical angles.
Assign or customize module reviews. ∠ABD ≅ ∠CBE Vertical Angles Theorem
m∠ABD = m∠CBE = 40° Definition of congruence of angles
MODULE KEY EXAMPLE

‹ ›
−
(Lesson 19.2)
‹ ›
− ‹ ›
−
Find m∠APD given that AB intersects the parallel lines DE and FG at the points
PERFORMANCE TASK P and Q, respectively, and m∠AQF = 70°.
When a transversal intersects two parallel lines, it forms a series of angle pairs. Note that ∠APD and
COMMON ∠AQF are a pair of corresponding angles.
CORE
m∠APD = m∠AQF Corresponding Angles Theorem
Mathematical Practices: MP.1, MP.2, MP.3, MP.7 m∠APD = 70° Substitute the known angle measure.
G-CO.C.9

SUPPORTING STUDENT REASONING ‹ ›
− ‹ ›
− ‹ ›
−
Determine whether the lines DE and FG are parallel given that AB intersects
them at the points P and Q, respectively, m∠APE = 60°, and m∠BQF = 60°.
Students should begin this problem by focusing on
‹ ›
− ‹ ›
−
Lines AB and DE intersect, so they create two pairs of vertical angles. The angle which is the opposite
how the table and chandelier will look in the room,
of ∠APE is ∠DPB, so they are called vertical angles.
both from the inside and the outside. Here are some ∠APE ≅ ∠DPB Vertical Angles Theorem
issues they might bring up. m∠APE = m∠DPB Definition of congruence
• If you extended the tabletop, at what angle m∠DPB = 60° Solve.
would it intersect the walls? 90° m∠BQF = m∠DPB = 60°
∠BQF ≅ ∠DPB Definition of congruence
• If you extended the tabletop, would it intersect ‹ ›
− ‹ ›
−
Thus, the lines DE and FG are parallel by the converse of the Corresponding Angles Theorem because
the ground? yes Which pair of congruent their corresponding angles are congruent.
corresponding angles would be formed? the
angle formed by the floor and the ground, and
the angle formed by the tabletop and the ground
• What is the angle made by the floor with the
Module 19 983 Study Guide Review
horizontal? 25°
• What type of angle pairs are the angle formed
by the floor and the horizontal and the angle IN1_MNLESE389762_U8M19MC.indd 983 SCAFFOLDING SUPPORT 4/19/14 12:06 PM
formed by the board and the floor? alternate • To better visualize relationships between the room and items inside it, suggest
interior angles that students model the situation using a sheet of paper and a sticky note.
Using the sheet of paper to represent the real world, students can draw a
horizontal line on the paper to represent level ground. They can then attach
the sticky note at a 25° angle to the paper, with one corner of the note touching
the line.
• Point out that objects in the room that are affected by gravity, for example, a
hanging object or a person standing in the room, must be oriented
perpendicular to real-world horizontal. If students use the model described
above, real-world horizontal is the line drawn on the paper.
983 Module 19
EXERCISES
Find the angle measure. SAMPLE SOLUTION
‹ ›
−
1. m∠ABD given that m∠CBD = 40° and the 2. m∠BPE given that AB intersects the parallel • The tabletop is parallel to the floor and ceiling of
‹ ›
− −‹ ›
angles are formed by the intersection of the lines DE and FG at the points P and Q,
‹ ›
− ‹ ›
− the room and perpendicular to the walls. To an
lines AC and DE . (Lesson 19.1) respectively, and m∠AQF = 45°. (Lesson 19.2)
140° 45° observer outside the room, the tabletop would
Determine whether the lines are parallel. (Lesson 19.3) appear to slope at a 25° angle. If a ball were placed
‹ ›
− ‹ ›
− ‹ ›
− on the tabletop, the ball would roll along a path
3. DE and FG , given that AB intersects them at the points P and Q, respectively, m∠APD = 60°, and
m∠BQG = 120°. slanted at a 25° angle to the horizontal until it fell
The lines are not parallel. off the table. When it fell, it would fall on a vertical
Find the distance and angle formed from the perpendicular bisector. (Lesson 19.4) path relative to true (outside) horizontal.
4. Find the distance
_− of point D from
_B given that D is the point at the perpendicular bisector of the • To an outside observer, a chandelier inside the
‹ ›
line segment AB, DE intersects AB, and AD = 3. Find m∠ADE.
room would appear to hang perpendicular to true
m∠ADE = 90°, BD = 3
horizontal. To an inside observer, the chandelier
Find the equation of the line. (Lesson 19.5)
would appear to hang at a 25° angle to the ceiling
2 x + 2 and passes through the point (3, 4).
5. Perpendicular to y = __ y = -_
3
x + __
17
3 2 2 of the room.
MODULE PERFORMANCE TASK
Mystery Spot Geometry

Inside mystery spot buildings, some odd things can appear to occur. Water can appear
to flow uphill, and people can look as if they are standing at impossible angles. That is
because there is no view of the outside, so the room appears to be normal.
The illustration shows a mystery spot building constructed

so that the floor is at a 25° angle with the ground.
• A table is placed in the room with its legs
perpendicular to the floor and the tabletop
perpendicular to the legs. Sketch or describe the © Houghton Mifflin Harcourt Publishing Company
View from outside View from inside
relationship of the tabletop to the floor, walls, and
View from outside View from
ceiling of the room. What would happen if a ball
were placed on the table? inside
• A chandelier hangs from the ceiling of the room. How does
it appear to someone inside? How does it appear to someone
standing outside of the room?
Use your own paper to complete the task. Use sketches, words, or geometry to explain
how you reached your conclusions.
DISCUSSION OPPORTUNITIES
IN1_MNLESE389762_U8M19MC.indd 984 4/19/14 12:06 PM
• If a ball appears to roll up a ramp on the floor of the room, what can you say
about the angle that the ramp makes with the floor?
The angle is less than 25°.
• How can the chandelier help you determine whether you are viewing the room
from the inside or from the outside? If you are viewing from the outside, a
line containing the chandelier will be perpendicular to the true horizontal. Assessment Rubric
2 points: Student correctly solves the problem and explains his/her reasoning.
solve or explain.
Study Guide Review 984

Ready to Go On? Ready to Go On?
19.1–19.5 Lines and Angles
ASSESS MASTERY
Use the assessment on this page to determine if • Online Homework
‹ › ‹ ›
• Hints and Help
students have mastered the concepts and standards − −
Find the measure of each angle. Assume lines GB and FC are parallel. • Extra Practice
covered in this module. (Lessons 19.1, 19.2)
1. The measure of ∠WOX is 70°. Find m∠YOZ. A B

70°
X
ASSESSMENT AND INTERVENTION 2. The measure of ∠AXB is 40°. Find m∠FZE.
C
40° H W O
3. The measure of ∠XWO is 70°. Find m∠OYC. Y D
110°
G Z
4. The measure of ∠BXO is 110°. Find m∠OZF. F E
110°
Access Ready to Go On? assessment online, and PB is the perpendicular bisector of ¯

Use the diagram to find lengths. ¯ AC . ¯
QC is the
perpendicular bisector of ¯
BD. AB = BC = CD. (Lessons 19.3, 19.4)
receive instant scoring, feedback, and customized Q
intervention or enrichment. 5. Given BD = 24 and PC = 13, find PB.
PB = 5 P
6. Given QB = 23 and BC = 12, find QD.
ADDITIONAL RESOURCES QD = 23
A B C D
Response to Intervention Resources Find the equation of each line. (Lessons 19.5)
• Reteach Worksheets 3 x + 5 and passing through the point (-7, -1)

7. The line parallel to y = -__
7
y = -_ 3
x-4
Differentiated Instruction Resources 7
1 x + 3 and passing through the point (2, 7)
8. The line perpendicular to y = __
5
• Reading Strategies y = -5x + 17
• Success for English Learners 9. The perpendicular bisector to the line segment between (-3, 8) and (9, 4)
• Challenge Worksheets y = 3x - 3
Assessment Resources ESSENTIAL QUESTION

• Leveled Module Quizzes 10. Say you want to create a ladder. Why would it be important to know if lines are parallel or
perpendicular to each other?
Answers may vary. Sample: The sides, or rails, of a ladder are both parallel, as are
the foot holds, or rungs. The rungs on a ladder are perpendicular to the rails.
COMMON
CORE Common Core Standards
Lesson Items Content Standards Mathematical Practices

18.1, 18.2 1–4 G-CO.C.9 MP.7
18.1, 18.3 5 G-CO.C.9 MP.7
18.1, 18.3 6 G-CO.C.9 MP.7
18.5 7 G-GPE.B.5 MP.2
18.5 8 G-GPE.B.5 MP.2
18.5 9 G-GPE.B.5 MP.2
985 Module 19
MODULE 19
MIXED REVIEW
MODULE
19
MIXED REVIEW
1. Consider each equation. Is it the equation of a line that is parallel or perpendicular
to y = 3x + 2?
Select Yes or No for A–C.
A. y = -_ 1x - 8 Yes No ASSESSMENT AND INTERVENTION
3
B. y = 3x - 10 Yes No
C. y = 2x + 4 Yes No
2. Consider the following statements about △ABC. Choose True or False for each
statement.
C
A. AC = BC True False
Assign ready-made or customized practice tests to

B. CD = BC True False
prepare students for high-stakes tests.
C. AD = BD True False
A D B
3. The measure of angle 3 is 130° and the measure of angle 4 is 50°. State two different
relationships that can be used to prove m∠1 = 130°. Assessment Resources
Possible Answer: ∠1 and ∠4 are supplementary • Leveled Module Quizzes: Modified, B
angles, ∠1 and ∠3 are vertical angles. 1
4 2
3
4. m∠1 = 110° and m∠6 = 70°. Use angle
relationships to show that lines m and n are parallel.
AVOID COMMON ERRORS
Item 1 The word or in this problem may be
Answers may vary. Sample: Since ∠1 and ∠4
overlooked by some students. They will focus on
are vertical angles, m∠4 = 110°. Since ∠1 and
∠2 are a linear pair, they are supplementary. either parallel or perpendicular but won’t look for
So, m∠2 = 70°. Since ∠2 and ∠3 are vertical
angles, m∠3 = 70°. Since ∠6 and ∠7 are 1 2
both. Encourage students to highlight, underline, or
m
vertical angles, m∠7 = 70°. Since ∠5 and ∠6 3 4 circle keywords like or.
are a linear pair, they are supplementary.
So, m∠5 = 110°. Since ∠5 and ∠8 are vertical
angles, m∠8 = 110°. Since the alternate 5 6
interior and exterior angles have the same n
7 8
measures, lines m and n are parallel and cut by
the transversal ℓ.
ℓ
COMMON

18.5 1 G-GPE.B.5 MP.6
18.4, 15.1 2* G-CO.C.9 MP.6
18.1 3 G-CO.C.9 MP.6
18.3, 15.4 4* G-CO.C.9 MP.3
* Item integrates mixed review concepts from previous modules or a previous course.

MODULE
20
20
MODULE
Triangle Congruence Triangle
Criteria Congruence Criteria
ESSENTIAL QUESTION: Essential Question: How can you use triangle LESSON 20.1
Exploring What Makes
congruence to solve real-world problems? Triangles Congruent
Answer: You can use the principles of triangle
congruence to analyze architectural and LESSON 20.2
ASA Triangle
engineering features, such as trusses. Congruence
LESSON 20.3
This version is for SAS Triangle
Algebra 1 and
Geometry only
Congruence
VIDEO LESSON 20.4
SSS Triangle
Professional Development Video Congruence
Author Juli Dixon models successful

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Corbis
Professional
Development
my.hrw.com
REAL WORLD VIDEO

Take a look at some of the
geometry involved in the
engineering marvels of the Golden
Gate Bridge in San Francisco.
Golden Gate Triangles

In this module, you will explore congruent triangles in the trusses
of the lower deck of the Golden Gate Bridge. How can you use
congruency to help figure out how far apart the two towers of the
bridge are? Let’s find out.
Module 20 987

IN1_MNLESE389762_U8M20MO 987 PERSONAL MATH TRAINER 4/19/14 11:48 AM
practice tests.
987 Module 20
Complete these exercises to review the skills you will need
for this chapter.
Angle Relationships ASSESS READINESS

Example 1 Line segments AB and DC are parallel. Find the • Online Homework
• Hints and Help
measure of angle ∠CDE. • Extra Practice students need strategic or intensive intervention for
m∠CDE = m∠ABE Equate alternate
A
33°
B the module’s prerequisite skills.
interior angles.
m∠CDE = 33° Substitute.
60°
E ASSESSMENT AND INTERVENTION
D C
Find each angle in the image from the example.
1. m∠BEC 2. m∠BAE
60° 27°
TIER 1, TIER 2, TIER 3 SKILLS

3
2
1
Congruent Figures Personal Math Trainer will automatically create a

Example 2 Find the length DF. Assume △DEF ≅ △GHJ.
standards-based, personalized intervention
G
D 41 ft 46°
16 ft 21° individual needs!
113° J H
F
E 32 ft
_ _ _ _
Since △DEF ≅ △GHJ, the sides DF and GJ are congruent, or DF ≅ GJ.
Thus, DF = GJ. Since GJ = 41 ft, length DF must also be 41 ft. ADDITIONAL RESOURCES
Use the figure from the example to find the given side length or angle measure. See the table below for a full list of intervention
Assume △DEF ≅ △GHJ.
3. Find the angle m∠GHJ. 4. Find the length GH.
Response to Intervention Resources also includes:
m∠GHJ = 113° GH = 16 ft
• Tier 2 Skill Pre-Tests for each Module
5. Find the angle m∠FDE. 6. Find the length HJ. • Tier 2 Skill Post-Tests for each skill
m∠FDE = 46° HJ = 32 ft
Module 20 988
IN1_MNLESE389762_U8M20MO 988 4/19/14 11:18 AM

Instruction
Lesson Strategic Intervention Skills Intensive Intervention
Intervention Intervention Worksheets Worksheets available
Worksheets online
Reteach 20.1 37 Congruent Figures Building Block Skills 8, Challenge

Reteach 20.2 40 Parallel Lines ... 16, 46, 48, 53, 56, 71, worksheets
Reteach 20.3 42 Properties of Reflections 74, 98, 102, 103 Extend the
Reteach 20.4 43 Properties of Rotations Math Lesson
Activities in TE
44 Properties of Translations
Module 20 988
LESSON
Exploring What Makes 20.1 Exploring What Makes

Triangles Congruent Triangles Congruent
Essential Question: How can you show that two triangles are congruent?
Resource

COMMON
CORE G-CO.B.7
Explore Transforming Triangles with
Use the definition of congruence in terms of rigid motions to show that Congruent Corresponding Parts
two triangles are congruent if and only if corresponding pairs of sides and
corresponding pairs of angles are congruent. You can apply what you’ve learned about corresponding parts of congruent figures to write the
following true statement about triangles.
Mathematical Practices If two triangles are congruent, then the corresponding parts of the triangles are congruent.
COMMON
CORE MP.2 Reasoning The statement is sometimes referred to as CPCTC. The converse of CPCTC can be stated as follows.
If all corresponding parts of two triangles are congruent, then the triangles are congruent.
Language Objective
Have students explain to a partner why a pair of triangles is congruent Use a straightedge and tracing paper to explore this converse statement.
or noncongruent. A Trace the angles and segments shown to draw △ABC. Repeat the process to draw △DEF on
a separate piece of tracing paper. Label the triangles.
ENGAGE AB and DE
∠A and ∠D ∠B and ∠E
Essential Question: How can you
AC and DF
show that two triangles are congruent?
Show that their corresponding sides and ∠C and ∠F BC and EF
corresponding angles are congruent.

B What must you do to show that the triangles are congruent?
Find a sequence of rigid motions that maps one triangle onto the other.
PREVIEW: LESSON
PERFORMANCE TASK C Flip the piece of tracing paper with △ABC and arrange the two triangles on a desk as shown
in the figure. Then move the tracing paper with △ABC so that point A maps to point D.
View the Engage section online. Explain that Name the rigid motion that you used.
pollination is the process in which bees collect pollen F
from flowers and deposit it on other flowers. Then A

E
preview the Lesson Performance Task. D
translation
B
C
Module 20 ges must
be made throu
EDIT--Chan
Correction
Date
Class
ons
Constructi
Name
fying
20.1 Justi
valid?
uction is
of a constr
the result
be sure that (compass Resource
can you methods
ion: How tools and software,
etc.). Locker
Essential
Quest a variety of
ctions with ic geometric
tric constru folding, dynam
formal geome devices, paper
G-CO.12 Make reflective
tedge, string,
and straigh struct
Also G-CO.1
3, G-SRT.5
ve Dev ice to Con
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1 Using icular
Explore using
on the line lines.
a Perpend point not
IN1_MNLESE389762_U8M20L1 989 4/19/14 11:24 AM

r
through a perpendicula
a given line to construct
dicular to ive device
a line perpen also use a reflect

constructed can locate the
You have tedge. You device to
and straigh through the of point P
and
a compass line ℓ. Look the image
ive device
along ℓ. Draw
the reflect side of line
opposite
Step 1 Place of point P on the
 image
label it P '. ‹ ›
−
'.

to draw PP
a straightedge
Step 2 Use
P′
ℓ P

P
ℓ
‹ ›
−
to line ℓ. of PP ' .
‹ › is perpendicular bisector
−
PP ' ndicular
Explain why ℓ is the perpe
tion, line
ition of reflec ximately
By the defin Q and is appro line m
through point image of
that it passes the device until the it line n.
device so of and label
reflective the angle
Place the m. Adjust the reflect
ive device
 lar to line a line along
y
perpendicu
g Compan
m. Draw m.
with line to line
coincides ndicular
line n is perpe
Explain why
Publishin
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Qm
Harcour t
Q
m
n Mifflin
,
image, A’
© Houghto
line m, the
point A on lar to the
that for any perpendicu
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The reflec the line of
line n is
line m. Since Lesson 1
is also on is line m.
A’, which
gh A and
line throu 989
4:57 PM
08/04/14
Module 20
989
0L1.indd
62_U8M2
ESE3897
IN1_MNL
989 Lesson 20.1

D Name a rigid motion you can use to map point B to point E. How can you be sure the image
of B is E?
F
EXPLORE
Transforming Triangles with
D E
A Congruent Corresponding Parts
B
C
_ _ Have students use geometry software to create
Counterclockwise rotation about point D by m ∠BDE; AB ≅ DE, so the image of point B
designs using congruent triangles. They should
must be point E.
arrange multiple congruent triangles using different
E Name a rigid motion you can use to map point C to point F. colors, positions, and orientations. Ask them to make
F
three separate designs, one using congruent
equilateral triangles, one using congruent isosceles
‹ ›
−
D E reflection across DE triangles, and one using congruent scalene triangles.
A B
C
F To show that the image of point C is point F, complete the following. When you translate a triangle so that one
‹ ›
−
∠A is reflected across DE , so the measure of the angle is preserved. Since ∠A ≅ ∠D, you vertex maps to a new location, what happens
→ _
→ ‾ _
can conclude that the image of AC‾ lies on DF . It is given that AC ≅ DF , so the to the other vertices and sides of the triangle? How
image of point C must be point F . does the triangle change? They are translated the
same direction and the same distance. The triangle
G What sequence of rigid motions maps △ABC onto △DEF?
will have the same shape and size, but it will be in a
a translation followed by a rotation followed by a reflection © Houghton Mifflin Harcourt Publishing Company
different position.
Reflect
1. Discussion Is there another sequence of rigid motions that maps △ABC onto △DEF?
Explain.
−‹ › −‹ ›
Yes; possible answer: you can first rotate △ABC so that AB || DE , then use a translation to
‹ ›
−
map A to D followed by a reflection across DE to map △ABC onto △DEF.
2. Discussion Is the converse of CPCTC always true when you apply it to triangles?
Explain why or why not based on the results of the Explore.
Possible answer: Yes. If you draw two triangles that have congruent corresponding parts,
you will always be able to find a rigid motion that maps one onto the other. So, the two
triangles will always be congruent.
IN1_MNLESE389762_U8M20L1 990 4/19/14 11:24 AM
In this lesson, students apply the rigid-motion definition of congruence
specifically to triangles. Some key understandings for students are as follows:
• If two triangles are congruent, then all pairs of corresponding sides and all pairs
of corresponding angles are congruent.
• If all pairs of corresponding sides and all pairs of corresponding angles of two
triangles are congruent, then the triangles are congruent.
Students will explore ways to prove that triangles are congruent and use
information gained from congruent triangles to solve problems.
Exploring What Makes Triangles Congruent 990
Explain 1 Deciding If Triangles are Congruent by
EXPLAIN 1 Comparing Corresponding Parts
A biconditional is a statement that can be written in the form “p if and only if q.”
You can combine what you learned in the Explore with the fact that corresponding
Deciding if Triangles are Congruent parts of congruent triangles are congruent to write the following true biconditional.
by Comparing Corresponding Parts Two triangles are congruent if and only if corresponding pairs of sides and corresponding
pairs of angles are congruent.
To decide whether two triangles are congruent, you can compare the corresponding parts.
INTEGRATE MATHEMATICAL If they are congruent, the triangles are congruent. If any of the corresponding parts are not
congruent, then the triangles are not congruent.
PRACTICES
Focus on Communication Example 1 Determine whether the given triangles are congruent. Explain.
MP.3 Make sure students pay attention to the order  G

L
1m
60°
M
of the vertices when writing a congruence statement. G 1m
L M
60°
The order of the vertices communicates which pairs 2 m 30° 1.7 m 1.7 m 2m
30°
of angles and sides are congruent. Have students 2 m 30° 1.7 m 1.7 m 2m
60° 30°
write several correct congruence statements for the J H
1m K
diagram. Then have them write an incorrect 60°
J H
1m K
congruence statement and explain why it is Compare corresponding sides to decide if they are congruent.
not correct.
GH = KL = 1.7 m, HJ = LM = 1 m, and GJ = KM = 2 m.
_ _ _ _ _ _
So, GH ≅ KL, HJ ≅ LM, and GJ ≅ KM.
QUESTIONING STRATEGIES Compare corresponding angles to decide if they are congruent.
How can you find the measure of a missing m∠G = m∠K = 30°, m∠H = m∠L = 90°, and m∠J = m ∠M = 60°.
angle in a triangle with two given angle So, ∠G ≅ ∠K, ∠H ≅ ∠L, and ∠J ≅ ∠M.
measures? You know that the sum of the measures

△GHJ ≅ △KLM because all corresponding parts are congruent.

of the angles of a triangle is always 180°, and you C 12.1 cm
know the other two angle measures in the triangle.
 E D
7.9 cm 8.5 cm
You can use this information to write and solve 8.4 cm 7.9 cm
an equation. A B
12.1 cm F
Compare corresponding sides to decide if they are congruent.

LANGUAGE SUPPORT _ _
AB = DE = 12.1 cm, so AB ≅ ¯ DE . AC = DF = 7.9 cm, so AC ≅ ¯
DF .
Have students work in pairs to complete sentence _
However, BC ≠ EF , so BC is not congruent to ¯
EF .
stems explaining why a pair of triangles is congruent
The triangles are not congruent because there is a pair of corresponding sides that are not
or not. For example: “This pair of triangles is
congruent.
congruent because ____________.” Possible
answers: The corresponding angles have equal Module 20 991 Lesson 1
measures and the corresponding sides have equal

lengths; when I trace one I can fit it exactly over COLLABORATIVE LEARNING
the other. IN1_MNLESE389762_U8M20L1 991 4/19/14 11:24 AM
Working in pairs, one student draws and labels the vertices of a parallelogram and
a rectangle that is not a square; the other draws a square and a trapezoid with
exactly one pair of parallel sides. They exchange drawings and try to divide each
quadrilateral into two congruent triangles by drawing one diagonal. For each
divided quadrilateral, they identify the triangles’ corresponding sides and angles,
write congruence statements, and review each other’s work.
991 Lesson 20.1

Reflect
3. Critique Reasoning The contrapositive of a conditional statement “if p, then q”

is the statement “If not q, then not p.” The contrapositive of a true statement is
EXPLAIN 2
always true. Janelle says that you can justify Part B using the contrapositive
of CPCTC. Is this accurate? Explain your reasoning. Applying Properties of Congruent
Yes; the contrapositive of a true statement is true, so the contrapositive of CPCTC is true: Triangles
if the corresponding parts of two figures are not congruent, then the figures are not
congruent. In Part B, the fact that at least one pair of corresponding parts is not congruent
means that the triangles are not congruent.
AVOID COMMON ERRORS
Students may correctly solve for a variable but then
Your Turn incorrectly give the value of the variable as a side
Determine whether the given triangles are congruent. Explain your reasoning. length or angle measure. Remind them to examine
4. R
71° 38°
S the diagram carefully; sometimes a side length or
U
angle measure is described by an expression
71°
71° containing a variable, not just the variable itself.
T 38° 71°
V W
¯
RS ≅ ¯UV, ¯ VW, and ¯
ST ≅ ¯ RT ≅ ¯
UW. m∠R = m∠U = 71°, m∠S = m∠V = 38°, and QUESTIONING STRATEGIES
m∠T = m∠W = 71°, so ∠R ≅ ∠U, ∠S ≅ ∠V and ∠T ≅ ∠W. △RST ≅ △UVW, because all
corresponding parts are congruent. What must be true of the angle measures for
the triangles to be congruent? The measures
5. D ∠C ≅ ∠F, but m∠B ≠ m∠E and m∠D ≠ m∠G, so ∠B is of corresponding angles must be equal.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Michael

79° G not congruent to ∠E and ∠D is not congruent to ∠G.
The triangles are not congruent because some of the
41° 60° 78° corresponding angles are not congruent.
B C
F
60° 42°
E
CONNECT VOCABULARY
Have students review the prefixes bi-, tri-, quad-, and
Explain 2 Applying Properties of Congruent Triangles pent- to relate them to the number of sides and angles
Triangles are part of many interesting designs. You can ensure that triangles are congruent by
in a geometric figure.
making corresponding sides congruent and corresponding angles congruent. To do this, you
Zegers/Westend61/Corbis
may have to use the Triangle Sum Theorem, which states that the sum of the measures of the
angles of a triangle is 180°. You will explore this theorem in more detail later in this course.
IN1_MNLESE389762_U8M20L1 992 4/19/14 11:24 AM
Critical Thinking
Ask students to use a ruler and protractor to draw and label two isosceles triangles
∆QRS and ∆UVW : m∠R = m∠V = 40°, m∠Q = m∠S = m∠U = m∠W = 70°,
_ _ _ _ _ _
QS ≅ UW, and RQ ≅ RS ≅ VU ≅ VW. Then ask them to write a congruence
statement for the triangles. It is likely that not all students will write the same
congruence statement. Discuss why both ∆QRS ≅ ∆UVW and ∆QRS ≅ ∆WVU
are correct even though the first maps point S onto point W and the second maps
point S onto point U.

Example 2 Find the value of the variable that results in congruent triangles.
N
 K
45°
45°
M 55°
P
J 55° L (5x + 30)°
Step 1 Identify corresponding angles.
∠M corresponds to ∠J, because they have the same measure and they are formed
by congruent corresponding sides. Similarly, ∠N corresponds to ∠K. So, ∠P
corresponds to ∠L.
Step 2 Find m∠L.
Triangle Sum Theorem m∠J + m∠L + m∠L = 180°
Substitute. 55° + 45° + m∠L = 180°
Simplify. 100° + m∠L = 180°
Subtract 100° from each side. m∠L = 80°
Step 3 Write an equation to find the value of x.
Set corresponding measures equal. m∠P = m∠L
Substitute. 5x + 30 = 80
Subtract 30 from each side. 5x = 50
Divide each side by 5. x = 10
 B 50 mm
D F
36 mm 30 mm
(2y + 20) mm 30 mm
A C
50 mm E
_
Step 1 Identify corresponding sides, beginning with side DE.
_ _
∠A ≅ ∠ D , ∠B ≅ ∠ E , and , ∠C ≅ ∠ F , so DE corresponds to AB .
Step 2 Write an equation to find the value of y.
Set corresponding measures equal. DE = 36 mm
Substitute. 2y + 20 = 36
Subtract 20 from each side. 2y = 16
Divide each side by 2. y= 8
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M20L1 993 4/19/14 11:24 AM
Connect Context
Many English words have multiple meanings. In this lesson, the word converse
means opposite. The word is pronounced with the stress on the first syllable:
“CON-verse.” English Learners may know the word as a verb, pronounced
“con-VERSE,” meaning to have a conversation. Words in English typically do not
have accent marks, so words that serve as both nouns and verbs can be difficult to
distinguish. Remind students that when converse is preceded by the word to, it is a
verb. When preceded by the word the, it is a noun or adjective.
993 Lesson 20.1

Reflect
6. The measures of two angles of △QRS are 18° and 84°. The measures of two angles
of △TUV are 18° and 76°. Is it possible for the triangles to be congruent? Explain.
ELABORATE
No; by the Triangle Sum Theorem, the measures of the angles of △QRS are 18°, 84°, and
78°, and the measures of the angles of △TUV are 18°, 76°, and 86°. Since two pairs of
PRACTICES
corresponding angles are not congruent, the triangles cannot be congruent.
Your Turn MP.1 Have students explain how they could use
Find the value of the variable that results in congruent triangles. transformations to decide whether the triangles
7. (x + 17)° E 8. J are congruent.
B
22 mm
(4y + 12) mm
112°
G 25°
F
L SUMMARIZE THE LESSON
P 15 mm N
15 mm
C
112° 25° D K Suppose that ∆BUD ≅ ∆RIN. Write six
22 mm
_ _ 32 mm congruency statements. ∠B ≅ ∠R, ∠U ≅ ∠I ,
∠E corresponds to ∠B. JK corresponds to MN. _ _ _ _ _ _
∠D ≅ ∠N, BU ≅ RI, UD ≅ IN, DB ≅ NR
m∠B + 112° + 25° = 180° JK = 32 mm M
m∠B = 43° 4y + 12 = 32, so 4y = 20, or y = 5

m∠E = 43°, so x + 17= 43, or x = 26
Elaborate
9. All three angles of △ABC measure 60° and all three sides are 4 inches long. All three
angles of △PQR measure 60° and all three sides are 4 inches long. Can you conclude
that the triangles are congruent? Why or why not?
Yes; no matter how you set up the correspondence, corresponding angles will be

congruent and corresponding sides will be congruent. By the converse of CPCTC,
△ABC ≅ △PQR.
10. Use the concept of rigid motion to explain why two triangles cannot be congruent if
any pair of corresponding parts is not congruent.
Possible answer: For figures to be congruent there must exist a sequence of rigid motions
that maps one to the other. If a pair of corresponding parts is not congruent, no rigid
motion maps one to the other because distance, or angle measure, will not be preserved.
11. Essential Question Check-In △PQR and △STU have six pairs of congruent
corresponding parts and △PQR can be mapped onto △STU by a translation followed
by a rotation. How are the triangles related? Explain your reasoning.
The triangles are congruent by the converse of CPCTC and because a sequence of rigid
motions maps one triangle onto the other.
IN1_MNLESE389762_U8M20L1 994 4/19/14 11:24 AM

• Online Homework
1. Describe a sequence of rigid motions that maps △MNP onto △MQR to show • Hints and Help
that △MNP ≅ △MQR. • Extra Practice
Q N Possible answer: clockwise

rotation about point M by
m∠QMN followed by a reflection
‹ ›
−
R P across MQ
M
ASSIGNMENT GUIDE Determine whether the given triangles are congruent. Explain your reasoning.
Concepts and Skills Practice 2. K Q 3. F 6.8 ft E

20º
Explore Exercise 1 57° 57° 70º 2.5 ft
7.2 ft
Transforming Triangles with A
D
32° 91° 91° 32° 70º 7.2 ft
Congruent Corresponding Parts M L R S 2.5 ft
― ― ― ― ― ¯, ∠K ≅ ∠Q,
KL ≅ QR, LM ≅ RS, KM ≅ QS
20º
C
Example 1 Exercises 2–5 B 6.8 ft
Deciding if Triangles are Congruent ∠L ≅ ∠R, and ∠M ≅ ∠S; So, △KLM ≅ △QRS ― ―― ―― ―
AB ≅ DE, BC ≅ EF, AC ≅ DF, ∠A ≅ ∠D,
because all six pairs of corresponding parts ∠B ≅ ∠E, and ∠C ≅ ∠F; So, △ABC ≅ △DEF
Example 2 Exercises 6–9 are congruent. because all six pairs of corresponding
Applying the Properties of parts are congruent.
Congruent Triangles
4. T U 5. M
J 17 ft
65°
N
35° 19 ft 32 ft
INTEGRATE MATHEMATICAL 7 in. 32 ft
35° 80°
PRACTICES R
7 in.
S K
32 ft
L 32 ft
V 82°
Focus on Modeling ∠R ≅ ∠U, but m∠S ≠ m∠V 63° P
― ― ― ―
MP.4 Suggest that students list the six congruencies and m∠T ≠ m∠W, so ∠S is not W KL ≅ NP and JL ≅ MP. However, since
― ―
congruent to ∠V and ∠T is not congruent JK ≠ MN, JK is not congruent to MN.

that relate the parts of the triangles and mark the to ∠W. Not congruent; there aren’t six Not congruent; there aren’t six pairs of
triangles to show them. Once they have clearly pairs of congruent corresponding parts. congruent corresponding parts.
represented the corresponding parts, they can more Find the value of the variable that results in congruent triangles.
easily answer the questions. 6. B 7. R
G M
69° (3z - 3) cm
F 69° 1.8 cm
50°
3.1 cm
S
N 3.1 cm
C
2.2 cm
50° T
A P
∠H corresponds to ∠C. (2x + 5)° H ― ―
50° + 69° + m∠C = 180° RS corresponds to MN.
m∠C = 61° RS = 1.8 cm.
m∠H = 61° 3z - 3 = 1.8, so 3z = 4.8, and z = 1.6
2x + 5 = 61, so 2x = 56, and x = 28
COMMON
IN1_MNLESE389762_U8M20L1 995
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 4/19/14 11:24 AM
1 1 Recall Information MP.6 Precision

2–5 1 Recall Information MP.2 Reasoning
6–9 1 Recall Information MP.4 Modeling
10–21 2 Skills/Concept MP.2 Reasoning
23 3 Strategic Thinkings MP.3 Logic
995 Lesson 20.1

8. E 9. P
K (4w + 14)°
AVOID COMMON ERRORS
Z 22°
(7y - 10) mm Students may write congruence statements
31 mm Q
31 mm 36°
F 24 mm incorrectly. Make sure they understand that the order
H 22° 36°
24 mm
X
Y
of the vertices in a congruence statement is not
25 mm
G J R random. Students should know that they can identify
_ _ ∠Q corresponds to ∠Y.
EF corresponds to HJ. corresponding angles by choosing pairs of letters in
22° + m∠Y + 36° = 180°
EF = 25 mm corresponding positions in a congruence statement.
m∠Y = 122°
7y - 10 = 25, so 7y = 35, and y = 5
m∠Q = 122°
4w + 14 = 122 , so 4w = 108, and w = 27
Determine whether the given triangles are congruent. Explain.

_ _
10. y Since AB is horizontal and BC is vertical, ∠B is a right
4
A B angle, so m∠B = 90°.
63.4° E D
2
Since ¯
DE is horizontal and ¯
EF is vertical, ∠E is a right
x
angle, so m∠E = 90°.
-4 0 2 4
By the Triangle Sum Theorem, 63.4° + 90° + m∠C = 180°,
C so m∠C = 26.6°.
-4 26.6°
F Also, m∠D + 90° + 26.6° + 180°, so m∠D = 63.4°.
Therefore, ∠A ≅ ∠D, ∠B ≅ ∠E, and ∠C ≅ ∠F.
_ _
AB is horizontal and its length is 3 units. BC is vertical and its length is 6 units.
_ _
―――――――――
DE is horizontal and its length is 3 units. EF is vertical and its length is 6 units.
√(-1-(-4)) + (-3 - 3) = √―
2
By the Distance Formula, AC =
2
――――――― 45 .
45 .
Also, DF = √(1 - 4) + (-4 - 2) = √―
2 2
_ _ _ _ _ _
Therefore, AB ≅ DE, BC ≅ EF, and AC ≅ DF, so the triangles have six pairs of congruent
corresponding parts, and are congruent by the converse of CPCTC.
――――――――
√(2 - (-2)) + (2 - 4) = √―
11. K y
4 2
KL =
2
20
2 L ――――――― 2 ―
LM = √(-4 - 2) + (0 - 2) = √40
2
M Q x ―――――――――― 20
KM = (-4 - (-2)) + (0 - 4) = √―
2 2
-4 -2 0 4 ――――――――― ―
PQ = √(3 - (-1)) + (0 - (-2)) = √20
2 2
――――
PR = √(3 - (-1)) + (-4 - (-2)) = √―
P
2 2
20
-4
R
_
QR is vertical and its length is 4 units.
_ _ _ _
Therefore, KL ≅ PQ and ¯ KM ≅ PR, but LM ≠ QR, so ¯
LM is not congruent to QR.
So, the triangles are not congruent.
IN1_MNLESE389762_U8M20L1 996 4/19/14 11:23 AM

_
12. y Since ¯
ST is vertical and TU is horizontal, ∠T is a right angle,
VISUAL CUES S 74.1°
4
so m∠T = 90°.
― ―
Since VW is vertical and WX is horizontal, ∠W is a right
Have each student design a poster to illustrate the
T U x angle, so m∠W = 90°.
concept of congruent triangles. The illustrations
-4 -2 0 2 4 By the Triangle Sum Theorem,
should show both an example and a nonexample. X W 74.1° + 90° + m∠U = 180°, so m∠U = 15.9°.
18.4° Also, m∠V + 90° + 18.4° = 180°, so m∠V = 71.6°.
-4 V Therefore, ∠T ≅ ∠W, but ∠S is not congruent to ∠V or ∠X.
So, the triangles are not congruent.
13. y ∠B is a right angle, so m∠B = 90°.

56.3°4 D ∠E is a right angle, so m∠E = 90°.
F
A By the Triangle Sum Theorem,
x
-4 0 E 2 4 33.7° + 90° + m∠C = 180°, so m∠C = 56.3°.
33.7° B
Also, m∠D + 90° + 56.3° = 180°, so m∠D = 33.7°.
-4 Therefore, ∠A ≅ ∠D, ∠B ≅ ∠E, and ∠C ≅ ∠F.
C
――――――――― ―――――――
(0 - (-3)) + (-2 - 1) = √―
√――――――――― ―
DE = √(0 - 3) + (0 - 3) = √18
2
AB =
2 2 2
18
BC = √(-2 - 0) + (-4 - (-2)) = √―
2 2 ――――――― 8
EF = √(-2 - 0) + (2 - 0) = √―
2 2
―――――――――
8
AC = √(-2 - (-3)) + (-4 - 1) = √―
2
26
2 ――――――― 26
DF = √(-2 - 3) + (2 - 3) = √―
2 2
_ _ _ _ _ _
Therefore AB ≅ DE, BC ≅ EF, and AC ≅ DF, so the triangles have six pairs of congruent
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Leonard
corresponding parts, and are congruent by the converse of CPCTC.
14. △FGH represents an artist’s initial work on a design for a new postage stamp.
What must be the values of x, y, and z in order for the artist’s stamp to be
congruent to △ABC?
(2x + 5) mm
F G C
(5y) mm 35 mm 25 mm
(3z + 14) mm
H A B
de Selva/Corbis
25 mm
∠F corresponds to ∠A, ∠G corresponds to ∠B, and ∠H corresponds to ∠C.

― ¯. ― ― ― ―
FG corresponds to AB GH corresponds to BC. FH corresponds to AC.
FG = 25 mm GH = 25 mm FH = 35 mm
2x + 5 = 25 5y = 25 3z + 14 = 35
x = 10 y=5 z=7
IN1_MNLESE389762_U8M20L1 997 4/19/14 11:23 AM
997 Lesson 20.1

15. Multi-Step Find the values of the variables that result in congruent triangles.
L
(3x + 24)º ∠L corresponds to ∠P.
P
m ∠L = m ∠P
(7x - 4)º
R
3x + 24 = 7x - 4
3x + 28 = 7x
84° M
84°
7= x
Q
N m∠L = (3x + 24)° = (3 ∙ 7 + 24)° = 45°
(2x + y)º
45° + 84° + m∠N = 180°

m∠N = 51°
2x + y = 51
2(7) + y = 51, So y = 37.
Determine whether each statement is always, sometimes, or never

true. Explain your reasoning.
16. If △ABC has angles that measure 10° and 40°, 17. Two triangles with different perimeters are
and △DEF has angles that measure congruent.
40° and 120°, then △ABC ≅ △DEF.
Never true; if the corresponding sides
Never true; by the Triangle Sum Theorem, of two triangles are congruent, then the
the third angle of △ABC measures 130° perimeters are equal. Therefore, if the
and the third angle of △DEF measures perimeters are not equal, at least one pair
20°. Since corresponding angles are of corresponding sides is not congruent,
not congruent, the triangles cannot be so the triangles are not congruent.
congruent.
18. If △JKL ≅ △MNP, then m∠L = m∠N. 19. Two triangles that each contain a right angle are
congruent.
Sometimes true; ∠L corresponds
to ∠P , so by CPCTC, ∠L ≅ ∠P. Sometimes true; the right angles in the
If ∠P ≅ ∠N, then ∠L ≅ ∠N by transitivity, triangles are congruent corresponding
and m∠L = m∠N. angles. Other corresponding angles may or
may not be congruent, and corresponding
sides may or may not be congruent.
20. Tenaya designed the earrings shown. She wants to be sure they
are congruent. She knows that the three pairs of corresponding A D
angles are congruent. What additional measurements should
she make? Explain. 35 mm
37 mm
Corresponding sides must also be congruent. So, AB
must equal DE, BC must equal EF, and AC must equal C F
B E
DF. She should check that AC = 35 mm, BC = 12 mm, 12 mm
and DE = 37 mm.
INT_MCAESE216709_12A
Kenneth Batelman
IN1_MNLESE389762_U8M20L1 998 4/19/14 11:23 AM

21. Determine whether △JKL and △PQR are congruent or not congruent based on the given information.
JOURNAL Select the correct answer for each lettered part.
Have students write a journal entry in which they a. m∠J = m∠K = m∠L = 60°, m∠P = m∠Q = m∠R = 60°,
explain in their own words what CPCTC means. JK = KL = JL = 1.2 cm, PQ = QR = PR = 1.5 cm Congruent Not congruent
Encourage them to include one or more labeled _ =

b. m∠J _48°,
_ m∠K_= _93°,_m∠P = 48°, m∠R = 39°,
JK ≅ PQ, KL ≅ QR, JL ≅ PR Congruent Not congruent
figures as part of the journal entry.
c. ∠J ≅ ∠P, ∠K ≅ ∠Q, ∠L ≅ ∠R,
JK = PQ = 22 in., KL = QR = 34 in., JL = PR = 28 in. Congruent Not congruent
d. m∠J = 51°, m∠K = 77°, m∠P = 51°, m∠R = 53° Congruent Not congruent
e. m∠J = 45°, m∠K = 80°, m∠Q = 80°, m∠R = 55°,

JK = PQ = 1.5 mm, KL = QR = 1.3 mm, JL = PR = 1.8 mm Congruent Not congruent
a. Not congruent; corresponding sides are not congruent.
b. Congruent; by the Triangle Sum Theorem, m∠L = 39°and m∠Q = 93°.
c. Congruent; there are six pairs of congruent corresponding parts.
d. Not congruent; by the Triangle Sum Theorem, m∠L = 52° and m∠Q = 76°.
e. Congruent; by the Triangle Sum Theorem, m∠L = 55° and m∠P = 45°.
22. Counterexamples Isaiah says it is not necessary to check all six pairs of congruent corresponding parts
to decide whether two triangles are congruent. He says that it is enough to check that the corresponding
angles are congruent. Sketch a counterexample. Explain your counterexample.
Possible sketch:
A D △ABC and △DEF have three pairs of
congruent corresponding angles,
60° 60° but the triangles are not congruent
60° 60° because corresponding sides are not
B C the same length.
60° 60°
E F
23. Critique Reasoning Kelly was asked to determine _ _ whether 72 in.

△ KLN is congruent to △ MNL. She noted that KL ≅ MN , K L
_ _
KN ≅ ML, and that the three pairs of corresponding angles
44 in. 44 in.
are congruent. She said that this is only five pairs of congruent
corresponding parts, so it is not possible to conclude that N M
△KLN is congruent to △MNL. Do you agree? Explain. 72 in.
_ ―
No; LN ≅ LN by the Reflexive Property of Congruence, so there are actually six pairs
of congruent corresponding parts. Therefore, the triangles are congruent.
24. Analyze Relationships David uses software to draw two triangles. He finds that he can use a rotation
and a reflection to map one triangle onto the other, and he finds that the image of vertex D is vertex L, the
image of vertex V is vertex C, and the image of vertex W is vertex Y. In how many different ways can David
write a congruence statement for the triangles? Explain.
12 ways; △DVW ≅ △LCY, △DWV ≅ △LYC, △VDW ≅ △CLY, △VWD ≅ △CYL, △WDV ≅ △YLC,
or △WVD ≅ △YCL, and 6 more with the order of the triangles reversed.
IN1_MNLESE389762_U8M20L1 999 4/19/14 11:23 AM
999 Lesson 20.1

Lesson Performance Task INTEGRATE MATHEMATICAL
PRACTICES
For Kenny’s science project, he is studying whether honeybees favor one color of
eight-petal flowers over other colors. For his display, he is making eight-petal flowers
Focus on Modeling
from paper in various colors. For each flower, he’ll cut out eight triangles like the one
in the figure.
MP.4 Have students describe, in as much detail as
possible, the numerical and geometric features of the
8-sided polygon in the Lesson Performance Task
diagram. Sample answer: The figure is a regular
octagon. Drawing the four diagonals divides it into
8 isosceles triangles, each with base angles
x
measuring 67.5° and apex angle measuring 45°. The
8 sides of the octagon are congruent.
y y
a. Find x, the measure of the top angle of each triangle. Explain how you found x.
PRACTICES
b. Find y, the measure of the two base angles of each triangle. Explain how you
found y. Focus on Reasoning
c. Explain how Kenny could confirm that one of his triangles is congruent to the MP.2 A regular polygon is divided into congruent
other seven. isosceles triangles. One of the base angles of each
a. To find x, use the fact that the sum of the eight angles at the center of the isosceles triangle measures 84°. How many sides does
flower is 360°.
the polygon have? Explain how you found the
x = 360° ÷ 8 = 45°. answer. Sample answer: Since each triangle is
b. To find y, use the fact that the sum of the interior angles of a triangle is 180°. isosceles, both base angles measure 84°. That leaves
y= __ _
180° - 45°
=
135°
= 67.5° 180° – (84° + 84°) = 180° – 168° = 12° for the
2 2
c. Kenny could confirm that one of his triangles is congruent to the other seven by remaining angle, the angle at the center of the
physically matching each of the seven to the first one to show that the three pairs
polygon. The sum of the angles at the center of the
of angles and the three pairs of sides are congruent. Or he could reason that one of
the triangles can be mapped to each of the seven others through a series of polygon is 360°, so the polygon must have
45° rotations. 360° ÷ 12° = 30 sides.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M20L1 1000 4/19/14 11:23 AM
Extend the Lesson Performance Task by completing Number

the table shown for regular polygons with the given of Sides x y y
numbers of sides. Describe any patterns you 9 40 70 70
observe. Possible patterns: As the number of sides 10 36 72 72
increases, the value of y increases, the value of x 12 30 75 75
decreases, and the ratio __x decreases; the sum
y 15 24 78 78
Scoring Rubric
x + y + y always equals 180°. 18 20 80 80 2 points: Student correctly solves the problem and explains his/her reasoning.
20 18 81 81 1 point: Student shows good understanding of the problem but does not fully

LESSON
ASA Triangle 20.2 ASA Triangle Congruence

Congruence Essential question: What does the ASA Triangle Congruence Theorem tell you about
triangles?
Resource

Explore 1 Drawing Triangles Given Two Angles
COMMON
and a Side
CORE G-CO.B.8
You have seen that two triangles are congruent if they have six pairs of congruent
Explain how the criteria for triangle congruence (ASA … ) follow from corresponding parts. However, it is not always possible to check all three pairs of corresponding
the definition of congruence in terms of rigid motions. Also G-CO.B.7, sides and all three pairs of corresponding angles. Fortunately, there are shortcuts for
determining whether two triangles are congruent.
G-CO.C.10, G-SRT.B.5
Mathematical Practices A Draw a segment that is 4 inches long. Label the endpoints A and B.
COMMON _
CORE MP.4 Modeling B Use a protractor to draw a 30° angle so that one side is AB and
its vertex is point A. C
Language Objective
_
Have students work in pairs to label and color code congruent angles and C Use a protractor to draw a 40° angle so that one side is AB and 30° 40°
a side in pairs of triangles. its vertex is point B. Label the point where the sides of the A 4 in. B
angles intersect as point C.
D Put your triangle and a classmate’s triangle beside each other. Is there a
ENGAGE
sequence of rigid motions that maps one to the other? What does this
tell you about the triangles?
Yes; the triangles are congruent.
Essential Question: What does the

Reflect
ASA Triangle Congruence Theorem tell
1. In a polygon, the side that connects two consecutive angles is the included side of
you about triangles? those two angles. Describe the triangle you drew using the term included side. Be as
precise as possible.
If two angles and the included side of one triangle
It is a triangle with a 30° angle, a 40° angle, and an included side that is
are congruent to two angles and the included side 4 inches long.
of another triangle, the triangles are congruent.
2. Discussion Based on your results, how can you decide whether two triangles
are congruent without checking that all six pairs of corresponding sides and
PREVIEW: LESSON corresponding angles are congruent?
Possible answer: If two angles and the included side of one triangle are
PERFORMANCE TASK congruent to two angles and the included side of another triangle, then
View the Engage section online. Explain that the flags the triangles are congruent.
of many countries incorporate geometric objects such
as triangles. Then preview the Lesson
Performance Task. Module 20
EDIT--Chan
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COMMON
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CORE
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IN1_MNLESE389762_U8M20L2 1001 4/19/14 11:28 AM

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1001
11:28 AM
4/19/14
Module 20
0L2 1001
62_U8M2
ESE3897
IN1_MNL
1001 Lesson 20.2

Explore 2 Justifying ASA Triangle Congruence
Explain the results of Explore 1 using transformations. EXPLORE 1
A Use tracing paper to make two copies of the triangle from Explore 1 as shown. Identify
the corresponding parts you know to be congruent and mark these congruent parts on
the figure.
Drawing Triangles Given Two Angles
∠A ≅ ∠D
F and a Side
A
∠E D E
∠B ≅ _ B
_ DE
AB ≅ C INTEGRATE TECHNOLOGY
B What can you do to show that these triangles are congruent? Have students explore the Angle-Side-Angle theorem
Find a sequence of rigid motions that maps one triangle onto the other triangle.
using geometry software.
C translate △ABC so that point A maps to point D. What translation vector did you use?
the vector with initial point A and terminal point D AD
⇀ ( ) F QUESTIONING STRATEGIES
D E How can you check whether the triangles you
D Use a rotation to map point B to point E. What is the center of the rotation?
A
What is the angle of the rotation?
B draw are congruent to the triangles your
The center of the rotation is point D (or A); the angle of the rotation is m∠EDB.
C classmates draw? Place one student’s page on top of
the other student’s page and check to see if the
E How do you know_ _ of point B is point E?
the image F
It is given that AB ≈ DE, so the image of point B must be point E. triangles can be made to coincide exactly.
D E
A B
F What rigid motion do you think will map point C to point F ?
‹ ›
−
reflection across DE C
‹ ›
−
EXPLORE 2
G to show that the image of point C is point F, notice that ∠A is reflected across DE, so
the measure of the angle is preserved. Since ∠A ≅ ∠D you can conclude that the image
→ → → Justifying ASA Triangle Congruence
‾ lies on DF‾ ‾
. In particular, the image of point C must lie on DF
of AC . By similar
_ → →
reasoning, the image of BC lies on EF ‾ and the image of point C must lie on EF ‾ .
_ _
the only point that lies on both DF and EF is point F . INTEGRATE MATHEMATICAL
H Describe the sequence of rigid motions used to map △ABC to △DEF.
a translation followed by a rotation followed by a reflection
PRACTICES
Reflect
Focus on Reasoning
3. Discussion Arturo said the argument in the activity works for any triangles with two pairs of congruent MP.2 Have students respond to this prompt in their
corresponding angles, and it is not necessary for the included sides to be congruent. Do you agree? Explain.
No; the included sides must be congruent to conclude that the image of
math journals.
point B is point E after a rotation around point D. “If I know that two pairs of corresponding angles and
the included sides of two triangles are congruent, I
know ________. I know this because ________.”
Module 20 1002 Lesson 2 QUESTIONING STRATEGIES

What is the benefit of using the Angle-Side-
Angle Theorem instead of CPCTC? You need
IN1_MNLESE389762_U8M20L2 1002 4/19/14 11:28 AM
Math Background to find only three pairs of congruent corresponding

Students know that when triangles are congruent, all pairs of corresponding sides parts with ASA, as opposed to six pairs with CPCTC.
and corresponding angles are congruent. As an extension of that, students to
begin to develop converses of the Corresponding Parts of Congruent Triangles
Theorem in which they do not need to know that all six pairs of corresponding
parts are congruent in order to prove that triangles are congruent. In this lesson,
they explore the Angle-Side-Angle (ASA) Theorem. They find that if they can
prove that two angles and the included side of one triangle are congruent to two
angles and the included side of another triangle, the triangles are congruent.
ASA Triangle Congruence 1002

Explain 1 Deciding Whether Triangles Are Congruent
EXPLAIN 1 Using ASA Triangle Congruence
You can state your findings about triangle congruence as a theorem. This theorem can help you
decide whether two triangles are congruent.
Deciding Whether Triangles Are
Congruent Using ASA Triangle ASA Triangle Congruence Theorem
Congruence If two angles and the included side of one triangle are congruent to two angles and
the included side of another triangle, then the triangles are congruent.
Example 1 Determine whether the triangles are congruent. Explain

CONNECT VOCABULARY your reasoning.
E
Remind students that the ASA Triangle Congruence  Step 1 Find m∠D. B
74°
Theorem is a shortened form of its full name, the m∠D + m∠E + m∠F = 180°
Angle-Side-Angle Triangle Congruence Theorem. m∠D + 74° + 61° = 180° D

45° 61° 61°
When you write ASA, it is helpful to read it aloud as m∠D + 135° = 180° A
2.3 cm
C 2.3 cm F
Angle-Side-Angle and have students do the same to m∠D = 45°
reinforce what it means. Step 2 Compare the angle measures and side lengths.
m∠A = m∠D = 45°, AC = DF = 2.3 cm, and m∠C = m∠F = 61°

_ _
So, ∠A ≅ ∠D, AC ≅ DF, and ∠C ≅ ∠F.
QUESTIONING STRATEGIES _ _
∠A and ∠C include side AC, and ∠D and ∠F include side DF.
Why do you need to find the measure of the So, △ABC ≅ △DEF by the ASA Triangle Congruence Theorem.
missing angle to use the ASA Triangle
J
Congruence Theorem? The two sides that you know  Step 1 Find m∠P.
31°
m∠M + m∠N + m∠P = 180° K
are congruent need to be the included sides, so you 62 in.
31 ° + 38 ° + m∠P = 180° 110°
need to know the measures of the angles at their
69 ° + m∠P = 180° L P
endpoints.
m∠P = 111 ° 62 in.
N 38°
Step 2 Compare the angle measures and side lengths. 31°
M
LANGUAGE SUPPORT None of the angles in △MNP has a measure of 110° .
Give each pair pictures of congruent and Therefore, there is/is not a sequence of rigid motions that maps
△MNP onto △JKL, and △MNP is/is not congruent to △JKL.
non-congruent triangles, highlighters, protractors,
and rulers. Instruct them to prove which pairs are Reflect
congruent by using Angle-Side-Angle to prove it. 4. In Part B, do you need to find m∠K? Why or why not?
No; you only need to know that △JKL has an angle (∠L) that is not congruent to any
Have students highlight the angles and the side they
angle of △MNP. At that point, you can conclude that the triangles are not congruent.
used to show congruence, and write notes explaining
why the triangles are congruent.
IN1_MNLESE389762_U8M20L2 1003 4/19/14 11:28 AM

Have students experiment with congruent triangles and triangles that are not
congruent but do have some congruent parts. Instruct them to draw a pair of
congruent triangles and a pair of non-congruent triangles that meet the following
criteria:
• at least two pairs of congruent sides
• at least one pair each of congruent sides and congruent angles
• all three pairs of congruent angles
• at least two pairs of congruent sides and one pair of congruent angles
1003 Lesson 20.2

Your Turn
Determine whether the triangles are congruent. Explain your reasoning. EXPLAIN 2
5. 6.
A P S
72°
Proving Triangles Are Congruent
Q
38°
R 38° 67° U Using ASA Triangle Congruence
1 in. T 1 in.
B C
D
_ _
∠B ≌ ∠C, BD ≌ CD, and ∠ADB ≌ 72° + 38° + m∠R = 180° AVOID COMMON ERRORS
∠ADC since both are right angles.
_ m∠R = 70°
∠B and ∠ADB include side_ BD and Some students may forget to include in their proofs
None of the angles in △PQR has a
∠ADC and ∠C include side DC. So,
measure of 67°. So, △PQR is not the information that is given in the diagram. Remind
△ADB ≌ △ADC by the ASA Triangle
congruent to △STU.
Congruence Theorem. them to start the proof by listing the given
information.
Explain 2 Proving Triangles Are Congruent
Using ASA Triangle Congruence
The ASA Triangle Congruence Theorem may be used as a reason in a proof.
How do you know when you have enough
Example 2 Write each proof.
M information to complete the proof? To
 Given: ∠MQP ≅ ∠NPQ, ∠MPQ ≅ ∠NQP complete the proof, we need to show that two
Prove: △MQP ≅ △NPQ
Q P
angles and the included side of one triangle are
congruent to the corresponding angles and side of
the other triangle.
N
Statements Reasons CONNECT VOCABULARY

1. ∠MQP ≅ ∠NPQ © Houghton Mifflin Harcourt Publishing Company
1. Given Have students review the different units we use to
2. ∠MPQ ≅ ∠NQP 2. Given measure triangles to show congruence. Length is
_ _ measured in linear units such as cm, mm, or inches,
3. QP ≅ QP 3. Reflexive Property of Congruence
while angles are measured in degrees.
4. △MQP ≅ △NPQ 4. ASA Triangle Congruence Theorem
IN1_MNLESE389762_U8M20L2 1004 4/19/14 11:28 AM
Modeling
Instruct students to draw and label three triangles according to the following
specifications.
• There is just enough information to prove that they are congruent using the
ASA Triangle CongruenceTheorem.
• There is enough information to prove that they are not congruent.
• There is some of the information required to prove that they are congruent,
but not enough.

D
_
B Given: ∠A ≅ ∠C, E is the midpoint of AC. A
Prove: △AEB ≅ △CED

E
C
Statements Reasons
1. ∠A ≅ ∠C 1. Given
_
2. E is the midpoint of AC . 2. Given
_ _
3. AE ≅ CE 3. Definition of midpoint
4. ∠AEB ≅ ∠CED 4. Vertical angles are congruent.
5. △AEB ≅ △CED 5. ASA Triangle Congruence Theorem
Reflect
_
7. In Part B, suppose the length of AB is 8.2 centimeters. Can you determine the length
of any other segments in the figure?
_ Explain.
_
Yes; CD = 8.2 cm because AB ≌ CD by CPCTC.
Your Turn
Write each proof.

8. Given: ∠JLM ≅ ∠KML, ∠JML ≅ ∠KLM
J K
Prove: △JML ≅ △KLM
L M
Statements Reasons
1. ∠JLM ≅ ∠KML 1. Given
2. ∠JML ≅ ∠KLM 2. Given

_ _
3. LM ≅ LM 3. Reflexive Property of Congruence
4. △JML ≅ △KLM 4. ASA Triangle Congruence Theorem
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M20L2 1005 4/19/14 11:28 AM
Vocabulary Development
Make sure students understand the meaning of included side. Sketch 4BER,
_
4MAT, and 4SQU on the board. Use color to highlight SQ and define what it
means for it to be included between ∠S and ∠Q. Ask questions such as “What
_
side is included between ∠E and ∠R?” and “Between which two angles is MT ?”
Continue to drill students until they can recognize and name included sides
fluently.
1005 Lesson 20.2

_ _
9. Given: ∠S and ∠U are right angles, RV bisects SU. R
Prove: △RST ≅ △VUT
ELABORATE
U
S T
VISUAL CUES
V Use colored pencils to label congruent sides using
Statements Reasons ticks and congruent angles using arcs to help students
1. ∠S and ∠U are right angles. 1. Given
better visualize the angles and sides that are
congruent
2. ∠S ≅ ∠U 2. All right angles are congruent.
_ _
3. RV bisects SU. 3. Given
_ _
4. ST ≅ UT 4. Definition of bisector SUMMARIZE THE LESSON
5. ∠RTS ≅ ∠VTU 5. Vertical angles are congruent. Why would you use the ASA Triangle
6. △RST ≅ △VUT 6. ASA Triangle Congruence Theorem
Congruence Theorem? What do you need to
know to use it? You would use the ASA Triangle
Congruence Theorem to prove that two triangles
are congruent by using only three pairs of
Elaborate
congruent parts. You need to know that two pairs of
10. Discussion Suppose you and a classmate both draw triangles with a 30° angle, a
70° angle, and a side that is 3 inches long. How will they compare? Explain your corresponding angles are congruent and the
reasoning. included sides between those angles are also
The triangles will be congruent by the ASA Triangle Congruence Theorem
if the 3 inch side is the included side. Otherwise, the triangles will have
congruent.
the same shape but not necessarily the same size.
11. Discussion How can a diagram show you that corresponding parts of two triangles
are congruent without providing specific angle measures or side lengths?
Possible answer: Vertical angles are congruent. Overlapping sides are
congruent. Right angles are congruent. Angles or sides marked with
congruence symbols are congruent.
12. Essential Question Check-In What must be true in order for you to use the ASA
Triangle Congruence Theorem to prove that triangles are congruent?
Two angles and the included side of one triangle must be congruent to two
angles and the included side of another triangle.
IN1_MNLESE389762_U8M20L2 1006 4/19/14 11:28 AM

_ • Online Homework
Natasha draws a segment PQ that • Hints and Help
1. _ is 6 centimeters long. She uses a protractor to draw • Extra Practice
a 60° angle so that one side is PQ and its_
vertex is point P. Then she uses a protractor
to draw an 35° angle so that one side is PQ and its vertex is point Q.
a. Draw a triangle following the instructions that Natasha R
used. Label the vertices and the known side and angle measures.
ASSIGNMENT GUIDE P
60° 35°
Q
6 cm
Concepts and Skills Practice b. Will there be a sequence of rigid motions that will map
Explore Exercise 1 your triangle onto Natasha’s triangle? Explain.
Drawing Triangles Given Two Angles Yes; the triangles are congruent by ASA. Therefore, there is a sequence
and a Side of rigid motions that will map my triangle onto Natasha’s triangle.
A
Explore Exercise 2 _ _
2. Tomas drew two triangles, as shown, so that ∠B ≅ ∠E, BC ≅ EC, and
Justifying ASA Triangle Congruence ∠ACB ≅ ∠DCE. Describe a sequence of one or more rigid motions
D B
Tomas can use to show that △ABC ≅ △DEC.
Deciding Whether Triangles Are He should use a counterclockwise rotation about
Congruent Using ASA Triangle point C with an angle of rotation of m∠BCE.
Congruence E C
Example 2 Exercises 7–9 Determine whether the triangles are congruent. Explain your reasoning.
Proving Triangles Are Congruent 3. 4.
Using ASA Triangle Congruence K E 26 in.
121° 68° F
J 29°
81°
9.3 cm
QUESTIONING STRATEGIES A
D
P L
9.3 cm
You can take any quadrilateral and draw a 30°
segment between two opposite vertices to M 29° 68° 33°

C
B
form two triangles. How do you know these two N
26 in.
triangles will contain at least one pair of congruent 29° + 121° + m∠L = 180° 81° + 68° + m∠F = 180°
sides? The diagonal is a side of both triangles and it m∠L = 30° m∠F = 31°
is congruent to itself. m∠J = m∠M,_ JL =_
MP, and m∠L = m∠P . None of the angles in △DEF
So ∠J ≈ ∠M, JL ≈ MP, and
_ ∠L ≈ ∠P. has a measure of 30°. So,
_side JL, and ∠M and
∠J and ∠L include △DEF is not congruent to
∠P include side MP. Therefore, △ABC.
△JKL ≈ △MNP by ASA.
COMMON
IN1_MNLESE389762_U8M20L2 1007
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 4/19/14 11:28 AM
1–2 1 Recall of Information MP.3 Logic

1007 Lesson 20.2

Determine whether the triangles are congruent. Explain your reasoning.
5. 6.
COGNITIVE STRATEGIES
Draw and label 4OXF. Have students name a side
4.1 m 4.1 m J
P Q T S
34°
58° M
17°
L
that is included between ∠O and ∠F and a side that is
not. Then have them share the strategy they use to
R U 73°
K distinguish between the two.
m∠S + 90° + 58° = 180° m∠LMK + m∠K + m∠MLK = 180°
m∠S = 32° 163° + m∠MLK = 180°
None of the angles in △STU has a measure
of 34°. So, △STU is not congruent to △PQR. _ _= m∠KML, so ∠JML ≈ ∠KML;
m∠JML
ML ≈ ML by the Reflexive Property of
Congruence; m∠MLJ = m∠MLK, so
∠MLJ_ ≈ ∠MLK. ∠JML and ∠MLJ include
_ ,and ∠KML and ∠MLK include
side ML
side ML. Therefore △JML ≈ △KML by the
ASA Triangle Congruence Theorem.
C
Write each proof.
_
7. Given: AB bisects ∠CAD and ∠CBD.
Prove: △CAB ≅ △DAB
A B
Statements Reasons
_
1. AB bisects ∠CAD and ∠CBD. 1. Given
2. ∠CAB ≅ ∠DAB 2. Definition of bisector © Houghton Mifflin Harcourt Publishing Company
3. ∠CBA ≌ ∠DBA 3. Definition of bisector

¯ ≌ AB
4. AB ¯ 4. Reflexive Property of Congruence
5. △CAB ≅ △DAB 5. ASA Triangle Congruence Theorem
IN1_MNLESE389762_U8M20L2 1008 4/19/14 11:28 AM

_ _
8. Given: AB is parallel to CD, ∠ACB ≅ ∠CAD. A B
Prove: △ABC ≅ △CDA
D C
Statements Reasons
_
¯ is parallel to CD.
1. AB 1. Given
2. ∠BAC ≅ ∠DCA 2. Alternate Interior Angles Theorem
3. AC ¯
¯ ≅ AC 3. Reflexive Property of Congruence
4. ∠ACB ≅ ∠CAD 4. Given
5. △ABC ≅ △CDA 5. ASA Triangle Congruence Theorem
_
∠H ≅ ∠J, G is the midpoint F
9. Given: _ _ of HJ,
FG is perpendicular to HJ.
Prove: △FGH ≅ △FGJ
H G J
Statements Reasons
1. ∠H ≅ ∠J 1. Given
¯.
2. G is the midpoint of HJ 2. Given
3. HG ¯
¯ ≅ JG 3. Definition of midpoint
4. FG ¯.
¯ is perpendicular to HJ 4. Given
5. ∠FGH and ∠FGJ are right angles. 5. Definition of perpendicular
6. ∠FGH ≅ ∠FGJ 6. All right angles are congruent.
7. △FGH ≅ △FGJ 7. ASA Triangle Congruence Theorem
10. The figure shows quadrilateral PQRS. What additional information do P Q

you need in order to conclude that △SPR ≅ △QRP by the ASA Triangle
Congruence Theorem? Explain.
∠SPR ≌ ∠QRP; you need to have two pairs of congruent S R

¯ as the included side.
corresponding angles with PR
_ _
11. Communicate Mathematical Ideas In the figure, WX is parallel to LM. Y
a. Describe a sequence of two rigid motions that maps △LMN to △WXY.
W X
¯ to WX¯, then reflect △LMN across WX ‹ ›
−
Translate LM . L M
b. How can you be sure that point N maps to point Y ?
→ → N
Since ∠L ≈ ∠W and ∠M ≈ ∠X, the images of LN ‾ and MN
‾ lie
→ →
‾ and XY
on WY ‾ , respectively. The image of N must lie on both
rays, so the image is the intersection point Y.
IN1_MNLESE389762_U8M20L2 1009 4/19/14 11:28 AM
1009 Lesson 20.2

Use a compass and straightedge and the ASA Triangle Congruence Theorem to
construct a triangle that is congruent to △ABC.
12. A
B C
13. B
Q
14. Multi-Step For what values of the variables is △QPR
congruent to △SPR? In this case, what is m∠Q?
(8y - 4)°
If ∠QPR ≌ ∠SPR, If ∠QRP ≌ ∠SRP, (2x +1)°
then m∠QPR = m∠SPR. then m∠QRP = m∠SRP. P R
(x +18)°
2x + 1 = x + 18 8y - 4 = 4y + 28 (4y + 28)°
2x = x + 17 4y = 32
x = 17 y=8 © Houghton Mifflin Harcourt Publishing Company
S
m∠QPR = (2x + 1)° = (2 ∙ 17 + 1)° = 35° and

m∠QRP = (8y - 4)° = (8 ∙ 8 - 4)° = 60°
35° + m∠Q + 60° = 180°
m∠Q = 85°
IN1_MNLESE389762_U8M20L2 1010 4/19/14 11:28 AM

Write each proof. B
_
15. Given: ∠A ≅ ∠E, C is the midpoint of AE.
¯ ≅ ED
Prove: AB ¯
C
A E
Statements Reasons
1. ∠A ≅ ∠E 1. Given
¯.
2. C is the midpoint of AE 2. Given
3. AC ¯
¯ ≅ EC 3. Definition of midpoint
4. ∠ACB ≅ ∠ECD 4. Vertical angles are congruent.
5. △ACB ≅ △ECD 5. ASA Triangle Congruence Theorem
¯ ≅ ED
6. AB ¯ 6. CPCTC
y
16. The figure shows △GHJ and △PQR on a coordinate plane. 4 G
a. Explain why the triangles are congruent using the ASA Triangle 2
Congruence Theorem. H J
x
∠J ≌ ∠R, ∠H ≌ ∠Q (both are right angles), and HJ ¯
-4 Q 0 R 4
¯ (both are 4 units long). Two pairs of angles and
= QR
-2
their included sides are congruent, so the triangles are
congruent by the ASA Triangle Congruence Theorem. -4
P
b. Explain why the triangles are congruent using rigid motions.

Possible answer: You can map △GHJ onto △PQR by a
translation two units left followed by a reflection across
the x-axis. By the definition of congruence in terms of rigid
motions, the triangles must be congruent.
IN1_MNLESE389762_U8M20L2 1011 4/19/14 11:28 AM
1011 Lesson 20.2

17. Justify Reasoning A factory makes triangular traffic
signs. Each sign is an equilateral triangle with three
AVOID COMMON ERRORS
60° angles. Explain why two signs that each have a side
36 inches long must be congruent.
Some students may not be able to answer a question
because they do not notice all of the information
In each sign, the side that is 36 in. long is the
included side between two 60° angles. Therefore, given by the diagram. Remind them that a little
by the ASA Triangle Congruence Theorem, the square by an angle means it is a right angle.
signs are congruent.
18. Represent Real-World Problems Rob is making the kite shown

in the figure.
a. Can Rob conclude that △ABD ≅ △ACD? Why or why not?
¯ ≈ AD
Yes; ∠BAD ≈ ∠CAD, AD ¯, and ∠BDA ≈ ∠CDA,
so △ABD ≈ △ACD by the ASA Triangle Congruence
Theorem.
b. Rob says that AB = AC and BD = CD. Do you agree? Explain.

¯ and BD
¯ = AC
Yes; by CPCTC, AB ¯. Congruent segments
¯ = CD
have equal measures.
c. Given that BD = x + 15 cm and AB = x cm, write an

B
expression for the distance around the kite in centimeters.
The distance around the kite is AB + BD + CD + AC. Since
A
AB = AC and BD = CD, AB + BD + CD + AC = x + (x + 15) D
+ (x + 15) + x.
C
Combining like terms shows that this expression is equal
to 4x + 30.
© Houghton Mifflin Harcourt Publishing Company · Image Credits:

(t) ©TheYok/iStockPhoto.com; (b) ©View Stock/Getty Images
19. In order to find the distance across a canyon, Mariela sites a tree A
across the canyon (point A) and locates points on her side of the
canyon as shown. Explain how she can use this information to
find the distance AB across the canyon.
∠B and ∠D are both right angles, so ∠B ≈ ∠D; CB = CD, D 500 ft C 500 ft B
¯ ≈ CD
so CB ¯; ∠ACB and ∠ECD are vertical angles, so
∠ACB ≈ ∠ECD. Therefore, △ACB ≈ △ECD by the ASA
Triangle Congruence Theorem. Since corresponding
¯ ≈ ED
parts of congruent triangles are congruent, AB ¯, E
so AB = ED. Mariela can find the distance AB across the ge07sec04l06002a

canyon by measuring the distance ED.
IN1_MNLESE389762_U8M20L2 1012 4/19/14 11:28 AM

20. Determine whether each of the following provides enough Q
JOURNAL information to prove that △SQP ≅ △SQR. Select the correct
P R
answer for each lettered part.

Have students explain why identifying two pairs of
congruent angles with their included sides congruent S
is enough to prove that two triangles are congruent. _
a. Q is the midpoint of PR. Yes No
b. ∠P ≅ ∠R Yes No
c. ∠SQP is a right angle, ∠PSQ ≅ ∠RSQ Yes No
d. ∠SQP is a right angle, m∠P = 32°, m∠RSQ = 58°. Yes No
e. ∠P ≅ ∠R, ∠PSQ ≅ ∠RSQ Yes No
a. No; there is no information about angle measures
b. No; only one pair of angles is known.
c. Yes; ∠SQP ≈ ∠SQR; QS¯ ≈ QS¯; ∠PSQ ≈ ∠RSQ. Therefore, △SQP ≈ △SQR
by the ASA.
¯ ≈ QS
d. Yes; ∠SQP ≈ ∠SQR; QS ¯ by the Triangle Sum Theorem,
m∠PSQ = 58°, so ∠RSQ ≈ ∠PSQ. Therefore, △SQP ≈ △SQR by ASA.
e. Yes; ∠P ≈ ∠R and ∠PSQ ≈ ∠RSQ, so by Triangle Sum, ∠SQP ≈ ∠SQR.
¯ ≈ QS
Since QS ¯, △SQP ≈ △SQR by the ASA Triangle Congruence
Theorem.
21. Counterexamples Jasmine said that the ASA Triangle Congruence Theorem works
for quadrilaterals. That is, if two angles and the included side of one quadrilateral
are congruent to two angles and the included side of another quadrilateral, then the
quadrilaterals are congruent. Sketch and mark a figure of two quadrilaterals as a
counterexample to show that Jasmine is incorrect.
Possible sketch:
22. Critique Reasoning △ABC and △DEF are both right angles and both triangles
contain a 30° angle. Both triangles have a side that is 9.5 mm long. Yoshio claims
that he can use the ASA Triangle Congruence Theorem to show that the triangles are
congruent. Do you agree? Explain.
No; the triangles are congruent only if the sides that are 9.5 mm long are
corresponding sides.
IN1_MNLESE389762_U8M20L2 1013 4/19/14 11:28 AM
1013 Lesson 20.2

23. Draw Conclusions Do you think there is an ASAS Congruence Theorem for
quadrilaterals? Suppose two quadrilaterals have a pair of congruent consecutive
angles with a pair of congruent included sides and an additional pair of congruent INTEGRATE MATHEMATICAL
corresponding sides. Must the quadrilaterals be congruent? Justify your response. PRACTICES
No; the quadrilaterals in the figure meet the conditions of the proposed ASAS Focus on Reasoning
Congruence Theorem, but they are not congruent. Therefore, the quadrilaterals serve as a
counterexample to show that there is no such theorem. MP.2 Using the flag of the Republic of the Congo, a
student proved these three congruencies:
(a) ∠A ≌ ∠D
(b) ∠ABF ≌ ∠DEC
Lesson Performance Task (c) ∠AFB ≌ ∠DCE
The flag of the Congo Republic consists of green and red right triangles separated by a yellow
parallelogram. Construct an argument to prove that △BAF ≅ △EDC. The student then argued that 4BAF ≌ 4EDC because
the three angles of one triangle are congruent to the
A B C
three angles of the other triangle. Draw a sketch to
show that the student’s argument is not
valid. Sample sketch: two equilateral triangles of
different sizes. Three angles of one triangle are
congruent to three angles of the other triangle, but
F E D
the triangles are clearly not congruent.
∠ABF ≈ ∠ACE because they are corresponding angles on one side of
¯ intersecting parallel lines BF
transversal AC ¯ and CE
¯.
∠ACE ≈ ∠CED because they are alternate interior angles with
¯ intersecting parallel lines AC
transversal EC ¯ and FD
¯. INTEGRATE MATHEMATICAL
∠ABF ≈ ∠CED because both angles are congruent to ∠ACE. PRACTICES
∠A ≈ ∠D because both are right angles.
m∠A + m∠ABF + m∠AFB= 180° because the sum of the measures
of the angles of a triangle is 180°. For the same reason, MP.3 Using the flag of the Republic of the Congo, a
m∠D + m∠CED + m∠DCE = 180°
student argued that ∠ABF ≌ ∠BFE because the
So, m∠A + m∠ABF + m∠AFB = m∠D + m∠CED + m∠DCE
angles are alternate interior angles, with transversal
m∠AFB = m∠DCE because ∠A ≈ ∠D and ∠ABF ≈ ∠CED. _ _ _
BF intersecting parallel lines AC and FD. Was the
Imaging connecting points B and E to form a diagonal of the _
parallelogram. Notice that this transversal forms the congruent student correct? Explain. Sample answer: Yes; AC
corresponding angle pairs ∠CBE ≈ ∠FEB and ∠FBE ≈ ∠CEB. Since BE ¯ ≈ BE
¯ _
by the reflexive property, △FBE ≈ △CEB by the ASA Triangle Congruence
and FD are parallel because they are opposite sides
Theorem, and BF¯ ≈ EC¯ by CPCTC. of a rectangle.
Since ∠ABF ≈ ∠CED, m∠AFB = m∠DCE, and BF ¯ ≈ EC
¯ , △BAF ≈ △EDC by
the ASA Triangle Congruence Theorem.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M20L2 1014 4/19/14 11:28 AM
Have students research national flags. Ask each student to choose a flag with a
geometrical pattern containing at least two triangles. The student should sketch
the flag, give sufficient information about the angles and lines of the flag to prove
that two triangles are congruent, and write a proof showing that the triangles are
congruent. Among national flags students might consider for this project are
those of Antigua and Barbuda, Eritrea, Guyana, Namibia, and Trinidad
Scoring Rubric
and Tobago. 2 points: Student correctly solves the problem and explains his/her reasoning.

LESSON
SAS Triangle 20.3 SAS Triangle Congruence

Congruence Essential Question: What does the SAS Triangle Congruence Theorem tell you about
triangles?
Resource

COMMON
Explore 1 Drawing Triangles Given Two Sides and an Angle
CORE G-CO.B.8
You know that when all corresponding parts of two triangles are congruent, then the triangles are congruent.
Explain how the criteria for triangle congruence (… SAS ...) follow from Sometimes you can determine that triangles are congruent based on less information.
the definition of congruence in terms of rigid motions. Also G-CO.B.7, For this activity, cut two thin strips of paper, one 3 in. long and the other 2.5 in. long.
G-CO.C.10, G-SRT.B.5
3 in. 2.5 in.
COMMON
MP.3 Logic
A On a sheet of paper use a straightedge to draw a horizontal line. Arrange the 3 in. strip to
CORE form a 45° angle, as shown. Next, arrange the 2.5 in. strip to complete the triangle. How
many different triangles can you form? Support your answer with a diagram.
Language Objective
Have students work in pairs to find an example in the lesson and write 3 in.
2.5 in.
out a step-by-step explanation of how the SAS Triangle Congruence
Theorem works. 2.5 in.
45°
3 in.
ENGAGE 45°
3 in.
2.5 in.
Essential Question: What does the 45°

2 different triangles
SAS Triangle Congruence Theorem tell
you about triangles? B Now arrange the two strips of paper to form a 45° angle so that the angle is included
between the two consecutive sides, as shown. With this arrangement, can you construct
If two sides and the included angle of one triangle
more than one triangle? Why or why not?
are congruent to two sides and the included angle
No, only one triangle is possible.
of another triangle, the triangles are congruent.
Having the angle included between the
3 in.
sides fixes the position of the sides.
PREVIEW: LESSON
PERFORMANCE TASK 45°
View the Engage section online. Explain that triangle 2.5 in.
congruence is important in the design of structures
like pyramids. Then preview the Lesson
Performance Task. Module 20 ges must
be made throu
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IN1_MNLESE389762_U8M20L3 1015 les are congru

4/19/14 11:32 AM
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Lesson 3
1015
11:31 AM
4/19/14
Module 20
0L3 1015
62_U8M2
ESE3897
IN1_MNL
1015 Lesson 20.3

Reflect
1. Discussion If two triangles have two pairs of congruent corresponding sides and one pair of
congruent corresponding angles, under what conditions can you conclude that the triangles must
EXPLORE 1
be congruent? Explain.
The triangles must be congruent if the congruent corresponding angles are the angles Drawing Triangles Given Two Sides
included between the congruent corresponding sides. and an Angle
Explore 2 Justifying SAS Triangle Congruence INTEGRATE TECHNOLOGY

You can explain the results of Explore 1 using transformations.
Have students use geometry software to explore
_ _
A Construct △DEF by copying ∠A, side AB, and side AC. Let point D correspond to point A, included angles.
point E correspond to point B, and point F correspond to point C, and place point E on the
segment shown.
F C
If I hold up a compass and increase the
angle, what happens to the distance between
the tips? If I decrease the angle, what happens to
E D A B
the distance between the tips? If I keep the angle the
same, what happens to the distance between the
B The diagram illustrates one step in a sequence of rigid motions that will map △DEF onto
△ABC. Describe a complete sequence of rigid motions that will map △DEF onto △ABC.
tips? The angle increases; it decreases; it stays
the same.
C Possible answer: Translate △DEF so that point D maps to
point A. Then rotate △DEF 180° counterclockwise about
point A. Point E will map to point B because DE = AB. Then
A
D B ¯. Point F will map to point C because
reflect △DEF across AB EXPLORE 2
E
∠A ≅ ∠D and DF = AC.
Justifying SAS Triangle Congruence
F
C What can you conclude about the relationship between △ABC and △DEF? Explain your
reasoning. INTEGRATE MATHEMATICAL
△ABC ≅ △DEF because there is a sequence of rigid motions that maps one onto the other. PRACTICES
MP.3 Each time the students perform a
Reflect
transformation, have them note the effect of the
2. Is it possible to map △DEF onto △ABC using a single rigid motion? If so, describe the rigid motion. transformation on the angles and sides. They should
Yes; possible answer: reflect △DEF across a vertical line halfway between points A and D.
notice that they are transformed in the same way and
that their measures stay the same.

IN1_MNLESE389762_U8M20L3 1016 4/19/14 11:32 AM
Does it matter on which side of the angle you
place each segment? No; they will make the
This lesson provides an opportunity to address Mathematical Practice MP.3, same triangle, with the only difference being
which calls for students to “construct viable arguments and critique the reasoning a reflection.
of others.” As students explore congruent triangles, ask them to share their
observations and conclusions with the class. As they share their findings, ask if
anyone got different results. Discuss the differences. Promoting this type of
dialogue in the classroom is an essential aspect of the standard.
SAS Triangle Congruence 1016

Explain 1 Deciding Whether Triangles are Congruent
EXPLAIN 1 Using SAS Triangle Congruence
What you explored in the previous two activities can be summarized in a theorem. You can use this theorem and the
definition of congruence in terms of rigid motions to determine whether two triangles are congruent.
Congruent Using SAS Triangle SAS Triangle Congruence Theorem
Congruence If two sides and the included angle of one triangle are congruent to two sides and the
included angle of another triangle, then the triangles are congruent.
Example 1 Determine whether the triangles are congruent. Explain your reasoning.
How do you know that two sides of a triangle  Look for congruent corresponding parts. 20 cm
E D
_ _ _ A
20 cm
B 45°
are congruent? Two sides are congruent if • Sides DE and DF do not correspond to side BC, 43°
19 cm
because they are not 15 cm long. 19 cm 15 cm
they have the same length. _ _
• DE corresponds to AB, because DE = AB = 20 cm. F
_ _ C
• DF corresponds to AC, because DF = AC = 19 cm.
• ∠A and ∠D must be corresponding angles,
but they don’t have the same measure.
PRACTICES The triangles are not congruent, because there is no sequence of rigid motions that maps
△ABC onto △DEF.
MP.3 Remind students that they know how to find  J 37°
74 in.
K
P
46 in.
the measure of an angle of a triangle when they know 46 in.
37°
N M
the measures of the other two angles. This makes it L 74 in.
possible to apply the ASA Triangle Congruence Look for congruent corresponding parts.
Theorem to many sets of triangles. Tell them to _ _
• JL corresponds to MP , because JL = MP = 46 in.
suppose that they know the lengths of two sides of a _
• JK corresponds to MN, because JK = MN = 74 in.
triangle. Is it possible to use that information to find
• ∠J corresponds to ∠M , because m∠J = m∠M = 37° .

the length of the third side? It is possible only if the
Two sides and the included angle of △JKL are congruent to two sides and the included angle
triangle is a right triangle; then the length of the
and of △MNP .△JKL ≅ △MNP by the
SAS Triangle Congruence Theorem
third side can be found using the Pythagorean .
Theorem.
IN1_MNLESE389762_U8M20L3 1017 4/19/14 11:32 AM

Instruct students to illustrate the difference between the ASA and SAS Triangle
Congruence Theorems. They may make a poster, write an essay, create a model, or
use another technique to convey the information. Have students share their work
in small groups. Then have each group choose one project to present to the class.
1017 Lesson 20.3

Your Turn
3. Determine whether the triangles are congruent. Explain your

reasoning.
E H EXPLAIN 2
_ __ _ 2.5 cm
DE ≅ GH, DF ≅ GJ, ∠D ≅ ∠G, because corresponding 2.5 cm
parts have the same measure. ∠D and ∠G are included Proving Triangles Are Congruent
D 2.9 cm G
by congruent corresponding sides. △EDF ≅ △HGJ by Using SAS Triangle Congruence
the SAS Triangle Congruence Theorem. 1.7 cm 1.7 cm
F J
AVOID COMMON ERRORS
Explain 2 Proving Triangles Are Congruent Using Remind students that they should not assume
SAS Triangle Congruence
information from a figure unless it is marked or
Theorems about congruent triangles can be used to show that triangles in real-world objects are congruent.
stated in the given information.
Example 2 Write each proof.
 Write a proof to show that the two halves of a triangular window are congruent if the
vertical post is the perpendicular bisector of the base.
_ _ To use SAS, is it essential that the congruent
Given: BD is the perpendicular bisector of AC.
Prove: △BDA ≅ △BDC angles be included between the pairs of
B congruent sides? Yes, because it is possible for an
acute triangle and an obtuse triangle to have two
pairs of corresponding congruent sides and a pair of
corresponding congruent nonincluded angles. There
A C
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ulrich

D is no Side-Side-Angle (SSA) Theorem.
_ _
It is given that BD is the perpendicular
_ _ bisector
_ _ of AC. By the definition of a perpendicular bisector,
AD = CD, which means _ AD _≅ CD, and BD ⟘ AC, which means ∠BDA and ∠BDC are congruent right
angles. In addition, BD ≅ BD by the reflexive property of congruence. So two sides and the included angle
of △BDA are congruent to two sides and the included angle of △BDC. The triangles are congruent by the
SAS Triangle Congruence Theorem.
_ _ _ _
Niehoff/Imagebroker/age fotostock
 Given: CD bisects AE and AE bisects CD A D

Prove: △ABC ≅ △EBD
_ _ _ _
It is given that CD bisects AE and AE bisects CD . So by the definition B
CB = DB _ _
of a bisector, AB = EB and , which makes AB ≅ EB
¯CB ≅ ¯DB ∠EBD
and . ∠ABC ≅ because they are C E
vertical angles included
. So two sides and the angle of △ABC
are congruent to two sides and the included angle of △EBD. The
SAS Triangle Congruence Theorem
triangles are congruent by the .
IN1_MNLESE389762_U8M20L3 1018 4/19/14 11:32 AM
Kinesthetic Experience
Have students place two pencils on their desks so that the points intersect and the
pencils model an angle. Have students measure the distance between the erasers.
Have the students rotate one pencil to change the angle. Have them measure the
distance between the erasers again. After they have experimented with different
angles, discuss whether or not it is possible to change the distance between the
erasers without changing the angle.

Your Turn
ELABORATE 4.
_ _
Given: AB ≅ AD and ∠1 ≅ ∠2
Prove: △BAC ≅ △DAC
B
_ _
QUESTIONING STRATEGIES Possible answer: You _ that AB ≅ AD and ∠1 ≅ ∠2.
_are given 1
You also know that AC ≅ AC by the reflexive property. Two A C
2
The solution to an exercise is sides and the included angle of △BAC are congruent to two
sides and the included angle of △DAC. The triangles are
△JKL ≅△MNP. Suppose that Bud congruent by the SAS Triangle Congruence Theorem D
concludes that △JLK ≅△MPN and Kim
concludes that △KJL ≅△MPN. Can both
Elaborate
students be correct? Explain. Bud’s answer is correct
5. Explain why the corresponding angles must be included angles in order to use the SAS Triangle
because the order of the vertices lines up congruent Congruence Theorem.
angles. Kim’s is not because the order of the vertices Possible answer: If the corresponding angles are not included angles, then there is more
does not line up congruent angles. than one possible angle between the congruent corresponding sides.
6. Jeffrey draws △PQR and △TUV. He uses a translation to map point Q

P to point T and point R to point V as shown. What should be his
SUMMARIZE THE LESSON next step in showing the triangles are congruent? Why?
‹ ›
− P R
Reflect △PQR across TV; this will map point Q to point U
Why would you use the SAS Triangle T V
and show that there is a sequence of rigid motions that
Congruence Theorem? What do you need to
maps △PQR to △TUV. U
know to use it? You would use the SAS Triangle
Congruence Theorem to prove that two triangles 7. Essential Question Check-In If two triangles share a common side, what else must be true for the SAS
Triangle Congruence Theorem to apply?
are congruent by using only three pairs of A second side and an included angle must be congruent.
congruent parts. You need to know that two pairs of
corresponding sides are congruent and the angles
included between those sides are also congruent.
• Online Homework
1. Sarah performs rigid motions mapping point • Hints and Help
A to point D and point B to point E, as shown. • Extra Practice
Does she have enough information to confirm C
that the triangles are congruent? Explain your
reasoning.
A
→ → B
No; she can map AC ‾ to DF
‾ by a reflection D E
‹ ›
−
across DE , but C will map to F only if
AC = DF.
F
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M20L3 1019 4/19/14 11:32 AM
Connect Vocabulary
Open and shut a door and talk about the function of a hinge. Compare the
concept of an included angle to a hinge. Draw a triangle on the board, labeling
the vertices. Have students identify the angle that is included between
each pair of sides.
1019 Lesson 20.3

EVALUATE
Determine whether the triangles are congruent. Explain your reasoning.
2. 3. B
Q
30 mm
2 in.
A 30 mm
P R
C
2 in. D
S
_ _ _ _
_ _ _ _
AB ≅ DB, BC ≅ BC, and ∠ABC ≅ ∠DBC,
ASSIGNMENT GUIDE
PS ≅ RQ, PR ≅ PR, ∠SPR ≅ ∠QRP,
and ∠ABC and ∠DBC are included by
and ∠SPR and ∠QRP are included
congruent corresponding sides.
by congruent corresponding sides.
△ABC ≅ △DBC by SAS. Explore 2 Exercises 1–6
△SPR ≅ △QRP by SAS.
Justifying SAS Triangle Congruence
4. E 5. A Example 1 Exercises 7–11
H
95°
30 mm 40 mm 30 mm 40 mm Congruent Using SAS Triangle
D F G J Congruence
52 mm
_ _ _ _ C D
1.3 m B 1.3 m
DE ≅ GH and EF ≅ HJ, but included angles Proving Triangles Are Congruent
∠E and ∠H are not congruent. The triangles
_ _ _ _ Using SAS Triangle Congruence
are not congruent, because there is no AB ≅ AB, CB ≅ DB, ∠ABC ≅ ∠ABD
sequence of rigid motions that maps △DEF and ∠ABC and ∠ABD are included
onto △GHJ. by congruent corresponding sides.
△ABC ≅ △ABD by SAS. INTEGRATE MATHEMATICAL
PRACTICES
Find the value of the variable that results in congruent triangles. Explain.
6. C F 7.
(2x + 14)° C F MP.3 Write ASA and SAS on the board. Ask
30° 30° students to do each of the following in their Math
9 in 9 in (x + 4) in. (4x)°
(2x) in.
13.5 in. 12 in. 13.5 in. 12 in. Journals:
• Tell what each stands for in terms of triangle
A B D E
A B D E congruence.
2x = x + 4; x = 4; △ABC ≅ △DEF by 2x+ 14 = 4x; x = 7;△ABC ≅ △DEF by SAS • Draw and label a diagram illustrating each.
SAS when x is 4. when x is 7.
• Tell how the two theorems are the same.
• Tell how the two theorems are different.
COMMON
Exercise
IN1_MNLESE389762_U8M20L3 1020
Depth of Knowledge (D.O.K.) CORE Mathematical Practices 4/19/14 11:32 AM

8 2 Skills/Concepts MP.1 Problem Solving

_ _
Given that polygon ABCDEF is a regular hexagon, prove that AC ≅ AE .
CRITICAL THINKING 8.
Draw non-collinear points M, O, and U on the B C
board, connecting them to form an obtuse angle

with vertex O. Ask students to visualize a translation, A D
a rotation, and a reflection of the figure shown.
In each case, have them describe the effect on the
F E
segment that connects point M with point U.
Sample response: The segment connecting points M Statements Reasons
and U will follow the same movements as the rest of 1. ABCDEF is a regular hexagon. 1. Given
the figure. Its length will remain the same no matter 2. AB = AF and BC = FE 2. Definition of regular polygon
_ _ _ _
what rigid-motion transformation is used. 3. AB ≅ AF and BC ≅ FE 3. Definition of congruence in terms of rigid motion
4. m∠B = m∠F 4. Definition of regular polygon
5. ∠B ≅ ∠F 5. Definition of congruence in terms of rigid motion
6. △ABC ≅ △AFE 6. SAS Triangle Congruence Theorem
_ _
7. AC ≅ AE 7. CPCTC
9. A product designer is designing an easel

_ with
_ extra_
braces_
as
shown in the diagram.
_ _ that if BD ≅ FD and CD ≅ ED,
Prove
then the braces BE and FC are also congruent.
D
C E
A
©Andreyuu/iStockPhoto.com
B F
_ _ _ _
You are given that BD ≅ FD and CD ≅ ED. You also know that ∠D ≅ ∠D
by the reflexive property. Two sides and the included angle of △BDE are
congruent to two sides and the included angle of △FDC. The triangles are
congruent by the SAS Triangle Congruence Theorem. So, by CPCTC, the
¯ and FC
braces BE ¯ and are also congruent.
IN1_MNLESE389762_U8M20L3 1021 4/19/14 11:32 AM
1021 Lesson 20.3

10. An artist is framing a large picture and wants to put metal poles across the back to
strengthen the frame as shown in the diagram. _If the
_ metal poles
_ are _both the same
AVOID COMMON ERRORS
length and they bisect each other, prove that AB ≅ CD and AD ≅ CB.
Students may choose the wrong angle when SAS is
A B used to prove triangles congruent. Explain that the
angle must be formed by the sides. The included
E
angle is named by the letter the segments share.
D C
_ _
Because
_ _ BD and_ _ each other, AE = CE and BE = DE,
AC bisect
so AE ≅ CE and BE ≅ DE by the definition of congruence. By the Vertical
Angle Theorem, you also know that ∠AEB ≅ ∠CED. Two sides and the
included angle of △AEB are congruent to two sides and the included
angle of △CED. The triangles are congruent
_ _ by the SAS Triangle
_ _ By CPCTC, AB ≅ CD. You can use similar reasoning
Congruence Theorem.
to show that AD ≅ CB
11. The figure shows a side panel of a skateboard ramp. Kalim wants to confirm that the
right triangles in the panel are congruent.
A D
B
a. What measurements should Kalim take if he wants to confirm that the triangles
are congruent by SAS? Explain.
_ _
Measure AB and BD; so he can confirm that a pair of sides and their included
angles are congruent.
b. What measurements should Kalim take if he wants to confirm that the triangles

are congruent by ASA? Explain.
Measure ∠ACB and ∠DCB; so he can confirm that a pair of angles and their included
sides are congruent.
IN1_MNLESE389762_U8M20L3 1022 4/19/14 11:32 AM

12. Which of the following are reasons that justify why the
JOURNAL triangles are congruent? Select all that apply.
C F
Have students describe how they can use color A. SSA Triangle Congruence Theorem
coding to help them recognize the SAS theorem. B. SAS Triangle Congruence Theorem
Have them support their descriptions with A B D E
C. ASA Triangle Congruence Theorem
colored sketches.
D. Converse of CPCTC
E. CPCTC
A. SSA is not a valid congruence theorem.

D. You do not know that all of the corresponding parts are congruent.
E. CPCTC is a property of congruent triangles, not a justification for congruence.
13. Multi-Step Refer to the following diagram to answer each question.
a. Use a triangle congruence theorem to explain why these triangles are congruent.
Each triangle has side lengths of 2 and 6 and an included right angle.
By SAS they are congruent.
b. Describe a sequence of rigid motions to map the top triangle onto the bottom
triangle to confirm that they are congruent.
Possible answer: Reflect the triangle across the y-axis. Next translate it
1 unit to the left. Then translate it 6 units down.
IN1_MNLESE389762_U8M20L3 1023 4/19/14 11:32 AM
1023 Lesson 20.3

14. Explain the Error Mark says that the diagram confirms that a given angle and two
given side lengths determine a unique triangle even if the angle is not an included INTEGRATE MATHEMATICAL
angle. Explain Marc’s error. PRACTICES
L Focus on Reasoning
MP.2 Ask students to identify the single congruence
they would need to establish, in addition to the given
J K information, to enable them to prove
M
△BCA ≅△DCA by the ASA Triangle Congruence
_ _ Theorem. ∠BAC ≅ ∠DAC
Possible answer: A circle with its center at M and radius MJ = MK will intersect JL and KL
at two other points closer to L. The triangles formed by each of these two points and the
points L and M will be different than the original triangles, even though they are formed by
the same given angle and two given side lengths. INTEGRATE MATHEMATICAL
15. Justify Reasoning The opposite sides of a rectangle are congruent. Can you PRACTICES
conclude that a diagonal of a rectangle divides the rectangle into two congruent
triangles? Justify your response.
Yes; since the opposite sides of a rectangle are congruent and the included angles between MP.1 The base of the Great Pyramid is square.
the sides are right angles, the two triangles are congruent by the SAS Theorem. What is the area of the base in acres? (1 acre = 43,560
ft 2) about 14.5 acres
Lesson Performance Task
The diagram of _the Great Pyramid at_Giza gives the approximate A
lengths of edge AB and slant
_height AC. The slant height is the slant height
perpendicular bisector of BD. Find the perimeter of △ABD. edge 600 ft
Explain how you found the answer. 720 ft
_ _
Because AC is the perpendicular bisector of BD, BC = CD
and m∠BCA = m∠DCA = 90°. Also, AC = AC
F
so △BCA ≅ △DCA by the SAS Triangle Congruence
Theorem. Therefore, AD = 720 ft by CPCTC. To find BC,
E
use the Pythagorean Theorem:
―――
(BC)2 = 720 2 - 600 2 = 158,400; BC = √158,400 ≈ 398; B
CD = BC, so CD = 398 perimeter of △ABD = AB + BC + CD +
C
AD ≈ 720 + 398 + 398 + 720 = 2,236 ft.
D
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M20L3 1024 4/19/14 11:32 AM
Some authorities claim that there is a relationship between the dimensions of

the Great Pyramid at Giza and π, the ratio of the circumference of a circle to
the radius. Have students research this claim and offer evidence as to its truth
or falsity.
The claim is that the ratio of the perimeter of the base of the Great Pyramid to
its height equals 2π. Some sources give 923 m as the perimeter of the base and Scoring Rubric
923 ≈ 6.309; 2π ≈ 6.283
146.3 m as the height. ______ 2 points: Student correctly solves the problem and explains his/her reasoning.
146.3

LESSON
SSS Triangle 20.4 SSS Triangle Congruence

Congruence Essential Question: What does the SSS Triangle Congruence Theorem tell you about triangles?
Resource

Explore Constructing Triangles Given
COMMON Three Side Lengths
CORE G-CO.B.8
Two triangles are congruent if and only if a rigid motion transformation maps one triangle onto
Explain how the criteria for triangle congruence (... SSS) follow from the the other triangle. Many theorems can also be used to identify congruent triangles.
definition of congruence in terms of rigid motions. Also G-CO.B.7, Follow these steps to construct a triangle with sides of length 5 in., 4 in., and 3 in.
G-CO.C.10, G-SRT.B.5 Use a ruler, compass, and either tracing paper or a transparency.
COMMON
A Use a ruler to draw a line segment of length 5 inches. Label the endpoints A and B.
CORE MP.7 Using Structure
B Open a compass to 4 inches. Place the point of C Now open the compass to 3 inches. Place
Language Objective the compass on A, and draw an arc as shown. the point of the compass on B, and draw
a second arc.
Have small groups of students complete a triangle congruence chart.
ENGAGE 4 in.
4 in. 3 in.
Essential Question: How do you

explain the SSS Triangle Congruence A 5 in. B
A 5 in. B
Theorem?
D Next, find the intersection_of the two

_ arcs. Label E Repeat steps A through D to draw △DEF on
If three sides of one triangle are congruent to three
the intersection C. Draw AC and BC. Label the a separate piece of tracing paper. The triangle
sides of another triangle, you can conclude that the side lengths on the figure. should have sides with the same lengths as
triangles are congruent. △CAB. Start with a segment that is 4 in. long.
Label the endpoints D and E as shown.
C
F
PREVIEW: LESSON 4 in. 3 in.

PERFORMANCE TASK 5 in.
3 in.
View the Engage section online. Point out that the
A 5 in. B
“structural beams” mentioned in the Preview refer to
the steel sides of the triangles. Then preview the D E
4 in.
Lesson Performance Task.
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IN1_MNLESE389762_U8M20L4 1025 4/19/14 11:36 AM

ent if and and 3 in.
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Two triang of length
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Lesson 4
1025
11:35 AM
4/19/14
Module 20
0L4 1025
62_U8M2
ESE3897
IN1_MNL
1025 Lesson 20.4

 Compare △CAB and △DEF. Are they congruent? How do you know?
Yes. Triangle CAB can be mapped to △DEF by a translation that maps EXPLORE
point B to point F, and then a rotation about point F.
Constructing Triangles Given Three
Reflect
Side Lengths
1. Discussion When you construct △CAB, how do you know that the intersection of
the two arcs is a distance of 4 inches from A and 3 inches from B?
The arcs are sections of circles sets of points, respectively, 3 inches and 4 inches from A. The other circle INTEGRATE TECHNOLOGY
is the set of points that is 3 inches away from B. The intersection has the properties of both circles.
Students may use geometry software to explore the
2. Compare your triangles to those made by other students. Are they all congruent? Explain. concept of constructing a triangle with given side
Yes, because there is a sequence of rigid motions that maps any one of the
lengths.
triangles onto any of the others.
Explain 1 Justifying SSS Triangle Congruence INTEGRATE MATHEMATICAL

You can use rigid motions and the converse of the Perpendicular Bisector Theorem to justify
PRACTICES
this theorem.
Focus on Modeling
MP.4 Give each student a piece of dry spaghetti.
SSS Triangle Congruence Theorem
They should measure and break the spaghetti so that
If three sides of one triangle are congruent to three sides of another triangle, then the
triangles are congruent.
they have three pieces that are the same length as the
sides of the triangle in the exercise. Instruct them to
Example 1 ¯ ≅ DE
In the triangles shown, let AB ¯, AC¯ ≅ DF¯, make a triangle with these pieces on top of the
¯ ≅ EF
and BC ¯. Use rigid motions to show that
triangle they drew. Have them compare the triangles
△ABC ≅ △DEF.
F and explain why they are congruent. Then ask them
A to consider whether it is possible to create a triangle
from the spaghetti pieces that is not congruent to the
D E
B
triangle they drew in the exercise.
C
EXPLAIN 1
Justifying SSS Triangle Congruence
PRACTICES
Module 20 1026 Lesson 4 MP.3 Some justifications in this exercise may be
difficult for some students to understand. Have
PROFESSIONAL DEVELOPMENT students model each step with the triangles they have
IN1_MNLESE389762_U8M20L4 1026 4/19/14 11:36 AM
drawn on tracing paper. Encourage students to restate
Math Background
the steps in their own words. Students should fully
The Side-Side-Side Triangle Congruence Theorem is often presented as the first of understand each step before moving on to the
the Triangle Congruence Theorems because it is easy to demonstrate concretely. next one.
In this course, it is the third theorem presented because the justification requires
students to apply the Perpendicular Bisector Theorem. Reinforce this justification
throughout the lesson. QUESTIONING STRATEGIES
Draw two segments that share an endpoint.
How many different segments could be drawn
to turn this figure into a triangle? There is only one
segment.
SSS Triangle Congruence 1026
⇀ F
A Transform △ABC by a translation along AD
‾
followed
_ by a rotation about point D, so that
_
AB and DE coincide. The segments coincide
D E
because they are the same length. A B
_
Does a reflection across AB map point C to _ D lies on the perpendicular
Therefore, point
point F? To show this, notice that DC = DF, bisector of CF by the converse of the
which means that point D is equidistant from perpendicular bisector theorem. Because EC = EF, _
point C and point F. point E also lies on the perpendicular bisector of CF.
F F
D E D E
A B A B
C C
_
Since point D and point E both lie on the perpendicular bisector of CF and there
_
−‹ ›
is a unique line through any two points, DE is the perpendicular bisector of CF.
By the definition of reflection, the image of point C must be point F. Therefore,
△ABC is mapped onto △DEF by a translation, followed by a rotation, followed by a
reflection, and the two triangles are congruent.
B Show that △ABC ≅ △PQR.

Q
R
C
P
Triangle ABC is transformed by a sequence of rigid motions to form the figure shown
below. Identify the sequence of rigid motions. (You will complete the proof on the
following page.)
Q B ⇀
‾
1. Translation along AP
R C _ _
2. Rotation about P so that PQ and AB
coincide.
_
3. Reflection across PQ.
P A
IN1_MNLESE389762_U8M20L4 1027 4/19/14 11:36 AM
Give each student five index cards. Students should prepare a card that shows two
labeled triangles for each of the following situations:
• The triangles can be proved congruent by SSS.
• The triangles can be proved congruent by SAS.
• The triangles can be proved congruent by ASA.
• The triangles can be proved noncongruent.
• There is not enough information to determine congruence.
Collect and shuffle them. Divide students into pairs and give each pair ten cards.
Have them sort their cards into the above categories.
1027 Lesson 20.4
Complete the explanation by filling in the blanks with the name of a point, line
segment, or geometric theorem.
_ _
Because QR ≅ QC , point Q is equidistant from R (or C ) and C (or R) . Therefore,
by the converse of the Perpendicular Bisector Theorem, point Q lies on the

_ _ _
perpendicular bisector of RC. Similarly, PR ≅ PC . So point P lies on
_
RC ⇀
the perpendicular bisector of ‾
. Because two points determine a line, the line PQ is
_
the perpendicular bisector of RC .
By the definition of reflection, the image of point C must be point R . Therefore,
△ABC ≅ △PQR because △ABC is mapped to △PQR by a translation, a rotation,
and a reflection .
Reflect
3. Can you conclude that two triangles are congruent if two pairs of corresponding sides
are congruent? Explain your reasoning and include an example.
No; you need a third piece of information to ensure a rigid motion maps
one triangle to the other, such as congruent included angles or another
pair of congruent sides.
Your Turn
4. Use rigid motions and the converse of the B

perpendicular bisector theorem to explain why
△ABC ≅ △ADC.
_ _ _ _
AB ≅ AD and CB ≅ CD, so A is equidistant A C
from B and D, and C is equidistant from B
and D. By the converse of the Perpendicular
‹ ›
−
Bisector Theorem,
_ AC is the perpendicular D

bisector of BD. By the definition of a
reflection, point _D is the image of point B
reflected_
_ across AC. The reflection also maps
AC onto AC, so △ABC ≅ △ADC.
IN1_MNLESE389762_U8M20L4 1028 4/19/14 11:36 AM
Manipulatives
Have students create a triangle and a quadrilateral using strips of construction
paper or tagboard and brass fasteners. Then have students attempt to change the
angles in each without bending the strips of paper. Students should notice that the
triangle always remains the same but that they can create many different
quadrilaterals. Discuss how this activity illustrates the Side-Side-Side Triangle
Congruence Theorem.

Explain 2 Proving Triangles Are Congruent
EXPLAIN 2 Using SSS Triangle Congruence
You can apply the SSS Triangle Congruence Theorem to confirm that triangles are congruent.
Remember, if any one pair of corresponding parts of two triangles is not congruent, then the
Proving Triangles Are Congruent triangles are not congruent.
Using SSS Triangle Congruence Example 2 Prove that the triangles are congruent or explain why they are
not congruent.
_ _
INTEGRATE MATHEMATICAL  AB = DE = 1.7 m, so AB ≅ DE. A 1.7 m
_ _
PRACTICES BC = EF = 2.4 m, so BC ≅ EF. 2.3 m
B
_ _ 2.4 m
Focus on Math Connections AC = DF = 2.3 m, so AC ≅ DF.
C 1.7 m D
MP.1 Although the example emphasizes the SSS The three sides of △ABC are congruent to the three sides E
2.3 m
of △DEF. 2.4 m
Triangle Congruence Theorem, it is important for
△ABC ≅ △DEF by the SSS Triangle Congruence F
students to keep in mind that the triangles are Theorem.
congruent because one can be mapped onto the other _ _
DE = FG DE ≅ FG .
= 20 cm, so
by one or more rigid motions. Maintain this  _ _
G
24 cm
connection by asking which segments of one triangle DH = FH = 12 cm, so DH ≅ FH . D 12 cm
_ _ H 20 cm
20 cm
map onto certain segments of another triangle. EH = GH = 24 cm, so EH ≅ GH . 12 cm F
E 24 cm
The three sides of △DEH are congruent to
the three sides of △FGH , so the two triangles are

congruent by the SSS Triangle Congruence Theorem .
When do you use the SSS Triangle
Congruence Theorem instead of the ASA or Your Turn
SAS Triangle Congruence Theorems to determine Prove that the triangles are congruent or explain why they are not congruent.
whether two triangles are congruent? When you
5. P 32 in. 6. G
R Q
know three pairs of corresponding congruent sides
54 in. 38 in.
and no pairs of corresponding congruent angles, 38 in. 54 in. K
you cannot use a theorem that involves an angle. M N

28 in. S
L
J
LANGUAGE SUPPORT _ _ _ _ _ _
The corresponding sides MN and QR are It is given that GK ≅ GL and JK ≅ JL,
Have students work in small groups. Have them _ _
not congruent. Therefore, the triangles are and GJ ≅ GJ by the Reflexive Property.
complete a chart like the following, highlighting the
not congruent.
sides and angles that are congruent in each pair of
triangles.
Triangle Congruence Theorems

Theorem Definition Picture
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M20L4 1029 4/19/14 11:36 AM
Connect Context
The phrase Given Side Lengths in the title of the Explore section may confuse
some English Learners. Explain that it indicates that you will be constructing
triangles when you are given the lengths of the sides. Remind students that in
math, they are often given partial information to help solve a problem, and that
the information is called a given.
1029 Lesson 20.4

Explain 3 Applying Triangle Congruence
You can use the SSS Triangle Congruence Theorem and other triangle congruence theorems to
solve many real-world problems that involve congruent triangles.
EXPLAIN 3
Example 3 Find the value of x for which you can show the triangles are Applying Triangle Congruence
congruent.
 Lexi bought matching triangular pendants for herself and her mom
in the shapes shown. For what value of x can you use a triangle AVOID COMMON ERRORS
congruence theorem to show that the pendants are congruent? Which
triangle congruence theorem can you use? Explain. Because students are concentrating on sides when
(4x - 6) cm J using the SSS Triangle Congruence Theorem, they
C B
may not write corresponding angles in the correct
order in the congruence statement. Discuss methods
3 cm 3 cm 3 cm 3 cm
they can use to make sure they get the order right.
K L
A (3x - 4) cm
_ _ _ _ _ _
AB ≅ JK and AC ≅ JL, because they have the same measure. So, if BC ≅ KL, QUESTIONING STRATEGIES
then △ABC ≅ △JKL by the SSS Triangle Congruence Theorem. Write an
equation setting the lengths equal and solve for x. 4x - 6 = 3x - 4; x = 2 How do you know whether angles in one
M R 4 in. Q triangle are congruent to the angles in the
 Adeline made a design using triangular tiles
other triangle? You know the triangles are
as shown. For what value of x can you use a
triangle congruence theorem to show that the 4 in. 4 in. 4 in. 4 in.
congruent by SSS, so you know that corresponding
tiles are congruent? Which triangle congruence
N O angles are also congruent because of CPCTC.
theorem can you use? Explain. (3x - 11) in. P
_ _ _ _
Notice that PQ ≅ MN and PR ≅ MO, because they have the same measure.

_ _
If NO ≅ QR, then △MNO ≅ △PQR SSS
Theorem.
by the Triangle Congruence
CONNECT VOCABULARY
Write an equation setting the lengths equal and solve for x. Have students collaboratively write a definition for a
3x - 11 = 4, 3x = 15, x = 5 triangle, providing supports. For example: “A triangle
is a __________, It has ___________ sides.
v Your Turn It has 3 ________. A right triangle has a _________.”
F
7. Craig made a mobile using geometric
©MaximImages/Alamy
V
shapes including triangles shaped 60º
as shown. For what value of x and y 30º
can you use a triangle congruence G
theorem to show that the triangles are T (7y + 4)º 12 cm
(8x - 12) cm
congruent? Which triangle congruence
theorem can you use? Explain. H U
m∠H = 30° by the Triangle Sum Theorem, so ∠H ≅ ∠V. ∠G ≅ ∠U, thay are
¯ ≅ UV
right angles. If GH ¯, then △FGH ≅ △TUV by the ASA. x = 3; y = 8
IN1_MNLESE389762_U8M20L4 1030 4/19/14 11:36 AM

Elaborate
ELABORATE 8. An isosceles triangle has two sides of equal length. If we ask everyone in class to construct an isosceles
triangle that has one side of length 8 cm and another side of length 12 cm, how many sets of congruent
triangles might the class make?
QUESTIONING STRATEGIES The class could make at most 2 sets of congruent triangles. One set would
Two triangles appear to be congruent. You have sides of length 8 cm, 8 cm, and 12 cm. The second set would have
know that three pairs of corresponding parts sides of length 12 cm, 12 cm, and 8 cm.
are congruent, but you have no information about the 9. Essential Question Check-In How do you explain the SSS Triangle Congruence Theorem?
other corresponding parts. How can you determine Possible answer: Two triangles are congruent if a series of rigid motion
whether the triangles really are congruent? Sample transformations maps one triangle onto the other. For two triangles that
answer: If the congruent parts are two pairs of have pairs of congruent sides, begin by translating and then rotating one
corresponding angles and the included side, or two triangle so that it shares one side with the other triangle. Then apply the
pairs of corresponding sides and the included angle, converse of the Perpendicular Bisector Theorem to show that a reflection
you can use the ASA or SAS Triangle Congruence completes the mapping.
Theorem. If the congruent parts are three pairs of
corresponding sides, you can use the SSS Triangle Evaluate: Homework and Practice
Congruence Theorem. Otherwise, check whether
Use a compass and a straightedge to complete the drawing of △DEF so that it is • Online Homework
there is a sequence of rigid motions that map one congruent to △ABC. • Hints and Help
• Extra Practice
triangle onto the other. 1. D
A
F
B
When do you use the SSS Triangle
Congruence Theorem? What information do C
you need in order to use this theorem? You use the E
SSS Triangle Congruence Theorem to prove that two On a separate piece of paper, use a compass and a straightedge to construct two
triangles are congruent by using three pairs of congruent triangles with the given side lengths. Label the lengths of the sides.
congruent sides. You need to know that all three 2. 3 in., 3.5 in., 4 in. 3. 3 cm, 10 cm, 12 cm
pairs of corresponding sides are congruent to use it. 3.5 in.

11 cm 11 cm
3 in. 3 cm 12 cm 12 cm 3 cm
3 in.
3.5 in.
4 in.
4 in.
IN1_MNLESE389762_U8M20L4 1031 4/19/14 11:36 AM
1031 Lesson 20.4

Identify a sequence of rigid motions that maps one side of △ABC
onto one side of △DEF.
4. A 5. A D F
EVALUATE
D F
B
B
C
C
E
E
⇀ ⇀
ASSIGNMENT GUIDE
‾ ,
Possible answer: A translation along CF ‾ ,
Possible answer: A translation along AD
and then a clockwise rotation about and then a counterclockwise rotation
― ― ―
about D so that AB coincides with DE.
― Explore Exercises 1–3
F so that CB coincides with FE.
Constructing Triangles Given Side
6. A E F 7. B Lengths
E Justifying SSS Triangle Congruence
F Proving Triangles Are Congruent
A D Using SSS Triangle Congruence
B C
D
C
Applying Triangle Congruence
⇀ ⇀
‾ ,
Possible answer: A translation along AD ‾ ,
Possible answer: A translation along CF
and then a clockwise rotation about D so and then a counterclockwise rotation
― ― ― ―
that AB coincides with DE. about F so that CA coincides with FD. AVOID COMMON ERRORS
In each figure, identify the perpendicular bisector and the line segment it bisects, and Some students may have trouble applying SSS to
explain how to use the information to show that the two triangles are congruent.
adjacent triangles. Adjacent triangles share a side, so
8. B 9. E you can apply the Reflexive Property to get a pair of
A D
congruent sides.
D F
C
G
‹ ›
− ―
BC is the perpendicular bisector of AD.
‹ ›
− ―
DF is the perpendicular bisector of EG.
This shows that A maps to D by a This shows that E maps to G by a
‹ ›
− ‹ ›
−
reflection across BC . reflection across DF .
COMMON
Exercise
IN1_MNLESE389762_U8M20L4 1032

4–9 2 Skills/Concepts MP.1 Problem Solving
14–20 3 Strategic Thinking MP.1 Problem Solving

Prove that the triangles are congruent or explain why this is not possible.
COMMUNICATE MATH 10. S 9m T 11. 50º X M 50º
Introduce the word criterion and its plural, criteria.
6m
Ask students if they can define criterion and give an 6m Z P
example of its use. For instance, you might discuss a R 9m Q

50º Y N 51º
college’s criteria for accepting students (a completed
application, a minimum grade-point average, a ― ―
Congruent, by SSS congruence; RS ≅ TQ Not congruent, because only one
minimum SAT score, and so on). Tell students that because they have the same measure, triangle has an interior angle of 51° so
they have developed three criteria for determining ― ―
RT ≅ RT by the reflexive property, and there is no rigid motion that will map
whether two triangles are congruent, the ASA, SAS, _ _
ST ≅ QR because they have the same measure. one to the other.
and SSS Triangle Congruence Theorems. Discuss
K 8 cm
how they can determine whether two given triangles 12. 8 cm K
10 cm
13. 7 cm W
X
J W X J
meet any of these criteria.
12 cm 8 cm 9 cm 10 cm
L Y
L Y
Possibly congruent, depending on the Not congruent. The diagrams show a
lengths of the unlabeled sides. total of 4 different side lengths, but
two congruent triangles have only 3
different side lengths.
14. Carol bought two chairs with triangular backs. For what value of x can you use
a triangle congruence theorem to show that the triangles are congruent?
Which triangle congruence theorem can you use? Explain.
G T
25 in. 25 in. 25 in. 25 in.
H (9x - 21) in. I U 15 in. V
_ _ _ _
X = 4; GH ≅ TU and GI ≅ TV, because they have the same measure.
_ _
So, if HI ≅ UV, then ▵GHI ≅ △TUV by the SSS Triangle Congruence Theorem.
IN1_MNLESE389762_U8M20L4 1033 4/19/14 11:36 AM
1033 Lesson 20.4

15. For what values of x and y can you use a triangle A E
30º 30º
congruence theorem to show that the triangles are
congruent? Which triangle congruence theorem
can you use? Explain. Students may find it useful to use geometry software
(14x - 47) cm 9 cm
x = 4, y = 4; ∠A ≅ ∠E, to model exercises they are struggling with.
― _
∠C ≅ ∠G, and AC ≅ EG, ASA
60º (15y)º
B C F G
Find all possible solutions for x such that △ABC is congruent to △DEF.
One or more of the problems may have no solution.
16. △ABC: sides of length 6, 8, and x. 17. △ABC: sides of length 3, x + 1, and 14.
△DEF: sides of length 6, 9, and x - 1. △DEF: sides of length 13, x - 9, and 2x - 6
x=9 no solution
18. △ABC: sides of length 17, 17, and 2x + 1. 19. △ABC: sides of length 19, 25, and 5x - 2.
△DEF: sides of length 17, 17, and 3x - 9 △DEF: sides of length 25, 28, and 4 - y
x = 10 x = 6, y = -15
20. △ABC: sides of length 8, x - y, and x + y 21. △ABC: sides of length 9, x, and 2x - y
△DEF: sides of length 8, 15, and 17 △DEF: sides of length 8, 9, and 2y - x
x = 16, y = 1; x = 16, y = -1 Possible solution: x = 8, y = 8
22. These statements are part of an explanation for the SSS Triangle
A
Congruence Theorem. Write the numbers 1 to 6 to place these strategies in
a logical order. The statements refer to triangles ABC and DEF shown here. B

D
2 image of △ABC about
Rotate the_ _ E, so that the
image of BC coincides with EF. E
C
5 Apply the definition of reflection to show D is
⇀
the reflection of A across ‾ EF .
6 Conclude that △ABC ≅ △DEF because a F

sequence of rigid motions maps one triangle
onto the other.
⇀
1 Translate △ABC along ‾ BE .
4 ⇀
Define ‾ EF as the perpendicular bisector of the
line connecting D and the image of A.
3 Identify E, and then F, as equidistant from D and the image of A.
IN1_MNLESE389762_U8M20L4 1034 4/19/14 11:36 AM

23. Determine whether the given information is sufficient to guarantee
that two triangles are congruent. Select the correct answer for each
JOURNAL lettered part.
Have students compare and contrast the SSS and SAS A. The triangles have three pairs of congruent
corresponding angles. sufficient not sufficient
theorems and support their answers with a sketch B. The triangles have three pairs of congruent
that illustrates each theorem. corresponding sides. sufficient not sufficient
C. The triangles have two pairs of congruent
corresponding sides and one pair of congruent
corresponding angles. sufficient not sufficient
D. The triangles have two pairs of congruent
corresponding angles and one pair of congruent
corresponding sides. sufficient not sufficient
E. Two angles and the included side of one triangle
are congruent to two angles and the included
side of the other triangle. sufficient not sufficient
F. Two sides and the included angle of one triangle
are congruent to two sides and the included
angle of the other triangle. sufficient not sufficient
A. the triangles have the same shape but not necessarily the same size.
B. SSS Triangle Congruence Theorem
C. These conditions do not produce a unique triangle.
D. The Triangle Sum Theorem will show that the third pair of angles is congruent, so the
triangles are congruent by the ASA Triangle Congruence Theorem.
E. ASA Triangle Congruence Theorem
F. SAS Triangle Congruence Theorem
24. Make a Conjecture Does a version of SSS congruence apply to quadrilaterals?

Provide an example to support your answer.
No; Possible example: a variety of non-congruent rhombuses, including
a square, may have 4 sides of the same length.

25. Are two triangles congruent if all pairs of corresponding angles are congruent?
Support your answer with an example.
No; At least one pair of sides must be congruent. For example, two
triangles that have three 60 degree angles may not have at least one pair
of congruent corresponding sides, such as a triangle with side lengths of
4 inches and another triangle with side lengths of 8 inches.
IN1_MNLESE389762_U8M20L4 1035 4/19/14 11:36 AM
1035 Lesson 20.4

H.O.T. Focus on Higher Order Thinking INTEGRATE MATHEMATICAL
26. Explain the Error Ava wants to know the distance JK across PRACTICES
L
a pond. She locates points as shown. She says that the distance
across the pond must be 160 ft by the SSS Triangle Congruence
210 ft
190 ft
J
Focus on Reasoning
160 ft N
Theorem. Explain her error. MP.2 Ask students to consider the changes in
M 190 ft
The distance is 160 ft, but the justification should be 210 ft Mike’s bench if it were to transform from the original
K
the SAS Triangle Congruence Theorem. shape to complete collapse. Which properties of the
27. Analyze Relationships Write a proof. A B C bench would change and how would they change?
Given: ∠BFC ≅ ∠ECF, ∠BFC ≅ ∠EFC
_ _ _
Which properties would not change? Sample
AB ≅ DE, EF ≅ DC
answer: Change: During collapse, the area inside the
F E D
Prove: △ABF ≅ △DEC parallelogram would decrease continually; the
Statements Reasons measures of the angles would change, with the
measures of one pair of opposite angles increasing
1. ∠BFC ≅ ∠ECF, ∠BCF ≅ ∠EFC 1. Given
― ― continually and the measures of the other pair
2. FC ≅ FC 2. Reflexive Property of Congruence
decreasing continually.
3. △BFC ≅ △ECF 3. ASA Triangle Congruence Theorem
― ― Not change: The lengths of the sides and the
4. FB ≅ CE 4. CPCTC
perimeter of the parallelogram would not change.
― ――
5. AB ≅ DE, AF ≅ DC 5. Given
6. △ABF ≅ △DEC 6. SSS Triangle Congruence Theorem

AVOID COMMON ERRORS
Students may argue that Mike’s bench may be solidly
constructed with screws, nails, and glue, so that it
Mike and Michelle each hope to get a contract with the city to build benches for commuters to sit on while waiting for
buses. The benches must be stable so that they don’t collapse, and they must be attractive. Their designs are shown. would not collapse. Stress that the bench is a
Judge the two benches on stability and attractiveness. Explain your reasoning.
real-world object introduced here to model an
Mike Michelle abstract geometrical principle, and that it is not a
perfect model. The important conclusion to draw is
the one relating to quadrilaterals, not to benches.
Answers will vary. While Mike's bench will probably be chosen as the more
attractive, students should note that Michelle's is more stable. There are many
quadrilaterals with the same side lengths as Mike's bench. But, by the SSS
Congruence Theorem, the triangles in Michelle's design cannot change shape.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M20L4 1036 4/19/14 11:35 AM
Have students construct models of Mike and Michelle’s benches from sturdy
pieces of cardboard or photo-print paper cut into long, narrow strips and attached
at the corners with brads. Students can explore further by making other polygons,
checking their stability, and explaining why, for example, there is no SSSSS
Pentagon Congruence Theorem. A 5-sided polygon is not stable. This means
that there are many different shapes that can be constructed from the same
Scoring Rubric
5 sides of a pentagon. 2 points: Student correctly solves the problem and explains his/her reasoning.

MODULE
Study Guide Review

Triangle Congruence Criteria
Essential Question: How can you use triangle congruence criteria to solve real-world
problems?
20
Triangle △ABC is congruent to △DEF. Given that AB = 7 and DE = 5y − 3,
find y.
_ _
AB ≅ DE Corresponding parts of congruent triangles are congruent.
AB = DE Definition of congruent sides
Assign or customize module reviews. 5y − 3 = 7 Write the equation.
5y = 10 Add 3 to each side.
y=2 Divide each side by 5.
MODULE KEY EXAMPLE (Lesson 20.2)

_ _ _ _
A E B
PERFORMANCE TASK Given: AB ≅ BC ≅ CD ≅ DA

m∠DAB = m∠ABC = m∠BCD
COMMON = m∠ADC = 90°
CORE
∠EDC ≅ ∠ECD
Mathematical Practices: MP.1, MP.2, MP.3, MP.4, MP.6 _
Prove: E is the midpoint of AB. D C
G-SRT.B.5, G-MG.A.1 _ _
It is given that AB ≅ BC. Because their measures are equal, ∠A ≅ ∠B. Using given information,
m∠ADE = 90° - m∠EDC and m∠BCE = 90° - m∠ECD. Because ∠EDC ≅ ∠ECD,
m∠BCE = 90° - m∠ECD by substitution. Using the transitive property of equality,
SUPPORTING STUDENT REASONING m∠ADE = m∠BCE, so ∠ADE ≅ ∠BCE. By the ASA Triangle Congruence Theorem,
△ADE
_ _ ≅ △BCE. Because corresponding
_ parts of congruent triangles are congruent,
AE ≅ BE, so E is the midpoint of AB .

the information they will need. Here are some issues
they might bring up. KEY EXAMPLE (Lesson 20.3)
• Whether the triangles are congruent: Students Determine whether the triangles are congruent. Explain your reasoning.
_ _
can use the photo and measuring tools to It is given that AB ≅ AD _and ∠BAC
_ ≅ ∠DAC. By the reflexive B
conclude the triangles are congruent by the SSS property of congruence, AC ≅ AC . Since two sides and an
included angle of each triangle are congruent, △BAC ≅ △DAC 6
Congruence Criteria. by the SAS Triangle Congruence Theorem. 58°
A C
• How to find the length of one base of a 58°
6
triangle: Students can estimate the length of the
base as about 3 car lengths, or 50 ft. D
• How to determine the number of triangles in

the trusses that fit between two towers:
Students can divide the distance between
the towers (4200 ft) by 50 (the base) to get
84 triangles that are “vertical” and then IN1_MNLESE389762_U8M20MC 1037 SCAFFOLDING SUPPORT 4/19/14 12:02 PM
another 84 triangles that are “inverted” to get • To gain a sense of the scale of the photo, suggest that students place a piece of
a total of 168 triangles. paper below one of the cars, mark its length on the paper, and then compare
the length with the dimensions of a triangle beneath the roadway. Since the
base of each triangle measures about 3 car lengths and an average car measures
about 16 feet in length, students may wish to use the convenient conversion
factor “triangle base = 50 feet” in their calculations.
• Use the following reference for other information about the bridge.
http://goldengatebridge.org/research/school.php
1037 Module 20
EXERCISES
Solve for y given each set of constraints. (Lesson 20.1) SAMPLE SOLUTION
1. Given △PQR ≅ △DEF, PQ = 15, QR = 10, RP = 8, and EF = 6y + 4. 1
It appears that there are three types of triangles
2. Given △PQR ≅ △ABC, m∠P = 60°, m∠Q = 40°, and m∠C = (7y + 10)°. 10 supporting the roadway. There are isosceles
Determine whether the triangles are congruent. The measure of angle QRS cannot be 35 triangles with their vertices at the top and inverted
Explain your reasoning. (Lesson 20.3) degrees, so the triangles are not congruent.
versions of the isosceles triangles with their vertices
3. Q F at the bottom. I estimated that the corresponding
5 5 sides of these triangles are congruent, so the
150° 35° equilateral triangles are all congruent by the SSS
S 8 R H 8 G
Congruence Theorem.
4. Barbara and Sherwin want to use the SSS Triangle Congruence Theorem to see if their triangular There are also two right triangles in each isosceles
slices of watermelon are congruent. They each measure two sides of their slices. Barbara measures triangle, formed by an altitude constructed from the
sides of lengths 7 inches and 6 inches, while Sherwin measures sides of lengths 8 inches and
5 inches. Do they need to measure the third sides of their slices to determine whether they are vertex angle to the base. The right triangles, too, are
congruent? If so, what must the side lengths be for the slices to be congruent? congruent by SSS.
Explain. (Lesson 20.4)
No; there is no way for the triangles to have 3 congruent sides. By comparing the sides of the triangles with the
lengths of the cars on the bridge, I estimated that the
bases of the isosceles triangles are about 50 feet long.
That means that there are about 4200 ÷ 50 = 84
inverted triangles between the towers. There are an
Golden Gate Triangles
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Radius

equal number of isosceles triangles with their bases
The Golden Gate Bridge in San Francisco is famous worldwide.
at the bottom, for a total of about 168 isosceles
The suspension bridge spans the Golden Gate strait with suspension
cables attached to two towers that are 4200 feet apart. The bridge also uses triangles. Since each isosceles triangle contains two
trusses, support structures formed by triangles, to help support the weight right triangles, the total number of right triangles is
of the towers and the rest of the bridge.
about 2 × 168 = 336 right triangles.
Use visual evidence from the photo to estimate how many isosceles
triangles can be found between the two towers. Assume the base of one of
the triangles is 50 feet.
Use your own paper to complete the task. Be sure to write down all your
data and assumptions. Then use graphs, numbers, words, or algebra to
Images/Corbis
explain how you reached your conclusion.
IN1_MNLESE389762_U8M20MC 1038 4/19/14 12:02 PM
• Would it be reasonable to assume that all triangles used to construct the

trusses for the bridge are congruent?
• Is the distance between two towers of the bridge enough information to find
the entire length of the bridge? If not, what additional information is needed?
Assessment Rubric
solve or explain.

20.1–20.4 Triangle Congruence Criteria
ASSESS MASTERY
• Hints and Help
students have mastered the concepts and standards • Extra Practice
1. △ABC ≅ △DEF. Determine the value of x. (Lesson 20.1)
covered in this module. B D ∠C corresponds to ∠F, so m∠C = m∠F = (5x − 7)°.
48° 48°
m∠A + m∠B + m∠C = 180°
(3x + 3)° (5x - 7)° . (3x + 3) + 48 + (5x − 7) = 180
ASSESSMENT AND INTERVENTION A C F E 8x + 44 = 180
8x = 136
x = 17
2. Plot point F so that △ABC ≅ △FGH. Identify a sequence of rigid motions that maps △ABC
onto △FGH and use a theorem to explain why the triangles are congruent. (Lessons 20.3, 20.4)
Point F is plotted at (5, 2). Rigid motions answers may vary. Sample: Translate △ABC
so that point B maps to point G and C maps to (-2, 0). Then reflect across the y-axis.
By the Distance Formula, side lengths are as follows:
――――――――― ( )
√(-4 -1) + (-1 - (-2)) = √――――
-5 + 1 = √―
Access Ready to Go On? assessment online, and 2 y
AB =
2 2 2
26 ,
―――――――
4
receive instant scoring, feedback, and customized 2
√――― √ ―
FG = √(5 - 0) + (2 - 1) = 5 + 1 = 26 ,
2
―――――――――― ――― ―
2 2
intervention or enrichment. 2
BC = √(1 - (-1)) + (-2 - (-3)) = √2 + 1 = √5
2 2 G
2 2
,
―――――――
H x
2 ――― ―
GH = √(2 - 0) + (0 - 1) = √2 + 1 = √5 ,
2 2 2 -2 0 2 4
ADDITIONAL RESOURCES ――――――― ――――― 13 ,

HF = √(2 - 5) + (0 - 2) = √(-3) + (-2) = √―
2 2 2 2
A -2 B
―――――――――― ――――
CA = √(-1 - (-4)) + (-3 - (-1)) = √3 + (-2) = √―
C
2 2
2 2 -4
Response to Intervention Resources 13
¯ FG, ¯
AB ≅ ¯ GH, and ¯
BC ≅ ¯ CA ≅ ¯
HF .
• Reteach Worksheets
By the SSS Triangle Congruence Theorem, △ABC ≅ △FGH.
• Reading Strategies ESSENTIAL QUESTION
• Success for English Learners 3. How can you tell that triangles are congruent without knowing the lengths of all sides and the
measures of all angles?
• Challenge Worksheets Answers may vary. Sample: The ASA Congruency Theorem, SAS Congruency
Theorem, and SSS Congruency Theorems can all be used.
• Leveled Module Quizzes
COMMON
IN1_MNLESE389762_U8M20MC 1039 4/19/14 12:02 PM

19.1 1 G-CO.B.7 MP.1
19.1, 19.4 2 G-CO.B.7, G-CO.B.8 MP.6
1039 Module 20
MODULE 20
MIXED REVIEW
MODULE
20
MIXED REVIEW
1. Two triangles, ▵ABC and ▵XYZ, are congruent. The measure of angle C, m∠C, is
equal to 81°. The measure of angle X, m∠X , is equal to 56°. ASSESSMENT AND INTERVENTION
A. Does m∠A = 99°? Yes No
B. Does m∠B = 43°? Yes No
C. Are ∠A and ∠Z congruent? Yes No
2. Look at the triangles to the right. Choose True or False for each B
of the statements about them. 78°
A. A value of x = 16 results in congruent
triangles. True False C Assign ready-made or customized practice tests to
40°
B. A value of x = 27 results in congruent A Z prepare students for high-stakes tests.
triangles. True False (2x+ 8)°
C. A value of x = 31 does not result in congruent
Y 78°
triangles. True False
40°
3. Write the equation of one line that is perpendicular to and one line Assessment Resources
X
that is parallel to y = 7x + 9.
Possible Answers: perpendicular: y = -_ 1
7
x - 2; parallel: y = 7x - 11 • Leveled Module Quizzes: Modified, B
_ _ _
4. In the figure, B
_segment AB is parallel_ to CD, XY is the perpendicular
bisector of AB, E is the midpoint of XY. Prove that ▵AEB ≅ ▵CED.
X
AVOID COMMON ERRORS
Answers may vary. Sample:
Item 2 Some students may be confused by the
m∠AXE = 90° Definition of perpendicular lines A E D
presence of both the variable x and the point label X
In a plane, if a transversal is
perpendicular to one of two parallel Y in the same diagram. Remind them that capitalized
XY ⊥ ¯
¯ CD lines, then it is perpendicular to the
other.
and lowercase letters have different meanings in
∠AXE ≅ ∠DYE Right angles are congruent.
C mathematical contexts.
¯
XE ≅ ¯
YE Definition of a midpoint
∠A ≅ ∠D Alternate Interior Angles
△AEX ≅ △DEY ASA Triangle Congruence
AE ≅ ¯
¯ DE △AEX ≅ △DEY
∠AEB ≅ ∠CED Vertical Angles
△AEB ≅ △CED ASA Triangle Congruence
COMMON
IN1_MNLESE389762_U8M20MC 1040 4/19/14 11:40 AM

19.1 1 G-SRT.B.5 MP.2
19.1 2 G-CO.B.7 MP.2
18.5 3* G-GPE.B.5 MP.8
19.2, 15.1 4* G-CO.C.10 MP.3

MODULE
21
21
MODULE
Applications of Applications of
Triangle Congruence Triangle Congruence
ESSENTIAL QUESTION: Essential Question: How can you use applications LESSON 21.1
Justifying
of triangle congruence to solve real-world problems? Constructions
Answer: Triangle congruence is involved in the
analysis and construction of structures such as LESSON 21.2
AAS Triangle
geodesic domes. Congruence
LESSON 21.3
This version is for HL Triangle Congruence
Algebra 1 and
Geometry only
VIDEO
Professional Development Video

© Houghton Mifflin Harcourt Publishing Company • Image Credit: ©Gunter
Professional
Development
my.hrw.com
REAL WORLD VIDEO

A geodesic dome encloses the greatest
Marx/Gunter Marx Photography/Corbis
volume of space for a given surface area.

Check out how applications of triangles are
involved in the design of geodesic domes.
Geodesic Domes
In this module, you will use a three-dimensional shape called an
icosahedron to explore the geometry of a geodesic dome. Let’s dive
in and find out what triangles have to do with icosahedrons and
geodesic domes.
Module 21 1041

IN1_MNLESE389762_U8M21MO.indd 1041 PERSONAL MATH TRAINER 19/04/14 1:58 PM
practice tests.
1041 Module 21
for this chapter.
Distance Formulas ASSESS READINESS

Example 1 Find the distance between (1, –6) and (–1, –2). • Online Homework
• Hints and Help
____
√(–1 –1) + (–2 – (–6))
2 2
Apply the distance formula. • Extra Practice students need strategic or intensive intervention for
_
= √ 4 + 16 Simplify each square. the module’s prerequisite skills.
_
= √ 20 Simplify.
Find the distance between the given points.
5 √29 ― ASSESSMENT AND INTERVENTION
1. The points (–1, 2) and (2, –2) 2. The points (–5, 21) and (0, 19)
Congruent Figures P
S
Example 2 Determine whether the triangles are
58°
congruent. Explain your reasoning.
Step 1: Find m∠R.
79°
m∠R + m∠P + m∠Q = 180° 43° 43° U
Q 10 in. R T 10 in.
m∠R + 58° + 43° = 180°
3
2
m∠R = 79°
1
So, △QPR ≅ △TSU by the ASA Triangle Personal Math Trainer will automatically create a
Congruence Theorem. 6 cm standards-based, personalized intervention
G
3. Determine whether the triangles are congruent. Explain your D 12 cm
reasoning.
10 cm H 10 cm
△EHD ≅ △GHF by the SSS Triangle Congruence Theorem.
individual needs!
12 cm F
E
6 cm
Angle Theorems for Triangles © Houghton Mifflin Harcourt Publishing Company ADDITIONAL RESOURCES
Example 3 Given a = 7 cm and b = 5 cm, find the missing length.
See the table below for a full list of intervention
a2 + b2 = c2 Pythagorean Theorem
(7)2 + (5)2 = c2 Substitute a = 10 and b = 5.
a c
__
c = √ 49 + 25 Solve for c. Response to Intervention Resources also includes:
_
c= √ 74 cm Simplify.
Use the given values to find the missing lengths in the figure from the b
example. • Tier 2 Skill Post-Tests for each skill
4. c = 13 cm and b = 5 cm 5. c = 7 cm
_and a = 6 cm
√
a = 12 cm b = 13 cm
Module 21 1042
IN1_MNLESE389762_U8M21MO.indd 1042 25/04/14 10:28 PM

Instruction
Worksheets online
Reteach 21.1 35 Angle Theorems for Building Block Skills 8, Challenge

Reteach 21.2 Triangles 16, 48, 71, 74, 98, 103, worksheets
Reteach 21.3 37 Congruent Figures 104 Extend the
40 Parallel Lines Cut by a Math Lesson
Transversal Activities in TE
Module 21 1042
LESSON
Justifying 21.1 Justifying Constructions

Constructions Essential Question: How can you be sure that the result of a construction is valid?
Resource

COMMON Explore 1 Using a Reflective Device to Construct
G-CO.D.12
CORE
a Perpendicular Line
Make formal geometric constructions with a variety of tools and methods You have constructed a line perpendicular to a given line through a point not on the line using
(compass and straightedge, string, reflective devices, paper folding, a compass and straightedge. You can also use a reflective device to construct perpendicular lines.
dynamic geometric software, etc.). Also G-CO.D.13, G-SRT.B.5
 Step 1 Place the reflective device along line ℓ. Look through the device to locate the
Mathematical Practices image of point P on the opposite side of line ℓ. Draw the image of point P and
COMMON label it P '.
CORE MP.3 Logic ‹ ›
−
Step 2 Use a straightedge to draw PP '.
Language Objective
Explain in your own words how to construct a copy of an angle. P′
ℓ
ENGAGE ℓ P P
‹ ›
−
Essential Question: How can you be Explain why PP ' is perpendicular to line ℓ.
‹ ›
−
sure that the result of a construction is By the definition of reflection, line ℓ is the perpendicular bisector of PP ' .
valid?
 Place the reflective device so that it passes through point Q and is approximately
You can use geometric properties to prove that the perpendicular to line m. Adjust the angle of the device until the image of line m
coincides with line m. Draw a line along the reflective device and label it line n.
drawn figure must have the properties of the
Explain why line n is perpendicular to line m.
expected shape.
n
Q
PREVIEW: LESSON m
Q
m
PERFORMANCE TASK
View the Engage section online. Make sure students
understand the meaning of tolerance in the context of The reflective device is positioned so that for any point A on line m, the image, A’,
manufacturing. Then preview the Lesson is also on line m. Since line n is the line of reflection, it must be perpendicular to the
Performance Task. line through A and A’, which is line m.
Module 21 ges must

be made throu
EDIT--Chan
Correction
Date
Class
ons
Constructi
Name
fying
21.1 Justi
valid?
uction is
of a constr
the result
be sure that (compass
and Resource
can you methods
Quest ion: How of tools and etc.). Also
Locker
Essential with a variety geometric software,
constructions , dynamic
geometric
Make formal s, paper folding
G-CO.D.12 ive device
string, reflect
COMMON
Construct
CORE
straightedge,
Device to
G-SRT.B.5
G-CO.D.13,
ective
1 Using a Refl
icular Line
Explore line using
a Perpend not on the
IN1_MNLESE389762_U8M21L1 1043 19/04/14 12:04 PM

h a point r lines.
line throug perpendicula
dicular to
a given to construct
ive device
a line perpen also use a reflect

the
constructed can to locate
You have tedge. You h the device P and
and straigh ℓ. Look throug the image of point
a compass along line
ive device ℓ. Draw
the reflect side of line
opposite
Step 1 Place of point P on the
 image
label it P '. ‹ ›
−
'.

to draw PP
a straightedge
Step 2 Use
P′
ℓ P

P
ℓ
‹ ›
−
to line ℓ. of PP ' .
‹ › is perpendicular bisector
−
PP ' ndicular
Explain why ℓ is the perpe
tion, line
ition of reflec ximately
By the defin Q and is appro line m
through point image of
that it passes the device until the it line n.
device so of and label
reflective the angle
Place the m. Adjust the reflect
ive device
 lar to line a line along
y
perpendicu
g Compan
m. Draw m.
with line to line
coincides ndicular
line n is perpe
Explain why
Publishin
n
Qm
Harcour t
Q
m
n Mifflin
,
image, A’
© Houghto
line m, the
point A on lar to the
that for any perpendicu
ioned so it must be
e is posit
tive devic reflection,
The reflec the line of
line n is
line m. Since Lesson 1
is also on is line m.
A’, which
gh A and
line throu 1043
11:59 AM
19/04/14
Module 21
1L1 1043
62_U8M2
ESE3897
IN1_MNL
1043 Lesson 21.1

Reflect
1. How can you check that the lines you drew are perpendicular to lines ℓ and m?
‹ ›
−
EXPLORE 1
Use a protractor to measure the angle formed by PP ' and line ℓ, and the angle formed by
line n and line m. In both cases, the angle should measure 90°. Using a Reflective Device to Construct
2. Use the reflective device to draw two points on line ℓ that are reflections of each other. Label the a Perpendicular Line
points X and X'. What is true about PX and PX'? Why? Use a ruler to check your prediction.
‹ ›
− ‹ ›
−
PX = PX’. PP ' is the perpendicular bisector of XX ' , and any point on the perpendicular
bisector of a segment is equidistant from the endpoints of the segment. INTEGRATE TECHNOLOGY
3. Describe how to construct a perpendicular bisector of a line segment using paper folding. Students may use geometry software to model the
Use a rigid motion to explain why the result is a perpendicular bisector. construction of a perpendicular to a given line.
Fold the paper so that one endpoint of the line is mapped to the other endpoint. The fold
is a reflection, and the crease is the line of reflection. By the definition of reflection, the
crease is the perpendicular bisector of the segment that connects a point and its image. QUESTIONING STRATEGIES
What angle measure could you use to describe
Explore 2 Justifying the Copy of an Angle Construction a straight line? What angle measures does the
You have seen how to construct a copy of an angle, but how do you know that the copy must be
congruent to the original? Recall that to construct a copy of an angle A, you use these steps.
construction of a perpendicular line produce?
Step 1 Draw a ray with endpoint D.
Describe the relationship between the angle measure
of the straight line and the angles created by the
Step 2 Draw an arc that intersects both rays of ∠A. Label the intersections B and C.
perpendicular line. 180°; 90°; the perpendicular
Step 3 Draw the same arc on the ray. Label the point of intersection E.
divides the 180° angle into two equal halves of
Step 4 Set the compass to the length BC.
90° each.
_ at E and draw a new arc. Label the intersection of the new
Step 5 Place the compass
arc F. Draw DF. ∠D is congruent to ∠A.
C F
EXPLORE 2
Justifying the Copy of an Angle
A B
D E Construction
A Sketch and name the two triangles that are created when you construct a copy of an angle.
Students may use geometry software to model the
C F construction of an angle congruent to a given angle.
A B E
D
IN1_MNLESE389762_U8M21L1 1044 19/04/14 12:04 PM
Math Background
Compass and straightedge constructions date to ancient Greece. In fact, one of the
classic problems of ancient Greek mathematics was the trisection of the angle.
That is, using a compass and straightedge, is it possible to construct an angle
whose measure is one-third that of an arbitrary given angle? It was not until 1837
that this construction was proven to be impossible. On the other hand, it is a
straightforward task to bisect any angle, and students prove the validity of this
fundamental construction in this lesson.
Justifying Constructions 1044

 What segments do you know are congruent? Explain how you know.
QUESTIONING STRATEGIES ¯
AB ≅ ¯
DE because the arcs that created these segments have the same radius.
How do you know that the sides of the ¯
BC ≅ ¯
EF because the arcs that created these segments have the same radius.
triangles are congruent? They were ¯
AC ≅ ¯
DF because the arcs that created these segments have the same radius.
constructed using the same compass setting.
 Are the triangles congruent? How do you know?
Yes. They are congruent by the SSS Triangle Congruence Theorem.
EXPLAIN 1 Reflect
_
4. Discussion Suppose you used a larger compass setting to create AB than another
Proving the Angle Bisector and student when copying the same angle. Will your copied angles be congruent?
Yes. Even though our triangles ABC and DEF will not be congruent, our angles A and D will
Perpendicular Bisector Constructions
be congruent because of the transitive property of congruence.
5. Does the justification above for constructing a copy of an angle work for obtuse angles?
AVOID COMMON ERRORS Yes. The construction method is the same, and it will still result in two triangles with three
Some students may use the angles resulting from the pairs of congruent corresponding sides. So the two triangles are congruent, and the copy
bisected angle to prove the triangles are congruent by of the angle will be congruent to the original.
SAS. Remind these students that they are trying to
prove the congruence of those two angles, so they Explain 1 Proving the Angle Bisector and Perpendicular
cannot be used in the justification. Bisector Constructions
You have constructed angle bisectors and perpendicular bisectors. You now have the tools you
need to prove that these compass and straightedge constructions result in the intended figures.
QUESTIONING STRATEGIES Example 1 Prove two bisector constructions.
What role does the angle bisector play in

 You have used the following steps to construct an angle bisector.
proving the two triangles are congruent? The

Step 1 Draw an arc intersecting the sides of the angle.
angle bisector forms a side that is common to both Label the intersections B and C. B
triangles, so it is congruent to itself. Step 2 Draw intersecting arcs from B and C. D
Label the intersection of the arcs as D.
_ A
C
Step 3 Use a straightedge to draw AD.
COMMUNICATE MATH Prove that the construction results in the angle bisector.
Have students work in pairs to write the steps for The construction results in the triangles ABD and ACD. B
constructing an angle bisector. The first student does Because _the same
_ compass
_ setting
_ was used to_ create D
them, AB ≅ AC and BD ≅ CD. The segment AD is congruent
the construction and explains the steps. The second to itself by the Reflexive Property of Congruence. So, by the SSS A
C
student writes down the steps. The students switch Triangle Congruence Theorem, △ABD ≅ △ACD.
roles and repeat the procedure with parallel line Corresponding parts of congruent figures are congruent, so ∠BAD ≅ ∠DAC.
→
construction. ‾ is the angle bisector of ∠A.
By the definition of angle bisector, AD
IN1_MNLESE389762_U8M21L1 1045 19/04/14 12:04 PM
Have students work in pairs and give them the following prompt: “You know how
to draw a perpendicular bisector, copy a segment, and copy an angle. How can you
use a sequence of these constructions to construct a square?” Sample answer:
You can draw a segment and construct its perpendicular bisector to get a right
angle. Copy one of the halves of the original segment on the perpendicular
bisector so that you now have two sides of the square. Then copy the right angle
and a side length two more times until you have four right angles and four
congruent sides.
1045 Lesson 21.1

B You have used the following steps to construct a perpendicular bisector.
C
Step 1 Draw an arc centered at A.
Step 2 Draw an arc with the same diameter A B

centered at B. Label the intersections C and D.
_ D
Step 3 Draw CD.
Prove that the construction results in the perpendicular bisector.

¯
The point C is equidistant from the endpoints of AB , so by the Converse of the Perpendicular
Bisector Theorem, it lies on the perpendicular bisector of AB _
. The point D is also equidistant
¯
AB perpendicular bisector _
from the endpoints of , so it also lies on the of AB. Two points
¯ ¯
determine a line, so CD is the perpendicular bisector of AB .
Reflect
6. In Part B, what _
can you_conclude about the measures of the angles made by the
intersection of AB and CD?
The four angles are congruent 90º angles.
7. Discussion
_ A classmate claims that_in the construction shown in Part B,
AB is the perpendicular bisector of CD. Is this true? Justify your answer.
The claim is true for the same reason that ¯ CD is the perpendicular bisector of ¯
AB .
Your Turn
_
8. The construction in Part B is also used to construct the midpoint R of MN.
How is the proof of this construction different from the proof of the M
perpendicular bisector construction in Part B?
You need to add an extra step to say that because ¯
PQ is the
P R Q
perpedicular bisector of ¯
MN, the point of intersection will be the
midpoint of ¯
MN by the definition of midpoint.
N
9. How could you combine the constructions in Example 1 to construct a 45° angle?
First construct a perpendicular bisector of a segment. This creates 90° angles. Choose one
of the angles to bisect. This will construct two 45° angles.
IN1_MNLESE389762_U8M21L1 1046 19/04/14 12:04 PM
Critical Thinking
Have students use a protractor to draw a 60° angle. Then challenge them to use
compass and straightedge constructions to create angles with the following
measures:
30° 120° 90°
15° 45° 105°
After they complete as many as they can, have them use a protractor to check for
accuracy.

Elaborate
AVOID COMMON ERRORS 10. Describe how you can construct a line that is parallel to a given line using the
construction of a perpendicular to a line.
When proving that a construction resulted in a
Construct a perpendicular to the given line. Then construct a perpendicular to the
perpendicular bisector, some students may use the
perpendicular. This line is parallel to the given line.
Perpendicular Bisector Theorem. Make sure they
11. Use a straightedge and a piece of string to construct an equilateral triangle C
understand why it is the Converse of the that has AB as one of its sides. Then explain how you know your construction
Perpendicular Bisector Theorem that is used. works. (Hint: Consider an arc centered at A with radius AB and an arc centered
at B with
_ radius AB.)
¯AC ≅ AB since ¯ AC and ¯ AB are radii of the same circle.
¯ AB , since ¯
BC ≅ ¯ BC and ¯
AB are radii of the same circle.
ELABORATE So, the three sides of the triangle all have the same length. A B
12. Essential Question Check-In Is a construction something that must be proven? Explain.
CONNECT VOCABULARY Possible answer: Yes. To know that a construction is valid, you must show that the resulting
Point out to students that the word converse comes figure has the properties that are described by the name of the construction. For example,
from the Latin converses, which means to turn for the construction of a congruent angle, you must prove the angles are congruent.
around.
SUMMARIZE THE LESSON Evaluate: Homework and Practice

Why is it important to justify and prove • Online Homework
1. Julia is given a line ℓ and a point P not on line ℓ. She is asked to use a reflective device • Hints and Help
constructions? The construction itself is just to construct a line through P that is perpendicular to line ℓ. She places the device as • Extra Practice
a concrete example. Proving the construction shown in the figure. What should she do next to draw the required line?
ensures that it works for every possible example. She should adjust the angle of the reflective
device until the image of line ℓ coincides
with line ℓ. Then she should draw a line along

the edge of the reflective device. This is the
P ℓ
required line.
2. Describe how to construct a copy of a segment. Explain how you know that the segments are congruent.
Draw a segment longer than the segment to be copied. Set the compass opening to the length
of the given segment. Using that compass setting, draw an arc centered at one endpoint of
the segment you drew. Mark the intersection to label the copied segment. The segments are
congruent because the compass ensures the two segments have the same length.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M21L1 1047 19/04/14 12:04 PM
Connect Vocabulary
Analyze the parts of the word bisect or bisector with students. They previously
identified the prefix bi- as meaning two. The root sect comes from the word secare,
which means to cut. So, to bisect means to cut into two equal parts.
1047 Lesson 21.1

Complete the proof of the construction of a segment bisector.
_
3. Given: the construction of the segment bisector of AB
_
EVALUATE
¯ bisects AB
Prove: CD
C
A B
Statements Reasons ASSIGNMENT GUIDE

1. AC = BC and AD = BD . 1. Same compass setting used
_
2. C is on the perpendicular bisector of AB. 2. Converse of the Perpendicular Explore 1 Exercise 1
Bisector Theorem
Using a Reflective Device to
_
3. D is on the perpendicular bisector of AB. 3. Converse of the Perpendicular Construct a Perpendicular Line
Bisector Theorem
Explore 2 Exercises 2–15
‹ ›
− _ Justifying the Copy of an Angle
4. CD is the perpendicular bisector of AB. 4. Through any two points, there is exactly
one line. Construction
‹ ›
− _
5. CD bisects AB. 5. Definition of perpendicular bisector Example 1 Exercises 16–18
Proving the Angle Bisector and
Perpendicular Bisector
4. Complete the proof of the construction of a congruent angle.
C Constructions
Given: the construction of ∠CAB given ∠HFG
Prove: ∠CAB ≅ ∠HFG
A B n
F G m
Statements Reasons
1. FG = FG = AB = AC 1. same compass setting
2. GH = CB 2. Same compass setting used
3. △FGH ≅ △ABC 3.
SSS Triangle Congruence Theorem
4. ∠CAB ≅ ∠HFG 4. CPCTC
COMMON
Exercise
IN1_MNLESE389762_U8M21L1 1048

19 3 Strategic Thinking MP.1 Problem Solving

To construct a line through the given point P,
INTEGRATE MATHEMATICAL parallel to line ℓ, you use the following steps.
PRACTICES T
_a point Q on line ℓ and
Step 1 Choose
Focus on Communication draw QP.
Step 2 Construct an angle congruent to m

MP.3 Model precise mathematical vocabulary when ∠l at P.
V P S
discussing the constructions in the exercises. Using Step 3 Construct the line through the U
terms such as intersect, arc, and congruent, and given point, parallel to the line shown.
naming figures by their correct geometric names 1
help accustom students to communicate using W Q R ℓ
mathematical language.
Describe the relationship between the given
angles or segments. Justify your answer.
5. ∠TPS and ∠UQR They are congruent; 6. ∠SPU and ∠RQU They are supplementary;
these are the original angle and the same-side interior angles of parallel lines
angle that was copied. are supplementary.
7. ∠VPU and ∠UQR They are congruent; 8. ∠TPS and ∠WQU They are supplementary;
alternate interior angles of parallel ∠WQU and ∠UQR form a linear pair and
lines are congruent. are supplementary, and ∠TPS ≅ ∠UQR, so
∠TPS and ∠WQU are supplementary.
_ _ _ _
9. QU and PS They are congruent; 10. QU and PT They are congruent;
radii of congruent circles are congruent. radii of congruent circles are congruent.
11. To construct a line through the given point P, parallel to line ℓ, you use ℓ n
the
following steps.
Step 1 Draw line m through P and intersecting line ℓ.
Step 2 Construct an angle congruent to ∠l at P. 1 2 m

F P
Step 3 Construct the line through the given point, parallel to
the line shown.
How do you know that lines ℓ and n are parallel? Explain.

Line m is a transversal of lines ℓ and n. Angles 1 and 2 are congruent
corresponding angles, because angle 2 is a constructed copy of angle 1.
By the Converse of the Corresponding Angles Postulate, ℓ || n.
12. Construct an angle whose measure is __14 the measure of ∠Z. Justify the
construction.
Bisect ∠Z and then bisect one of the smaller angles.
1⋅ _
_
2 ( )
1 ⋅ m∠Z = _
2
1 ⋅ m∠Z .
4
Z
IN1_MNLESE389762_U8M21L1 1049 19/04/14 12:04 PM
1049 Lesson 21.1

In Exercises 13 and 14, use the diagram shown. The diagram shows
the result of constructing a copy of an angle adjacent to one of the COGNITIVE STRATEGIES
rays of the original angle. Assume the pattern continues.
Have students think about the steps used with each
13. If it takes 10 more copies of the angle for the last construction. Ask them to reflect on how they
angle to overlap the first ray (the horizontal ray),
what is the measure of each angle? remember how to do each one. In small groups, have
There will be total of 12 copies of the angle. students discuss strategies for remembering the steps.
The sum of the measures will be 360°. Then share each group’s best strategies with the class.
_
360
= 30; The measure of each angle is 30°.
12
14. If it takes 8 more copies of the angle for the last
angle to overlap the first ray (the horizontal ray),
what is the measure of each angle?
There will be total of 10 copies of the angle.

The sum of the measures will be 360°.
_
360
= 30; The measure of each angle is 36°.
10
15. Sonia draws a segment on a piece of paper. She wants to find three points that are
equidistant from the endpoints of the segment. Explain how she can use paper folding
to help her locate the three points.
Fold the paper so that the segment’s endpoints coincide. The fold line is
the segment’s perpendicular bisector, so any three points on the fold line
will be equidistant from the endpoints.
In Exercises 16–18, a polygon is inscribed in a circle if all of the C

polygon’s vertices lie on the circle.
16. Follow the given steps to construct a square inscribed in a circle.

Use your compass to draw a circle. Mark the center. A B
_

Draw a diameter, AB, using a straightedge.
_
Construct the perpendicular bisector of AB. Label the
points where the perpendicular bisector intersects the D
circle as C and D.
_ _ _ _
Use the straightedge to draw AC, CB, BD, and DA.
17. Suppose you are given a piece of tracing paper with a circle on it and you do not have
a compass. How can you use paper folding to inscribe a square in the circle?
Fold the circle so that one half coincides with the other. The crease is a
diameter. Then fold the diameter onto itself to make another crease that is the
perpendicular bisector of the diameter. The two creases determine the four
vertices of the square on the circle.
IN1_MNLESE389762_U8M21L1 1050 19/04/14 12:04 PM

18. Follow the given steps to construct a regular hexagon inscribed in a circle.
AVOID COMMON ERRORS Tie a pencil to one end of the string.
Some students may use a ruler or protractor to make Mark a point O on your paper. Place the string on point O C
D
measurements during their constructions. Reinforce and hold it down with your finger. Pull the string taut and
draw a circle. Mark and label a point A.
that measuring tools should be used only after a
Hold the point on the string that you placed on point O,
construction to verify the results. Measurements and move it to point A. Pull the string taut and draw an arc O B
E
should not be made during a construction. that intersects the circle. Label the point as B.
Hold the point on the string that you placed on point A,

and move it to point B. Draw an arc to locate point C on
the circle. Repeat to locate points D, E, and F. Use your F A
JOURNAL straightedge to draw ABCDEF.
Have students explain the importance of proving

constructions.
19. Your teacher constructed the figure shown. It shows the construction of line PT
through point P and parallel to line AB.
a. Compass settings of length AB and AP were
used in the construction. Complete the statements: A B
With the compass set to length AP, an arc
was drawn with the compass point at point B .
With the compass set to length AB , an arc was drawn with

the compass point at point P . P T
The two arcs intersect at point T .
b. Write two congruence statements involving

segments in the construction. ¯
AP ≅ ¯ BT ; ¯
AB ≅ ¯
PT
c. Write a_proof
_that the construction is true. That is, given the construction,
prove PT ||AB. (Hint: Draw segments to create two congruent triangles.)
Draw ¯ PB . ¯
PB ≅ ¯ PB by the Reflexive Property of Congruence. △PAB ≅
△BTP by SSS, and therefore ∠APB ≅ ∠TBP _ by_CPCTC. So by the Converse
of the Corresponding Angles Postulate, PT ||AB.
_
23. Use the segments shown. Construct and label_ _ XY,
a segment, A B
whose length is the average of the lengths of AB and CD. C D
Justify the method you used.
The length of ¯
XZ is AB + CD. The perpendicular
Y bisector of ¯
XZ passes through its midpoint, Y.
XY is ______
AB + CD
X
Z The length of ¯ 2
, which is the
average of the given lengths.
IN1_MNLESE389762_U8M21L1 1051 19/04/14 12:04 PM
1051 Lesson 21.1

A plastic “mold” for copying a 30° angle is shown here. PRACTICES
Focus on Reasoning
MP.2 An art supply manufacturer produces 30°-
60°-90° plastic triangles like the one in the Lesson
Performance Task. The most popular such triangle
has sides measuring 9.3 cm, 16.1 cm, and 18.6 cm.
with allowable tolerances of ±1%. What is the
difference between the maximum and minimum
a. If you drew a 30°-60°-90° triangle using the mold, how
allowable perimeters of the triangle? maximum
would you know that your triangle and the mold were perimeter: 44.44 cm; minimum perimeter: 43.56 cm;
congruent?
difference: 0.88 cm
b. Explain how you know that any angle you would draw using
the lower left corner of the mold would measure 30°.
c. Explain the meaning of “tolerance” in the context of drawing

an angle using the mold.
a. The SSS Congruence Theorem

b. CPCTC
c. Because your pencil would be “outside” the 30°-60°-90° triangle,
your triangle would be slightly larger than the 30°-60°-90°
triangle. The tolerance would be the difference in the sizes of the two
triangles.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M21L1 1052 19/04/14 12:04 PM
Have students research tolerances typically found in the manufacture of familiar

products such as batteries or eyeglasses. Among topics they may choose to
investigate are effects on the product when tolerances are not met; reasons a
company may choose to employ tolerances that are greater than the most precise;
and changes in tolerances made as a product becomes more and more technically
precise over the years. (An Internet search for “tolerance chart” will get students Scoring Rubric
2 points: The student’s answer is an accurate and complete execution of the task
off to a good start.) or tasks.
1 point: The student’s answer contains attributes of an appropriate response but
is flawed.
0 points: The student’s answer contains no attributes of an appropriate response.

LESSON
AAS Triangle 21.2 AAS Triangle Congruence

Congruence Essential Question: What does the AAS Triangle Congruence Theorem tell you about two
triangles?
Resource
The student is expected to: Explore Exploring Angle-Angle-Side

COMMON Congruence
CORE G-SRT.B.5
If two angles and a non-included side of one triangle are congruent to the corresponding angles
Use congruence ... criteria for triangles to solve problems and to prove and side of another triangle, are the triangles congruent?
relationships in geometric figures. In this activity you’ll be copying a side and two angles from a triangle.
Mathematical Practices _
A Use a compass and straightedge to copy B Copy ∠A using EF as a side of the angle.
COMMON
CORE MP.3 Logic segment AC. Label it as segment EF.
B
B
Language Objective
Explain in your own words the difference between the AAS and ASA
B
congruence theorems.
A C
A C
ENGAGE EA FC
Essential Question: What does the

E F E F
AAS Triangle Congruence Theorem tell
you about two triangles?
C On a separate transparent sheet or a sheet of D Now overlay the ray from ∠E with the ray from
_
If two angles and a non-included side of one tracing paper, copy ∠B. Label its vertex G. ∠G to form a triangle. Make sure that side EF
triangle are congruent to the corresponding angles Make the rays defining ∠G longer than their maintains the length you defined for it.
corresponding sides on △ABC. B B
and side of another triangle, the triangles are B
congruent.
AA CC
PREVIEW: LESSON A C
PERFORMANCE TASK G GG
View the Engage section online. Discuss the figure,

making sure students understand why a triangle with
the given side lengths cannot be drawn. Then E E F F
preview the Lesson Performance Task.

Module 21 ges must
be made throu
EDIT--Chan
Correction
Date
Class
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21.2 AAS
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Quest problems
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COMMON
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Exploring e
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Congruenc le are congru
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IN1_MNLESE389762_U8M21L2.indd 1053 19/04/14 12:54 PM

cluded side congru
and a non-in are the triangles
If two angles le, a triangle.
another triang angles from _ a side of the angle.

and side of side and two as
copying a using EF
y you’ll be Copy ∠A
In this activit  B
tedge to copy
ss and straigh nt EF.
Use a compa it as segme
 segment
AC. Label

B
C
B A

A
FC F
EA E
F from
with the ray _
E from ∠E EF
y the ray that side
Now overla Make sure
sheet of  a triangle. d for it.
sheet or a ∠G to form you define
te transparent the length BB
vertex G. maintains
On a separa Label its
 copy ∠B. than their
y
tracing paper,
g Compan
ng ∠G longer
rays defini
Make the △ABC.
ng sides on
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Publishin
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Harcour t
AA
GG
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A G
F F
E E
Lesson 2
1053
12:53 PM
19/04/14
Module 21
1053
1L2.indd
62_U8M2
ESE3897
IN1_MNL
1053 Lesson 21.2

E How many triangles can you construct? F Copy all of △EFG to the transparency. Then
Only one triangle is possible. overlay it on △ABC. Are the triangles congruent?
How do you know? EXPLORE
Yes; possible answer: All sides are
congruent, so they are congruent by SSS. Exploring Angle-Angle-Side
Reflect
Congruence
1. Suppose you had started this activity by copying segment BC and then angles A
and C. Would your results have been the same? Why or why not?
Yes; no specific side lengths and angle measures were involved.
Students can use geometry software to explore how
2. Compare your results to those of your classmates. Does this procedure work with
any triangle? much they know about a triangle when given two
Yes. All triangles with congruent angles and a congruent non-included side are congruent. angle measures and the length of a nonincluded side.
Explain 1 Justifying Angle-Angle-Side Congruence

The following theorem summarizes the previous activity. QUESTIONING STRATEGIES
Angle-Angle-Side (AAS) Congruence Theorem If you know the measures of two angles in a
If two angles and a non-included side of one triangle are congruent to the corresponding triangle, and the length of a side that is not
angles and non-included side of another triangle, then the triangles are congruent.
included, does this describe a unique triangle? What
C F is the relationship between the information necessary
Prove the AAS Congruence Theorem.
_ _
Given: ∠A ≅ ∠D, ∠C ≅ ∠F, BC ≅ EF to describe a unique triangle and the information
Prove: △ABC ≅ △DEF necessary to prove two triangles congruent? Yes; the
A B D E same sides and angles that must be known to be
Statements Reasons congruent to prove two triangles congruent must
_ _
1. ∠A ≅ ∠D, ∠C ≅ ∠ F , BC ≅ EF 1. Given be given to describe a unique triangle (two angles
and the included side, two sides and the included
2. m∠A + m∠B + m∠C = 180° 2. Triangle Sum Theorem
angle, etc.).
3. m∠B = 180° - m∠A - m∠ C 3. Subtraction Property of Equality
4. m∠ D + m∠E + m∠F = 180° 4. Triangle Sum Theorem
5. m∠E = 180° - m∠D - m∠ F 5. Subtraction Property of Equality EXPLAIN 1

6. m∠A = m∠D, m∠C = m∠F 6. Definition of congruent angles
Justifying Angle-Angle-Side
7. m∠E = 180° - m∠A - m∠C 7. Substitution
Congruence
8. m∠ E ≅ m∠B 8. Transitive Property of Equality
9. ∠B ≅ m∠E 9. Definition of congruent angles

10. △ABC ≅ △DEF 10. ASA Triangle Congruence Theorem
If you know the measures of two angles of a
Module 21 1054 Lesson 2 triangle, what theorem gives you a way to
determine the measure of the third angle? Third
PROFESSIONAL DEVELOPMENT Angles Theorem

This lesson provides an opportunity to address Mathematical Practice MP.3, AVOID COMMON ERRORS
which calls for students to “construct viable arguments and critique the reasoning After finding the measure of the third angle, some
of others.” Students learn to justify the Angle-Angle-Side Congruence Theorem by students may want to say the triangles are congruent
using a paragraph proof. Mathematical proofs must use precise language to ensure by AAA. Remind them that there is no AAA
their validity. As students continue to explore congruent triangles, ask them to congruence theorem because having three pairs of
justify their conclusions and communicate them with the class. Promoting this congruent angles does not ensure two triangles have
type of dialogue in the classroom is an essential aspect of the standard. the same size.
AAS Triangle Congruence 1054

Reflect
EXPLAIN 2 3. Discussion The Third Angles Theorem says “If two angles of one triangle
are congruent to two angles of another triangle, then the third pair of
angles are congruent.” How could using this theorem simplify the proof of the
Using Angle-Angle-Side Congruence AAS Congruence Theorem?
Steps 2–8 could be simplified to one step, ∠B ≅ ∠E, making the whole
proof only three steps.
4. Could the AAS Congruence Theorem be used in the proof? Explain.
How does the AAS Congruence Theorem
No, that is the theorem being proved, so it cannot be used until it has
differ from the ASA Congruence
been proven.
Theorem? While both the ASA and AAS Congruence
Theorems require you to know that two pairs of
Explain 2 Using Angle-Angle-Side Congruence
corresponding angles are congruent between two
triangles, the ASA Congruence Theorem requires Example 2 Use the AAS Theorem to prove the given triangles are congruent.
you to also know that a pair of corresponding _ _ D E

 Given: AC ≅ CE and m‖n m
included sides are congruent. The AAS Congruence
Prove: △ABC ≅ △EDC C
Theorem requires you to know also that a pair of
corresponding non-included sides are congruent. A B n
AC ≅ EC
If AAS is used as the method of proof, can the
Given
triangles also be proved congruent using
ASA? Yes; you can use the Third Angles Theorem to ∠E ≅ ∠A △ABC ≅ △EDC
show the third pair of angles is congruent, and then Alt. Int Thm. AAS Cong. Thm.
mǁn
you can use ASA. Given ∠B ≅ ∠D
Alt. Int Thm.

_ _ _ _ _ _
 Given: CB ‖ ED, AB ‖ CD, and CB is the bisector of AE.
A
Prove: △ABC ≅ △CDE
C B
AC ≅ CE
Given
CB ǁ ED ∠ACB ≅ ∠CED △ABC ≅ △CDE E D

Given Corr. Thm. AAS Cong. Thm.
AB ǁ CD ∠ABC ≅ ∠CDE
Given Corr. Thm.

Students may benefit from exploring conditions that do not guarantee
congruent triangles. Have students work in small groups and use a protractor
to draw triangles with angles that measure 35°, 50°, and 95°. Then then compare
their triangles within each group. Students will see that all the triangles have the
same shape, but not necessarily the same size. Since the triangles are not all
congruent, the activity shows that there is no AAA Congruence Criteria.
1055 Lesson 21.2

Your Turn
5.
_ _ _ _
Given: ∠ABC ≅ ∠DEF, BC ∥ EF, AC ≅ DF. Use the AAS Theorem to prove the EXPLAIN 3
Write a paragraph proof.
Applying Angle-Angle-Side
B E
Congruence
AVOID COMMON ERRORS

A C D F
The real-world situation may distract some students.
¯ is parallel to EF
Because BC ¯, this means that ∠ACB is congruent to ∠DFE,
Make sure they are certain what they are solving for
using the Corresponding Angles Theorem. Since ∠ABC is congruent to
∠DEF and AC¯ is congruent to DF
¯, then two angles and two non-included before they begin.
sides are congruent. This means that △ABC is congruent to △DEF using
the AAS Triangle Congruence Theorem.
Explain 3 Applying Angle-Angle-Side Congruence

Example 3 The triangular regions represent plots of land. Use
the AAS Theorem to explain why the same amount of
fencing will surround either plot.
 Given: ∠A ≅ ∠D y
B C D E
It is given that ∠A ≅ ∠D. Also, ∠B ≅ ∠E 4
because both are right angles. Compare
2
AC and DF using the Distance Formula.
AC =
――――――――
√(x 1 - x 2) 2 + (y 1 - y 2) 2
A F x
――――――――― -4 -2 0 2 4
= √(-1-(-4)) + (4 - 0) -2
2 2
―――
= √3 2 + 4 2 -4
―
= √25
=5
DF =
――――――――
√(x 1 - x 2) 2 + (y 1 - y 2) 2
―――――――
= √(4 - 0) + (1 - 4)
2 2
――――
= 4 + (-3)
2 2
―
= √25
=5
Because two angles and a non-included side are congruent, △ABC ≅ △DEF by
AAS. Therefore the triangles have the same perimeter and the same amount of
fencing is needed.
Auditory Cues
As students work through the lesson, have them identify orally whether the
triangles are congruent by ASA, AAS, SAS, or SSS. Then have them work with a
partner to identify the congruent parts and to determine if the congruent pairs of
angles or sides are corresponding parts.

Given: ∠P ≅ ∠Z, ∠Q ≅ ∠X y
B 4
QUESTIONING STRATEGIES It is given that ∠P ≅ ∠Z and ∠Q ≅ ∠X.
X
2
When is the distance formula useful for Compare YZ and OP using the distance formula. O Q
proving two triangles to be congruent? How ――――――――
YZ = √(x - x ) + (y - y )
1 2
2
1 2
2 -4 0 2 4 x
would you use it? It is useful when the triangles are

――――――――――――
Z
( -5 ) ( )
2 2
on a coordinate grid and their side lengths are not
=
 -(-1) + -4 -(-2) Y
-4
P
given; you would use it to find the lengths of
――――――
corresponding sides and determine whether or not
( ) + ( -2 )
2 2
=  -4
the sides are congruent.
―――――
 16
= + 4
――
= √ 20
OP = ――――――――
√(x 1 - x 2) 2 + (y 1 - y 2) 2
―――――――――
(2 ) ( )
2 2
=
 - 0 + -4 - 0
―――――――
( ) + ( -4 )
2 2
= 2
―――――
 4
= + 16
――
= √ 20
Because two angles and a non-included side are congruent, △XYZ ≅ △ QOP by
AAS. Therefore the triangles have the same perimeter and the same amount of
fencing is needed.
Reflect
6. Explain how you could have avoided using the distance formula in Example 2B.
¯ and QO
I could have used XY ¯ as corresponding sides. By counting
gridlines, it is easy to see that XY = QO = 7. These are also not the

included sides between the angles, so AAS applies.
LANGUAGE SUPPORT
Communicate Math
Divide students into pairs. Give each pair pictures of congruent and
non-congruent triangles, highlighters, protractors, and rulers. Instruct them to
prove which pairs are congruent by angle-angle-side. Have students highlight the
angles and the side they used to show congruence, and write notes explaining why
the triangles are congruent.
1057 Lesson 21.2

Your Turn
Refer to the diagram to answer the questions.

CONNECT VOCABULARY
Given: ∠A ≅ ∠D and ∠B ≅ ∠E y
Students can create a chart, or add to a chart, proving
B
4
triangle congruence, defining angle/angle/side, and
C E showing a picture that demonstrates this condition.
2
A x
-4 -2 0 2 4 F
-2
D
-4
7. Show that the two triangles are congruent using the AAS Theorem. Use the distance
formula to compare BC and EF.
It is given that ∠A ≅ ∠D and ∠B ≅ ∠E.
――― ―――
BC = (-5 -(-1)) + (5 - 2) EF = (1 - 5) + (2 -(-1))
2 2 2 2
―――
= √16 + 9 ―――
= √16 + 9
=5 =5
Sides BC and EF are equal. Therefore, because two angles and a non-included side are
congruent, △ABC ≅ △DEF by the AAS Theorem.
8. Show that the two triangles are congruent using the AAS Theorem. Use the distance
formula to compare AC and DF.
It is given that ∠A ≅ ∠D and ∠B ≅ ∠E.
――― ―――
AC = (-4 -(-1)) + (0 - 2) DF = (2 - 5) + (-3 -(-1))
2 2 2 2
――
= √9 + 4 ――
= √9 + 4
= √13 ― = √13 ―
Sides AC and DF are equal. Therefore, because two angles and a non-included side are

congruent, △ABC ≅ △DEF by the AAS Theorem.

Elaborate
ELABORATE 9. Two isosceles triangles share a side. With which diagram can the AAS Theorem be
used to show the triangles are congruent? Explain.
PRACTICES
Focus on Modeling
MP.4 Students may benefit from seeing the proof
of the AAS Congruence Criterion presented as a
flowchart proof.

The one on the right. The shared side is the non-included side.
When do you use the AAS Triangle
Congruence Theorem? What information do
you need in order to use this theorem? You use the
AAS Triangle Congruence Theorem to prove that 10. What must be true of the right triangles in the roof truss to use the AAS Congruence
two triangles are congruent by using three pairs of Theorem to prove the two triangles are congruent? Explain.
congruent corresponding parts. You need to know B

that two pairs of corresponding angles and one pair
of corresponding non-included sides are congruent
in order to use it.
A C
_
Because ∠BDA and ∠BDC are right angles, ∠BDA ≅ ∠BDC. Since BD is a shared side for
both triangles, it must be the non-included side. So to use the AAS Theorem, ∠BAD must
be congruent to ∠BCD. This gives two angles and a non-included side.
11. Essential Question Check-In You know that a pair of triangles has two pairs of
congruent corresponding angles. What other information do you need to show that
the triangles are congruent?
You need a pair of congruent sides that are either both included or both
not included.
1059 Lesson 21.2

EVALUATE
Decide whether you have enough information to determine that the triangles are • Online Homework
congruent. If they are congruent, explain why. • Hints and Help
• Extra Practice
1. B E 2. B
D F
A D A C
C F
E
Congruent, by AAS Congruence Congruent, by AAS Congruence
3. E 4. D
ASSIGNMENT GUIDE
F A
D Concepts and Skills Practice
A
B Explore Exercises 1–12
C B F E
C Exploring Angle-Angle-Side
Congruent, by ASA Congruence
Congruence
Cannot be determined.
5. A 6. A D Example 1 Exercises 13–14
D E F
Justifying Angle-Angle-Side
Congruence
C B Example 2 Exercises 13–14

F B C
E Using Angle-Angle-Side Congruence
Cannot be determined. Congruent, AAS Congruence
Each diagram shows two triangles with two congruent angles or sides. Identify Applying Angle-Angle-Side
one additional pair of corresponding angles or sides such that, if the pair were
Congruence
congruent, the two triangles could be proved congruent by AAS.
7. E 8. A E
B
D B D
A C
F C F QUESTIONING STRATEGIES
_ _ _ _
AB ≅ DE, or BC ≅ EF ∠A ≅ ∠E
If you know the measures of two angles of a
9. A 10. E triangle, how can you find the measure of the
E F
B third angle? Find the difference between 180° and

A
the sum of the two known angle measures.
C
F
B C
D D
_ _ _ _ _ _ _ _
AB ≅ DE, AB ≅ DF, AC ≅ DE, or AC ≅ DF ∠A ≅ ∠E
11. B D 12. B
A E
C A D
C
_ _ _ _
AB ≅ DE, or BC ≅ DC ∠A ≅ ∠D
COMMON
Exercise
IN1_MNLESE389762_U8M21L2.indd 1060
1–12 1 Recall of information MP.6 Precision


13. Complete the proof. B
VISUAL CUES −‹ ›
Given: ∠B ≅ ∠D, AC bisects ∠BCD.
Have students each make a poster on which they
Prove: △ABC ≅ △ADC A C
describe and illustrate the AAS theorem. The
illustrations should show both an example and a
D
nonexample.
Statements Reasons
_ _
1. AC ≅ AC 1. Reflexive Property of Congruence
‹ ›
−
2. AC bisects ∠BCD. 2. Given
3. ∠ACB ≅ ∠ACD 3. Definition of angle bisector

4. ∠B ≅ ∠D 4. Given
5. △ABC ≅ △ADC 5. AAS Triangle Congruence Theorem
14. Write a two-column proof or a paragraph proof.

_ _ _ _
Given: AB∥DE, CB ≅ CD. A D
Prove: △ABC ≅ △EDC C E

B
Statements Reasons
_ _ _ _
1. AB∥ DE, CB ≅ CD 1. Given
2. ∠A ≅ ∠E, ∠B ≅ ∠D 2. Alternate Interior Angles Theorem
3. △ABC ≅ △EDC 3. AAS Triangle Congruence Theorem
Each diagram shows △ABC and △DEF on the coordinate plane, with ∠A ≅ ∠E,
and ∠C ≅ ∠F. Identify whether the two triangles are congruent. If they are not
congruent, explain how you know. If they are congruent, find the length of each
side of each triangle.

15. A y 16. y C
B C 2 B A
1
D E x E F x
-4 -2 0 2 4 -4 -2 4
F
D
Congruent; AB = DE = 4; BC = DF = 2; Congruent. AB = ED = 3, AC = EF = 4,
AC = EF = 4.47 BC = DF = 5
COMMON
IN1_MNLESE389762_U8M21L2.indd 1061 Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 19/04/14 12:53 PM

1061 Lesson 21.2

17. yA 18. B y
C
4
A 4
AVOID COMMON ERRORS
E x E
0 B 4 8 D Fx Some students may think that two pairs of congruent
-4 D 0 4 8
F
C angles and any pair of non-included sides is enough
Not congruent. Segments AB¯ and DF
¯ are Congruent; AB = DE = 2.8; BC = DF = 8;
to use AAS. They need to be sure the non-included
corresponding, but they have different AC = EF = 6.3 sides are corresponding sides, otherwise they may be
lengths (AB = 4, DF = 5).
looking at triangles that are not congruent.
19. y 20. y A
8 4 E
E F
4 2
A D x x
-12 -8 0 4 8 12 2 4 6 8
C F
B-4 -2
-8 -4
C B D
Not congruent. Segments AC ¯ and EF

¯ are Congruent. AB = DE = 10.29,
corresponding, but they have different AC = EF = 9.9, BC = DF = 2.8
lengths (AC = 9, EF = 10).
21. Which theorem or postulate can be used to prove that the

triangles are congruent? Select all that apply.

A. ASA B. SAS C. SSS D. AAS E. HL
22. Analyze Relationships △XYZ and △KLM have two congruent angles:
∠X ≅ ∠K and ∠Y ≅ ∠L. Can it be concluded that ∠Z ≅ ∠M? Can it be
concluded that the triangles are congruent? Explain.
It can be concluded that ∠Z ≅ ∠M, because the sum of the three angles
of a triangle equals 180°. While the two triangles are similar, it cannot be
concluded that the triangles are congruent without identifying at least
one congruent side.
23. Communicate Mathematical Ideas _ △GHJ and △PQR have two congruent
angles: ∠G ≅ ∠P and ∠H ≅ ∠Q. If HJ is congruent to one of the sides of △PQR, are
the two triangles congruent? Explain. _
They are not necessarily congruent.
_ Only if HJ is congruent to the
corresponding side, which is QR, will the triangles be congruent.

24. Make a Conjecture Combine the theorems of ASA Congruence and
JOURNAL AAS Congruence into a single statement that describes a condition for congruency
between triangles.
Have students write a journal entry in which they If two triangles have two congruent angles and one corresponding
explain and illustrate the AAS Theorem. congruent side, then the two triangles are congruent.
25. Justify Reasoning Triangles ABC and DEF are constructed with the
following angles: m∠A = 35°, m∠B = 45°, m∠D = 65°, m∠E = 45°. Also,
AC = DF = 12 units. Are the two triangles congruent? Explain.
The two triangles cannot be congruent. Because the sum of the three
angles of a triangle equals 180°, it can be calculated that m∠C = 100° and
that m∠F = 70°. The triangles do not have matching angles, so they are
not congruent.
26. Justify Reasoning Triangles ABC and DEF are constructed with the
following angles: m∠A = 65°, m∠B = 60°, m∠D = 65°, m∠F = 55°. Also,
AB = DE = 7 units. Are the two triangles congruent? Explain.
The two triangles are congruent by either AAS or ASA Congruency.
The triangles each have angles of 65°, 60°, and 55°, and each has a side
of length 7 that is opposite the angle of 55°.
27. Algebra A bicycle frame includes △VSU and △VTU, which lie in
intersecting planes. From the given angle measures, can you conclude that
△VSU ≅ △VTU? Explain.
m∠VUS = (7y - 2)° m∠VUT = 5 _

2 (
1x - _1 °
2 )
2 y°
m∠USV = 5 _ m∠UTV = (4x + 8 )°
3
m∠SVU = (3y - 6)° m∠TVU = 2x°
Yes, the sum of the ∠ measures in each triangle must be 180°, which
makes it possible to solve for x and y. The value of x is 15, and_
the value
_ of
y is 12. Each triangle has angles measuring 82°, 68°, and 30°. VU ≅ VU by
the Reflexive Property of Congruence. So △VSU ≅ △VTU by ASA or AAS.
1063 Lesson 21.2

A mapmaker has successfully mapped Carlisle Street and River Avenue, as shown in the PRACTICES
diagram. The last step is to map Beacon Street correctly. To save time, the mapmaker intends to
measure just one more angle or side of the triangle. Focus on Critical Thinking
MP.3 Draw attention to the figure in the Lesson
A Performance Task. State that m∠CAB = 85°. Ask
Ca 0
rli .4
sle m
students to imagine that the 48° angle where Carlisle
St i
Beacon Street
re
et
Street and River Avenue intersect increases in size
C 48°
B until Carlisle Street and Beacon Street no
River Avenue
longer intersect. Ask: “What is the smallest measure
of ∠B for which this would be possible? Explain your
a. Which angle(s) or side(s) could the mapmaker measure to be
sure that only one triangle is possible? For each angle or side reasoning.” 133°; Sample answer: The smallest
that you name, justify your answer.
measure of ∠B for which this would be possible
b. Suppose that instead of measuring the length of Carlisle would be when the streets became parallel.
Street, the mapmaker measured ∠A and ∠C along with ∠B.
Would the measures of the three angles alone assure a unique
∠B and ∠ACB would be supplementary interior
triangle? Explain. angles on the same side of the River Avenue
a. ∠C, by the AAS Triangle_Congruence Theorem; ∠A, by the ASA Triangle transversal: m∠ACB = 180° ̵ (48° + 85°) = 47°.
Congruence Theorem; BC, by the SAS Triangle Congruence Theorem
So, m∠B = 180° ̵ 47° = 133°.
b. No; there is no AAA Triangle Congruence Theorem. There are many
similar triangles with the same angle measures.
PRACTICES
Focus on Modeling
MP.4 Ask students to explain how they could use
equilateral triangles to show that AAA Congruence
does not hold. Sample answer: All equilateral
triangles from small ones on a company’s logo to
large “Yield” traffic signs share three pairs of
congruent (60°) angles. Yet the triangles are clearly
not congruent.
Scoring Rubric
Module 21 1064 Lesson 2 solve or explain his/her reasoning.
EXTENSION ACTIVITY
A surveyor has a contract to lay out the boundaries of a triangular park. Here are
the instructions given to the surveyor. (All of the streets are straight.)
• The vertex of one angle of the park will be the 30° angle where Charles Street
and Barton Street intersect.
• One side of the park will start at the Charles-Barton vertex and extend
60 yd 100 yd
100 yards along Charles Street.
60 yd
• The side of the park opposite the 30° angle will connect Barton Street and 30°
Charles Street and measure 60 yards.
What problem did the surveyor run into? Explain and draw a diagram.
There are two possible triangles that meet the given conditions.
LESSON
HL Triangle Congruence 21.3 HL Triangle Congruence

Essential Question: What does the HL Triangle Congruence Theorem tell you about two
Common Core Math Standards triangles?

COMMON Locker
CORE G-SRT.B.5 Explore Is There a Side-Side-Angle
Use congruence ... criteria for triangles to solve problems and to prove Congruence Theorem?
relationships in geometric figures.
You have already seen several theorems for proving that triangles are congruent. In this
Mathematical Practices Explore, you will investigate whether there is a SSA Triangle Congruence Theorem.
COMMON Follow these steps to draw △ABC such that m∠A = 30°, AB = 6 cm, and BC = 4 cm.
CORE MP.7 Using Structure The goal is to determine whether two side lengths and the measure of a non-included
angle (SSA) determine a unique triangle.
Language Objective
Explain the HL Congruence Theorem in your own words. A Use a protractor to draw a large 30° angle on a separate sheet of paper.
Label it ∠A.
30°
A
Use a ruler to locate point B on one ray of ∠A so that AB = 6 cm.
ENGAGE B
_ B
C Now draw BC so that BC = 4 cm. To do this, open a compass to a
6 cm
Essential Question: What does the HL distance of 4 cm. Place the point of the compass on point B and draw
_
an arc. Plot point C where the arc intersects the side of ∠A. Draw BC 30°
Triangle Congruence Theorem tell you to complete △ABC.
A
about two triangles?

D What do you notice? Is it possible to draw only one △ABC with the B
If a leg and the hypotenuse of one right triangle are given side length? Explain.
→ 6 cm 4 cm
congruent to the corresponding leg and angle If extended, the arc would intersect AC ‾ in two places. So, it is
30°
A
another right triangle, the triangles are congruent. C
possible to draw two different triangles with side length BC.
Reflect
PREVIEW: LESSON 1. Do you think that SSA is sufficient to prove congruence? Why or why not?
PERFORMANCE TASK No. SSA is not sufficient to determine congruence because a given set of values does not
View the Engage section online. Discuss the photo, necessarily describe a unique triangle. It is possible to draw two different triangles that
asking students to describe the shape of the kite in have two congruent sides and a congruent non-included angle.
terms of angles, triangles, and any other geometrical 2. Discussion Your friend said that there is a special case where SSA can be used to prove congruence.
terms that seem relevant. Then preview the Lesson Namely, when the non-included angle was a right angle. Is your friend right? Explain.
Yes; if the congruent non-included angle were a right angle, then SSA would work. Given a right
Performance Task.
angle, one set of congruent sides would be legs and the other set the hypotenuses. Given a leg
and the hypotenuse of a right triangle, the Pythagorean theorem guarantees a unique triangle.
Module 21 ges must

be made throu
EDIT--Chan
Correction
Date
Class
e
Name
angle Congruenc
21.3 HL Tri
about two

em tell you
uence Theor
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HL Triang relationships Resource
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G-SRT.B.5 Use
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COMMON
figures.
a Side-Sid
CORE
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Is There e Theorem
?
Explore
Congruenc g that triang
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Theor
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several theore is a SSA BC = 4 cm.
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steps to draw er two side
Follow these determine wheth
is to triangle.
The goal a unique paper.
determine te sheet of
angle (SSA) on a separa angle
a large 30° 30°
ctor to draw A
Use a protra

 Label it ∠A. AB = 6 cm. B
∠A so that
one ray of
point B on
to locate to a 6 cm
Use a ruler a compass
 do this, open B and draw
_
_ that BC = 4 cm. To ss on point BC A
30°
BC so of the compa side of ∠A. Draw

Now draw the point cts the
 distance of
4 cm. Place the arc interse
point C where B
an arc. Plot
△ABC. with the 4 cm
to complete one △ABC 6 cm
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? Is it possib it is 30° C
What do
you notice → in two places. So, A
 ? Explain. ect ‾
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have two there is a specia Is your woul d work. Given
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friend said angle was a right angle, then Given a leg
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2. Discu when the non-included ed angle the hypo
Namely, non-includ and the
other set e triangle.
congruent d be legs ntees a uniqu
Yes; if the sides woul n theor em guara
ruent gorea
set of cong the Pytha Lesson 3
angle, one triangle,
tenus e of a right
hypo
and the 1065
12:59 PM
19/04/14
Module 21
1065
1L3.indd
62_U8M2
ESE3897
IN1_MNL
1065 Lesson 21.3

Explain 1 Justifying the Hypotenuse-Leg Congruence Theorem
In a right triangle, the side opposite the right angle is the hypotenuse.
The two sides that form the sides of the right angle are the legs.
hypotenuse EXPLORE
You have learned four ways to prove that triangles are congruent. Is there a Side-Side-Angle
legs
Congruence Theorem?
• Angle-Side-Angle (ASA) Congruence Theorem • Side-Angle-Side (SAS) Congruence Theorem
• Side-Side-Side (SSS) Congruence Theorem • Angle-Angle-Side (AAS) Congruence Theorem

The Hypotenuse-Leg (HL) Triangle Congruence Theorem is a special case of AAS that
allows you to show that two right triangles are congruent. Students can use geometry software to explore what
you can do with two sides and a non-included angle.
Hypotenuse-Leg (HL) Triangle Congruence Theorem
If the hypotenuse and a leg of a right triangle are congruent to the hypotenuse and a
leg of another right triangle, then the triangles are congruent.
Example 1 Prove the HL Triangle Congruence Theorem. B E Could you use SAS on the triangles we are
Given: △ABC and △DEF are right triangles; a c d f discussing here? Explain. No; SAS requires
∠C and ∠F are right angles.
_ _ _ _ C A F D the angle to be included between the two pairs of
AB ≅ DE and BC ≅ EF b e
congruent sides.
Prove: △ABC ≅ △DEF
2 2
By the Pythagorean Theorem, a 2 + b 2 = c 2 and d + e = f 2. It is given that

_ _
AB ≅ DE, so AB = DE and c = ƒ. Therefore, c 2 = f 2 and a 2 + b 2 = d
2
+ e
2
. It is given that
EXPLAIN 1
_ _ 2 2
BC ≅ EF, so BC = EF and a = d. Substituting a for d in the above equation, a 2 + b 2 = a + e

2
.
Justifying the Hypotenuse-Leg
Subtracting a from each side shows that b = e , and taking the square root of each side, b = e .
2 2
Congruence Theorem
_ _
This shows that AC ≅ DF .
the SSS Triangle Congruence Theorem
Therefore, △ABC ≅ △DEF by . AVOID COMMON ERRORS
Students may use hypotenuse to describe the longest
Your Turn
side of any triangle. Remind them that the term is
3. Determine whether there is enough information to prove that V Y
triangles △VWX and △YXE are congruent. Explain. Z used only with right triangles.
Yes. △VWX and △YXW are _right
_ triangles
_
that share hypotenuse WX . WX ≅ WX by the W X
Reflexive
_ Property of Congruence. It is given
_
that WV ≅ XY , therefore △VWX ≅ △YXW by
the HL Triangle Congruence Theorem. With what kind of triangles can you use the
Pythagorean Theorem? right triangles only

This lesson provides an opportunity to address Mathematical Practice MP.7,
which calls for students to “look for and make use of structure.” Students look at
pairs of triangles that have two congruent sides and congruent non-included
angles. They analyze these relationships to determine that this information is
sufficient only to prove right triangles congruent.
HL Triangle Congruence 1066

Explain 2 Applying the HL Triangle Congruence Theorem
EXPLAIN 2 Example 2 Use the HL Congruence Theorem to prove that the triangles are
congruent.
Applying the Hypotenuse-Leg _ _

Given: ∠P and ∠R are right angles. PS ≅ RQ P Q

Congruence Theorem Prove: △PQS ≅ △RSQ
S R
Statements Reasons
Are all right angles congruent? Explain. Yes; a 1. ∠P and ∠R are right angles. 1. Given
right angle is an angle that measures 90°, so _ _
2. PS ≅ RQ 2. Given
all right angles have the same measure. This means _ _
3. SQ ≅ SQ 3. Reflexive Property of Congruence
that all right angles are congruent. 4. △PQS ≅ △RSQ 4. HL Triangle Congruence Theorem
 Given: ∠J and ∠L are right angles. K is the midpoint M

_ _
of JL and MN.
AVOID COMMON ERRORS Prove: △JKN ≅ △LKM
J L
Students may assume that the hypotenuses of two K
given right triangles are congruent. Remind them not N

to assume anything is true, and to use only the
Statements Reasons
information that is given.
1. ∠J and ∠L are right angles. 1. Given
_ _
2. K is the midpoint of JL and MN . 2. Given
_ _ _ _
CONNECT VOCABULARY 3. JK ≅ LK and MK ≅ NK 3. Definition of midpoint
4. △JKN ≅ △LKM 4. HL Triangle Congruence Theorem
Have students label the parts of a right triangle,
identifying the hypotenuse, the legs, and the right
Reflect
angle, and then measure and write the measures of 4. Is it possible to write the proof in Part B without using the HL Triangle Congruence Theorem? Explain.
the other two angles. Yes, you can use the SAS Triangle Congruence Theorem (∠J ≅ ∠L, JK ≅ LK, and
vertical angles JKN and LKM are congruent) or the SAS Triangle Congruence
Theorem (JK ≅ LK and MK ≅ NK, and vertical angles JKN and LKM are congruent).
Your Turn
Use the HL Congruence Theorem to prove that the triangles are congruent.
_ _
5. Given: ∠A and ∠B are right angles. AD ≅ BC A B
Prove: △ABC ≅ △BAD _ _
It is given that and ∠A and ∠B are right angles and AD ≅ BC.
_ _
AB ≅ AB by the Reflexive Property of Congruence. Then C D
△ABC ≅ △BAD by the HL Triangle Congruence Property.

Have students work in small groups to illustrate the differences between the HL
and SAS Triangle Congruence Theorems. They may convey the information in
any way, including making a poster, writing an essay, or creating a model. Have
each group present their project to the class.
1067 Lesson 21.3

Elaborate
6. You draw a right triangle with a hypotenuse that is 5 inches long. A friend also draws
a right triangle with a hypotenuse that is 5 inches long. Can you conclude that the
ELABORATE
triangles are congruent using the HL Congruence Theorem? If not, what else would
you need to know in order to conclude that the triangles are congruent? QUESTIONING STRATEGIES
No; you cannot apply the HL Triangle Congruence Theorem if you only know the
Will a right angle ever be the included angle
hypotenuses are congruent. You also need to know that a leg in one triangle is congruent
between the hypotenuse and a leg? No; the
to a leg in the other triangle.
right angle is always opposite the hypotenuse, so it
7. Essential Question Check-In How is the HL Triangle Congruence Theorem similar will always be non-included.
to and different from the ASA, SAS, SSS, and AAS Triangle Congruence Theorems?
Possible answer: The HL Triangle Congruence Theorem is similar to the other theorems
because it provides criteria you can use to prove that two triangles are congruent. It is
different from the other theorems because it only applies to right triangles.
How is the HL Congruence Theorem different
from the other congruence theorems we have
Evaluate: Homework and Practice studied? It can be used only with right triangles; it
uses a non-included angle with two sides.
• Online Homework
• Hints and Help
1. Tyrell used geometry software to construct • Extra Practice
∠ABC so that m∠ABC = 20°. Then he dragged point A
so that AB = 6 cm. He used the software’s compass tool
to construct a circle centered at point A with radius 3 cm.
Based on this construction, is there a unique △ABC with
EVALUATE
m∠ABC = 20°, AB = 6 cm, and AC = 3 cm? Explain.
→
No. The circle intersects BC ‾ at two different
points. Either of those intersection points can be
vertex C of the triangle, so there is a not a unique
triangle with these side and angle measures.

Determine whether enough information is given to prove that the triangles are ASSIGNMENT GUIDE
congruent. Explain your answer.
2. △ABC and △DCB C 3. △PQR and △STU P S
D
Explore Exercise 1
A
B Is there a Side-Side-Angle
R U Congruence Theorem?
Q T
Yes. △ABC and_ △DCB
_ are_right triangles No. The triangles are right triangles
_ _and a Example 1 Exercises 2–5
that share leg BC. BC ≅ BC by the pair of legs are congruent (PQ ≅ ST ), but it
Justifying the Hypotenuse-Leg
Reflexive Property
_ _ of Congruence. It is not known whether the hypotenuses are
Congruence Theorem
is given that AC ≅ BD, therefore congruent.
△ABC ≅ △DCB by the HL Triangle Example 2 Exercises 6–9
Congruence Theorem. Applying the Hypotenuse-Leg
Congruence Theorem
COMMON
Exercise

2–5 1 Recall information MP.2 Reasoning

4. △GKJ and △JHG G H 5. △EFG and △SQR F R S
Yes. You cannot
What type of triangle must be given to use use the HL Triangle K J
E G Q
HL as a method of proof? It must be a right Congruence Yes. You can use
_ the _Pythagorean Theorem
Theorem since it is not known to show that FG ≅ QR and then use the HL
triangle. whether the triangles are right Triangle Congruence Theorem, or you can
triangles, but you can use the SSS use the SAS Triangle Congruence Theorem
Triangle Congruence Theorem. with the given information.
Write a two-column proof, using the HL Congruence Theorem, to prove that the
6.
―
Given: ∠A and ∠B are right angles. AB ≅ DC
―
A D
Prove: △ABC ≅ △DCB
B C
Statements Reasons
1. ∠A and ∠B are right angles. 1. Given
_ _
2. AB ≅ DC 2. Given
_ _
3. BC ≅ BC 3. Reflexive Property of Congruence
4. △ABC ≅ △DCB 4. HL Triangle Congruence Theorem
7. Given: ∠FGH and ∠JHK _ _ are right

_ angles. J
F
H is the midpoint of GK. FH ≅ JK
Prove: △FGH ≅ △JHK
G K
H
Statements Reasons
1. ∠FGH and ∠JHK are right angles. 1. Given
―
2. H is the midpoint of GK. 2. Given

_ _
3. GH ≅ KH 3. Definition of midpoint
_ _
4. FH ≅ JK 4. Given
5. △FGH ≅ △JHK 5. HL Triangle Congruence Theorem
8.
―
Given: MP is perpendicular
―
to QR. Q
―_ ―
N is the midpoint of MP. QP ≅ MR
Prove: △MNR ≅ △PNQ M P
_ _ N
MP ⊥ QR so ∠QNP and ∠MNR are right angles
(definition
_ _of perpendicular). N is the midpoint R
of MP, so MN ≅ ¯ PN (definition
_ of _
midpoint).
Then, since it is given that QP ≅ MR , △MNR ≅ △PNQ
by the HL Triangle Congruence Theorem.
COMMON

1069 Lesson 21.3

9.
―
Given: ∠ADC and ∠BDC are right angles. AC ≅ BC
― D
― ―
Prove: AD ≅ BD
A B
VISUAL CUES
Use colored pencils to trace over congruent legs and
C
hypotenuses in different colors to help students better
Statements Reasons visualize the sides that are congruent.
1. ∠ADC and ∠BDC are right angles. 1. Given
_ _
2. AC ≅ BC 2. Given
_ _
3. DC ≅ BC 3. Reflexive Property of Congruence
4. △ADC ≅ △BDC 4. HL Triangle Congruence Theorem
_ _
5. AD ≅ BD 5. Corresponding parts of congruent triangles
are congruent.
Algebra What value of x will make the given triangles congruent? Explain.
10. △JKL and △JKM L 11. △ABC and △ABD C

2x + 2 x+8
A B
J K
3x - 14
5x - 19 D
M
_ _ _ _
JK ≅ JK by the Reflexive AB ≅ AB by the_Reflexive
_ Property of
_ _ Property of
Congruence. If JL ≅ JM, then △JKL ≅ △JKM Congruence. If BC ≅ BD, then △ABC ≅ △ABD
by the HL Triangle Congruence Theorem. by the HL Triangle Congruence Theorem.
If JL = JM, then 2x + 2 = 5x - 19, If BC = BD, then x + 8 = 3x - 14,
so x = 7. so x = 11.

12. △STV and △UVT 4x + 2 13. △MPQ and △PMN M N
S T
7x - 5
4x + 25
Q P
V U
6x - 7
_ _ _ _
TV ≅ TV by the _
Reflexive MP ≅ MP by the_ Reflexive
_ Property of
_ Property of
Congruence. If ST ≅ UV, then △STV ≅ △UVT Congruence. If MQ ≅ PN, then △MPQ ≅ △PMN
by the HL Triangle Congruence Theorem. by the HL Triangle Congruence Theorem.
If ST = UV, then 4x + 2 = 6x - 7, so x = 4.5. If MQ = PN, then 7x - 5 = 4x + 25, so x = 10.

Algebra Use the HL Triangle Congruence Theorem to show that △ABC ≅ △DEF.
(Hint: Use the Distance Formula to show that appropriate sides are congruent. Use
the slope formula to show that appropriate angles are right angles.)
――――――――
14. y By the Distance Formula,
√(0 - (-2)) + (-2 -2) = √―

4
E AB =
2 2
――――――――
20 ,
C
A
2
( ) 2
( ) √ ―
DE = √ 3 - 1 + (3 - -1 ) = 20 ,
2
x
――――――――
-4 0 BC = √(4 - 0) + (1 - (-2)) = 5,
2
D 2 4 2
-2 B
F and EF = 5 by counting units along the vertical segment.
-4 ― ― ― ―
Therefore, AB ≅ DE and BC ≅ EF. By the Slope Formula,
_ _
-2 - 2 _ 1-2 __
1,
slope of AB = = -2, slope of AC = =_
0 - (-2) -4 - (-2) 2
_ 3 - (- 1 )
_ _ -2 -(- 1) __ _
slope of DE = = 2, and slope of DF = = -1.
3-1 3-1 2
_ _ _ _
Since (slope of AB ) ⋅ (slope of AC ) = -1, AB ⊥ AC and ∠A is a right angle.
_ _ _ _
Since (slope of DE ) ⋅ (slope of DF ) = -1, DE ⊥ DF and ∠D is a right angle.
So, △ABC ≅ △DEF by the HL Triangle Congruence Theorem.
――――――――
15. y By the Distance Formula,
√(0 - (-3)) + (3 - 4) = √―
A
4 2
AB =
2
B 10 ,
2 ――――――― 10 ,
DE = √(1 - 0) + (-3 - 0) = √―
2 2
C E x ――――――― 20 ,
BC = √(-4 - 0) + (1 - 3) = √―
2 2
-4 -2
――――――― 20 .
0
and EF = √(4 - 0) + (-2 - 0) = √―
4
-2 F
2 2
_ _ _ _
-4 D Therefore, AB ≅ DE and BC ≅ EF. By the Slope Formula,
_ 3-4
slope of AB = _ = -_ 1 , slope of _
AC = __1-4 = 3,
0 - (-3) 3 -4 - (-3)
_ 0 - (- 3 ) _ -2 - (- 3) 1.
slope of DE = _ = -3, slope of DF = __ = _
0-1 4-1 3
_ _ _ _
Since (slope of AB ) ⋅ (slope of AC) = -1, AB ⊥ AC and ∠A is a right angle.
_ _ _ _
Since (slope of DE ) ⋅ (slope of DF) = -1, DE ⊥ DF and ∠D is a right angle.
So, △ABC ≅ △DEF by the HL Triangle Congruence Theorem.
16. Communicate Mathematical Ideas A vertical tower is supported A

by two guy wires, as shown. The guy wires are both 58 feet long._
Is it
possible to determine the distance from the bottom of guy wire AB to
the bottom of the tower?
_If so,_ find the_
distance.
_ If not, explain why not.
Yes. It is given that AB ≅ AC, and AD ≅ AD by the Reflexive
Property of Congruence. Since the tower is vertical, ∠ADB
and ∠ADC are right angles, so △ADB ≅ △ADC _ by_ the HL B D 34 ft C
Triangle Congruence Theorem. Therefore, BD ≅ CD since
corresponding parts of congruent triangles are congruent.
This means BD = CD = 34 ft.
1071 Lesson 21.3

17. A carpenter built a truss, as shown, to support the roof of a
doghouse. AVOID COMMON ERRORS
Do not assume an angle is a right angle just because it
J
looks “square.” A right angle should be so marked
with its symbol or mentioned as such in the problem
K M statement’s given information.
L
_ _
a. The carpenter knows that KJ ≅ MJ. Can the carpenter conclude that
△KJL ≅ △MJL? Why or why not?
No; there is not enough information to use any of the triangle congruence theorems.
b. What If? Suppose the carpenter also knows that ∠JLK is a right angle. Can the carpenter now
conclude that △KJL ≅ △MJL? Explain.
_ _ _ _
Yes; △KJL ≅ △MJL by the HL Triangle Congruence Theorem since KJ ≅ MJ and JL ≅ JL.
18. Counterexamples Denise said that if two right triangles share

a common hypotenuse, then the triangles must be congruent.
Sketch a figure that serves as a counterexample to show that
Denise’s statement is not true.
Sample figure:
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Jacek

19. Multi-Step The front of a tent is covered by a
triangular flap of material.
_ The_figure_ represents
_ the
front of the tent, with PS ⟘ QR and PQ ≅ PR. Jonah
needs to determine the perimeter of △PQR so that he
Tarczyski/Panther Media/age fotostock
can replace the zipper on the tent. Find the perimeter.

Explain your steps.
5 ft
4 ft
Q R
S
_ _ _ _
Since PQ ≅_ _PS ≅ PS, △PSQ ≅ △PSR by the HL Triangle Congruence Theorem.
PR and
Therefore, QS ≅ RS since corresponding parts of congruent triangles are congruent.
By the Pythagorean Theorem, QS 2 + 4 2 = 5 2, so QS 2 = 9, and QS = 3 ft.
The perimeter of △PQR is 16 ft.

20. A student is asked to write a two-column proof for the following. B
JOURNAL _ _
Given: ∠ABC and ∠DCB are right angles. AC ≅ BD
A
_ _ D
Have students describe how proving two triangles Prove: AB ≅ DC C
congruent by HL is different from using the SAS Assuming the student writes the proof correctly, which of the following
method. will appear as a statement or reason in the proof? Select all that apply.
A. ASA Triangle Congruence Theorem D. Reflexive Property of Congruence
_ _
B. BC ≅ BC E. CPCTC
C. ∠A ≅ ∠D F. HL Triangle Congruence Theorem
Statements Reasons
1. ∠ABC and ∠DCB are right angles. 1. Given
_ _
2. AC ≅ BD 2. Given
_ _
3. BC ≅ BC 3. Reflexive Property of Congruence
4. △ABC ≅ △ABC 4. HL Triangle Congruence Theorem
_
5. AB ≅ ¯
DC 5. CPCTC
Answer: B, D, e, F
21. Analyze Relationships Is it possible for a right triangle with a leg that is 10 inches long
and a hypotenuse that is 26 inches long to be congruent to a right triangle with a leg
that is 24 inches long and a hypotenuse that is 26 inches long? Explain.
Yes. Let the remaining leg of the first triangle have a length of x inches. Then by
the Pythagorean Theorem, x 2 + 10 2 = 26 2. So, x 2 = 576, and x = 24. Therefore, the
hypotenuse and a leg of the first right triangle are congruent to the hypotenuse and
a leg of the second right triangle, so the triangles are congruent by the HL Triangle
Congruence Theorem.
_ _ _ _
22. Communicate Mathematical Ideas In the figure, JK ≅ LM, JM ≅ LK, J K
and ∠J and ∠L are right angles. Describe how you could use three different
congruence theorems to prove that △JKM ≅ △LMK.
M L
_ _ _
Sample answer: (1) Since ∠J and ∠L are right angles, JM¯≅ LK, and MK ≅ MK,
△JKM ≅ △LMK by the HL Triangle Congruence Theorem.
_ _
(2) Since ∠J and ∠L are right angles, ∠J ≅ ∠L. Also, ¯
JK ≅ LM and JM ≅ ¯
LK,
so △JKM ≅ △LMK by the SAS Triangle Congruence Theorem.
_ _
(3) By the Reflexive Property of Congruence, ¯
MK ≅ ¯
MK. Also, JK ≅ ¯
LM and ¯
JM ≅ LK,
so △JKM ≅ △LMK by the SSS Triangle Congruence Theorem.
1073 Lesson 21.3

23. Justify Reasoning Do you think there is an LL Triangle Congruence Theorem? That is, if the
legs of one right triangle are congruent to the legs of another right triangle, are the triangles INTEGRATE MATHEMATICAL
necessarily congruent? If so, write a proof of the theorem. If not, provide a counterexample. PRACTICES
There is an LL Triangle Congruence Theorem.
Given: △ABC △DEF are right triangles; B E
∠A
_ and_∠D are_right_
angles. MP.3 To prove that two triangles are congruent by
AB ≅ DE and AC ≅ DF A C D F
Prove: △ABC ≅ △DEF
SSS, you must meet three conditions, showing that
the three sides of one triangle are congruent
Statements Reasons respectively to the three sides of the other triangle.
1. ∠A and ∠D are right angles. 1. Given Renaldo said that, in fact, for all five methods of
2. ∠A ≅ ∠D 2. All right angles are congruent. proving triangles congruent, it is necessary to meet
_ _
3. AB ≅ DE 3. Given three conditions. Do you agree or disagree?
_ _
4. AC ≅ DF 4. Given Explain. Agree. Sample answer: For ASA, SAS, SSS,
5. △ABC ≅ △DEF 5. SAS Triangle Congruence Theorem and AAS, the three letters specify that three pairs of
angles, sides, or combinations of the two must be
Lesson Performance Task shown congruent. HL appears at first to require that
only two conditions be met. But in addition to
The figure shows kite ABCD.
showing that the hypotenuses and one pair of legs
a. What would A
_ you _need to know about the relationship
are congruent, the theorem requires that a third
between AC and DB in order to prove that △ADE ≅ △ABE
and △CDE ≅ △CBE by the HL Triangle Congruence Theorem? E condition must be met: You must show that the
D B
b. Can you prove that △ADC and △ABC are congruent triangles are right triangles.
using the HL Triangle Congruence Theorem?
Explain why or why not.
c. How can you prove that the two triangles named in INTEGRATE MATHEMATICAL
Part b are in fact congruent, even without the
PRACTICES
additional piece of information?
_ _
a. AC is the perpendicular bisector of DB
b. You cannot prove that △ADC and △ABC are congruent C MP.3 Explain that figure ABCD in the Lesson
using the HL Triangle Congruence Theorem because Performance Task not only looks like a kite, it’s
you do not know that ∠ADC and ∠ABC are right angles.
_ __ _ _ _ known geometrically as a kite. Ask students to study
c. The SSS Triangle Congruence Theorem (AD ≅ AB, CD ≅ CB, AC ≅ AC)
the kite’s features and then write a concise, precise
definition of a geometrical kite. Students will study
kites in Module 9. Their definitions will vary but
should address the fact that a kite is a quadrilateral
with two pairs of adjacent congruent sides, and that
the pairs have different lengths.
EXTENSION ACTIVITY
Students have studied five congruence theorems: ASA, SAS, SSS, AAS, and HL.
Have students draw five diagrams, each as simple or as complicated as they wish,
with each diagram showing at minimum a pair of triangles, and each illustrating
one of the five congruence theorems. For each diagram, students should write
what is given, what is to be proved, and which congruence theorem is illustrated,
then add a formal or informal proof.
Scoring Rubric

MODULE
Study Guide Review

Applications of Triangle
Congruence
Essential Question: How can you use triangle congruence to
solve real-world problems?
Key Vocabulary
21
hypotenuse (hipotenusa)
legs (catetos)
Construct the bisector of the angle shown.
Place the point of the compass at A and draw an arc intersecting the sides
of the angle. Label its points of intersection as B and C. A
Use the same compass setting to draw intersecting arcs from B and C.
Assign or customize module reviews. Label the intersection of the arcs as point D.
→
Use a straight edge to draw AD‾ .
B D
A C

Construct the line through the given point, parallel to the line shown.
m
A B
→
‾ .
Use a straightedge to draw AC
Copy ∠CAB. Start by constructing a pair of arcs.
Then construct the pair of arc intersections.
Draw line ℓ through C and the arc intersection. This line is parallel to m.
C
ℓ
m
A B
IN1_MNLESE389762_U8M21MC.indd 1075 4/20/14 12:01 AM
1075 Module 21
The triangular regions represent plots of land. Use the AAS Theorem to explain why
the same amount of fencing will surround either plot.
y
E D
4
F Given: ∠B ≅ ∠E
C -4 0 4 8x
-4
B
A
∠A ≅ ∠D Both right angles

AC and DF using the distance formula.
Compare____
____
AC = √ (x 1 - x 2) + (y 1 - y 2) 2 DF = √ (x 1 - x 2) 2 + (y 1 - y 2) 2
2
_____ ___
= √(-8 - (-8)) + (-2 - (-8)) = √ (8 - 8) + (2 - 8)
2 2 2 2
_ _
= √0 + 36 = √ 0 + 36
=6 =6
Because two angles and a nonincluded side are congruent, ∠ABC ≅ ∠DEF by AAS. Therefore the
triangles have the same perimeter by CPCTC and the same amount of fencing is needed.

Write the given proof. Q
_ _ P R
Given: PS ≅ SR
Prove: △PQS ≅ △RSQ S
Statements Reasons © Houghton Mifflin Harcourt Publishing Company
1. ∠PQS and ∠RQS are right angles. 1. Given

_ _
2. PS ≅ SR 2. Given
_ _
3. SQ ≅ SQ 3. Reflexive Property of Congruence
4. △PQS ≅ △RSQ 4. HL Triangle Congruence Theorem

EXERCISES
MODULE Refer to the diagram, which shows isosceles triangle ABC to find the measure of
¯ and CD
the angle. AD ¯ are angle bisectors. (Lesson 21.1)
PERFORMANCE TASK 1. m∠BAC 69° B 2. m∠ADC 111°
42°
COMMON
CORE
D
Mathematical Practices: MP.1, MP.2, MP.4, MP.7, MP.8
G-SRT.B.5, G-MG.A.1 A C
SUPPORTING STUDENT REASONING Identify the sides or angles that need to be congruent in order to make the given
triangles congruent by AAS. (Lesson 21.2)
the triangles that make up the icosahedron. Here are 3.
A
some issues they might bring up. D E
• If all of the triangular faces are congruent: The

best way to find out is to prove that the triangles C B
F
are congruent by the SSS Congruence Criteria.
¯ DE or ¯
AB ≅ ¯ AC ≅ ¯
DF
• If the triangles are equilateral: After
establishing that the triangles are congruent, 4.
B E
students can show that they must be equilateral.
A C D F
• What the area is of each triangle: Use a triangle
∠BAC ≅ ∠EDF
area formula to find the area of each triangle.
• How the surface area is found: Students should
Determine whether the two triangles are congruent or not by the HL Theorem.
understand that the surface area is the sum of the Show all work. (Lesson 21.3)
√――――
areas of all 20 equilateral triangles. The formula 5. AC = AB + CB
2 2
√―――
A y
can be derived by multiplying the area formula of B
= 5 + 22
2
―
one equilateral triangle by 20, 4 C ―
( ) ―
D = √ 29
√3 2
or SA = 20 ____ s = 5 √3 s 2.
x
―――
DF = √DE + EF
2 2
―――
4 -8 -4 0 4 8
-4 = √5 + 2
2 2
-8 = √―
29
E F
― ― ― ―
So, AC ≅ DF . Also CB = EF = 2, so CB ≅ EF .
Therefore △ABC ≅ △DEF by the HL Congruence Theorem.
IN1_MNLESE389762_U8M21MC.indd 1077 SCAFFOLDING SUPPORT 19/04/14 1:54 PM
• Use the figure to help students find the area of each

triangle in the dome. An altitude is drawn from one
vertex. By the Pythagorean Theorem,
8 in.
h
4 +h =8
2 2 2
16 + h 2 = 64
4 in. 4 in.
h 2 = 48
―
h = √48
h = 4 √―
3
1 (8)(4 √3 ) = 16 √3 in 2.
1 bh = __
So, the area of each triangle equals __ ― ―
1077 Module 21 2 2
MODULE
21
Geodesic Dome Design SAMPLE SOLUTION
A geodesic dome is derived from a 20-sided structure called an
The dome has 20 equilateral triangles for faces.
icosahedron. The illustration shows an icosahedron with the length
of one side of a triangle labeled. Since all the angles measure 60° and each triangle
Are all of the triangles that make up the icosahedron congruent? 8 in. shares a side with each adjacent triangle, the
How can you find the total surface area of the icosahedron? triangles are all congruent by the ASA Congruence
Use the space below to complete the task. Be sure to write down Theorem.
all your data and assumptions. Then use graphs, numbers, words, or
―
algebra to explain how you reached your conclusion. The area of each of the 20 congruent triangles that
make up the dome is 16 √3 in 2. [See “Scaffolding
― ―
Support” for the derivation of this area.] So,
the total surface area is 20(16 √3 ) = 320 √3
≈ 320(1.732)
≈ 554.26 in 2.
• Would it be reasonable to assume that knowing the length of one side of a

regular icosahedron is enough to find the surface area?
• Is there a formula for the surface area of a non-regular icosahedron?
Assessment Rubric
solve or explain.

21.1–21.3 Applications of Triangle
ASSESS MASTERY Congruence
• Hints and Help
students have mastered the concepts and standards • Extra Practice
covered in this module. Given the figure below, answer the following.
D
B E
36°
A C F
_
1. Given: ∠A ≅ ∠D, BC bisects ∠ACD. Prove: △ABC ≅ △DBC (Lessons 21.1, 21.3)
1. ¯
BC ≅ ¯
BC Reflective property of congruence
¯
2. BC bisects ∠ACD. Given
3. ∠ACB ≅ ∠BCD Definition of angle bisector
Access Ready to Go On? assessment online, and 4. ∠A ≅ ∠D Given
receive instant scoring, feedback, and customized 5. △ABC ≅ △DBC AAS Congruence Theorem
_ _ _
intervention or enrichment. 2. Given: ∠A and ∠F are right angles, C is the midpoint of AF, BC ≅ EC. Prove: △ABC ≅ △FEC
(Lesson 21.3)
1. ∠A and ∠F are right angles. Given
ADDITIONAL RESOURCES 2. C is the midpoint of ¯
AF. Given
Response to Intervention Resources 3. ¯
AC ≅ ¯
FC Definition of midpoint
4. ¯
BC ≅ ¯
EC Given
• Reteach Worksheets 5. △ABC ≅ △FEC HL Triangle Congruence Theorem
_
Differentiated Instruction Resources 3. Given: BC bisects ∠ACD and m∠ACB is 36°. Find m∠BCD. (Lesson 21.1)
m∠BCD = 36°
• Reading Strategies
• Success for English Learners
ESSENTIAL QUESTION
• Challenge Worksheets
4. When given two sides and an angle of two triangles are equal, when can it be proven and when
Assessment Resources can’t it be proven that the two triangles are congruent?
Answers may vary. Sample: If the two triangles are right triangles, then HL will
• Leveled Module Quizzes prove they are congruent. Also, if the angle is included in the sides, then SAS
will prove the triangles are congruent. But, if the angle is not included in the
sides, then it cannot be proven that the triangles are congruent.
COMMON

20.2 1 G-SRT.B.5 MP.3
20.3 2 G-SRT.B.5 MP.3
20.1 3 G-CO.D.12 MP.2
1079 Module 21
MODULE 21
MIXED REVIEW
MODULE
21
MIXED REVIEW
1. Which of these are theorems that can be used to prove two triangles are
congruent? ASSESSMENT AND INTERVENTION
A. SSA Yes No
B. AAS Yes No
C. SAS Yes No
2. Line D bisects ∠ABC, m∠ABD = 4x, and m∠DBC = x + 36. Choose True or False
for each statement.
A. m∠ABC = 48° True False
B. m∠ABC = 96° True False
C. m∠DBC = 48° True False
prepare students for high-stakes tests.
3. Given ▵GHI and ▵JKL, GI = 5, HI = 4, JK = 4, and JL = 5, what else do you need

to know to prove the two triangles are congruent using HL?
Possible Answer: You need to know that angles H and K are right angles
because HL only works with right triangles.
_ _ _ • Leveled Module Quizzes: Modified, B
4. Given: AB ≅ BC, BD is the perpendicular bisector of ∠ABC C
Prove: ▵ABD ≅ ▵CBD
B D AVOID COMMON ERRORS

Item 2 Some students will have a hard time
visualizing the problem. Encourage students to draw
Answers may vary. Sample: A
¯
¯ ≅ BC
a picture to match the verbal description. It will help
AB Given
them see the relationships between the angles.
¯ is the
BD
perpendicular Given
bisector of ∠ABC.
¯ ≅ BD¯ Reflective property of
BD
congruence
∠BDA and ∠BDC Properties of
are right angles. perpendicular bisectors
HL triangle congruence
△ABD ≅ △CBD
theorem
COMMON

20.2, 19.3 1* G-SRT.B.5 MP.6
15.2 2* G-CO.D.12 MP.2
20.3 3 G-SRT.B.5 MP.6
20.3 4 G-SRT.B.5 MP.3

MODULE
22
22
MODULE
Properties of Triangles Properties of
Triangles
ESSENTIAL QUESTION: Essential Question: How can you use properties LESSON 22.1
Interior and Exterior
of triangles to solve real-world problems? Angles
Answer: The properties of triangles can be used to
solve problems wherever triangles appear in the LESSON 22.2
Isosceles and
real world, such as in the shape of a building or Equilateral Triangles
a park.
LESSON 22.3
Triangle Inequalities
This version is for
PROFESSIONAL
Algebra 1 and
Geometry only
DEVELOPMENT
VIDEO
Professional Development Video

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Gary
Professional
Development
my.hrw.com
REAL WORLD VIDEO
Check out some of the famous
buildings and landmarks in
the Federal Triangle area of
Washington, DC.
Cameron/Reuters/Corbis
The Federal Triangle

Is the Federal Triangle really a triangle? In this module, you will use a
map of the Federal Triangle to explore the geometric properties of the
entire area. Time to “capitalize” on your geometry knowledge!
Module 22 1081

IN1_MNLESE389762_U8M22MO 1081 PERSONAL MATH TRAINER 4/19/14 12:43 PM
practice tests.
1081 Module 22
for this chapter.
Solving Systems of Linear Inequalities ASSESS READINESS

Example 1 Solve the given system of linear inequalities. • Online Homework
• Hints and Help
x+7 >2 3+x< 9 Separate inequalities • Extra Practice students need strategic or intensive intervention for
x>2 –7 x<9–3 Solve for x. the module’s prerequisite skills.
x > –5 x<6 Simplify.
–5 < x < 6 Combine solved inequalities.
The solutions to the system are all values greater than –5 and less than 6. ASSESSMENT AND INTERVENTION
Solve each system of linear inequalities.
AB + 176
1. _ < 116 2. n + 14 > 16
3
248 + AB > 368 2(n + 68) < 148
120 < AB < 172 2<n<6
Angle Relationships 143°

Example 2 Find the measure of ∠x. z
3
m∠x + 72° = 180°

2
Definition of 1
supplementary angles
Personal Math Trainer will automatically create a
m∠x = 180° – 72° Solve for m∠x.
m∠x = 108° Simplify.
72° assignment for your students, targeting each student’s
x y
Find the measure of each angle in the image from the example. 109° individual needs!
71° 37°
3. m∠y = 4. m∠z =
Angle Theorems for Triangles © Houghton Mifflin Harcourt Publishing Company

x
Example 3 Find the missing angle.
See the table below for a full list of intervention
62° + 62° + m∠x = 180° Triangle Sum Theorem
m∠x = 180° - 62°- 62° Solve for m∠x.
62° 62°
m∠x = 56° Simplify. Response to Intervention Resources also includes:
Find the missing angles in the given triangles. • Tier 2 Skill Pre-Tests for each Module
5. 63° y 6.
60° • Tier 2 Skill Post-Tests for each skill
72°
z 60°
45°
y=
z = 60°
Module 22 1082
IN1_MNLESE389762_U8M22MO 1082 4/19/14 12:43 PM

Instruction
Worksheets online
Reteach 22.1 34 Angle Relationships Building Block Skills Challenge

Reteach 22.2 35 Angle Theorems for 7, 8, 10, 11, 15, 16, 27, worksheets
Reteach 22.3 Triangles 38, 45, 48, 53, 56, 66, Extend the
38 Distance and 69, 70, 74, 95, 98, 100, Math Lesson
Midpoint Formula 102, 104 Activities in TE
Module 22 1082
LESSON
Interior and Exterior 22.1 Interior and Exterior Angles

Angles Essential Question: What can you say about the interior and exterior angles of a triangle
and other polygons?
Resource
The student is expected to: Explore 1 Exploring Interior Angles in Triangles

COMMON
CORE G-CO.C.10 You can find a relationship between the measures of the three angles of a triangle.
An interior angle is an angle formed by two sides of a polygon with a common vertex.
Prove theorems about triangles. So, a triangle has three interior angles.
interior angles
COMMON
 Use a straightedge to draw a large triangle on a sheet
of paper and cut it out. Tear off the three corners and
CORE MP.8 Patterns
rearrange the angles so their sides are adjacent and
their vertices meet at a point.
Language Objective
Work in small groups to play angle jeopardy.  What seems to be true about placing the three
interior angles of a triangle together?
They form a straight angle.
ENGAGE  Make a conjecture about the sum of the measures

of the interior angles of a triangle.
Essential Question: What can you say The sum of the measures of the interior
about the interior and exterior angles of angles of a triangle is 180°.
a triangle and other polygons? The conjecture about the sum of the interior angles of a triangle can be proven so it can be stated
as a theorem. In the proof, you will add an auxiliary line to the triangle figure. An auxiliary line
The sum of the interior angle measures of a triangle is a line that is added to a figure to aid in a proof.
is 180°. You can find the sum of the interior angle

The Triangle Sum Theorem

measures of any n-gon, where n represents the The sum of the angle measures of a triangle is 180°.
number of sides of the polygon, by multiplying
B
(n - 2)180°. In a polygon, an exterior angle forms a  Fill in the blanks to complete the proof of the Triangle Sum Theorem. 4 2 5
ℓ
Given: △ABC
linear pair with its adjacent interior angle, so the 1 3
Prove: m∠1 + m∠2 + m∠3 = 180° A C
sum of their measures is 180°. In a triangle, the
measure of an exterior angle is equal to the sum of Statements Reasons
_
the measures of its two remote interior angles. 1. Draw line ℓ through point B parallel to AC. 1. Parallel Postulate
2. m∠1 = m∠ 4 and m∠3 = m∠ 5 2. Alternate Interior Angles Theorem
3. Angle Addition Postulate and definition of

PREVIEW: LESSON 3. m∠4 + m∠2 + m∠5 = 180° straight angle
PERFORMANCE TASK 4. m∠ 1 + m∠2 + m∠ 3 = 180° 4. Substitution Property of Equality
View the Engage section online. Discuss the photo, Module 22 be made throu
ges must
EDIT--Chan
asking students to recall and describe the designs of

Correction
Date
Class
gles
Name
or and Exterior An
22.1 Interi
a triangle
game boards of their favorite games. Then preview HARDCOVER PAGES 10831096
angles of
exterior
the interior and
say about Resource
can you
Quest ion: What polygons?
Locker
Essential and other
triangles.
ngles
about
theorems
COMMON G-CO.C.10 Prove les in Tria
rior Ang
CORE

1 Exp loring Inteangles of
a triangle. .
Explore measures
of the three with a common vertex interior angles
between the polygon
sides of a
IN1_MNLESE389762_U8M22L1 1083 You can find
a relationship formed by two
r angle is
an angle
An interio has three interior
angles. 4/19/14 11:56 AM
le a sheet
So, a triang triangle on a large s and
tedge to draw off the three corner
Use a straigh Tear nt and
 cut it out. are adjace
of paper and so their sides
the angles
rearrange a point.
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their vertice

g the three
about placin
to be true er?
What seems of a triangle togeth
 interior angles angle.
a straight
They form res
the measu
the sum of

ture about
Make a conjec a triangle.
 r angles of interior
of the interio ures of the
of the meas be stated
The sum so it can
is 180°. can be proven An auxiliary line
a triangle a triangle
angles of r angles of le figure.
the interio to the triang
the sum of add an auxiliary line
ture about will
The conjec In the proof, you
m. aid in a proof.
as a theore a figure to
is added to
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Theorem B ℓ
gle Sum le is 180°.
The Trian
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5
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4 2
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The sum
of the Triang 3
the proof C
Publishin
complete 1
blanks to A
Fill in the

Given: △ABC
Harcour t
Reasons
m∠3 = 180°
+ m∠2 +
Prove: m∠1
n Mifflin
s l Postulate
Statement _ 1. Paralle
l to AC. s Theorem
Interior Angle
© Houghto
point B paralle
ℓ through 5 2. Alternate ion of
1. Draw line ate and definit
4 and m∠3 = m∠ 3. Angle
Addition
Postul
2. m∠1 =
m∠
straight angle lity
rty of Equa
= 180° itution Prope Lesson 1
m∠2 + m∠5 4. Subst
3. m∠4 + 3 = 180°
1 + m∠2 + m∠
4. m∠ 1083
11:50 AM
4/19/14
Module 22
2L1 1083
62_U8M2
ESE3897
IN1_MNL
1083 Lesson 22.1

Reflect
1. Explain how the Parallel Postulate allows you to add the auxiliary line into the triangle figure. EXPLORE 1
Since there is only one line parallel to a given line that passes through a given point, I can
draw that line into the triangle and know it is the only one possible. Exploring Interior Angles in Triangles
2. What does the Triangle Sum Theorem indicate about the angles of a triangle that has
three angles of equal measure? How do you know?
_
180
= 60, so each angle of the triangle must have a measure of 60°. INTEGRATE TECHNOLOGY
3
Students have the option of completing the interior
Explore 2 Exploring Interior Angles in Polygons angles in triangles activity either in the book or
quadrilateral
To determine the sum of the interior angles for any polygon, you can use what you know online.
about the Triangle Sum Theorem by considering how many triangles there are in other
polygons. For example, by drawing the diagonal from a vertex of a quadrilateral, you can
form two triangles. Since each triangle has an angle sum of 180°, the quadrilateral must
have an angle sum of 180° + 180° = 360°.
2 triangles QUESTIONING STRATEGIES
A Draw the diagonals from any one vertex for each
triangle
polygon. Then state the
quadrilateral What can you say about angles that come
number of triangles that are formed. The first two have already been completed.
together to form a straight line? Why? The
triangle quadrilateral
sum of the angle measures must be 180° by the
definition of a straight angle and the Angle Addition
1 triangle 2 triangles
3 triangles
Postulate.
1 triangle 2 triangles
3 triangles
Is it possible for a triangle to have two obtuse
angles? Why or why not? No; the sum of
these angles would be greater than 180°.
© Houghton Mifflin Harcourt Publishing Company EXPLORE 2

5 triangles 6 triangles
4 triangles
B For each4 triangles

polygon, identify the number of sides5and triangles, and determine the angle6 sums.
triangles triangles
Then complete the chart. The first two have already been done for you.
Exploring Interior Angles in Polygons
Number of Number of Sum of Interior Angle
Polygon Sides Triangles Measures
Triangle 3 1 (1)180° = 180° AVOID COMMON ERRORS
Quadrilateral 4 2 (2)180° = 360° When attempting to determine the sum of the
interior angles of a polygon, some students may
Pentagon 5 3 ( 3 ) 180° = 540°
divide the figure into too many triangles. For
Hexagon 6 4 ( 4 ) 180° = 720° example, a student may draw both diagonals of a
Decagon 10 8 ( 8 ) 180° = 1440° quadrilateral and conclude that the sum of the
interior angles of a polygon is 720°. Point out that
four of the angles of the triangles are not part of an
interior angle of the quadrilateral, and demonstrate
the correct division.
IN1_MNLESE389762_U8M22L1 1084 4/19/14 11:56 AM

which calls for students to “look for and identify patterns.” Throughout the lesson,
students use hands-on investigations or geometry to predict patterns and
relationships for the interior and exterior angles of a triangle or polygon. They
prove the Triangle Sum Theorem, the Polygon Angle Sum Theorem, and the
Exterior Angle Theorem. The hands-on investigations give students a chance to
use inductive reasoning to make a conjecture. This is followed by a proof in which
students use deductive reasoning to justify their conjectures.
Interior and Exterior Angles 1084

 Do you notice a pattern between the number of sides and the number of triangles? If n represents
QUESTIONING STRATEGIES the number of sides for any polygon, how can you represent the number of triangles? n - 2
How do you use the sum of the angles of a

triangle to find the sum of the interior angle
 Make a conjecture for a rule that would give the sum of the interior angles for any n-gon.
( )
Sum of interior angle measures = n - 2 180°
measures of a convex polygon? If a convex polygon
is broken up into triangles, then the sum of the Reflect
interior angles is the number of triangles times 180°.
3. In a regular hexagon, how could you use the sum of the interior angles to determine the
measure of each interior angle?
Since the polygon is regular, you can divide the sum by 6 to determine each interior angle
EXPLAIN 1 4.
measure.
How might you determine the number of sides for a polygon whose interior angle sum is 3240°?
Write and solve an equation for n, where (n - 2)180° = 3240°.
Using Interior Angles
[# Explain 1 Using Interior Angles
INTEGRATE MATHEMATICAL You can use the angle sum to determine the unknown measure of an angle of a polygon when you
know the measures of the other angles.
PRACTICES
Focus on Math Connections Polygon Angle Sum Theorem
The sum of the measures of the interior angles of a convex polygon with n sides is (n – 2)180°.
MP.1 You may want to review with students how to
evaluate algebraic expressions and how to use inverse Example 1 Determine the unknown angle measures.
operations to solve equations.
 For the nonagon shown, find the unknown angle measure x°.
First, use the Polygon Angle Sum Theorem to find the sum of the interior angles:
n=9
(n - 2)180° = (9 - 2)180° = (7)180° = 1260° x°

135°
125°
Then solve for the unknown angle measure, x°:
98°
125 + 130 + 172 + 98 + 200 + 102 + 140 + 135 + x = 1260 130°
102°
x = 158
172°
140° 200°
The unknown angle measure is 158°.
IN1_MNLESE389762_U8M22L1 1085 4/19/14 11:56 AM

Geometry software allows students to explore the theorems in this lesson.
For the Triangle Sum Theorem and the Exterior Angle Theorem, students
should construct a triangle, measure the three angles, and use the Calculate tool
(in the Measure menu) to find the sum of the interior angle measures and also to
find the sum of the exterior angles. As students drag the vertices of the triangle to
change its shape, the individual angle measures will change, but the sum of the
measures will remain 180° for the interior angles and 360° for the exterior angles.
1085 Lesson 22.1

B Determine the unknown interior angle measure of a convex octagon in which the measures
of the seven other angles have a sum of 940°. QUESTIONING STRATEGIES
n= 8 How do you use the sum of the interior angle
Sum = ( )
8 - 2 180° = ( 6 ) 180° = 1080°
measures of a polygon to find the measure of
an unknown interior angle? Use the Polygon Sum
940 + x = 1080 Theorem to find the total measure of the interior
x = 140 angles, then solve an algebraic equation to find the
The unknown angle measure is 140° .
unknown angle.
Reflect
5. How might you use the Polygon Angle Sum Theorem to write a rule for determining the
measure of each interior angle of any regular convex polygon with n sides?
(n - 2)180°
You can divide the angle sum by n. __ n gives the measure of an interior angle for
any regular polygon.
Your Turn
6. Determine the unknown angle measures in this pentagon.

n=5
Sum = (5 - 2)180° = (3)180° = 540°
270 + 2x = 540
x° x°
2x = 270
x = 135
Each unknown angle measure is 135°.

7. Determine the measure of the fourth interior 8. Determine the unknown angle measures in a
angle of a quadrilateral if you know the other hexagon whose six angles measure 69°, 108°,
three measures are 89°, 80°, and 104°. 135°, 204°, b°, and 2b°.
n=6
n=4
Sum = (6 - 2)180° = (4)180° = 720°
Sum = (4 - 2)180° = 2(180°) = 360°
b + 2b + 69 + 108 + 135 + 204 = 720
89 + 80 + 104 + x = 360 3b + 516 = 720
x = 87 3b = 204
b = 68
The unknown angle measure is 87°.
2b = 136
The two unknown angle measures are 68°
and 136°.
IN1_MNLESE389762_U8M22L1 1086 4/19/14 11:56 AM
Manipulatives
Have students fold and crease the four corners of a sheet of paper. Next, ask them
to open the folds to reveal a creased polygon shape. Have students classify the
polygon (octagon). Ask them to find the sum of the interior and exterior angle
measures (1080°; 360°). Then have students measure the interior and exterior
angles to verify their sums.

Explain 2 Proving the Exterior Angle Theorem
EXPLAIN 2 An exterior angle is an angle formed by one side of a polygon and the extension
of an adjacent side. Exterior angles form linear pairs with the interior angles. Remote
interior
angles Exterior angle
Proving the Exterior Angle Theorem A remote interior angle is an interior angle that is not adjacent to the exterior angle.
Example 2 Follow the steps to investigate the relationship between each exterior angle
of a triangle and its remote interior angles.
QUESTIONING STRATEGIES Step 1 Use a straightedge to draw a triangle with angles 1, 2, and 3.
2
Line up your straightedge along the side opposite angle 2.
How does finding the measure of an exterior Extend the side from the vertex at angle 3. You have just
angle differ from finding the measure of an constructed an exterior angle. The exterior angle is drawn
supplementary to its adjacent interior angle.
interior angle? The measure of an exterior angle is 1 3 4
the supplement of its adjacent interior angle Step 2 You know the sum of the measures of the interior angles of a triangle.
because the angles form linear pairs with the m∠1 + m∠2 + m∠3 = 180 °
interior angles. The measure of an interior angle is Since an exterior angle is supplementary to its adjacent interior angle, you also know:
not found by using linear pairs.
m∠3 + m∠4 = 180 °
Why is the Exterior Angle Theorem Make a conjecture: What can you say about the measure of the exterior angle and the
measures of its remote interior angles?
sometimes called a corollary of the Triangle
Conjecture: The measure of the exterior angle is the same as the sum of the measures of
Sum Theorem? because the Exterior Angle
its two remote interior angles.
Theorem follows from the Triangle Sum Theorem
The conjecture you made in Step 2 can be formally stated as a theorem.
Exterior Angle Theorem

The measure of an exterior angle of a triangle is equal to the sum of the measures of its
remote interior angles.
Step 3 Complete the proof of the Exterior Angle Theorem.

∠4 is an exterior angle. It forms a linear pair with interior angle ∠3.

Its remote interior angles are ∠1 and ∠2.
1 3 4
By the Triangle Sum Theorem , m∠1 + m∠2 + m∠3 = 180°.
Also, m∠3 + m∠4 = 180° because they are supplementary and make a straight angle.
By the Substitution Property of Equality, then, m∠1 + m∠2 + m∠3 = m∠ 3 + m∠ 4 .
Subtracting m∠3 from each side of this equation leaves m∠1 + m∠2 = m∠4 .
This means that the measure of an exterior angle of a triangle is equal to the sum of the
measures of the remote interior angles.
LANAGUAGE SUPPORT
IN1_MNLESE389762_U8M22L1 1087 4/19/14 11:56 AM
Communicate Math
Have students write clues about interior and exterior angles in polygons,
for example: “The sum of the interior angles of this three-sided polygon is
180 degrees” or “The sum of the exterior angles of this three-sided polygon is
360 degrees.” Have each student write two clue cards about different polygons.
They then read their clues to the rest of the group, and the group must decide
which polygon fits the clue.
1087 Lesson 22.1

Reflect
AVOID COMMON ERRORS
9. Discussion Determine the measure of each exterior angle. Add them
together. What can you say about their sum? Explain. Some students may confuse the theorems in this
The exterior angles will measure 140°, 120°, and 100°.
lesson and incorrectly assume that the sum of the
Their sum is 360°. Each exterior angle is equal to the sum interior angles of a polygon is 360°. Remind students
of the measures of the two remote interior angles, and 60° 40°
of the Triangle Sum Theorem. Have them draw an
the sum of all 3 exterior angles includes each interior equilateral triangle and show that its interior angle
angle twice. measures add to 180° and its exterior angle measures
10. According to the definition of an exterior angle, one of the sides of the triangle must be add to 360°.
extended in order to see it. How many ways can this be done for any vertex? How many
exterior angles is it possible to draw for a triangle? for a hexagon?
Two exterior angles can be drawn from any vertex by extending either side, so a triangle
can have 6 exterior angles. You could draw 12 different exterior angles for a hexagon. EXPLAIN 3
Explain 3 Using Exterior Angles Using Exterior Angles
You can apply the Exterior Angle Theorem to solve problems with unknown angle measures
by writing and solving equations.
Example 3 Determine the measure of the specified angle.

PRACTICES
 Find m∠B.  Find m∠PRS.
Focus on Patterns
A Q
MP.8 Encourage students to make a table listing the
2z°
sums of the exterior angles of regular triangles,
(x + 2)°
quadrilaterals, pentagons, and hexagons. Ask them
R P
(3x - 8)° what they notice about the sum of the exterior angles.
145° (5z - 2)°

(The sum is always 360°.) Ask them to find the
S
D C B
pattern in the measure of each individual exterior

Write and solve an equation relating the Write an equation relating the exterior
exterior and remote interior angles. and remote interior angles. angle for these regular polygons. (They each have the
3x - 8 = (x + 2) + 90 same measure.)
145 = 2z + 5z - 2
3x - 8 = x + 92
145 = 7z - 2 Solve for the unknown.
2x = 100
z = 21 CONNECT VOCABULARY
x = 50
Now use this value for the unknown to
evaluate the expression for the required angle.
Help students understand the meanings of interior,
Use the value for the unknown to
evaluate the expression for the
exterior, and remote by writing the definitions on note
m∠B = (5z - 2)° = (5(21) - 2)°
required angle. cards. An interior angle is inside the figure, an exterior
= (105 - 2)° m∠PRS = (3x - 8)° = (3(50) - 8)° = 142° angle is outside the figure, and a remote interior angle
= 103°
is interior and away from the exterior angle. Relate
Module 22 1088 Lesson 1 the idea of a remote interior angle to a television
remote control that sends a signal across the room
and away from you.
IN1_MNLESE389762_U8M22L1 1088 4/19/14 11:55 AM

Your Turn
QUESTIONING STRATEGIES Determine the measure of the specified angle.
What kind of angle is formed by extending
11. Determine m∠N in △MNP. 12. If the exterior angle drawn measures 150°, and
one of the sides of a triangle? What is its the measure of ∠D is twice that of ∠E, find the
N measure of the two remote interior angles.
relationship to the adjacent interior angle? an
(3x + 7)°
exterior angle; the angles are supplementary. D
150°
E F G
ELABORATE 63° (5x + 50)°

x + 2x = 150
M P Q
3x = 150
QUESTIONING STRATEGIES 5x + 50 = (3x + 7) + 63
x = 50
How do you use the sum of the interior angle 5x + 50 = 3x + 70
m∠E = x° = 50°
measures of a regular polygon to find the 2x = 20
m∠D = 2x° = 100°
measure of each interior angle? Divide the sum of x = 10
the interior angles by the number of sides. m∠N = (3x + 7)° = (3(10) + 7)° = 37°
What happens to the measure of each exterior

Elaborate
angle as the number of sides of a regular
13. In your own words, state the Polygon Angle Sum Theorem. How does it help you find
polygon increases? Why? The measures get smaller unknown angle measures in polygons?
and smaller because the sum must remain 360°. Possible answer: The sum of the measures of the interior angles of a convex polygon
equals 180(n - 2)°. You can use it to find an unknown measure of an interior angle of a
polygon when you know the measures of the other angles.
Have students fill out a chart to summarize the
14. When will an exterior angle be acute? Can a triangle have more than one acute exterior angle?
theorems in this lesson. Sample: Describe the triangle that tests this.
An exterior angle will be acute when paired with an obtuse adjacent interior angle;
Triangle Sum Theorem
therefore, the triangle must be obtuse. Since a triangle must have two or three acute
m∠1 + m∠2 + m∠3 = 180°
interior angles, at least two exterior angles must be obtuse.
2 15. Essential Question Check-In Summarize the rules you have discovered about the interior
and exterior angles of triangles and polygons.
The sum of the measures of the interior angles of a triangle is 180°. The sum of the
1 3 measures of the interior angles for any polygon can be found by the rule (n - 2)180°,
Polygon Sum Theorem where n represents the number of sides of the polygon. The measure of an exterior angle
(n - 2) 180° = (6 - 2) 180° = 720° of a triangle is equal to the sum of the measures of the two remote interior angles.
IN1_MNLESE389762_U8M22L1 1089 4/19/14 11:55 AM
Exterior Angle Theorem

m∠4 = m∠1 + m∠2
1 3 4
1089 Lesson 22.1

• Online Homework
1. Consider the Triangle Sum Theorem in relation to a right triangle. What • Hints and Help
conjecture can you make about the two acute angles of a right triangle? • Extra Practice
Explain your reasoning.
They must be complementary. One angle of the right
triangle measures 90°. So the sum of the remaining two
angles is 180° - 90° = 90°.
2. Complete a flow proof for the Triangle Sum Theorem. B
Given △ABC
4 2 5
ℓ ASSIGNMENT GUIDE
Prove m∠1 + m∠2 + m∠3 = 180°
1 3 Concepts and Skills Practice
A C
Draw ℓ parallel to AC through B. Explore 1 Exercises 1–2
Parallel Postulate
Exploring Interior Angles in
Triangles
m∠1 = m∠4 m∠3 = m∠5 m∠4 + m∠2 + m∠5 = 180° Explore 2 Exercises 3–5
Alternate Interior Alt Int Angles Theorem Definition of straight angle Exploring Interior Angles in
Angles Theorem
Polygons
m∠1 + m∠2 + m∠3 =180° Example 1 Exercises 6–9
Substitution Property of Equality Using Interior Angles
3. Given a polygon with 13 sides, find the sum of the measures of its interior angles. Example 2 Exercises 10
(n - 2)180° = (13 - 2)180° = (11)180° = 1980° Proving the Exterior Angle Theorem
A polygon with 13 sides has an interior angle measure sum of 1980°. Example 3 Exercises 11–14
Using Exterior Angles
4. A polygon has an interior angle sum of 3060°. 5. Two of the angles in a triangle measure 50° and
How many sides must the polygon have? 27°. Find the measure of the third angle.
3060 = (n - 2)180 50 + 27 + x = 180
19 = n x = 103 PRACTICES
The polygon must have 19 sides. The measure of the third angle is 103°.
Focus on Technology
MP.5 Students can use a spreadsheet as a reference
Solve for the unknown angle measures of the polygon.
to find the sum of the interior angles of a convex
6. A pentagon has angle measures of 100°, 105°, 7. The measures of 13 angles of a 14-gon add up polygon with n sides for n = 3 to 30 (or higher).
110° and 115°. Find the fifth angle measure. to 2014°. Find the fourteenth angle measure?
(5 - 2)180° = (3)180° = 540° (14 - 2)180° = (12)180° = 2160°
They could also use the spreadsheet to give the
measure of each interior and exterior angle of a
540 = 100 + 105 + 110 + 115 + x 2014 + x = 2160
regular polygon with n sides.
110 = x x = 146
The measure of the fifth angle is 110°. The measure of the 14th angle is 146°.
COMMON
Exercise
IN1_MNLESE389762_U8M22L1 1090


8. Determine the unknown angle measures for the quadrilateral in the diagram.
(4 - 2)180° = (2)180° = 360° 2x = 72 4x° 3 x°
x + 2x + 3x + 4x = 360 3x = 108
x° 2x°
x = 36 4x = 144
The measures of the interior angles of the
quadrilateral are 36°, 72°, 108°, and 144°.
9. The cross-section of a beehive reveals it is made of

regular hexagons. What is the measure of each angle
in the regular hexagon?
(n - 2)180° = (6 - 2)180° = (4)180° = 720°

6x = 720
x = 120
Each angle of a regular hexagon measures 120°.
10. Create a flow proof for the Exterior Angle Theorem.
2 m∠1 + m∠2 + m∠3 = 180° m∠3 + m∠4 = 180°

Triangle Sum Theorem Definition of supplementary
m∠1 + m∠2 + m∠3 = m∠3 + m∠4

1 3 4
Substitution Property of Equality
m∠1 + m∠2 = m∠4

© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits:
Substraction Property of Equality
Find the value of the variable to find the unknown angle measure(s).
11. Find w to find the measure of the exterior angle. 12. Find x to find the measure of the remote
interior angle.
w = 68 + 68 x°
x + 46 = 134
w = 136 w° x = 88
©StudioSmart/Shutterstock
46° 134°
68°
IN1_MNLESE389762_U8M22L1 1091 4/19/14 11:53 AM
1091 Lesson 22.1

13. Find m∠H. 14. Determine the measure of the indicated
exterior angle in the diagram. INTEGRATE MATHEMATICAL
(6x + 1)°
H PRACTICES
3x°
MP.3 Discuss each of the following questions about
126°
F G
J 2x° (3x + 4)° ? triangles as a class. Have students explain how the
(5x + 17)°
Triangle Sum Theorem justifies their responses.
(6x - 1) + (5x + 17) = 126 180 - (3x + 4) = 2x + 3x
1. A triangle can have only one obtuse angle or only
x = 10 22 = x
one right angle.
m∠H = (6x - 1)° = (6(10) - 1)° = 59° 180 - (3(22) + 4) = 180 - (66 + 4) = 180 - 70 = 110
The measure of the indicated exterior angle is 110°. 2. The acute angles of a right triangle are
complementary.
15. Match each angle with its corresponding measure, given m∠1 = 130° and m∠7 = 70°. Indicate a match by
writing the letter for the angle on the line in front of the corresponding angle measure.
A. m∠2 A 50°
7
6
B. m∠3 B 60° 5
C. m∠4 D 70°
3 2 1
D. m∠5 E 110° 4
E. m∠6 C 120°
16. The map of France commonly used in the 1600s was significantly
revised as a result of a triangulation survey. The diagram shows
part of the survey map. Use the diagram to find the measure of
∠KMJ . 70°
m∠KMN + m∠MNK + m∠NKM = 180°

104°
88° + 48° + m∠NKM = 180°
136° + m∠NKM = 180°
88° 48°
m∠NKM = 44°
∠KMJ ≅ ∠NKM, so m∠KMJ = m∠NKM = 44°.
17. An artistic quilt is being designed using computer software. The designer wants to
use regular octagons in her design. What interior angle measures should she set in the
computer software to create a regular octagon?
(n - 2)180° = (8 - 2)180° = (6)180° = 1080°
_
1080°
= 135°
8
The designer should set the interior angles of the regular octagon at 135°.
IN1_MNLESE389762_U8M22L1 1092 4/19/14 11:53 AM

18. A ladder propped up against a house makes a 20° angle with the
wall. What would be the ladder's angle measure with the ground
facing away from the house?
20°
The house is perpendicular to the ground,
house
er
so the other remote interior angle is 90°.
ladd
20 + 90 = 110, so the measure of the
indicated exterior angle is 110°. ?
ground
19. Photography The aperture of a camera is made by overlapping blades that form a regular decagon.
a. What is the sum of the measures of the interior angles of
the decagon?
(10 - 2)180° = (8)180° = 1440°
b. What would be the measure of each interior angle? each
exterior angle?
1440° ÷ 10 = 144°; 180° - 144° = 36°
c. Find the sum of all ten exterior angles.

36°(10) = 360°
20. Determine the measure of ∠UXW in the diagram.

Y m∠WUX = 90°
V
180° = 54° + 90° + m∠UXW
78°
U m∠UXW = 36°
54° W
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits:
X Z
21. Determine the measures of angles x, y, and z.
80°
x = 180 - (100 + 60) = 20°
100°
y = 180 - (80 + 55) = 45°
z°
55° x° y° 60° z = 180 - (20 + 45) = 115°
©neyro2008/iStockPhoto.com
IN1_MNLESE389762_U8M22L1 1093 4/19/14 11:53 AM
1093 Lesson 22.1

→ →
‾ bisects
‾ bisects ∠ABC and CD
22. Given the diagram in which BD
∠ACB, what is m∠BDC?
B
AVOID COMMON ERRORS
15°
Some students may multiply the number of sides of a
m∠ABC = 2(m∠DBC) = 2(15°) = 30°
polygon by 180 to find the sum of the interior angles
30° + m∠ACB + 90° = 180°, so m∠ACB = 60°.
1 _ 1 _ of the polygon. Remind them that the sum is based
Then, m∠DCB = (m∠ACB) = (60°) = 30°.
2 2 on the number of triangles. Since the sum of the
D angles of a triangle (3 sides) is 180°, to find the sum
15° + m∠BDC + 30° = 180°, so m∠BDC = 135°. A C
of the interior angles, they must subtract 2 from the
23. What If? Suppose you continue the congruent 24. Algebra Draw a triangle ABC and label the number of sides before multiplying by 180.
angle construction shown here. What polygon will measures of its angles a°, b°, and c°. Draw ray BD
you construct? Explain. that bisects the exterior angle at vertex B. Write an
expression for the measure of angle CBD.
Possible answer:
C
c°
D
a° b°
120° A B
A regular hexagon; if the

construction continues and the
m∠CBD = ____
a+c
2
°( )
sides are kept congruent, the
polygon will include six 120°
angles and six congruent sides, so
it is a regular hexagon.
25. Look for a Pattern Find patterns within this table of data and extend the patterns
to complete the remainder of the table. What conjecture can you make about polygon
exterior angles from Column 5?
Column 2 Column 3 Column 4 Column 5 Sum © Houghton Mifflin Harcourt Publishing Company
Column 1 Sum of the Average Average of the Measures
Number of Measures of the Measure of an Measure of an of the Exterior
Sides Interior Angles Interior Angle Exterior Angle Angles
3 180° 60° 120° 120°(3) = 360°
4 360° 90° 90° 90°(4) = 360°
5 540° 108° 72° 72°(5) = 360°
6 720° 120° 60° 60°(6) = 360°
Conjecture: It appears from the table that the sum of the measures of the
exterior angles of any polygon is always 360°.
IN1_MNLESE389762_U8M22L1 1094 4/19/14 11:53 AM

26. Explain the Error Find and explain what this student did incorrectly when solving
JOURNAL the following problem.
Have students review the Polygon Angle Sum What type of polygon would have an interior angle sum of 1260°?
Theorem and the Polygon Exterior Angle Theorem, 1260 = (n - 2)180

and then draw a pentagon and show how to find its 7=n-2
5=n
interior angle sum measures and its exterior angle
The polygon is a pentagon.
sum measures. 540°, 360°
The error is that the student subtracted 2 from both sides instead of
adding 2. The value of n should be 9, and the polygon is a nonagon.
27. Communicate Mathematical Ideas Explain why if two angles of R

one triangle are congruent to two angles of another triangle, then the L
third pair of angles are also congruent. T
Given: ∠L ≅ ∠R, ∠M ≅ ∠S N S
M
Prove: ∠N ≅ ∠T
By the Triangle Sum Theorem, m∠L + m∠M + m∠N = 180° and m∠R + m∠S + m∠T = 180°.
Since each set of angle measures total 180°, they are equal using the substitution property
of equality. So, m∠L + m∠M + m∠N = m∠R + m∠S + m∠T. Since ∠L ≅ ∠R and ∠M ≅ ∠S,
then m∠L = m∠R and m∠M = m∠S by the definition of congruence. Subtracting equals from
both sides gives m∠N = m∠T. Then ∠N ≅ ∠T by the definition of congruence.
28. Analyze Relationships Consider a right triangle. How would you describe the
measures of its exterior angles? Explain.
An exterior angle will be right when paired with a right adjacent interior angle.
There can be only one right angle in a triangle. Since a triangle must have two or
three acute interior angles, the other two exterior angles must be obtuse.
29. Look for a Pattern In investigating different polygons, diagonals were drawn
from a vertex to break the polygon into triangles. Recall that the number of triangles
is always two less than the number of sides. But diagonals can be drawn from all
vertices. Make a table where you compare the number of sides of a polygon with
how many diagonals can be drawn (from all the vertices). Can you find a pattern in
this table?
Number of 3 4 5 6 7 8
Sides, n
Number of 0 2 5 9 14
Diagonals, d 20
The number of diagonals increases by 2, then 3, 4, 5, etc. A formula

n (n - 3 )
_
relating n and d is d = .
2
IN1_MNLESE389762_U8M22L1 1095 4/19/14 11:53 AM
1095 Lesson 22.1

You’ve been asked to design the board for a new game called Pentagons. The board consists PRACTICES
of a repeating pattern of regular pentagons, a portion of which is shown in the illustration.
When you write the specifications for the company that will make the board, you include the Focus on Communication
measurements of ∠BAD, ∠ABC, ∠BCD and ∠ADC. Find the measures of those angles and
explain how you found them. MP.3 Direct students’ attention to quadrilateral
ABCD. Ask:
• Without knowing anything about the angles of
A
ABCD, how could you identify the type of
quadrilateral that it is? What type is it?
108° D
B
The sides of ABCD are sides of congruent
regular pentagons, so they are congruent.
A quadrilateral with four congruent sides is
C
a rhombus.
• What does the type of quadrilateral that ABCD
m∠BAD = m∠BCD = 36°
is tell you about the angles of the figure? The
m∠ABC = m∠ADC = 144°
opposite angles are congruent. The adjacent
To find the measure of each interior angle of one of the pentagons, divide it
angles are supplementary.
into three triangles. This gives the sum of the measures of the five angles of
the pentagon, 3 × 180° = 540°. Each angle measures 540° ÷ 5 = 108°.
Draw ¯
BD. PRACTICES
m∠ABD = 180° - 108° = 72°. Focus on Critical Thinking
m∠ABC = m∠ADC = 2 × 72° = 144° MP.3 The perimeter of each pentagon in the
m∠BAD = m∠BCD = 180° - (72° + 72°) = 180° - 144° = 36° © Houghton Mifflin Harcourt Publishing Company diagram is 16 cm. What is the perimeter of
quadrilateral ABCD? Explain. 12.8 cm; length of
each side of each pentagon = 16 cm ÷ 5 = 3.2 cm;
perimeter of ABCD = 4 x 3.2 = 12.8 cm
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M22L1 1096 4/19/14 11:53 AM
Have students design and draw game boards consisting of congruent

quadrilaterals, congruent pentagons, and/or congruent hexagons. Each design
should show at least two different classes of polygons (for example, quadrilaterals
and hexagons) and a total of at least six polygons. Students should write the
measure of each angle directly on the figures, and write elsewhere an explanation
of how, without protractors, they found each measure. Scoring Rubric
or tasks.
is flawed.

LESSON
Isosceles and 22.2 Isosceles and Equilateral

Equilateral Triangles Triangles
Essential Question: What are the special relationships among angles and sides in isosceles
and equilateral triangles? Resource

COMMON
CORE G-CO.C.10
Explore Investigating Isosceles Triangles
Prove theorems about triangles.
An isosceles triangle is a triangle with at least two congruent sides. Legs
Vertex angle
Mathematical Practices The congruent sides are called the legs of the triangle.
COMMON
CORE MP.3 Logic The angle formed by the legs is the vertex angle.
The side opposite the vertex angle is the base. Base

Language Objective Base angles
The angles that have the base as a side are the base angles.
Explain to a partner what you can deduce about a triangle if it has two
sides with the same length. In this activity, you will construct isosceles triangles and investigate other potential
characteristics/properties of these special triangles.
ENGAGE A Do your work in the space provided. Use a straightedge to draw an angle.
Label your angle ∠A, as shown in the figure.
A
Essential Question: What are the
special relationships among angles and Check students’ construtions.
sides in isosceles and equilateral
triangles?
In an isosceles triangle, the angles opposite the

congruent sides are congruent. In an equilateral
B Using a compass, place the point on the vertex and draw an arc that intersects the
triangle, all the sides and angles are congruent, and sides of the angle. Label the points B and C.
the measure of each angle is 60°. A
B C
PREVIEW: LESSON
PERFORMANCE TASK
explaining that the instrument is a sextant and that
long ago it was used to measure the elevation of the
sun and stars, allowing one’s position on Earth’s
Module 22 gh "File info" 1097 Lesson 2
surface to be calculated. Then preview the Lesson
be made throu
ges must
EDIT--Chan
Correction
Date
Class
uil ateral
les and Eq
Performance Task.
Name
22.2 Isoscegles
Trian
Essential
Quest ion: What
and equila
l relationship
are the specia les?
teral triang
s among
angles and
sides in isosce
les Resource
Locker
about triangles.
theorems
Prove s
COMMON
CORE
G-CO.C.10
Isoscele s Triangle Legs
Inve stigating Vertex angle
IN1_MNLESE389762_U8M22L2 1097 Explore
le with at
least two
congruent
sides.
4/19/14 12:10 PM
le is a triang le.
les triang the triang
An isosce the legs of
are called Base
ent sides s
The congru the vertex
angle. Base angle
the legs is
formed by
The angle base.
angle is the
the vertex angles.
opposite

side the base
The a side are potential
the base as and investi
gate other
that have triangles
The angles isosceles
construct les.
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In this activit s/properties of these to draw an
angle.
characteristic a straightedge
ed. Use
space provid

.
work in the in the figure
Do your as shown
 angle ∠A,
Label your A
rutions.
nts’ const
Check stude
cts the
that interse
draw an arc
y
g Compan
and
the vertex
point on
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Using a compa the points
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 angle. Label
sides of the A
Harcour t
C
n Mifflin
B
© Houghto
Lesson 2
1097
12:04 PM
4/19/14
Module 22
2L2 1097
62_U8M2
ESE3897
IN1_MNL
1097 Lesson 22.2

_
C Use the straightedge to draw line segment BC.
A EXPLORE
Investigating Isosceles Triangles
B C
Students have the option of completing the isosceles
D Use a protractor to measure each angle. Record the measures in the table under the column triangle activity either in the book or online.
for Triangle 1.
Triangle 1 Triangle 2 Triangle 3 Triangle 4

m∠A
What must be true about the triangles you
m∠B
construct in order for them to be isosceles
m∠C
triangles? They must have two congruent sides.
Possible answer for Triangle 1: m∠A = 70°; m∠B = ∠55°; m∠C = 55°. How could you draw isosceles triangles
without using a compass? Possible answer:
E Repeat steps A–D at least two more times and record the results in the table. Make sure ∠A
Draw ∠A and plot point B on one side of ∠A. Then
is a different size each time.
_
use a ruler to measure AB and plot point C on the
Reflect other side of ∠A so that AC = AB.
1. How do you know the triangles you constructed are isosceles triangles?
― ―
The compass marks equal lengths on both sides of ∠A; therefore, AB ≅ AC.
2. Make a Conjecture Looking at your results, what conjecture can be made about the base angles,
∠B and ∠C? EXPLAIN 1
The base angles are congruent. © Houghton Mifflin Harcourt Publishing Company

Explain 1 Proving the Isosceles Triangle Theorem Theorem and Its Converse
and Its Converse
In the Explore, you made a conjecture that the base angles of an isosceles triangle are congruent.
This conjecture can be proven so it can be stated as a theorem. CONNECT VOCABULARY
Isosceles Triangle Theorem Ask a volunteer to define isosceles triangle and have
If two sides of a triangle are congruent, then the two angles opposite the sides are
students give real-world examples of them. If
congruent. possible, show the class a baseball pennant or other
This theorem is sometimes called the Base Angles Theorem and can also be stated as “Base angles
flag in the shape of an isosceles triangle. Tell students
of an isosceles triangle are congruent.” they will be proving theorems about isosceles
triangles and investigating their properties in this
lesson.
IN1_MNLESE389762_U8M22L2 1098 4/19/14 12:10 PM
In this lesson, students add to their prior knowledge of isosceles and equilateral
triangles by investigating the Isosceles Triangle Theorem from both an inductive
and deductive perspective. The opening activity leads students to make a
conjecture about the measures of the base angles of an isosceles triangle. Students
prove their conjecture and its converse later in the lesson. They also prove the
Equilateral Triangle Theorem and its converse, and use the properties of both
types of triangles to find the unknown measure of angles and sides in a triangle.
All students should develop fluency with various types of triangles as they
continue their study of geometry.
Isosceles and Equilateral Triangles 1098

Example 1 Prove the Isosceles Triangle Theorem and its converse.
QUESTIONING STRATEGIES Step 1 Complete the proof of the Isosceles Triangle Theorem.
What can you say about an isosceles triangle, _ _
Given: AB ≅ AC
▵ABC, with base angles ∠B and ∠C, if you Prove: ∠B ≅ ∠C A
know that m∠A = 100°? Explain. By the Isosceles
Triangle Theorem, ∠B ≅ ∠C, and m∠B + m∠C = 80°
by the Triangle Sum Theorem, so m∠B = m∠C = 40°.
B C
What can you say about the angles of an
Statements Reasons
isosceles right triangle? The angles of the _ _
1. BA ≅ CA 1. Given
triangle measure 90°, 45°, and 45°. 2. ∠A ≅ ∠A 2. Reflexive Property of Congruence
_ _
3. CA ≅ BA 3. Symmetric Property of Equality
4. △BAC ≅ △CAB 4. SAS Triangle Congruence Theorem
5. ∠B ≅ ∠C 5. CPCTC
Step 2 Complete the statement of the Converse of the Isosceles Triangle Theorem.
If two angles of a triangle are congruent, then the two sides opposite
those angles are congruent .
Step 3 Complete the proof of the Converse of the Isosceles Triangle Theorem.
Given: ∠B ≅ ∠C
_ _
Prove: AB ≅ AC
A
B C
Statements Reasons
1. ∠ABC ≅ ∠ACB 1. Given
― ―
2. BC ≅ CB 2. Reflexive Property of Congruence
3. ∠ACB ≅ ∠ABC 3. Symmetric Property of Equality
4. △ABC ≅ △ACB 4. ASA Triangle Congruence Theorem
_ _
5. AB ≅ AC 5. CPCTC
Reflect
3. Discussion In the proofs of the Isosceles Triangle Theorem and its converse, how
might it help to sketch a reflection of the given triangle next to the original triangle,
so that vertex B is on the right?
Possible answer: Sketching a copy of the triangle makes it easier to see the two pairs of
congruent corresponding sides and the two pairs of congruent corresponding angles.
IN1_MNLESE389762_U8M22L2 1099 4/19/14 12:10 PM

Geometry software allows students to explore the theorems in this lesson. For the
Isosceles Triangle Theorem (or the Equilateral Triangle Theorem), students
should construct an isosceles (or equilateral) triangle and measure the angles. As
students drag the vertices of the triangle to change its size or shape, the individual
base angle measures will change (for isosceles only), but the relationship between
the lengths of the sides and the measures of the angles will remain the same.
1099 Lesson 22.2

Explain 2 Proving the Equilateral Triangle Theorem
and Its Converse EXPLAIN 2
An equilateral triangle is a triangle with three congruent sides.
An equiangular triangle is a triangle with three congruent angles. Proving the Equilateral Triangle
Equilateral Triangle Theorem
If a triangle is equilateral, then it is equiangular.
Example 2 Prove the Equilateral Triangle Theorem and its converse.
The converse of this theorem is proved interactively
Step 1 Complete the proof of the Equilateral Triangle Theorem.
_ _ _ A
using a paragraph proof. Have small groups of
Given: AB ≅ AC ≅ BC
Prove: ∠A ≅ ∠B ≅ ∠C students discuss the proof and highlight the
_ _
Given that AB ≅ AC we know that ∠B ≅ ∠ C by the important statements (steps) and reasons for the
Isosceles Triangle Theorem . B C statements. Ask them how they would present the
_ _
It is also known that ∠A ≅ ∠B by the Isosceles Triangle Theorem, since AC ≅ BC .
same proof using the two-column method.
Therefore, ∠A ≅ ∠C by substitution .
Finally, ∠A ≅ ∠B ≅ ∠C by the Transitive Property of Congruence.

The converse of the Equilateral Triangle Theorem is also true.
What is the connection between equilateral
Converse of the Equilateral Triangle Theorem triangles and equiangular triangles? If a
If a triangle is equiangular, then it is equilateral.
triangle is equilateral, then it is also equiangular. If a
triangle is equiangular, then it is also equilateral.
Step 2 Complete the proof of the Converse of the Equilateral Triangle Theorem.
A
Given: ∠A ≅ ∠B ≅ ∠C
_ _ _
Prove: AB ≅ AC ≅ BC AVOID COMMON ERRORS
_ _ © Houghton Mifflin Harcourt Publishing Company
Because ∠B ≅ ∠C, AB ≅ BC by the B C Some students may confuse the theorems in this
Converse of the Isosceles Triangle Theorem . lesson because they are so similar. Have students
_ _
AC ≅ BC by the Converse of the Isosceles Triangle Theorem because draw and label diagrams to illustrate the theorems
∠A ≅ ∠B. and then add visual cues, if needed, to help them
_ _ _ _ _
Thus, by the Transitive Property of Congruence, AB ≅ AC , and therefore, AB ≅ AC ≅ BC.
remember how the theorems are applied.
Reflect
4. To prove the Equilateral Triangle Theorem, you applied the theorems of isosceles
triangles. What can be concluded about the relationship between equilateral triangles
and isosceles triangles?
Possible answer: Equilateral/equiangular triangles are a special type of isosceles triangles.
IN1_MNLESE389762_U8M22L2 1100 4/19/14 12:10 PM
Visual Cues
Visually represent the Equilateral Triangle Theorem and its converse:
Equilateral Triangle Theorem Converse
If then If then

Explain 3 Using Properties of Isosceles and Equilateral
EXPLAIN 3 Triangles
You can use the properties of isosceles and equilateral triangles to solve problems involving these theorems.
Using Properties of Isosceles and Example 3 Find the indicated measure.

Equilateral Triangles
 Katie is stitching the center inlay onto a banner that
she created to represent her new tutorial service. It is
an equilateral triangle with the following dimensions in
INTEGRATE MATHEMATICAL centimeters. What is the length of each side of the triangle?
PRACTICES A

6x - 5
MP.1 Encourage students to discuss how the
Triangle Sum Theorem and the theorems in this B
4x + 7
C
lesson help them solve for the unknown angles and To find the length of each side of the triangle, first find the value of x.
sides of an isosceles or equilateral triangle. Have them _ _
AC ≅ BC Converse of the Equilateral Triangle Theorem
share their ideas about the best method to use to AC = BC Definition of congruence
solve for the unknown quantities in each problem.
6x − 5 = 4x + 7 Substitution Property of Equality
x=6 Solve for x.
QUESTIONING STRATEGIES Substitute 6 for x into either 6x − 5 or 4x + 7.
6(6) − 5 = 36 − 5 = 31 or 4(6) + 7 = 24 + 7 = 31
If the triangle is equiangular, how do you find
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits: ©Nelvin C.
the measure of one of its angles? Divide the So, the length of each side of the triangle is 31 cm.
sum of the interior angles by the number of interior

 m∠T
angles: 180° ÷ 3 = 60°. T
3x°
x°
R S
To find the measure of the vertex angle of the triangle, first find the value of x .
Cepeda/ZUMA Press/Corbis
m∠R = m∠S = x° Isosceles Triangle Theorem
m∠R + m∠S + m∠T = 180° Triangle Sum Theorem
x + x + 3x = 180 Substitution Property of Equality
5x = 180 Addition Property of Equality
x = 36 Division Property of Equality
So, m∠T = 3x° = 3 36 ( )= °

108 .
°
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M22L2 1101 4/19/14 12:10 PM
Connect Vocabulary
Help students understand the meanings of isosceles, equilateral, and equiangular
by having them make a poster showing each type of triangle along with its
definition. An isosceles triangle has two congruent sides, an equilateral triangle
has three congruent sides, and an equiangular triangle has three congruent
angles. Relate the prefix equi- to equal to help students make connections
between the terms.
1101 Lesson 22.2

Your Turn
5. Find m∠P. ELABORATE

(3x + 3)° m∠P = m∠Q = (3x + 3)°
Q QUESTIONING STRATEGIES
2(3x + 3) + (5x - 2) = 180
x = 16 How do you use the Isosceles Triangle
P
m∠P = (3x + 3)° = (3(16) + 3)° = 51° Theorem to find the measures of the base
(5x - 2)° angles of an isosceles triangle, given a known value
R
for the measure of the vertex angle? Subtract the
6. Katie’s tutorial service is going so well that she is having shirts made A measure of the vertex angle from 180°, and then
with the equilateral triangle emblem. She has given the t-shirt company divide the answer by 2 to find the measure of each
these dimensions. What is the length of each side of the triangle in 3 y+9 4 y-1
centimeters? 10 5 base angle.
― ―
AB ≅ AC ⇒ AB = AC B C How do you use the Equilateral Triangle
_3 4y - 1
y+9=_ ⇒ 20 = y Theorem to find the measures of the angles of
10 5
3 3
Therefore, _y + 9 = _(20) + 9 = 6 + 9 = 15 an equilateral triangle? The theorem says that the
10 10
The length of each side is 15 cm. triangle is equiangular, so each angle must
measure 60°.
Elaborate
7. Discussion Consider the vertex and base angles of an isosceles triangle. Can they be SUMMARIZE THE LESSON
right angles? Can they be obtuse? Explain.
The vertex angle of an isosceles triangle can be acute, right, or obtuse as long as its Have students fill out charts for the two theorems
measure is less than 180°. The base angles of an isosceles triangle can only be acute, and their converses. Sample:
meaning they have a measurement less than 90°. because otherwise they would cause the
Isosceles Triangle
sum of the base angles to be ≥ 180° before adding in the third angle, which contradicts
If Then
the Triangle Sum Theorem.
Theorem 2 sides 2 angles
congruent congruent
8. Essential Question Check-In Discuss how the sides of an isosceles triangle relate Converse 2 angles 2 sides
to its angles.
The legs of an isosceles triangle are opposite from the base angles and because the base congruent congruent
angles are congruent, the legs are also congruent because of the Converse of the Isosceles
Equilateral Triangle
Triangle Theorem.
If Then
Theorem 3 sides 3 angles
congruent congruent
Converse 3 angles 3 sides
congruent congruent
IN1_MNLESE389762_U8M22L2 1102 4/19/14 12:10 PM

• Online Homework
1. Use a straightedge. Draw a line. Draw an acute angle with vertex A along the line. • Hints and Help
Then use a compass to copy the angle. Place the compass point at another point B • Extra Practice
along the line and draw the copied angle so that the angle faces the original angle.
Label the intersection of the angle sides as point C. Look at the triangle you have
formed.
_ What _is true about the two base angles of △ABC? What do you know
about AC and AB? What kind of triangle did you form? Explain your reasoning.
C
ASSIGNMENT GUIDE
A B
Explore Exercise 1 ∠CAB ≅ ∠CBA, so opposite sides ¯
CA and ¯
CB are congruent. Therefore, it is
Investigating Isosceles Triangles an isosceles triangle.
Example 1 Exercise 2
2. Prove the Isosceles Triangle Theorem as a paragraph proof.
Example 2 Exercise 3 _ _
Given: AB ≅ AC
Proving the Equilateral Triangle
Theorem and Its Converse Prove: ∠B ≅ ∠C

― ―
Proof: It is given that AB ≅ AC. By the Reflexive Property of Congruence,
― ―
∠A ≅ ∠A. Given that BA ≅ CA, then △ABC ≅ △ACB by the SAS Triangle
Using Properties of Isosceles and
Equilateral Triangles Congruence Theorem. Therefore, ∠B ≅ ∠C because corresponding parts
of congruent triangles are congruent.
PRACTICES 3. Complete the flow proof of the Equilateral Triangle Theorem.
_ _ _
Given: AB ≅ AC ≅ BC
Focus on Reasoning
Prove: ∠A ≅ ∠B ≅ ∠C
MP.2 Have students analyze the following
statement: “If a triangle is equilateral, then the AB ≅ AC ∠B ≅ ∠C
triangle is isosceles.” Is the statement true? (yes) Is Given Isosceles Triangle

Theorem ∠A ≅ ∠C ∠A ≅ ∠B ≅ ∠C
the converse of the statement true? (no) Have them Substitution Transitive Property
AC ≅ BC ∠A ≅ ∠B
use the properties of isosceles and equilateral of Congruence
Given Isosceles Triangle

triangles to justify their answers. Theorem
COMMON
IN1_MNLESE389762_U8M22L2 1103
1 2 Skills/Concepts MP.6 Precision

22 3 Strategic Thinking MP.5 Using Tools
23 3 Strategic Thinking MP.5 Using Tools
1103 Lesson 22.2

Find the measure of the indicated angle.
4. m∠A 5. m∠R
A
S
PRACTICES
46°
(3x + 1)° Focus on Communication
B C R
(2x + 2)° MP.3 Discuss each of the following questions about
T triangles as a class. Have students explain how the
m∠B = m∠X = 46° m∠S = m∠T = (2x + 2)° theorems in this lesson justify their responses.
m∠A = 180° - m∠B - m∠X 1. Each acute angle of an obtuse isosceles triangle
m∠S + m∠T + m∠R = 180°
m∠A = (180 - 46 - 46)° must be less than 45°.
2m∠T + m∠R = 180°
m∠A = 88° 2. Each angle of an equilateral triangle must be 60°.
2(2x + 2) + (3x + 1) = 180
4x + 4 + 3x + 1 = 180 3. Each acute angle of an isosceles right triangle must
7x + 5 = 180 be 45°.
7x = 175
x = 25
m∠R = (3x + 1)° = (3(25) + 1)° = (75 + 1)° = 76°

6. m∠O 7. m∠E
D F
N (4x + 1)° (5x - 4)°
7y° M
(4y - 15)°
O

m∠O = m∠M = (4y - 15)° m∠D = m∠E = (4x + 1)°
m∠O + m∠M + m∠N = 180° m∠D + m∠E + m∠F = 180°

2m∠O + m∠N = 180° 2m∠E + m∠F = 180°
2(4y - 15) + 7y = 180 2(4x + 1) + (5x - 4) = 180
8y - 30 + 7y = 180 8x + 2 + 5x - 4 = 180
15y - 30 = 180 13x - 2 = 180
y = 14 13x = 182
x = 14
m∠O = (4y - 15)° = (4(14) - 15)° = (56 - 15)° = 41°
m∠E = (4x + 1)° = (4(14) + 1)° = (56 + 1)° = 57°
IN1_MNLESE389762_U8M22L2 1104 4/19/14 12:10 PM

Find the length of the indicated side.
AVOID COMMON ERRORS _ _ J
8. DE D 9. KL
In this lesson, students prove the Isosceles Triangle
10x + 3
Theorem by using the SAS Congruence Criterion. 5x - 12
Having seen this congruence criterion, students may K 3x + 24 L

E 3x - 4 F
assume another congruence criterion can be used to
― ―
DF ≅ EF, so DF = EF.
― ―
prove the theorem. Encourage students to try other JK ≅ KL, so JK = KL
methods of proof, but be sure students understand 3x - 4 = 5x - 12 10x + 3 = 3x + 24

-4 = 2x - 12 7x + 3 = 24
that some conditions may not apply to isosceles
8 = 2x 7x = 21
triangles. 4=x x=3
DE = DF = EF KL = 3x + 24 = 3(3) + 24 = 33
DE = 3x - 4 = 3(4) - 4 = 12 - 4 = 8 KL = 33
DE = 8
_ _
10. AB 11. BC
A
A
5 y-1 7 y-2
3 x+4 1 x+9
4 3
2 5
B C
B C
― ―
AB ≅ AC, so AB = AC.
― ― ―
AB ≅ BC ≅ AC, so AB = BC = AC.
_3 x + 4 = _1 x + 9 _5 y - 1 = _7 y - 2
2 5 4 3
_
13
x+4=9 _
15
y - 1 = _y - 2
28
10 12 12
_ _
m∠D = m∠E = (4x + 1)° 13

x=5 13
- y = -1
10 12
x=_ y=_
50 12
m∠D + m∠E + m∠F = 180° 13 13
2m∠E + m∠F = 180°
_3 (_
2 13 )
_5 (_
4 13 )
50 12
2(4x + 1) + (5x - 4) = 180 AB = +4 BC = -1
=_+_ BC = _ - _
8x + 2 + 5x - 4 = 180 75 52 60 52
13 13 52 52
=_ BC = _
13x - 2 = 180 127 2
13 13
13x = 182
AB = _
127
x = 14 13
m∠E = (4x + 1)° = (4(14) + 1)° = (56 + 1)° = 57°
IN1_MNLESE389762_U8M22L2 1105 4/19/14 12:10 PM
1105 Lesson 22.2

12. Given △JKL with m∠J = 63° and m∠L = 54°, is the triangle an acute, isosceles,
obtuse, or right triangle?
PEERTOPEER DISCUSSION
By the Triangle Sum Theorem, m∠K = 63°, so the triangle is an acute Have students work in pairs to create a poster that
isosceles triangle because all angle measures are less than 90°.
shows examples of how to find the unknown sides or
13. Find x. Explain your reasoning. The horizontal lines are parallel. By the def. supp. ∠, the base angles of an isosceles and an equilateral triangle,
angles of the top triangle have when given the measure of one angle or an algebraic
170° a measure of 73°. Therefore, the
measure of the vertex angle is expression.
34° by the Triangle Sum Theorem.
The base angles of the bottom
isosceles triangle will also
x° measure 34° by the Vertical Angles
Theorem. Thus, x° will equal 112°
by the Triangle Sum Theorem.
14. Summarize Complete the diagram to show the cause and effect of the theorems
covered in the lesson. Explain why the arrows show the direction going both ways.
At least two sides Isosceles Base angles

are congruent. Triangles are congruent.
All, or three sides Equilateral All angles

are congruent. Triangles are congruent.
Possible explanation: The arrows go both ways because each theorem

and its converse are both true.
→
‾ .
15. A plane is flying parallel to the ground along AC
B C
When the plane is at A, an air-traffic controller in
A 2.4 mi
tower T measures the angle to the plane as 40°. After
the plane has traveled 2.4 miles to B, the angle to the

plane is 80°. How can you find BT?
By the Angle Addition Postulate,
m∠ATB = 80° - 40° = 40°. 80º
m∠BAT = 40° by Alt. Int. ∠ Thm. 40º

T
∠ATB ≅ ∠BAT by _ the definition
_ of
congruence and BA ≅ BT by the Converse
of the Isosceles Triangle Theorem.
Then BA = BT = 2.4 mi.
ge07se_c04l08003aa
ABeckmann
IN1_MNLESE389762_U8M22L2 1106 4/19/14 12:10 PM

16. John is building a doghouse. He decides to use the roof truss design
shown. If m∠DBF = 35°, what is the measure of the vertex angle of the
isosceles triangle?
D E
F B C G
(2x + 15)°
By the Isosceles Triangle Theorem, m∠ABC = (2(20) + 15)° = 55°

∠ACB ≅ ∠ABC, so m∠ABC = (2x + 15)°. m∠BAC = 180° - m∠ABC - m∠ACB
m∠DBF + m∠ABD + m∠ABC = 180° = 180° - 2(55°)
35 + 90 + (2x + 15) = 180 = 180° - 110°
2x + 140 = 180 = 70°
2x = 40 The measure of the vertex angle is 70°.
x = 20
17. The measure of the vertex angle of an isosceles triangle is 12 more than 5 times the
measure of a base angle. Determine the sum of the measures of the base angles.
2(measure of base angle) + (measure of vertex angle) = 180°
2(x) + (5x + 12) = 180 ⇒ x = 24
The sum of the measures of the base angles is 24° + 24° = 48°.
18. Justify Reasoning Determine whether each of the following statements is true
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits: ©De Klerk/
or false. Select the correct answer for each lettered part. Explain your reasoning.
a. All isosceles triangles have at least True False
two acute angles.
b. If the perimeter of an equilateral True False
triangle is P, then the length of
each of its sides is P__3 .
c. All isosceles triangles are True False
equilateral triangles.
d. If you know the length of one of True False
the legs of an isosceles triangle, you
can determine its perimeter.
e. The exterior angle of an equilateral True False
triangle is obtuse.
a. At least the base angles have to be acute.
Alamy
b. Because all three sides are equal, dividing P by 3 gives the length of each side.
c. An isosceles triangle requires only a minimum of two sides being congruent, not
all three.
d. You need to know the length of one leg and the base to determine perimeter.
e. The exterior angle of a triangle is equal to the sum of its remote interior angles.
The exterior angle measures 60° + 60° = 120°, which is obtuse.
IN1_MNLESE389762_U8M22L2 1107 4/19/14 12:10 PM
1107 Lesson 22.2

_
19. Critical Thinking Prove ∠B ≅ ∠C, given point M is the midpoint of BC.
A
PRACTICES
B M C MP.1 Remind students that an isosceles triangle has
at least two congruent sides, and its properties can be
Statements Reasons
_ used to prove that it also has at least two congruent
1. M is the midpoint of BC. 1. Given
― ― angles.
2. BM ≅ MC 2. Definition of midpoint
― ―
3. AB ≅ AC 3. Given
― ―
4. AM ≅ AM 4. Reflexive Property of Congruence
5. △AMB ≅ △AMC 5. SSS Triangle Congruence Theorem
6. ∠B ≅ ∠C 6. CPCTC
_ _
20. Given that △ABC is an isosceles triangle and AD and CD are angle bisectors, B
what is m∠ADC?
m∠BAC = m∠BCA = 70°, so m∠DAC = m∠DCA = 35°. Then, 40°

m∠ADC = 180° − (35° + 35°) = 110°.
D
A C

21. Analyze
_ _Relationships
_ ABC has
Isosceles right triangle_ _ angle at B and
_ a right
AB ≅ CB. BD bisects angle B, and point D is on AC. If BD ⟘ AC, describe triangles ABD and CBD.
Explain. HINT: Draw a diagram.
A The triangles are congruent isosceles triangles; the bisected right angle
results in two 45° angles, and the perpendicular segments result in two
right angles, so angles A and C must also measure 45°. Since ¯ BD ≅ ¯BD by
D the Reflexive Property, triangles ABD and CBD are congruent by ASA.
B C
IN1_MNLESE389762_U8M22L2 1108 4/19/14 12:10 PM

Communicate Mathematical Ideas Follow the method to construct a triangle.
JOURNAL Then use what you know about the radius of a circle to explain the congruence of
the sides.
Compare the hypothesis and the conclusion of the
Isosceles Triangle Theorem with its converse. Support 22. Construct an isosceles triangle. Explain how you know that two sides are congruent.
• Use a compass to draw a circle. Mark two different points on the circle.
your comparison with a sketch. • Use a straightedge to draw a line segment from the center of the circle to each
of the two points on the circle (radii).
• Draw a line segment (chord) between the two points on the circle.
I know two sides are congruent because the two line segments I drew from the center each
represent the radius of the circle and so are the equal-length sides of an isosceles triangle.
23. Construct an equilateral triangle. Explain how you know the three sides are
congruent.
• Use a compass to draw a circle.
• Draw another circle of the same size that goes through the center of the first
circle. (Both should have the same radius length.)
• Mark one point where the circles intersect.
• Use a straightedge to draw line segments connecting both centers to each other
and to the intersection point.
I know the three sides are congruent because the three line segments drawn are radii, which
have the same length in both circles, since the circles are the same size. Therefore, all of
the line segments are congruent and form the three sides of an equilateral triangle.
IN1_MNLESE389762_U8M22L2 1109 4/19/14 12:10 PM
1109 Lesson 22.2

When students have determined that the plane has
The control tower at airport A is in contact with an airplane flying at point P, when it is
5 miles from the airport, and 30 seconds later when it is at point Q, 4 miles from the airport. traveled 4 miles in 30 seconds, they may convert
The diagram shows the angles the plane makes with the ground at both times. If the plane flies units incorrectly to find the plane’s speed in miles per
parallel to the ground from P to Q at constant speed, how fast is it traveling?
hour. The correct conversion is:
Q P
14,400 mi ______
60 sec · ______
4 mi · ______
______ 60min = _________ = 480 mi
30 sec 1 min 1 hr 30 hr 1 hr
5 mi
4 mi
80°
40° INTEGRATE MATHEMATICAL
A T
PRACTICES
m∠QAP = 80° - 40° = 40°
Focus on Reasoning
_ _
MP.2 Have students refer to the diagram in the
QP and AT are parallel, so m∠QPA = m∠PAT = 40° because the Lesson Performance Task, changing the angles
angles form alternate interior angles.
measuring 40° and 80° to angles measuring a° and
By the converse of the Isosceles Triangle Theorem, △QAP is
isosceles because m∠QPA = m∠QAP = 40°. (2a)°. Ask them to justify the conclusion that no
In isosceles △QAP, QP = QA = 4 miles. matter how high the plane is, the distance it will
It took the plane 30 seconds to travel 4 miles, so it was traveling travel from P to Q will equal the distance from Q to
4 × 2 = 8 miles per minute, or 8 × 60 = 480 miles per hour.
A. Sample answer: m∠QAP = (2a) ° - a ° = a °.
m∠QPA = m∠PAT = a ° because the angles
are congruent alternate interior angles for
‹ ›
− ‹ ›
−
parallel lines QP and AT . △QAP is isosceles by the
converse of the Isosceles Triangle Theorem.
Therefore, PQ = QA.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M22L2 1110 4/19/14 12:10 PM
Have students research a technique used by marine navigators called a doubled

angle fix or doubled angle on the bow. The problem in the Lesson Performance
Task is based on this method. Students should describe how a marine navigator
could use the method to find the distance of an object on shore, and how an
isosceles triangle would be used in the calculation.
Scoring Rubric
2 points:The student’s answer is an accurate and complete execution of the task
or tasks.
is flawed.

LESSON
Triangle Inequalities 22.3 Triangle Inequalities

Essential Question: How can you use inequalities to describe the relationships among side
Common Core Math Standards lengths and angle measures in a triangle?

COMMON Locker
CORE G-SRT.B.5
Use congruence ... criteria for triangles to solve problems and to prove Explore Exploring Triangle Inequalities
relationships in geometric figures. Also G-CO.C.10, G-CO.D.12 A triangle can have sides of different lengths, but are there limits to the lengths of any of the sides?
Mathematical Practices Consider a △ABC where you know two side

A
COMMON lengths, AB = 4 inches and BC = 2_ inches.
CORE MP.5 Using Tools On a separate piece of paper, draw AB so
that it is 4 inches long.
Language Objective
Explain to a partner how to show the three inequalities generated for a
triangle with side lengths a, b, and c.
B _determine all possible locations for C with
To
BC = 2 inches, set your compass to 2 inches. Draw
A B
ENGAGE a circle with center at B.
Essential Question: How can you use

inequalities to describe the
relationships among side lengths and C Choose and label a final vertex point C so it is C
located on the circle. Using a straightedge, draw the
angle measures in a triangle? segments to form a triangle.
Are there any places on the circle where point C

The sum of any two side lengths of a triangle will be
cannot lie? Explain.

greater than the length of the third side. If the sides Point C cannot lie on the two points of the A B
of a triangle are not congruent, then the largest →
‾ because then the
circle that intersect AB
angle will be opposite the longest side and the sides will overlap to form a straight line.
smallest angle will be opposite the shortest side.
D Measure and record the lengths of the three sides of your triangle.
PREVIEW: LESSON Possible answer: AB = 4 in., BC = 2 in., AC = 3.2 in.
PERFORMANCE TASK
making sure that students understand the objective of
an orienteering competition and the tools used by
competing teams. Then preview the Lesson
Performance Task.
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Choose and circle. Using a straigh
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Lesson 3
1111
12:19 PM
4/19/14
Module 22
1111
2L3.indd
62_U8M2
ESE3897
IN1_MNL
1111 Lesson 22.3

E _ other examples of △ABC that could have
The figures below show two _ been formed.
What are the values that AC approaches when point C approaches AB?
EXPLORE
C C Exploring Triangle Inequalities
A B A B
AC approaches 2 inches or 6 inches. Students have the option of completing the triangle
inequality activity either in the book or online.
Reflect
1. Use the side lengths from your table to make the following comparisons. What do
you notice? QUESTIONING STRATEGIES
AB + BC ? AC BC + AC ? AB AC + AB ? BC
How do you decide if three lengths can be the
The sum of any of the two sides is greater than the third side.
side lengths of a triangle? Check the sum of
2. Measure the angles of some triangles with a protractor. Where is the smallest angle
in relation to the shortest side? Where is the largest angle in relation to
each pair of two sides. The sum must be greater
the longest side? than the third side.
The smallest angle is opposite the shortest side; the largest angle is opposite the longest
side.
3. Discussion How does your answer to the previous question relate to isosceles
triangles or equilateral triangles? EXPLAIN 1
When angles in a triangle have the same measure, the sides opposite those angles also
have the same measure. Using the Triangle Inequality
Theorem
Explain 1 Using the Triangle Inequality Theorem
The Explore shows that the sum of the lengths of any two sides of a triangle is greater than
the length of the third side. This can be summarized in the following theorem. AVOID COMMON ERRORS
Triangle Inequality Theorem
Some students may have difficulty understanding
why all three inequalities must be checked for the
A The sum of any two side lengths of a triangle is greater than the third side length.
A AB + BC > AC Triangle Inequality Theorem. One example may be
AB + BC > AC side lengths of 5 cm, 5 cm, and 10 cm. Straws with
BC + AC > AB
BC + AC > AB these lengths look like they will make a triangle, but
B C AC + AB > BC
B C AC + AB > BC they do not. Have them do several examples with
To be able to form a triangle, each of the three inequalities must be true. So, given three side different side lengths to test the theorem.
lengths, you can test to determine if they can be used as segments to form a triangle. To show
that three lengths cannot be the side lengths of a triangle, you only need to show that one
of the three triangle inequalities is false.
Module 22 1112 Lesson 3 For side lengths a, b, and c of a triangle, how
many inequalities must be true? Write
PROFESSIONAL DEVELOPMENT them. 3; a < b + c, b < a + c, c < a + b
In this lesson, students add to their knowledge of triangles by using a variety of
tools to verify the Triangle Inequality Theorem. Students also explore how to
order the side lengths given the angle measures of the triangle and how to predict
the possible lengths of the third side of a triangle, given the lengths of two of the
sides. Triangles have important uses in everyday life and in future mathematics
study, including trigonometry. All students should develop fluency with the
properties of triangles as they continue their study of geometry.
Triangle Inequalities 1112

Example 1 Use the Triangle Inequality Theorem to tell whether a triangle can have
sides with the given lengths. Explain.
 4, 8, 10
? ? ?
4 + 8 > 10 4 + 10 > 8 8 + 10 > 4
12 > 10 ✓ 14 > 8 ✓ 18 > 4 ✓
Conclusion: The sum of each pair of side lengths is greater than the third length.
So, a triangle can have side lengths of 4, 8, and 10.
 7, 9, 18
? ? ?
7 + 9 > 18 7 + 18 > 9 9 + 18 > 7
16 > 18 x 25 > 9 ✓ 27 > 7 ✓
Conclusion:
Not all three inequalities are true. So, a triangle cannot have these three side lengths.
Reflect
4. Can an isosceles triangle have these side lengths? Explain. 5, 5, 10

No; These numbers do not result in three true inequalities.
5 + 5 ≯ 10, so no triangle can be drawn with these side lengths.
5. How do you know that the Triangle Inequality Theorem applies to all equilateral triangles?
Since all sides are congruent, the sum of any two side lengths will be greater than the third
side.
Your Turn
Determine if a triangle can be formed with the given side lengths. Explain your
reasoning.
6. 12 units, 4 units, 17 units 7. 24 cm, 8 cm, 30 cm

No; 12 + 4 ≯ 17 Yes; 24 + 8 > 30, 8 + 30 > 24,
and 24 + 30 > 8

Give all students in groups pieces of raw spaghetti. Have each student break three
pieces of spaghetti in different lengths and measure the length of each piece. Then
have a group member write the three inequalities for those lengths. Have another
group member analyze the inequalities and conjecture if the three lengths will
form a triangle. Ask the fourth student to position the pieces to show a triangle or
to show no triangle. Switch roles and repeat the activity.
1113 Lesson 22.3

Explain 2 Finding Possible Side Lengths in a Triangle
From the Explore, you have seen that if given two side lengths
for a triangle, there are an infinite number of side lengths
EXPLAIN 2
available for the third side. But the third side is also restricted
to values determined by the Triangle Inequality Theorem. b Finding Possible Side Lengths in a
a Triangle
CONNECT VOCABULARY
Relate the range of values for a third side length of a
triangle given two side lengths by stating that the
third side length must be greater than the difference
Example 2 Find the range of values for x using the Triangle Inequality Theorem.
of the other two side lengths and also less than the
 Find possible values for the length of the third side using the Triangle Inequality Theorem. sum of the other two side lengths.
12
x
10
x + 10 > 12 x + 12 > 10 10 + 12 > x
x> 2 x > -2 22 > x
2 < x < 22
Ignore the inequality with a negative value, since a triangle cannot have a negative side
length. Combine the other two inequalities to find the possible values for x.
 15

x
15
x + 15 > 15 x + 15 > 15 15 + 15 > x
x > 0 x > 0 30 > x
0 < x < 30
Manipulatives
Give students a number of straws and ask them to cut them into various lengths.
Then have them measure each length. Ask them to make a table listing the
measures of all possible combinations of the three lengths. Then have them
manipulate the straws to see if they can form a triangle. Highlight sets of three
measurements that do not form a triangle.

Reflect
8. Discussion Suppose you know that the length of the base of an isosceles triangle is 10,
How do find the range for the length of the but you do not know the lengths of its legs. How could you use the Triangle Inequality
Theorem to find the range of possible lengths for each leg? Explain.
third side of a triangle? The range is r < x < s, Possible answer: If x represents the length of one leg, then by the Triangle Inequality
where r is the difference of the two given side Theorem, solve for x + x > 20 and x + 20 > x. The solution of the first inequality is x > 10.
lengths and s is the sum of the two given side The solution of the second inequality is 20 > 0, which is always true. So the range of
lengths.
possible lengths for each leg is x > 10.
How do you interpret the compound
inequality a < x < b as individual Your Turn
inequalities? a < x and x < b Find the range of values for x using the Triangle Inequality Theorem.
9. 10.
21 14 x 9
EXPLAIN 3 x
18
x + 14 > 21 21 + 14 > x x + 9 > 18 18 + 9 > x

Ordering a Triangle’s Angle Measures x>7 35 > x x>9 27 > x
x + 21 > 14 x + 18 > 9
Given Its Side Lengths x > -7 7 < x < 35 x > -9 9 < x < 27
INTEGRATE MATHEMATICAL Explain 3 Ordering a Triangle’s Angle Measures Given

PRACTICES Its Side Lengths
_
Focus on Technology From the Explore Step D, you can see that changing the length of AC also changes the measure
of ∠B in a predictable way.
MP.5 Have students use geometry software to create C C C C
a scalene triangle. Ask them to use the measuring
A A B B A A B B
features to measure the side lengths. Then have them
measure each angle and verify that the largest angle is
As side AC gets
As side AC gets
shorter, m∠Bmapproaches
shorter, ∠B approaches
0° 0° As side AC gets
As side AC gets
longer, m∠Bmapproaches
longer, ∠B approaches
180°180°
opposite the longest side length and that the smallest
angle is opposite the shortest side length. Ask them to
drag the vertices to vary the side lengths and then Side-Angle Relationships in Triangles
observe that the angle measures are ordered in the If two sides of a triangle are not congruent, then the larger angle is opposite the longer side.
same way as in the original triangle. C
AC > BC
m∠B > m∠A
A B
LANGUAGE SUPPORT
Visual Cues
Help students understand how to apply the inequality relationships in this lesson
by suggesting they list all the angles and sides before doing an example or exercise.
Then, they can list the angles in increasing order and write the side lengths
opposite those angles in the same order.
1115 Lesson 22.3

Example 3 For each triangle, order its angle measures from least to greatest.
C C
  How do you know the greatest angle is
21 22 opposite the longest side in a triangle? If one
15 12 side of a triangle is longer than another, then the
A B
20 angle opposite the longer side is larger than the
angle opposite the shorter side.
A B
10 Longest side length: BC
Longest side length: AC m∠A
Greatest angle measure:
Greatest angle measure: m∠B
Shortest side length: AB

Shortest side length: AB
EXPLAIN 4
Least angle measure: m∠C
Least angle measure: m∠C
Order of angle measures from Ordering a Triangle’s Side Lengths
Order of angle measures from least to greatest:
least to greatest: m∠C, m∠B, m∠A
Given Its Angle Measures
m∠C, m∠A, m∠B
Your Turn
AVOID COMMON ERRORS
For each triangle, order its angle measures from least to greatest.
Some students may think that they can use angle
11. 40 A 12. C
B
25
measures to compare the side lengths of different
7 triangles. Explain that angle measures can be used to
15
32
A B order the side lengths only within a single triangle.
24
C
Give an example of why this must be the case, such as
Longest side length: AB Longest side length: BC
a very small triangle with an obtuse angle and a very
Shortest side length: CB Shortest side length: AC
m∠A, m∠B, m∠C m∠B, m∠C, m∠A
large equilateral triangle. The obtuse angle is greater
than the 60° angle of the equilateral triangle, but its
Explain 4 Ordering a Triangle’s Side Lengths Given opposite side may be shorter.
Its Angle Measures
_
From the Explore Step D, you can see that changing the the measure of ∠B also changes length of AC
in a predictable way. QUESTIONING STRATEGIES
C C C C
How do you order the side lengths of a
A A B B A A B B
triangle given the angle measures?
Explain. The side lengths will be in the same order
As m∠B approaches
As m∠B 0°, side
approaches AC gets
0°, side shorter
AC gets shorter As m∠B approaches
As m∠B 180°,180°,
approaches AC gets
sideside longer
AC gets longer
as the measure of the angles opposite the side
lengths. For example, the greatest side length is
Angle-Side Relationships in Triangles
opposite the greatest angle measure. Use the rule
If two angles of a triangle are not congruent, then the longer side is opposite the larger angle.
that if one angle of a triangle is larger than another,
Module 22 1116 Lesson 3 then the side opposite the larger angle is longer
than the side opposite the smaller angle.

Example 4 For each triangle, order the side lengths from least to greatest.
ELABORATE  C
 C
50° 45°
AVOID COMMON ERRORS
A 30° 100° B
Some students may list angle measures in order and A 70° 65° B
Greatest angle measure: m∠B
side lengths in order, but not make the connection Greatest angle measure: m∠A
that the largest side length must be opposite the Longest side length: AC
Longest side length: BC
largest angle measure. Suggest that they list the angles Least angle measure: m∠A
m∠C
Least angle measure:
with the corresponding opposite side before they Shortest side length: BC
AB
Shortest side length:
order their measures. Order of side lengths from least to greatest: BC,
AB, AC Order of side lengths from least
to great:
AB, AC, BC
Your Turn
Can a triangle have side lengths of 7 cm,
For each triangle, order the side lengths from least to greatest.
12 cm, and 20 cm? Explain. No; the Triangle
13. A 14. C
Inequality Theorem states that the sum of each pair
5°
of lengths must be greater than the third length in 15°
order for 3 lengths to be side lengths of a triangle. 160°
C B 60° 30°
Since 7 + 12 ≯ 20, these lengths cannot be lengths A B
Greatest angle measure: m∠C Greatest angle measure: m∠C
of sides of a triangle.
Least angle measure: m∠A Least angle measure: m∠B
A triangle has angle measures of 30°, 60°, and CB, AC, AB AC, BC, AB
90°. Which angle is opposite the longest side
of the triangle? Explain. The 90° angle, because the
side lengths of a triangle are ordered in the same Elaborate

way as the angle measures. 15. When two sides of a triangle are congruent, what can you conclude about the angles opposite those sides?
They are also congruent.
16. What can you conclude about the side opposite the obtuse angle in an obtuse triangle?
SUMMARIZE THE LESSON It is the longest side of the triangle.
How do you know if three segment lengths 17. Essential Question Check-In Suppose you are given three values that could represent the side lengths
of a triangle. How can you use one inequality to determine if the triangle exists?
can be the side lengths of a triangle? Test the If the sum of the two least values is greater than the remaining value, the triangle exists.
sum of each two pairs of segment lengths. By the Otherwise it does not exist.
Triangle Inequality Theorem, if the sum of each
pair of segment lengths is greater than the third
length, then the segments can be the side lengths
of a triangle. Module 22 1117 Lesson 3
1117 Lesson 22.3

• Online Homework
Use a compass and straightedge to decide whether each set of lengths can form a • Hints and Help
triangle. • Extra Practice
1. 7 cm, 9 cm, 18 cm 2. 2 in., 4 in., 5 in.

No; if the base is 18 cm compass arcs of Yes; if the base is 5 in. compass arcs of
lengths 7 cm and 9 cm from each end of the lengths 2 in. and 4 in. from each end of
base do not intersect. the base have two intersections, each
forming a triangle.
ASSIGNMENT GUIDE
3. 1 in., 2 in., 10 in. 4. 9 cm, 10 cm, 11 cm
No; if the base is 10 in. compass arcs of Yes; if the base is 11 cm compass arcs of
lengths 1 in. and 2 in. from each end of the lengths 9 cm and 10 cm from each end Explore Exercises 1–4
base do not intersect. of the base have two intersections, each
Exploring Triangle Inequalities
forming a triangle.
Determine whether a triangle can be formed with the given side lengths. Using the Triangle Inequality
5. 10 ft, 3 ft, 15 ft No; 10 + 3 ≯ 15 6. 12 in., 4 in., 15 in. Yes; 12 + 4 > 15, 4 + 15 > 12, Theorem
and 12 + 15 > 4
7. 9 in., 12 in., and 18 in. Yes 8. 29 m, 59 m, and 89 m No; 29 + 59 ≯ 89 Example 2 Exercises 9–12
Finding Possible Side Lengths in a
Find the range of possible values for x using the Triangle Inequality Theorem. Triangle
9. 10. Example 3 Exercises 13–15
x x 7 < x < 19
3 5 < x < 11 5 Ordering a Triangle’s Angle
8
Measures Given Its Side Lengths
12
3+8>x 3+x>8 8+x>3 5 + 12 > x 5 + x > 12 12 + x > 5
Ordering a Triangle’s Side Lengths
11 > x x>5 x > -5 19 > x x>7 x > -7 Given Its Angle Measures
11. A triangle with side lengths 22.3, 27.6, and x 5 .3 < x < 49.9
22.3 + 27.6 > x 22.3 + x > 27.6 27.6 + x > 22.3
49.9 > x x > 5.3 x > −5.3
PRACTICES
12. Analyze Relationships Suppose a triangle has side lengths AB, BC, and x, where AB = 2 · BC. Find the
possible range for x in terms of BC. BC < x < 3 · BC
Focus on Technology
AB + BC > x BC + x > AB x + AB > BC MP.5 Students can check their solutions for
2 · BC + BC > x BC + x > 2 · BC x + 2 · BC > BC correctness by using geometry software to create
3 · BC > x x > BC x > −BC triangles with the same side lengths or angle
measures. When checking solutions, remind students
the order of the side lengths gives the order of the
opposite angle measures.

COMMON
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices

For each triangle, write to order the angle measures from least to greatest.
VISUAL CUES 13.
A
14
B
14. 3.4 E
D
Suggest that students label a side and its
corresponding opposite angle in one color and then 13 6 3.7
3.2
do the same with other side-angle combinations in
m∠A, m∠B, m∠C C m∠E, m∠F, m∠D
different colors. This visual cue can help them to F
remember the order of the measures of the sides or
15. Analyze Relationships Suppose a triangle has side lengths PQ, QR, and PR, where PR = 2PQ = 3QR.
angles. Write the angle measures in order from least to greatest.
PR = 2PQ PR = 3QR _ 1 PR < PR
1 PR < _
3 2
1
_PR = PQ 1
_PR = QR QR < PQ < PR
AVOID COMMON ERRORS 2 3
So m∠ P < m∠R < m∠Q; Order from least to greatest: m∠ P, m∠R, m∠Q
If students have trouble with compound inequalities,
have them write the inequalities separately and then
For each triangle, write the side lengths in order from least to greatest.
use a number line to help them combine the 16. A 17. E
65° 79° m∠D = 68°
inequalities into one. 33° F
AC, BC, AB DE, EF, DF
B 45°
70° D
C
Have students work in small groups to make a poster 18. In △ JKL, m∠J = 53°, m∠K = 68°, and 19. In △ PQR, m∠P = 102° and m∠Q = 25°.
m∠L = 59°. KL, JK, JL m∠R = 53° PR, PQ, QR
showing a triangle, the side-angle relationships, and
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits: ©Carlos
the triangle inequality relationship they learned in

20. Represent Real-World Problems Rhonda is traveling
this lesson. Give each group a different triangle to from New York City to Paris and is trying to decide
draw. Then have each group present its poster to the whether to fly via Frankfurt or to get a more expensive
direct flight. Given that it is 3,857 miles from to Frankfurt
rest of the class, explaining each relationship they and another 278 miles from Frankfurt to Paris, what is the
Davila/Photographer's Choice RF/Getty Images
listed. range of possible values for the direct distance from New
York City to Paris?
3, 857 + 278 > x 3, 857 + x > 278 278 + x > 3, 857
4,135 > x x > −3, 579 x > 3, 579
3, 579 < x < 4,135
The direct distance is between 3,579 miles and 4,135 miles.
1119 Lesson 22.3

N
21. Represent Real-World Problems A large ship is sailing between
three small islands. To do so, the ship must sail between two pairs INTEGRATE MATHEMATICAL
of islands, avoiding sailing between a third pair. The safest route PRACTICES
is to avoid the closest pair of islands. Which is the safest route for X
the ship? 58° Y Focus on Modeling
73°
58° + 73° + m∠Z = 180°; m∠Z = 49° MP.4 When writing side measures or side-angle
m∠Z < m∠X < m∠Y, so XY < YZ < XZ. Therefore, the safest measure relationships for a triangle, students should
route is to avoid sailing between the islands at X and Y. Z
remember that there is a range of possible side
lengths for making a triangle, and that the side
lengths and angle measures must be in the same
order.
22. Represent Real-World Problems A hole on a golf A
course is a dogleg, meaning that it bends in the middle.
A golfer will usually start by driving for the bend in the
dogleg (from A to B), and then using a second shot to get AVOID COMMON ERRORS
the ball to the green (from B to C). Sandy believes she may 102 yd
be able to drive the ball far enough to reach the green in
Some students may think that all three inequalities
one shot, avoiding the bend (from A direct to C). Sandy associated with the Triangle Inequality Theorem
knows she can accurately drive a distance of 250 yd. B C
Should she attempt to drive for the green on her first 135 yd must be false. Point out that you need to show only
shot? Explain. Yes; that one of the three triangle inequalities is false to
102 + 135 > AC 102 + AC > 135 135 + AC > 102 state that the three lengths are not side lengths of a
237 > AC AC > 33 AC > -33 triangle.
33 < AC < 237
Since AC is less than 250 yd, Sandy has a good chance of reaching the green in one shot.
23. Represent Real-World Problems Three cell phone towers form a triangle,
△ PQR. The measure of ∠Q is 10° less than the measure of ∠P. The measure of ∠R
is 5° greater than the measure of ∠Q. Which two towers are closest together?
m∠Q = m∠P − 10° and © Houghton Mifflin Harcourt Publishing Company
m∠R = m∠Q + 5° = (m∠P − 10°) + 5° = m∠P − 5°

So, m∠Q < m∠R < m∠P, and therefore PR < PQ < QR. The towers at Q
and R are closest together.
24. Algebra In △ PQR, PQ = 3x + 1, QR = 2x − 2, and PR = x + 7. Determine the

range of possible values of x. First, each side length must be positive.
3x + 1 > 0 2x − 2 > 0 x+7>0
x>− 1
_ x>1 x > −7
3
(3x + 1) + (2x − 2) > x + 7 (3x + 1) + (x + 7) > 2x − 2 (2x − 2) + (x + 7) > (3x + 1)
x>2
1 _ x > −5 4>0
4
1
_
Since the last inequality is true, x > 2 .
4

_ _
25. In any triangle ABC, suppose you know the lengths
_ of AB and BC, and suppose that
JOURNAL AB > BC. If x is the length of the third side, AC, use the Triangle Inequality Theorem
to prove that AB − BC < x < AB + BC. That is, x must be between the difference
Have students use diagrams in their journals to and the sum of the other two side lengths. Explain why this result makes sense in
illustrate the angle-side relationships in triangles. terms of the constructions shown in the figure.
AB + BC > x
C C AB + x > BC
x > BC − AB
A B A B
BC + x > AB
x > AB − BC
Since AB > BC, BC - AB < 0, so the second inequality is not relevant. Combining the first and
last inequalities gives AB - BC < x < AB + BC.
The constructions show that AC approaches but is always greater than AB - BC, and that AC
approaches but is always less than AB + BC.
B
26. Given the information in the diagram, prove that m∠DEA < m∠ABC.
In , △ADE, DA < DE, so m∠DEA < m∠DAE = m∠BAC. In

△ABC , AC = 9 + 2 = 11 (Segment Addition Postulate), 9
so BC < AC, and therefore m∠BAC < m∠ABC. Therefore, D
m∠DEA < m∠ABC (Transitive Property Of Inequality). 4 7
A 9 E 2 C
27. An isosceles triangle has legs with length 11 units. Which of the following could be
the perimeter of the triangle? Choose all that apply. Explain your reasoning.
a. 22 units B, C, D
b. 24 units If x represents the length of the third side of the triangle, then by the Triangle
Inequality Theorem, solve for 11 + x > 11 and 11 + 11 > x. The solution of the
c. 34 units
first inequality is x > 0, which is always true. The solution of the second inequality
d. 43 units is 22 > x. So the range of possible lengths for the third side is 0 < x < 22. Use both
e. 44 units limits to solve for perimeter. 11 + 11 + 0 = 22 and 11 + 11 + 22 = 44. So, the
perimeter for all possible triangles must be greater than 22 units and less than 44
units. So choices A and E are not possible.
28. Communicate Mathematical Ideas Given the information in the Q

diagram, prove that PQ < PS. 45° R
35°
In, △PQR, m∠PRQ < m∠Q , so PQ < PR. In △PRS, 100°
37°
m∠PRS = 180° - 37° - 63° = 80°, so m∠S < m∠PRS, and therefore P 63°
PR < PS. Therefore, PQ < PS (Transitive Property of Inequality). S
1121 Lesson 22.3

29. Justify Reasoning
_ In obtuse △ABC, m∠A < m∠B. The auxiliary line C
→
‾ (extended beyond B) creates right triangles
segment CD perpendicular to AB AVOID COMMON ERRORS
ADC and BDC. Describe how you could use the Pythagorean Theorem to prove
that BC < AC. Students may attempt to apply the methods discussed
A B D
Write two equations, AD + CD = AC and BD + CD = BC .
2 2 2 2 2 2 in this lesson to figures other than triangles, an
Equating expressions for CD 2, AC 2 - AD 2 = BC 2 - BD 2 and approach that is likely to lead to false conclusions.
therefore AC 2 - BC 2 = AD 2 - BD 2. Since the right side is positive, so is the left
side, which leads to BC < AC. The solution, when confronted with a figure like
quadrilateral FGHI in the Lesson Performance Task,
30. Make a Conjecture
_ In acute △DEF, m∠D < m∠E. The auxiliary line
segment FG creates △EFG, where EF = FG. What would you need to prove F is to draw one or more diagonals, dividing the figure
about the points D, G, and E to prove that ∠DGF is obtuse, and therefore that
into triangles whose inequalities can then be
EF < DF? Explain. _
You would need to show that G lies on DE, i.e. between D and E. analyzed.
In that case, since ∠DGF and ∠EGF are supplementary and ∠EGF
is acute, then ∠DGF is obtuse. So ∠DGF is the largest angle in
D G E
△DGF and FG < DF. Since EF = FG, then by substitution, EF < DF.
PRACTICES
MP.3 Define the side opposite an angle in a
As captain of your orienteering team, it’s your job to map out the shortest distance from point pentagon as the side that neither forms the angle nor
A to point H on the map. Justify each of your decisions.
is adjacent to a side that forms the angle.
B
G
48° E 94°
Ask students to draw and label a pentagon in which,
H
A
53° unlike a triangle, the side opposite the largest angle is
F
C D 58° the shortest side of the pentagon. Sample figure:
I
The shortest route is A-C-D-F-G-H.

_
In △ABC the smallest angle measures 48°, so the shortest side is AC.
_ 170°
In △BCD the route from C to D is shorter than the route from C to B to D, because BD is the 90° 90°
longest side of the triangle.
In △DEF the route from D to F is shorter than the route from D to E to F by the Triangle
Inequality Theorem.
_
In quadrilateral FGHI,_draw FH. Since FH = HI, △FIH_ is isosceles, with base angles each
measuring_ 61°. So, FH is the shortest side of △FIH. FH is opposite the largest angle in
△FGH, so FH is the longest side in triangle in △FGH by the Triangle Inequality Theorem. So,
FI > FH > FG and IH > FH > GH. So, the path from F to G to H is shorter than the path from
F to I to H.
95° 95°
EXTENSION ACTIVITY
Have students design orienteering courses like the one in the Lesson Performance
Task. Courses should consist of at least four stages. At each stage of a course, angle
measures or other information should be given that will allow an orienteer to
apply the Triangle Inequality Theorem, angle-side relationships, and/or side-angle
relationships, in order to gauge the shortest route to follow. Students may wish to
work in teams of two or three and tackle routes other students have designed. Scoring Rubric
or tasks.
is flawed.

MODULE
Study Guide Review

Essential Question: How can you use the properties of triangles

to solve real-world problems? Key Vocabulary
22
interior angle (ángulo interior)
auxiliary line (línea auxiliar)
KEY EXAMPLE (Lesson 22.1) exterior angle (ángulo
exterior)
Determine the measure of the fifth interior angle of a pentagon if
you know the other four measures are 100°, 50°, 158°, and 147°. remote interior angle (ángulo
interior remoto)
Sum = (5 - 2)180° = 540° Apply the Polygon isosceles triangle (triángulo
Angle Sum Theorem. isósceles)
100 + 50 + 158 + 147 + x = 540 Set the sum of the legs (catetos)
Assign or customize module reviews. angles equal to 540. vertex angle (ángulo del
vértice)
455 + x = 540 Solve for x.
base (base)
x = 85 base angles (ángulos de la
base)
MODULE KEY EXAMPLE (Lesson 22.2)
equilateral triangle
(triángulo equilátero)
PERFORMANCE TASK ¯ = 8x − 13, find AB

and AC ¯.
¯ ≅ AC
Given an isosceles triangle △ABC with AB ¯, AB
¯ = 4x + 3, equiangular triangle
(triángulo equiangular)
_ _
COMMON
CORE
AB ≅ AC Given
4x + 3 = 8x − 13 Substitution
Mathematical Practices: MP.1, MP.3, MP.4, MP.6
G-MG.A.1 x=4 Solve for x.
_
AB = 4(4) + 3 ¯.
Substitute the value of x into AB
_
AB = 19 Simplify.
SUPPORTING STUDENT REASONING
Students should begin this problem by analyzing the

shape of the Federal Triangle. Here are some issues Given a triangle with sides 7, 12, and x, find the range of values for x.
they might bring up. According to the Triangle Inequality Theorem, the sum of any two side lengths of a triangle is greater
than the third side length
• If any part of the Federal Triangle is a triangle:
7 + 12 > x 7 + x > 12 x + 12 > 7 Apply the Triangle Inequality Theorem.
Students can research this. Since the Federal
19 > x x>5 x > −5 Simplify.
Triangle extends, on the east, past 6th Street, a 5 < x < 19 Combine the inequalities together.
large section of it is a triangle.
• The number of sides for the outline of the
Federal Triangle: The illustration shows a
polygon, so students can count the number of
sides.
• The angle measure at each vertex of the
polygon: One approach is to find angle measures
at each vertex of the polygon and then add them
if necessary. IN1_MNLESE389762_U8M22MC 1123 SCAFFOLDING SUPPORT 4/19/14 12:48 PM
• How to find the area of the Federal Triangle: • In the actual Federal Triangle, there are some small curves and other
Students can break it up in a variety of ways. departures from straight lines that result in a figure that is not exactly a
Using the streets as edges of the polygons may be polygon. Encourage students to disregard these departures and use the
convenient. polygonal figure on the page as their pattern.
• Students can use a search engine to find a map of the “Triangle” and the map
scale. You may wish to review writing and solving proportions, which students
will need to do to convert map dimensions to actual dimensions.
• Many estimates will go into each student’s solution, so reassure students that
there may be wide variations in their answers. You can use the answers in the
Sample Solution as good approximations of answers.
1123 Module 22
EXERCISES
Find how many sides a polygon has with the given interior angle sum. (Lesson 22.1) SAMPLE SOLUTION
1. 2700° 17 2. 1800° 12
The Federal Triangle has four sides, so it is a
Find the sum of interior angles a polygon has with the given number of sides. quadrilateral, not a triangle. Since the western end
(Lesson 22.1) of Pennsylvania Avenue, one side of the
3. 3 180° 4. 19 3060° quadrilateral, is parallel to Constitution Avenue, the
Federal “Triangle” is actually a trapezoid. That
Given an isosceles triangle △DEF with ¯
DE ≅ ¯
DF, ¯
DE = 26, and m∠f = 45°, find
the desired measurements. (Lesson 22.2)
means that the sum of its interior angles is 360°. I
_ drew a map of the trapezoid to scale and found that
5. DF 26 6. m∠d 90°
the angle at the intersection of Constitution Avenue
Determine whether a triangle can have sides with the given lengths. (Lesson 22.3) and Pennsylvania Avenue measures about 20°. That
7. 5 mi, 19 mi, 15 mi Yes 8. 4 ft, 3 ft, 10 ft No means that the angle where Pennsylvania Avenue
”bends” is about 180° - 20° = 160°.
Find the range of the unknown side of a triangle with the given sides. (Lesson 22.3)
Using my map and scale I found these dimensions:
9. 5 mi, 19 mi, x mi 14 < x < 24 10. 4 ft, 3 ft, x ft 1<x<7
Pennsylvania Avenue, left end: 1150 ft
MODULE PERFORMANCE TASK Pennsylvania Avenue, right end: 3450 ft
What’s Up in the Federal Triangle?
Constitution Avenue: 3900 ft
The diagram shows a schematic of the Federal Triangle, an area located in Washington, DC.
The area is bounded by Constitution Avenue on the south and Pennsylvania Avenue on the 15th Street: 1250 ft
th
north and extends from 12 th Street on the west to just past 6 Street on the east.
Is the shape of the Federal Triangle a triangle? perimeter: 9750 ft

How many sides does the Federal Triangle have? Federal Triangle
What is the actual shape of the Federal Triangle? area (triangular portion): 1,718,750 ft2
What is the sum of the internal angles of the
Federal Triangle? What portion of the area is area (rectangular portion): 1,437,500 ft2
actually a triangle?
total area: 3,156,250 ft2
Do some research and find the lengths of each
side. Find the perimeter and area of the Federal
Triangle. Find the area of the portion of the
portion of total area that is a triangle: about 54%
Federal Triangle that is a triangle.
IN1_MNLESE389762_U8M22MC 1124 4/19/14 12:48 PM
• Would it be reasonable to assume that adding the areas of the footprints of all
the buildings will give the total area of the Federal Triangle?
• Are there other ways to find the area of the polygon that is the Federal
Triangle?
Assessment Rubric
solve or explain.

22.1–22.3 Properties of Triangles
ASSESS MASTERY
• Hints and Help
students have mastered the concepts and standards Determine whether a triangle can be formed with the given side lengths. If the • Extra Practice
covered in this module. side lengths can form a triangle, determine if they will form an isosceles triangle,
equilateral triangle, or neither. (Lesson 22.1)
1. 3 mi, 8 mi, 3 mi
ASSESSMENT AND INTERVENTION No, 3 + 3 < 8
2. 7 cm, 7cm, 7cm

Yes, equilateral
3. 4 ft, 4 ft, 2 ft
Yes, isosceles
4. 20 m, 30 m, 10 m
Access Ready to Go On? assessment online, and
No, 10 + 20 = 30
receive instant scoring, feedback, and customized
intervention or enrichment. 5. 3 m, 4 m, 5 m
Yes, neither isosceles nor equilateral 7 4
8 2
6. 26 yd, 26 yd, 26 yd
ADDITIONAL RESOURCES 6
1
Yes, equilateral
Response to Intervention Resources 3
5
Use the figure to answer the following. (Lesson 22.2)
7. Given m∠2 = 76°, m∠1 = 3 ⋅ m∠3, and ∠4 ≅ ∠8, find m∠1, m∠3, m∠4, m∠5, m∠6, m∠7,
Differentiated Instruction Resources and m∠8.
• Reading Strategies m∠1 = 78°, m∠3 = 26°, m∠4 = 52°, m∠5 = 154°, m∠6 = 102°, m∠7 = 38°, m∠8 = 52°
• Success for English Learners

• Challenge Worksheets ESSENTIAL QUESTION
8. Is it possible for one angle of a triangle to be 180° ? If so, demonstrate with an example. If not,
Assessment Resources explain why not.
• Leveled Module Quizzes Answers may vary. Sample: It is not possible. The three angles of a triangle add up
to 180°, and if one angle were 180°, then the other two angles would be 0°, and a
triangle cannot have angles of 0°.
COMMON
IN1_MNLESE389762_U8M22MC 1125 4/19/14 12:48 PM

21.3 1 G-CO.C.10 MP.7
21.2 2 G-CO.C.10 MP.7
21.2 3 G-CO.C.10 MP.7
21.3 4 G-CO.C.10 MP.7
21.2 5 G-CO.C.10 MP.7
21.2 6 G-CO.C.10 MP.7
21.1 7 G-CO.C.10 MP.7
1125 Module 22
MODULE 22
MIXED REVIEW
MODULE
22
MIXED REVIEW
1. Two angles in a triangle have measurements of 34° and 84°.
A. Does the third angle measure 62°? Yes No
B. Could a triangle congruent to this Yes No
one contain an angle of 75°?
C. Is this triangle congruent to a Yes No
right triangle?
2. Consider the following statements about a seven-sided polygon. Choose True or

False for each statement.
A. Each interior angle measures 135°. True False
B. The sum of the measures of the interior True False Assign ready-made or customized practice tests to
angles is 1260°. prepare students for high-stakes tests.
C. The sum of the measures of the interior True False
angles is 900°.
_ _
3. △ABC is an equilateral triangle, AB = 4x + 45, and BC = 6x - 3. Choose True or
False for each statement.
A. x = 24 True False Assessment Resources
B. The length of one side of the triangle is True False • Leveled Module Quizzes: Modified, B
141 units.
C. The distance from one vertex of the True False
triangle to the midpoint of an adjacent
side is 12 units. AVOID COMMON ERRORS
4. Given a triangle with a side of length 6 and another side of length 13, find the
range of possible values for the third side, x. Item 2 Some students will divide by n when using
the Interior Angle Sum theorem. Remind students to
7 < x < 19
double-check what they are looking for. Students
5. Given △DEF, with DE = 3EF and DF = 4DE, explain how to write the sides and
angles in order of least to greatest. should only divide the sum by n when trying to find
Answers may vary. Sample: DE = 3EF, so _
1
DE = EF. DF = 4DE, so the order
the measure of one angle in a regular polygon.
3
of sides in terms of DE is _
1
3
DE < DE < 4DE, or EF < DE < DF. The order
of sides from least to greatest is EF, DE, and DF. Since the longer side
corresponds to the larger angle, ∠D < ∠F < ∠E.
COMMON
IN1_MNLESE389762_U8M22MC 1126 4/19/14 12:48 PM

21.1, 19.1 1* G-CO.C.10 MP.2
21.1 2 G-CO.C.10 MP.2
21.2, 15.1 3* G-MG.A.3 MP.2
21.3 4 G-MG.A.3 MP.6
21.3 5 G-MG.A.3 MP.6

MODULE
23
23
MODULE
Special Segments in Special Segments
Triangles in Triangles
ESSENTIAL QUESTION: Essential Question: How can you use special LESSON 23.1
Perpendicular Bisectors
segments in triangles to solve real-world problems? of Triangles
Answer: Special segments can be used to find many
characteristics of real-world triangles, such as their LESSON 23.2
Angle Bisectors
areas or centers of mass. of Triangles
LESSON 23.3
This version is for Medians and Altitudes
Algebra 1 and
Geometry only
of Triangles
VIDEO LESSON 23.4
Midsegments of
Professional Development Video Triangles

Professional
Development
my.hrw.com
REAL WORLD VIDEO

Check out how the properties of
triangles can be used by architects
and urban planners to solve problems
involving the positioning of landmarks.
©AugustSnow/Alamy
Where Is the Heart of the

Texas Triangle?
The Texas Triangle is a region with the cities of Dallas, Houston, and
San Antonio as the vertices of the triangle. In this module, you will
use theorems about triangles to explore the geometry of the region
and locate its center. Are even triangles bigger in Texas?
Module 23 1127

IN1_MNLESE389762_U8M23MO 1127 PERSONAL MATH TRAINER 19/04/14 12:10 PM
practice tests.
1127 Module 23
for this chapter.
Distance and Midpoint Formulas ASSESS READINESS

Example 1 Find the midpoint between (7, 1) and (–4, 8). • Online Homework Use the assessment on this page to determine if
( )
• Hints and Help
x1 + x2 _
_ y1 + y2 • Extra Practice students need strategic or intensive intervention for
, Midpoint Formula
2 2
the module’s prerequisite skills.
(_
2
1 +8
7 – 4, _
2 ) Substitute.
(_23 , _29 ) Simplify.

Find each midpoint for the given points.
1. (2, 3) and (14, 9) (8, 6) 2. (–4, 7) and (–1, –11) (– _5, –2)
2
Angle Theorems for Triangles

b
Example 2 Given that m∠a = 72° and m∠c = 48°, find the
missing angle. a
m∠a + m∠b + m∠c = 180° Triangle Sum Theorem

72° + m∠b + 48° = 180° Substitute.
3
2
1
m∠b + 120° = 180° Simplify. c

m∠b = 60° Solve for m∠b. Personal Math Trainer will automatically create a
Find the missing angle in the figure from the example for the given values.
3. m∠b = 66° and m∠c = 75° 4. m∠a = 103° and m∠c = 49°
m∠a = 39° m∠b = 28° individual needs!

Geometric Drawings Angle with Bisector ADDITIONAL RESOURCES
Example 3 Use a compass and straightedge to construct
the bisector of the given angle. See the table below for a full list of intervention
Response to Intervention Resources also includes:
M
Use a compass and straightedge to construct the bisector of the given angle. • Tier 2 Skill Post-Tests for each skill
5.
R R
Module 23 1128
IN1_MNLESE389762_U8M23MO 1128 19/04/14 12:09 PM

Instruction
Worksheets online
Reteach 23.1 35 Angle Theorems for Building Block Skills 8, Challenge

Reteach 23.2 Triangles 10, 11, 27, 38, 45, 48, worksheets
Reteach 23.3 38 Distance and 69, 70, 74, 98, 99, 100, Extend the
Midpoint Formula 104 Math Lesson
Reteach 23.4 Activities in TE
39 Geometric Drawings
Module 23 1128
LESSON
Perpendicular 23.1 Perpendicular Bisectors

Bisectors of Triangles of Triangles
Essential Question: How can you use perpendicular bisectors to find the point
that is equidistant from all the vertices of a triangle? Resource
Locker
COMMON
CORE G-C.A.3 Explore Constructing a Circumscribed Circle
Construct the … circumscribed circles of a triangle … . Also G-CO.C.10, A circle that contains all the vertices of a polygon is circumscribed about the polygon.
Y
G-CO.D.12, G-GPE.B.4, G-GPE.B.5 In the figure, circle C is circumscribed about △XYZ, and circle C is called the circumcircle
of △XYZ. The center of the circumcircle is called the circumcenter of the triangle. X
C
In the following activity, you will construct the circumcircle of △PQR. Copy Z
COMMON the triangle onto a separate piece of paper.
CORE MP.6 Precision
Q
Language Objective A The circumcircle will pass through P, Q, and R. So, the
center of the circle must be equidistant from all three points.
Work in small groups to match terms to picture cards. In particular, the center must be equidistant from Q and R.
The set of points that are equidistant from Q and R is

_
ENGAGE called the perpendicular bisector of QR.
Use a compass and straightedge to construct the set
C
R
of points. Check students’ constructions.
Essential Question: How can you use P
perpendicular bisectors to find the B The center must also be equidistant from P and R. The set of
points that are equidistant from P and R is called the
perpendicular bisector of PR _
point that is equidistant from all the . Use a compass and
straightedge to construct the set of points. Check students’ construction.
vertices of a triangle?
Graph or find the equations for at least two of the

C The center must lie at the intersection of the two sets of
points you constructed. Label the point C. Then place the
three perpendicular bisectors of the sides of the point of your compass at C and open it to distance CP.
Draw the circumcircle. Check students’ drawings.
triangle. The circumcenter, which is the point that is
equidistant from the vertices, will be located at the
intersection of any of the two perpendicular
bisectors.
PREVIEW: LESSON
PERFORMANCE TASK
asking students to explain the meanings of the words Module 23 ges must
be made throu
EDIT--Chan
botany, geology, and ecology. Then preview the Lesson

Correction
Date
Class
ector s
ndicular Bis
Name
23.1 Perpeangles
Performance Task. of Tri
Essential
Quest ion: How
can you
that is equid
use perpe
istant from
ndicular
bisectors
all the vertic
to find the
es of a triang
le?
. Also G-CO.C
point
.10, G-CO.D
.12,
Resource
Locker
triangle …
circles of a
circumscribed
uct the …
G-C.A.3 Constr Circle
umscribed
COMMON Y
CORE
G-GPE.B.5
G-GPE.B.4, g a Circ
Constructin is circumscribed about the
polygon.
IN1_MNLESE389762_U8M23L1 1129 Explore s of a polygon circle C is called

the circum
le.
circle
X
C
Z 19/04/14 12:11 PM
all the vertice , and the triang
contains about △XYZ circumcenter of
A circle that circle C is circumscribed is called the R. Copy
In the figure, center of the circum
circle circle of △PQ
the circum
of △XYZ
. The construct
ty, you will . Q
ing activi of paper
In the followonto a separate piece
the triangle R. So, the

h P, Q, and .
pass throug all three points
circle will stant from Q and R.
The circum must be equidi stant from
 center of
the circle must be equidi
the center
In particular, from Q and R is C R
stant
are equidi tor _
points that bisec of QR.

The set of perpendicular
uct the set
called the tedge to constr
ss and straigh ns. P
Use a compa constructio
students’ The set of
of points. Check stant from
P and R.
be equidi called the
The center
must also P and R is
stant from_ ss and
constructio
n.

points that
are equidi tor of PR. Use a compa
lar bisec students’
perpendicu points. Check
the set of
to construct two sets of
straightedge ction of the
the interse place the
must lie at point C. Then CP.
y
The center Label the

g Compan

constructed. distance
points you open it to
at C and ings.
compass nts’ draw
point of your Check stude
Publishin
cumci rcle.
Draw the cir
Harcour t
n Mifflin
© Houghto
Lesson 1
1129
12:10 PM
19/04/14
Module 23
3L1 1129
62_U8M2
ESE3897
IN1_MNL
1129 Lesson 23.1

Reflect
1. Make a Prediction Suppose you started by constructing the set of points equidistant
from P and Q and then constructed the set of points equidistant from Q and R.
EXPLORE
Would you have found the same center? Check by doing this construction.
Yes; because P, Q, and R are all on the circumcircle you constructed in the activity, C is the Constructing a Circumscribed Circle
same distance from all three points, so it is on all three perpendicular bisectors. Check
students’ constructions.
2. Can you locate the circumcenter of a triangle without using a compass and Students have the option of doing the circumscribed
straightedge? Explain.
Yes; you can use paper folding to construct the perpendicular bisectors of the sides. Fold circle activity either in the book or online.
each side of the triangle over on itself so the endpoints meet. Their intersection is the
circumcenter of the triangle.
Explain 1 Proving the Concurrency of a Triangle’s What is true of the intersection of
Perpendicular Bisectors perpendicular bisectors of the sides of a
Three or more lines are concurrent if they intersect at the same point. The point of intersection triangle? The intersection is a point that is
is called the point of concurrency. You saw in the Explore that the three perpendicular bisectors equidistant from the vertices of a triangle.
of a triangle are concurrent. Now you will prove that the point of concurrency is the circumcenter
of the triangle. That is, the point of concurrency is equidistant from the vertices of the triangle.
Circumcenter Theorem
The perpendicular bisectors of the sides of a
triangle intersect at a point that is equidistant
B
EXPLAIN 1
from the vertices of the triangle. P
PA = PB = PC C Proving the Concurrency of a
A
Triangle’s Perpendicular Bisectors
Example 1 Prove the Circumcenter Theorem.
_ _ _
Given: Lines ℓ, m, and n are the perpendicular bisectors of AB, BC, and AC, A
respectively. P is the intersection of ℓ, m, and n. INTEGRATE MATHEMATICS
ℓ
Prove: PA = PB = PC P
n PRACTICES
P is the intersection of ℓ, m, and n. Since P lies on the
perpendicular bisector
B C
_
of AB, PA = PB by the
Perpendicular Bisector Theorem. Similarly, P lies on
m
MP.1 Understanding the proof of the concurrency
_ PC of a triangle’s perpendicular bisectors depends on
the perpendicular bisector of BC, so PB = PC. Therefore, PA = PB =
by the Transitive Property of Equality.

students understanding that all of the points on the
perpendicular bisector of a segment are equidistant
from the endpoints of the segment. This is the
Perpendicular Bisector Theorem and its converse
from Module 4. You may want to review these
theorems with students.

IN1_MNLESE389762_U8M23L1 1130 19/04/14 12:11 PM
What do you have to do to construct the
Math Background circumcircle of a triangle? Find a point that is
By constructing the perpendicular bisectors of the sides of many different equidistant from the vertices of the triangle. This
triangles, students can convince themselves that the following statement is likely point is the center of the required circle, and its
to be true: The perpendicular bisectors of the sides of any triangle intersect in a radius is equal to the distance from the point to any
point (are concurrent). The inductive approach described above may be vertex.
convincing, but it does not constitute a proof. To prove the theorem, it is necessary
to show that the point of intersection of two of the perpendicular bisectors lies on
the third.
Perpendicular Bisectors of Triangles 1130

Reflect
In the proof of the Circumcenter Theorem,
3. Discussion How might you determine whether the circumcenter of a
why do you show that the point of triangle is always inside the triangle? Make a plan and then determine
concurrency lies on the perpendicular bisector of whether the circumcenter is always inside the triangle.
You could draw different triangles and construct their circumcenters using either a
each side of the triangle? If the point of concurrency
compass and straightedge or paper folding. The circumcenter of an acute triangle is
is on the perpendicular bisector of each side of the
inside the triangle. The circumcenter of an obtuse triangle is outside the triangle. The
triangle, then it is equidistant from each vertex of
circumcenter of a right triangle is on the triangle.
the triangle. This makes the distances from each
vertex possible radii of the same circle.
Explain 2 Using Properties of Perpendicular Bisectors
You can use the Circumcenter Theorem to find segment lengths in a triangle.
_ _ _
EXPLAIN 2 Example 2 KZ, LZ, and MZ are the perpendicular bisectors of △GHJ. Use the
given information to find the length of each segment. Note that the
figure is not drawn to scale.
Using Properties of Perpendicular
H
Bisectors
K L
Z
PRACTICES G J
M
Focus on Modeling
MP.4 Have students copy a larger version of the  Given: ZM = 7, ZJ = 25, HK = 20
triangle in the example, and construct the Find: ZH and HG
circumcenter of the triangle by paper folding. Discuss Z is the circumcenter of △GHJ, so ZG = ZH = ZJ.
the point of concurrency and the Circumcenter
ZJ = 25, so ZH = 25.
Theorem, and how the perpendicular bisectors each _
K is the midpoint of GH, so HG = 2 ⋅ KH = 2 ⋅ 20 = 40.
divide sides of a triangle at midpoints. Remind
students of how they constructed perpendicular  Given: ZH = 85, MZ = 13, HG = 136
bisectors in Module 4. Find: KG and ZJ
K is the
_
midpoint of HG __1 __1
, so KG = 2 HG = 2  136 = 68 .
Z is the
circumcenter of △GHJ, so ZG = ZH = ZJ .
ZH =
85 , so ZJ = 85 .
IN1_MNLESE389762_U8M23L1 1131 19/04/14 12:11 PM

Give students a triangular region in the plane and a triangle drawn on the
coordinate plane. Have students construct the perpendicular bisectors of the
triangle in the plane and identify the circumcenter of the triangle. Ask a volunteer
to explain how it was identified. Then ask students to locate the circumcenter for
the triangle drawn on the coordinate plane. They should give the equations of the
perpendicular bisectors of the triangle’s sides and the coordinates of their
intersection point. Ask a volunteer to explain the process, then compare the two
methods as a class.
1131 Lesson 23.1

Reflect
4. In △ABC, ∠ACB is a right angle and D is the
circumcenter of the triangle. If CD = 6.5, How does a perpendicular bisector divide a
what is AB? Explain your reasoning.
triangle? The perpendicular bisector of a
C triangle divides it at the midpoint of the side of the
triangle.
A B
D What is true of the circumcenter of a
triangle? The point is equidistant from the
13; D is the circumcenter of the triangle, so DA = DB = DC. three triangle vertices.
Then AB = AD + DB = CD + CD = 2(6.5) = 13.
What is the advantage in exploring
Your Turn
circumcenters with geometry software rather
¯, LZ
KZ ¯, and MZ
¯ are the perpendicular bisectors of △GHJ. Copy the sketch and label than by drawing triangles and perpendicular
the given information. Use that information to find the length of each segment. Note bisectors with a compass and straightedge? The
that the figure is not drawn to scale.
software makes it easy to change the size and shape
H of the triangle to see how the circumcenter changes.
K L
Z
G J
M
5. Given: ZG = 65, HL = 63, ZL = 16

Find: GK and ZJ

Z is the circumcenter of △GHJ, so ZG = ZH = ZJ.
ZG = 65, so ZJ = 65.
¯, so HJ = 2 ⋅ HL = 2 ⋅ 63 = 126.
L is the midpoint of HJ
6. Given: ZM = 25, ZH = 65, GJ = 120

Find: GM and ZG
¯, so GM = GM = _
M is the midpoint of GJ 1
GJ = _
1
⋅ 120 = 60.
2 2
Z is the circumcenter of △GHJ, so ZG = ZH = ZJ.
ZH = 65, so ZG = 65.
IN1_MNLESE389762_U8M23L1 1132 19/04/14 12:11 PM
Multiple Representations
Have students find the circumcenter of a triangle by paper folding. Then compare
this to how to find the circumcenter of a triangle in the coordinate plane, which
may involve finding the intersection of the equations of lines. Finally, have
students use geometry software to construct a triangle and the perpendicular
bisectors of the sides. Have them drag a vertex of the triangle to change its shape
and note that the perpendicular bisectors are still concurrent.

Explain 3 Finding a Circumcenter on
EXPLAIN 3 a Coordinate Plane
Given the vertices of a triangle, you can graph the triangle and use the graph to
find the circumcenter of the triangle.
Finding a Circumcenter on a
Coordinate Plane Example 3 Graph the triangle with the given vertices and find the
circumcenter of the triangle.
 R( -6, 0 ), S( 0, 4 ), O( 0, 0 ) y
x = -3
INTEGRATE TECHNOLOGY Step 1: Graph the triangle.
6
S
Some properties of a circumcenter on a coordinate Step 2: Find equations for two perpendicular bisectors. y=2 (-3, 2)
plane that students can verify using a geometry _ 2
Side RO is on the x-axis, so its perpendicular bisector is vertical:
x
program are that the circumcenter is the middle
the line x = -3. R -4 0 O
point of the circumscribed circle; the circumcenter is _ -2
Side SO is on the y-axis, so its perpendicular bisector
exactly the same distance from each vertex; the
is horizontal: the line y = 2.
circumcenter may be located outside of the triangle
and it may be located on the triangle. You might also Step 3: Find the intersection of the perpendicular bisectors.
ask students to use the geometry software to find the The lines x = -3 and y = 2 intersect at (-3, 2).
equations of the perpendicular bisectors of the sides, (-3, 2) is the circumcenter of △ROS.
and the intersection point of the perpendicular
 A(-1, 5), B(5, 5), C(5, -1)
bisectors.
Step 1 Graph the triangle. y
7 y=2
Step 2 Find equations for two perpendicular bisectors. A (-1, 5) B (5, 5)
QUESTIONING STRATEGIES _ 5
Side AB is horizontal , so its perpendicular bisector
3
How do you find the circumcenter of a is vertical
_ x=2
triangle when given the coordinates of the The perpendicular bisector of AB is the line. x = 2 .
1
x
three vertices? You graph the triangle, find the _ -2 0 2 4 6
Side BC is vertical , so the perpendicular bisector of C (5, -1)
-2
equations of the perpendicular bisectors of two _
BC is horizontal the line y = 2 .
sides of the triangle, then find the intersection point
Step 3 Find the intersection of the perpendicular bisectors.
of the two equations. x = 2 and y = 2 intersect at (2, 2) .
The lines
(2, 2) is the circumcenter of △ABC.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M23L1 1133 19/04/14 12:11 PM
Connect Vocabulary
To help students remember the meanings of circumcenter and circumscribed,
remind them that the prefix circum- means around. Point out that circum- and
circle begin with the same four letters: circ.
1133 Lesson 23.1

Reflect
7. Draw Conclusions Could a vertex of a triangle also be its circumcenter? AVOID COMMON ERRORS
If so, provide an example. If not, explain why not.
No; possible answer: if the vertex were the circumcenter, the distance from all of the
Students may be confused when asked to calculate the
radius of the circumcircle. The radius is the same as the
vertices to the circumcenter would have to be 0. The vertices cannot all be the same point.
distance from the circumcenter to any vertex. In the
Your Turn coordinate plane, they can use the distance formula to
Graph the triangle with the given vertices and find the circumcenter of the triangle. find the radius.
8. Q(-4, 0), R(0, 0), S(0, 6) 9. K(1, 1), L(1, 7), M(6, 1)
y y L
ELABORATE
6 S 6
x = -2 x = 3.5
4 4
y=4
y=3
2 2
M QUESTIONING STRATEGIES
Q x K x
-6 -4 -2 0 R 2 -2 0 2 4 6 Why is the point where the perpendicular
-2 -2 bisectors intersect the middle point of the
The circumcenter of △QRS is (-2, -3) The circumcenter of △KLM is (3.5, 4).
circumscribed circle? The point is the center of the
Check students’ graphs. circumscribed circle, so it is the middle point of the
circumscribed circle.
Elaborate
Why isn’t the circumcenter always inside the
10. A company that makes and sells bicycles has its largest stores in three cities. The company
wants to build a new factory that is equidistant from each of the stores. Given a map, perimeter of the triangle? The lines
how could you identify the location for the new factory? representing the perpendicular bisectors of the
Draw the segments connecting the three cities and construct the perpendicular bisectors
triangle give the circumcenter, and these lines may
of two of the segments. The intersection of the perpendicular bisectors is equidistant from
intersect outside or on the triangle.
the three cities.
© Houghton Mifflin Harcourt Publishing Company How many perpendicular bisectors do you need
11. A sculptor builds a mobile in which a triangle rotates around its circumcenter. Each
vertex traces the shape of a circle as it rotates. What circle does it trace? Explain. to construct to find the circumcenter of a
The circumcircle of the triangle. Each vertex is on the circumcircle. As the mobile rotates, triangle? Explain. Two; since all three perpendicular
each vertex moves to other points on the circumcircle. bisectors intersect in the same point, you need only
two lines to determine the point.
IN1_MNLESE389762_U8M23L1 1134 19/04/14 12:11 PM

12. What If? Suppose you _are given the vertices of a triangle PQR. You plot the points in a coordinate
SUMMARIZE THE LESSON plane and notice that PQ is horizontal but neither of the other sides is vertical. How can you identify the
circumcenter of the triangle? Justify your reasoning.
What feature can you use to describe the Choose one of the other sides. Use the opposite of the reciprocal of its slope and the
circumcenter of a triangle? Sample answer: coordinates of its midpoint to write an equation of its perpendicular bisector in
The circumcenter is the point that is equidistant point-slope form. The perpendicular bisector of a segment passes through its midpoint,
from each of the vertices of the triangle. and its slope is the opposite of the reciprocal of the slope of the segment.
13. Essential Question Check-In How is the point that is equidistant from the three vertices of a triangle
related to the circumcircle of the triangle?
The point is the center of the circumcircle, or the circumcenter of the triangle.
EVALUATE
• Online Homework
Construct the circumcircle of each triangle. Label the circumcenter P. • Hints and Help
• Extra Practice
1. 2. A
ASSIGNMENT GUIDE A

P
Explore Exercises 1–4 P
Constructing a Circumscribed Circle
Example 1 Exercises 9–10 B C C B
Proving the Concurrency of a
Triangle’s Perpendicular Bisectors
Check students’ constructions. Check students’ constructions.
Using Properties of Perpendicular

Bisectors
3. B 4. A
Finding a Circumcenter on a A C
Coordinate Plane B
P P
Check students’ constructions. Check students’ constructions.
COMMON
IN1_MNLESE389762_U8M23L1 1135
1–4 1 Recall of information MP.4 Modeling

1135 Lesson 23.1

Complete the proof of the Circumcenter Theorem.
¯¯
Use the diagram for Exercise 5–8. ZD, ZE, and ¯
ZF A
are the perpendicular bisectors of △ABC. Use the given
PRACTICES
information to find the length of each segment. Note that
the figure is not drawn to scale.
Focus on Reasoning
D F
MP.2 Encourage students to try different types of
5. Given: DZ = 40, ZA = 85, FC = 77
Z triangles when testing the validity of statements in
Find: ZC and AC the exercises.
Z is the circumcenter of △ABC, so ZA = ZB = ZC. B
E
C
ZA = 85, so ZC = 85.
F is the midpoint of ¯
AC, so AC = 2 ⋅ FC = 2 ⋅ 77 = 154.
6. Given: FZ = 36, ZA = 85, AB = 150

Find: AD and ZB
AB, so AD = __
D is the midpoint of ¯ 1
2
AB = __
1
2
⋅ 150 = 75.
Z is the circumcenter of △ABC, so ZA = ZB = ZC.
ZA = 85, so ZB = 85.
7. Given: AZ = 85, ZE = 51
Find: BC
(Hint: Use the Pythagorean Theorem.)
Z is the circumcenter of △ABC, so ZA = ZB = ZC.
AZ = 85, so ZC = 85.
By the Pythagorean Theorem, EC 2 = ZC 2 - ZE 2 = 85 2 - 51 2 = 4624.
――
Then EC = √4624 = 68. So, BC = 2 ⋅ 68 = 136.
8. Analyze Relationships How can you write an algebraic expression for the radius
of the circumcircle of △ABC in Exercises 6–8? Explain.
ZA, ZB, or ZC; the radius of the circumcircle is the distance from Z to a
vertex of the triangle.
IN1_MNLESE389762_U8M23L1 1136 19/04/14 12:11 PM

Complete the proof of the Circumcenter Theorem.
AVOID COMMON ERRORS _ _ _ A
9. Given: Lines ℓ, m, and n are the perpendicular bisectors of AB, BC, and AC,
When learning to find the circumcenter, students ℓ
respectively. P is the intersection of ℓ, m, and n. n
P
may use only an equilateral triangle. Encourage them Prove: PA = PB = PC
B C
to use other types of triangles to discover the various
positions of the points of concurrency. m
Statements Reasons
1. Lines ℓ, m, and
_ n_ are the_perpendicular 1. Given
bisectors of AB, BC, and AC.
2. P is the intersection of ℓ, m, and n. 2. Given
_
3. PA = PB 3. P lies on the perpendicular bisector of AB.
PB = PC _
4. 4. P lies on the perpendicular bisector of BC.
5. PA = PB = PC 5. Transitive Property of Equality
_ _ _ _ _
10. PK, PL
_, and PM are the perpendicular bisectors of sides AB, BC, P
and AC. Tell whether the given statement is justified by the figure.
Select the correct answer for each lettered part.
a. AK = KB Justified Not Justified B
b. PA = PB Justified Not Justified K
L
c. PM = PL Justified Not Justified A
1 BC M D C
d. BL = _ Justified Not Justified
2
e. PK = KD Justified Not Justified
_ _
a. Justified; PK bisects AB, so AK = KB
b. Justified; P is the circumcenter of the triangle, so PA = PB.

c. Not justified
_ _
d. Justified; PL bisects BC,
e. Not justified
IN1_MNLESE389762_U8M23L1 1137 19/04/14 12:11 PM
1137 Lesson 23.1

Graph the triangle with the given vertices and find the circumcenter of the triangle.
11. D(-5, 0), E(0, 0), F(0, 7)
PRACTICES
y
x = -2.5 F Focus on Math Connections
6
MP.1 When students are given the coordinates of
4
(-2.5, 3.5) the vertices of a triangle, encourage them to graph
y = 3.5
2
the triangle first and then find the midpoints of the
D E x
-6 -4 -2 0 sides. Then have them find the equation of each
perpendicular bisector using a vertex and the
midpoint of the side opposite it. Remind them that
12. Q(3, 4), R(7, 4), S(3, -2)
they need to find the equations of only two
y
x=5 perpendicular bisectors of the triangle. They should
4 Q R
find the point where the perpendicular bisectors
2
(5, 1)
y=1 P intersect using a system of equations or other
x
0 algebraic method.
2 4 6
-2
S
13. Represent Real-World Problems For the next Fourth of

July, the towns of Ashton, Bradford, and Clearview will launch Ashton
a fireworks display from a boat in the lake. Draw a sketch to
show where the boat should be positioned so that it is the same Bradford
distance from all three towns. Justify your sketch. Clearview
Let the three towns be vertices of a triangle. By the

Circumcenter Theorem, the circumcenter of the
A
triangle is equidistant from the vertices. Trace
B
the outline of the lake. Draw the triangle formed Final art 3/15/05
by the towns. To find the circumcenter, find the F
ge07se_c05l02005a
C
perpendicular bisectors of each side. The position Geometry SE 2007 Texas
of the boat is the circumcenter, F.
Holt Rinehart Winston
Karen Minot
H.O.T. Focus on Higher Order Thinking (415)883-6560
14. Analyze Relationships Explain how can you draw a triangle JKL whose
circumcircle has a radius of 8 centimeters.
Use a compass to draw circle C with a radius of 8 centimeters.
Choose any three distinct points J, K, and L on the circle and draw
segments to form a triangle. C is the circumcircle of △JKL, and its
radius is 8 centimeters. Final art 3/15/05
ge07se_c05l02006a
Geometry SE 2007 Texas
Module 23 1138 Holt Rinehart Winston Lesson 1
Karen Minot
(415)883-6560
IN1_MNLESE389762_U8M23L1 1138 19/04/14 12:11 PM

_ _ _
15. Persevere in Problem Solving ZD, ZE and ZF are the perpendicular bisectors of
PEERTOPEER DISCUSSION △ABC, which is not drawn to scale.
Ask students to discuss with a partner how to locate A
the circumcenter of a triangle drawn in the

coordinate plane. One student can draw a triangle in
the coordinate plane and challenge the partner to D F
Z
find the coordinates of the circumcenter. Then switch
roles. Have them use the Circumcenter Theorem to
B C
verify that the point where the perpendicular E
bisectors intersect is the circumcenter of the triangle. a. Suppose that ZB = 145, ZD = 100, and ZF = 17. How can you find AB and AC?
Have them draw additional examples of triangles to ¯ is a leg of right triangle △ZBD and ¯
To find AB, note that DB ZB is the hypotenuse. Use
justify their reasoning. the Pythagorean Theorem to find DB and multiply by 2 because D is the midpoint of ¯ AB.
To find AC, use the same method, noting first that ZC = ZB because C is the circumcenter
of △ABC. Also, ¯ZF is a leg of right triangle △ZCF and ¯
ZC is the hypotenuse.
b. Find AB and AC.
JOURNAL ―――
AB = 2BD, BD 2 = ZB 2 - ZD 2 = 11,025; BD = √11,025 = 105, so AB = 210.
Have students describe how they remember that the AC = 2FC, FC 2 = ZC 2 - ZF 2 = 20,736; FC = √―――
20,736 = 144, so AC = 288.
circumcenter is the intersection of the perpendicular c. Can you find BC? If so, explain how and find BC. If not, explain why not.
bisectors of the sides of the triangle. No; the only information given about isosceles △ZBC is the length of two
sides, which is insufficient for finding BC.
16. Multiple Representations Given the vertices A(-2, -2), y

B(4, 0), and C(4, 4) of a triangle, the graph shows how you can use a 6
_ P of the triangle.
graph and construction to locate the circumcenter
4 C (4, 4)
_ bisector of CB and construct the
You can draw the perpendicular
perpendicular bisector of AB. Consider how you could identify
P algebraically.
_ B (4, 0)x
a. The perpendicular bisector of AB passes through its_ midpoint. 0
-4 -2 2 4 6
Use the Midpoint Formula to find the midpoint of AB.
-2
M= (_
x +x _
1
2
,
2
2 ) ( 2
y +y
= _, _) = (1, -1)
1 -2 + 4 -2 + 0
2
2
_
A (-2, -2)
-4
b. What is the slope m of the perpendicular bisector of AB? Explain
how you found it.
m = -3; m is the opposite of the reciprocal of the
slope of ¯ _ _ _
y2 - y1
AB, x - x =
0 - (-2)
= .
1
2 1 4 - (-2) 3
_
c. Write an equation of the perpendicular bisector of AB and explain how
you can use it find P.
Use the point-slope form of a linear equation: y - y 1 = m(x - x 1); y - (-1) = -3(x - 1);
y + 1 = -3x + 3; y = -3x + 2. Find the intersection of that line and the perpendicular
bisector of ¯
CB, y = 2. The lines intersect at (0, 2), the circumcenter P of the triangle.
IN1_MNLESE389762_U8M23L1 1139 19/04/14 12:11 PM
1139 Lesson 23.1

A landscape architect wants to plant a circle of flowers around a triangular garden. She has
sketched the triangle on a coordinate grid with vertices at A(0, 0), B(8, 12), and C(18, 0). PRACTICES
Focus on Reasoning
16
y
MP.2 The landscape architect in the Lesson
12
B (8, 12) Performance Task could have sketched the triangle
anywhere on the coordinate plane. What advantage
8
did she gain by drawing the triangle with one side on
4
the x-axis and one vertex at the origin? Sample
x
A (0, 0) 4 8 12 16 C (18, 0)
answer: Doing so gave her a midpoint of one side of
the triangle with one coordinate of zero (9, 0) and a
vertex with two coordinates of zeros (0, 0). The zeros
greatly simplify the calculation of the length of the
Explain how the architect can find the center of the circle that will circumscribe triangle ABC.
Then find the radius of the circumscribed circle. radius when it comes time to apply the Pythagorean
Theorem.
Answers will vary. Students can sketch the perpendicular bisectors to find the
circumcenter of the triangle and estimate its coordinates to be approximately
(9, 2.5). INTEGRATE MATHEMATICAL
The radius of the circle can be found using the Pythagorean Theorem with the PRACTICES
triangle formed by A(0, 0), the midpoint of AB(9, 0), and the circumcenter Focus on Critical Thinking
(9, 2.5).
MP.3 Explain how the landscape architect can find
r 2 = 9 2 + (2.5)
2
the area of the circle of flowers that lies outside the
r 2 = 81 + 6.25
triangular garden. She can subtract the area of the
――
r = √87.25 ≈ 9.3
triangle from the area of the circle.
The radius of the circle is approximately 9.3 feet.
(Note: the actual y-coordinate of the circumcenter is _8 = 2.6667. This will
3
change the final result to approximately 9.4 feet.)
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M23L1 1140 19/04/14 12:11 PM
Review dilations. Have students chose a scale factor, and then use it to dilate the
triangle in the Performance Task on the same coordinate grid. Ask students to
find the circumcenter of the new triangle.
• What do you notice about the circumcenter of the new triangle?
Sample answer: It is the same point as the circumcenter of the original.
Scoring Rubric
• Make a conjecture as to why that might be the case.
2 points: The student’s answer is an accurate and complete execution of the
Sample answer: Dilating a figure changes its size but not its shape. The task or tasks.
relative location of a triangle’s circumcenter must depend on its shape 1 point: The student’s answer contains attributes of an appropriate response
but is flawed.
and not its size.

LESSON
Angle Bisectors 23.2 Angle Bisectors of Triangles

of Triangles Essential Question: How can you use angle bisectors to find the point that is equidistant
from all the sides of a triangle?
Resource
Explore Investigating Distance from a Point

COMMON
to a Line
CORE G-C.A.3
Use a ruler, a protractor, and a piece of tracing paper to investigate points on the bisector of an angle.
Construct the inscribed ... circles of a triangle … . Also G-CO.C.9,
G-CO.C.10, G-CO.D.12 A Use the ruler to draw a large angle on tracing paper. Label it ∠ABC. Fold the paper so
→ →
‾ coincides with BA
that BC ‾ . Open the paper. The crease is the bisector of ∠ABC. Plot a point
Mathematical Practices P on the bisector.
COMMON
CORE MP.3 Logic
A
A
Language Objective P
B B
Students work in pairs to complete a compare/contrast chart for C C
circumscribed and inscribed circles.
→
B ‾ . Measure the lengths of
Use the ruler to draw several different segments from point P to BA
→
ENGAGE the segments. Then measure the angle each segment makes with BA
about the shortest segment you can draw from point P to BA
→
→
‾ ?
‾ . What do you notice
The segment is most nearly perpendicular to BA ‾ .

Essential Question: How can you use
→
angle bisectors to find the point that is C Draw the shortest segment you can from point P to BC‾ . Measure its length. How does its
→
‾ ?
length compare with the length of the shortest segment you drew from point P to BA
equidistant from all the sides of a
The lengths should be similar.

triangle?
Bisect any two of the angles of a triangle; the point Reflect
of intersection of the angle bisectors is equidistant 1. Suppose you choose a point Q on the bisector of ∠XYZ and you draw the perpendicular segment from Q
→ →
from the sides of the triangle. ‾ and the perpendicular segment from Q to YZ
toYX ‾ . What do you think will be true about these segments?
They will be the same length.
2. Discussion What do you think is the best way to measure the distance from a point to a line? Why?
PREVIEW: LESSON Measure the distance from the point to the line along the perpendicular segment from
PERFORMANCE TASK the point to the line. Among all the segments from the point to the line, this segment is
View the Engage section online. Discuss the photo, shortest.
asking students to explain how central pivot

irrigation works. Then preview the Lesson
Performance Task.
Module 23 EDIT--Chan
ges must
be made throu
gh "File info"
1141 Lesson 2
Correction
Date
Class
Triangles
ectors of
Name
Bis
23.2 Angle
is equidistant

point that
to find the
bisectors Resource
ce
use angle Resour
can you triangle?
Locker
ion: How sides of a G-CO.D.12 Locker
Essential
Quest
from all the G-CO.C.10,
G-CO.C.9,
e … . Also
of a triangl
ed … circles Point
uct the inscrib
e from a
COMMON G-C.A.3 Constr
g Distanc
Investigatin
CORE
r of an angle.
Explore on the bisecto
to a Line to investi
gate points
paper so
piece of tracing Fold the paper a point
IN1_MNLESE389762_U8M23L2 1141 19/04/14 12:34 PM
and a it ∠ABC.
a protractor, . Plot
Use a ruler, on tracin
g paper. Label or of ∠ABC
is the bisect

a large angle paper. The crease
Use the ruler to draw → ‾ . Open
the
 → coincides with BA
‾
that BC
bisector.
P on the A
P
B

A
InCopy Notes InDesign Notes

C
B
C s of
→ . Measure the length
‾
P to BA
from point → . What do you notice
segments with BA ‾
1. This is a list l different

1. This is a list
nt makes→

to draw severa the angle each segme P to BA ‾ ?
Use the ruler measure point
 the segme
nts. Then nt you can
draw from →
‾ .
shortest segme to BA
about the ndicular
nearly perpe . How does
its
ent is most → . Measure its length →?
The segm ‾ P to ‾
BA
P to BC from point
from point you drew
nt you can st segment
shortest segme length of the shorte
Draw the
 re with the
length compa r.
be simila
hs should
The lengt nt from Q
y
lar segme
g Compan
the perpe
ndicu segments?
you draw about these
∠XYZ and will be true
Reflect bisector of → . What do you think
Publishin
Q on the ‾
to YZ
e a point nt from Q
se you choos lar segme line? Why?
1. Suppo → and the perpendicu point to a
length. ce from a
Harcour t
‾
toYX from
be the same re the distan segment
They will to measu ndicular
is the best way along the perpe ent is
segm
n Mifflin
do you think to the line to the line,

this
ssion What nce from the point the point
2. Discu the dista ents from
© Houghto
Measure the segm

Among all
to the line.
the point
shortest.
Lesson 2
1141
12:31 PM
19/04/14
Module 23
Notes
InDesign
a list
62_U8M2
3L2 1141 1. This is
ESE3897
IN1_MNL
InCopy Notes
a list
1. This is
1141 Lesson 23.2

Explain 1 Applying the Angle Bisector Theorem
and Its Converse EXPLORE
The distance from a point to a line is the length of the perpendicular segment from the point to the line. You will
prove the following theorems about angle bisectors and the sides of the angle they bisect in Exercises 16 and 17.
Investigating Distance from a Point
Angle Bisector Theorem to a Line
If a point is on the bisector an of angle, then it is equidistant from the sides of the angle. A
C
∠APC ≅ ∠BPC, so AC = BC. INTEGRATE TECHNOLOGY
P
B
Students have the option of doing the distance from a
Converse of the Angle Bisector Theorem point to a line activity either in the book or online.
If a point in the interior of an angle is equidistant from the sides of the angle, then it A
is on the bisector of the angle.
C
AC = BC, so ∠APC ≅ ∠BPC P
B You can draw many segments from a point to
a line. Which segment is the distance from a
Example 1 Find each measure.
point to the line? the segment that is perpendicular
to the line
 LM
J
12.8
K
L
M
EXPLAIN 1
→
‾ is the bisector of ∠JKL, so LM = JM = 12.8.
KM Applying the Angle Bisector Theorem
and Its Converse
m∠ABD, given that m∠ABC = 112°

→ _ → →
¯ ⊥BA
Since AD = DC, AD ‾ , and DC ⊥ BC
‾ , you know that BD
‾
74
D
bisects ∠ABC by the Converse of the Angle Bisector Theorem.
A
1 m∠ ABC = 56 °.
PRACTICES
74 So, m∠ABD = _
2
B C
MP.1 The Converse of the Angle Bisector Theorem
does not apply if the point is in the exterior of the
Reflect angle. An angle bisector must be in the interior of the
3. In the Converse of the Angle Bisector Theorem, why is it important to say that the point must be in the angle it bisects. Therefore, a point equidistant from
interior of the angle? the sides must also be in the angle’s interior in order
If a point lies in the exterior of the angle, it is not necessarily possible to draw
to be on the bisector.
perpendicular segments to each ray. The distance to each ray is not necessarily defined.

PROFESSIONAL DEVELOPMENT How do you know which theorem to use in
IN1_MNLESE389762_U8M23L2 1142 19/04/14 12:34 PM
the example? If a point is given on the angle
opy Notes Learning Progressions InDesign Notes bisector,
InCopy Notes use the Angle Bisector Theorem to state
This is a list Bold, Italic, Strickthrough. 1. This is a list 1. This is a list
In this lesson, students add to their prior knowledge of constructing geometrical that the point is equidistant from the sides of the
figures by investigating the angle bisectors of a triangle. The opening activity leads angle. If it is given that the point is equidistant from
students to make a conjecture that the distance from a point to a line is the the sides of the angle, use the Converse of the Angle
perpendicular distance. This fact helps students understand that the Bisector Theorem to state that the point must be on
perpendicular distances from the intersection point of the angle bisectors of a the angle bisector.
triangle serve as radii of the incircle of a triangle. By constructing the angle
bisectors of the sides of many different triangles, students can convince themselves
that the angle bisectors of any triangle intersect in a point (are concurrent). This
point is called the incenter of the triangle.
Angle Bisectors of Triangles 1142
Your Turn
How many angle bisectors does a triangle
Find each measure.
have? 3
4. QS 5. m∠LJM, given that m∠KJM = 29°
What is true about the points on the bisector S
of an angle? The points are all equidistant 14.7
L
62
K
from the sides of the angle.
R 62
J
Q P M
→ → → →
EXPLAIN 2 ‾ is the bisector of ∠QPR. By the Angle
PS
Bisector Theorem, QS = RS = 14.7.
KL = KM, ¯ ‾ , and ¯
KL ⊥ JL ‾ , so JK
KM ⊥ JM
bisects ∠LJM by the Converse of the
‾
Angle Bisector Theorem. Then m∠LJM

= 2 m∠LJM = 58°.
Constructing an Inscribed Circle
Explain 2 Constructing an Inscribed Circle
INTEGRATE MATHEMATICAL A circle is inscribed in a polygon if each side of the polygon is tangent to the circle. In
PRACTICES the figure, circle C is inscribed in quadrilateral WXYZ and this circle is called the incircle
W
(inscribed circle) of the quadrilateral.
Focus on Modeling Z
In order to construct the incircle of a triangle, you need to find the center of the circle. This C
MP.4 Have students copy a larger version of the point is called the incenter of the triangle.
X Y
triangle in the example, and construct the incenter of Example 2 Use a compass and straightedge to construct the inscribed circle of
the triangle by paper folding. To construct an angle △PQR.
bisector, have them fold one side of an angle of the Step 1 The center
_ of the
_ inscribed circle must be equidistant Q
from PQ and PR. What is the set of points equidistant
triangle onto the other side of the angle. Discuss the _ _
from PQ and PR? the bisector of ∠P
point of concurrency and Angle Bisector Theorem. Construct this set of points.
Remind students of the properties of angle bisectors. _ _
Step 2 The center must also be equidistant from PR_ and QR
_.
What is the set of points equidistant from PR and QR? C

the bisector of ∠R Construct this set of points. R
INTEGRATE MATHEMATICAL Step 3 The center must lie at the intersection of the two sets
PRACTICES of points you constructed. Label this point C. P
Focus on Technology Step 4 Place the point of your compass at C and open the compass
until the pencil just touches a side of △PQR. Then draw the inscribed circle.
MP.5 Have students use geometry software to draw
a triangle and then construct the bisector of each Reflect
_ _
angle. Have them mark the point of concurrency of 6. Suppose you started by constructing the set of points_ _ from PR and QR, and
equidistant
the bisectors. Then have them measure the distances then constructed the set of points equidistant from QR and QP. Would you have found
the same center point? Check by doing this construction.
from the point to each side of the triangle and Yes, all three angle bisectors intersect at the same point.
confirm that they are equal. Have them finish by
constructing a circle with the point of concurrency as
center and the distance to the side of the triangle as
radius.
IN1_MNLESE389762_U8M23L2 1143 19/04/14 12:34 PM

QUESTIONING
InDesign Notes STRATEGIES InCopy Notes InDesign Notes
1. This is a list 1. This is a list Give groups of students different triangular regions in the plane. Have each group
1. This is a list
How do you use the angle bisectors to find the
construct the angle bisectors of their triangle and identify the incenter of the
incenter? The incenter is the point of
triangle. Ask a volunteer from each group to display their triangle and explain to
concurrency of the angle bisectors.
the class how they found the incenter.
What is true of the incenter of a triangle? The
point is equidistant from the sides of the
triangle.
1143 Lesson 23.2

Explain 3 Using Properties of Angle Bisectors
As you have seen, the angle bisectors of a triangle are concurrent. The point of concurrency is
the incenter of the triangle.
EXPLAIN 3
Incenter Theorem Using Properties of Angle Bisectors
The angle bisectors of a triangle intersect at a point B
that is equidistant from the sides of the triangle.
Y Z
P
C
Some properties of the incenter on a coordinate plane
PX = PY = PZ
A X that students can verify using a geometry program
are: the incenter is the middle point of the inscribed
Example 3 ¯
JV and ¯
KV are angle bisectors of △JKL. Find each circle; the incenter is exactly the same distance from
measure. K
7.3
each side of the triangle; the incenter is always
_
 the distance from V to KL
W located in the interior of the triangle. You can also ask
V
V is the incenter of △JKL. By the Incenter Theorem, V is equidistant from L students to use geometry software to find the angle
_ _ the sides J
of △JKL. The distance from V to JK is 7.3. So the distance from V to KL is also 7.3. 19° 106° bisectors of the sides, and the intersection point of
the angle bisectors.
 m∠VKL
_
JV is the bisector of ∠ KJL . m∠KJL = 2 ( 19° ) = 38° QUESTIONING STRATEGIES
Triangle Sum Theorem 38° + 106° + m∠JKL = 180°
How do you use the angle bisectors of a
Subtract 144° from each side. m∠JKL = 36° triangle to find the indicated measures in a
triangle? You find the incenter from the intersection
_
KV is the bisector of ∠JKL. 1
m∠VKL = _
2 ( 36° ) = 18°
of the angle bisectors, then use the fact that the
incenter is equidistant from the sides of the triangle
Reflect
to solve for various measures in the triangle.
7. In Part A, is there another distance you can determine? Explain.
Yes the incenter is equidistant from all three sides, so the distance from V to ¯
JL is 7.3.
Your Turn
AVOID COMMON ERRORS
_ _
QX and RX are angle bisectors of △PQR. Find each measure. Students may be confused when asked to calculate
_
8. the distance from X to PQ Q the radius of the incircle. The radius is the same as
X is the incenter of △PQR. By the Incenter Theorem, X is X the distance from the incenter to any side. In the
equidistant from the sides of △PQR. So PQ = PR = 19.2. R
52°
Y 19.2
12° coordinate plane, they can use the distance formula
9. m∠PQX P
_ to find the radius.
RX is the bisector of ∠QRP, so m∠QRP = 2m∠XRP = 24°.
By the Triangle Sum Theorem, 52° + 24° + m∠PQR = 180°, and m∠PQR = 104°.
¯
QX is the bisector of∠PQR, so m∠PQX = _1 m∠PQR = 52°.
2
IN1_MNLESE389762_U8M23L2 1144 19/04/14 12:34 PM
Multiple Representations
opy Notes InDesign Notes InCopy Notes
Have students use geometry software to construct
This is a list Bold, Italic, Strickthrough. 1. This is a list a triangle and its angle 1. This is a list
bisectors. Have students drag a vertex to verify that the angle bisectors are still
concurrent. Finally, have students construct the inscribed circle and verify that the
incenter is the same distance from each side of the triangle.

Elaborate
ELABORATE 10. P and Q are the circumcenter and incenter of △RST, but not necessarily in that order.
Which point is the circumcenter? Which point is the incenter? Explain how you can
S
Q
tell without constructing any bisectors.
QUESTIONING STRATEGIES Q is the circumcenter and P is the incenter. The incenter is always P
inside the triangle, therefore P must be the incenter.
How does the incenter of a triangle compare R T
with the circumcenter of the circumscribed 11. Complete the table by filling in the blanks to make each statement true.
circle of the triangle? The incenter is the center of Circumcenter Incenter
the inscribed circle, while the circumcenter is the
Definition The point of concurrency of the The point of concurrency of the
center of the circumscribed circle. perpendicular bisectors angle bisectors
When are the incenter and the circumcenter

Distance Equidistant from the Equidistant from the
of a triangle concurrent? when the triangle is vertices of the triangle sides of the triangle
equilateral
Location (Inside, Outside, On) Can be inside, outside, or on Always inside the triangle
How many angle bisectors do you need to the triangle
construct to find the incenter of a triangle?
Explain. Two; since all three angle bisectors 12. Essential Question Check-In How do you know that the intersection of the bisectors of the angles of a
triangle is equidistant from the sides of the triangle?
intersect in the same point, you need only two lines The points on the bisector of an angle are equidistant from the sides of the angle. So the
to determine the point. intersection of the three angle bisectors is equidistant from the three sides of the triangle.
SUMMARIZE THE LESSON Evaluate: Homework and Practice

How do you construct the incenter of a • Online Homework
1. Use a compass and straightedge to investigate points on the bisector of an angle. • Hints and Help
triangle? Sample answer: Construct the On a separate piece of paper, draw a large angle A. • Extra Practice
angle bisectors of the circle and find their a. Construct the bisector of ∠A.
intersection point. b. Choose a point on the angle bisector you constructed. Label it P. Construct a
perpendicular through P to each side of ∠A.
c. Explain how to use a compass to show that P is equidistant from the sides of ∠A.
Use the compass to measure both perpendicular segments from P to the sides of of ∠A.
Find each measure.

2. VP V 3. m∠LKM, given that m∠JKL = 63°
S _ →
→ ‾ , and
‾ is the bisector of
SP _ = LM,
JM
→
JM ⊥ KL
→ J
P ‾ , so KM
LJ ⊥ KM ‾ 9.5
∠VSW. By the Angle M
bisects ∠JKL (Converse
Bisector Theorem, VP = W 4.9
of the Angle Bisector 9.5
WP = 4.9.
Theorem). Then m∠LKM K
L
= 0.5m∠JKL = 31.5°.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M23L2 1145 19/04/14 12:34 PM
Connect Vocabulary
InDesign Notes InCopy Notes InDesign Notes
1. This is a list 1. This is a list To help students remember the meanings of the1. Thiswords
is a list incenter, incircle, and
inscribed, remind them that the prefix in- means inside or within. Have students
make a poster showing examples and diagrams of the use of incenter, inscribed,
and incircle.
1145 Lesson 23.2

4. AD 5. m∠HFJ, given that m∠GFJ = 45°
→
‾ is the bisector of
BD
∠ABC. By the Angle
D
_ =→
HG
→
_ →
‾ , FG
JG ⊥ FJ
‾ , and
JG, HG ⊥ FH
‾ bisects ∠HFJ
EVALUATE
Bisector Theorem, (Converse of the Angle 10.2
51.8
AD = CD = 51.8. Bisector Theorem). Then H G
A m∠HFJ = 2m∠GFJ = 90°. 10.2
B C
F J
Construct an inscribed circle for each triangle.
6.
N
7.
J ASSIGNMENT GUIDE
M
C
C Explore Exercise 1
Investigating Distance from a Point
to a Line
K L
P
Applying the Angle Bisector
¯ and EF
CF ¯ are angle bisectors of △CDE. Find each measure. Theorem and Its Converse
17°
_ C D
8. the distance from F to CD 9. m∠FED F 54° Example 2 Exercises 6–7
_ 42.1
Constructing an Inscribed Circle
F is the incenter of △CDE. By CF bisects ∠DCE, so G
the Incenter Theorem, F is m∠DCE = 2m∠DCF = Example 3 Exercises 8–11
E
equidistant from the sides of 34°. By the Triangle Sum
Theorem, 34° + 54° +
Using Properties of Angle Bisectors
△CDE. So CD = DE = 42.1.
m∠DEC = 180°, and
m∠DEC = 92°.
_
EF so ∠DEC, m∠FED =
0.5m∠DEC = 46°.
¯ and SJ
TJ ¯ are angle bisectors of △RST. Find each measure. PRACTICES
_
10. the distance from J to RS 11. m∠RTJ R Focus on Modeling
¯SJ bisects ∠RST. So, 42°
J is the incenter of △RST. By
the Incenter Theorem, J is m∠RST = 2m∠RSJ = 28°. J 14° MP.4 Some students may benefit from a hands-on
By the Triangle Sum Theorem, S approach to finding the incenter. Have students copy
equidistant from the sides of
42° + 28° + m∠STR = 180°, T 8.37
△RST. So RS = ST = 8.37. a larger version of the triangle in an exercise onto a
and m∠STR = 110°.
¯TJ bisects, m∠RTJ = 0.5m∠STR = 55°. sheet of paper and then cut it out. Students can then
fold the angles of the triangle along the sides (a
reflection) to get the angle bisectors. The three
creases represent the angle bisectors of the triangle,
and students should find that the creases intersect at
a common point.
COMMON
Exercise
IN1_MNLESE389762_U8M23L2 1146

1
This is a list Bold, Italic, Strickthrough. 2 Skills/Concepts MP.5 Using Tools
1. This is a list 1. This is a list
2–5 1 Recall MP.2 Reasoning

6–7 1 Recall MP.5 Using Tools
8–11 1 Recall MP.2 Reasoning
12–21 1 Recall MP.5 Using Tools

Find each measure.
AVOID COMMON ERRORS 12. BC 13. VY
C A
If a diagram contains both the incenter and the
Y 2m + 9
circumcenter of the triangle, students may be 6y - 16 V
confused about which point is the incenter. 5m - 3
B
Encourage students to trace the angle bisectors until 4y + 6 D
U X
they find their intersection point. This is the incenter. →
→ ‾ is the bisector of ∠UXV. By
XY
‾ is the bisector of ∠CAD. By the
AB
the Angle Bisector Theorem,
Angle Bisector Theorem, BC = BD, so
VY = UY, so 2m + 9 = 5m − 3 and m = 4. VY
6y - 16 = 4y + 6, and y = 11. BC = 6y
= 2m + 9 = 17
- 16 = 50
14. m∠JKL 15. m∠GDF D (7y - 3)°
J (6y + 3)°
(2x + 1)º G H
L
2.7 2.7
K F
M
(3x - 9)º
→
¯ ⊥ KJ ¯ ⊥ KM→ → _ → _ → →
JL = ML, JL ‾ , and ML ‾ , so KL
‾ FG = FH, FG ⊥ DG‾ , and FH ⊥ DH
‾ , so DF
‾
bisects ∠JKM (Converse of the Angle bisects ∠GDH (Converse of the Angle
Bisector Theorem). m∠JKL = m∠MKL, so Bisector Theorem). m∠GDF = m∠HDF,
2x + 1 = 3x − 9 and x = 10. m∠JKL = so 6y + 3 = 7y − 3 and y = 6. m∠GDF =
(2x + 1)° = 21° (6y + 3)° = 39°
Q
16. Complete the following proof of the Angle Bisector Theorem.
→
‾ bisects ∠QPR.
Given: PS P
S
¯ → _ →
SQ ⊥ PQ ‾ , SR ⊥ PR
‾
Prove: SQ = SR R
Statements Reasons
→ _ →_ →
1. PS ‾ , SR ⊥ PR
‾ bisects ∠QPR. SQ ⊥ PQ ‾ 1. Given
2. ∠QPS ≅ ∠RPS 2. Definition of angle bisector
3. ∠SQP and ∠SRP are right angles. 3. Definition of perpendicular
4. ∠SQP ≅ ∠SRP 4. All right angles are congruent.
¯ ≅ PS
5. PS ¯ 5. Reflexive Property of Congruence
6. △PQS ≅ △PRS 6. AAS Triangle Congruence Theorem

_ _ Corresponding parts of congruent
7. SQ ≅ SR 7.
8. SQ = SR 8. Congruent segments have the same
length.
COMMON
Exercise
IN1_MNLESE389762_U8M23L2 1147

1. This is a list 1. This is a list 23 3 Strategic Thinking MP.2 Reasoning
1. This is a list
1147 Lesson 23.2

17. Complete the following proof of the Converse of the Angle Bisector Theorem.
_ → _ →
Given: VX ⊥YX ‾ , VX = VZ.
‾ , VZ ⊥ YZ
→
X PRACTICES
‾ bisects ∠XYZ.
Prove: YV
Y
V Focus on Math Connections
MP.1 When students are given a triangle in the
Z
plane, encourage them to use a protractor to help
Statements Reasons locate the angle bisectors. Remind them that they
_ → _ →
‾ , VZ ⊥ YZ
1. VX ⊥ YX ‾ , VX = VZ 1. Given need to find only two angle bisectors of the triangle
2. ∠VXY and ∠VZY are right angles. 2. Definition of perpendicular
to locate the incenter.
_ _
3. YV ≅ YV 3. Reflexive Property of Congruence
4. △YXV ≅ △YZV 4. HL Triangle Congruence Theorem

Corresponding parts of congruent
5. ∠XYV ≅ ∠ZYV 5.
→
‾ bisects ∠XYZ.
6. YV 8. Definition of angle bisector
18. Complete the following proof of the Incenter Theorem. B

Z
→ → →
‾ , BP
Given: AP
_ ‾ _ ‾ bisect
, and_CP _ _ ∠A, ∠
_ B and ∠C, respectively. Y
P
PX ⊥ AC, PY ⊥ AB, PZ ⊥ BC
A C
Prove: PX = PY = PZ X
Let P be the incenter of △ABC. Since P lies on the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Pep Roig/

bisector of ∠A, PX = PY by the Angle Bisector Theorem. Similarly, P
also lies on the bisector of ∠B , so PY = PZ. Therefore, PX = PY = PZ, by
the Transitive Property of Equality.
19. A city plans to build a firefighter’s monument in a triangular
park between three streets. Draw a sketch on the figure to
show where the city should place the monument so that it is
the same distance from all three streets. Justify your sketch.
Fillmore Street
Alamy
Polk Street
Buchanan Street
Draw the bisectors of two angles of the triangular park. The monument should
be at the intersection of the bisectors. This point is the incenter of the triangle.
By the Incenter Theorem, it is equidistant from the sides of the triangle.
IN1_MNLESE389762_U8M23L2 1148 19/04/14 12:34 PM

This is a list Bold, Italic, Strickthrough. 1. This is a list 1. This is a list

20. A school plans to place a flagpole on the lawn so that it
JOURNAL is equidistant from Mercer Street and Houston Street.
They also want the flagpole to be equidistant from a Mercer Street B
Have students write the Angle Bisector Theorem and water fountain at W and a bench at B. Find the point W
its converse in their own words and explain how they F where the school should place the flagpole. Mark the
F
point on the figure and explain your answer.
are used to find the incircle of a triangle.
Houston Street
A point that is equidistant from Mercer Street and Houston street must lie on the bisector
of the angle formed by the streets. A point that is equidistant from the water fountain and
the bench, must lie on the perpendicular bisector of the segment connecting those points.
Therefore, the flagpole should be located at the intersection of the bisector of the angle
formed by the streets and the perpendicular bisector of the segment determined by the
water fountain and the bench.
21. P is the incenter of △ABC. Determine whether each B

statement is true or false. Select the correct answer for each A
lettered part. P
_
a. Point P must lie on the perpendicular bisector of BC. True False
b. Point P must lie on the angle bisector of ∠C. True False
c. If AP is 23 mm long, then CP must be 23 mm long. True False
_
_AB is x, then
d. If the distance from point P to
the distance from point P to BC must be x. True False
_
e. The perpendicular segment from point P to AC
is longer than
_ the perpendicular segment from
point P to BC. True False
a. P is the incenter of the triangle P does not necessarily lie on any of the perpendicular
bisectors of the sides.
b. P is the intersection of the angle bisectors, so point P must lie on the angle bisector of
∠C.
c. P is equidistant from the sides of the triangle, not necessarily from the vertices.
d. P is equidistant from the sides of the triangle. The distance from P to ¯
AB must equal the
distance from P to ¯BC.
e. P is is equidistant from
_ the sides of the triangle. The perpendicular segments from P
to ¯
AC and from P to BC must be the same length.
IN1_MNLESE389762_U8M23L2 1149 19/04/14 12:33 PM

1. This is a list 1. This is a list 1. This is a list
1149 Lesson 23.2

22. What If? In the Explore, you constructed the angle bisector of acute ∠ABC and PRACTICES
found that if a point is on the bisector, then it is equidistant from the sides of the
angle. Would you get the same results if ∠ABC were a straight angle? Explain. Focus on Math Connections
Yes. In this case, the angle bisector is a line through point B that is perpendicular to the MP.1 The formula given in Part (b) of the Lesson
straight angle. For any point P on the bisector, the shortest distance to the sides of ∠ABC is
the distance along the perpendicular to point B, or PB. Performance Task is derived from Heron’s Formula,
23. Explain the Error A student was asked to draw the incircle for
named after the ancient Greek mathematician Heron
P
△PQR. He constructed angle bisectors as shown. Then he drew a circle of Alexandria. The formula finds T, the area of a
through points J, K, and L. Describe the student’s error. L
triangle, given a, b, and c, the lengths of the sides:
――――――――
K
The circle will not necessarily pass through the S
points where the angle bisectors intersect the
sides of the triangle. Instead, the student should
Q T = √s(s - a)(s - b)(s - c) , where s is the
J
have used S as the center of the circle and made R semi-perimeter (half the perimeter) of the triangle:
a circle that just touches the three sides of the
a+b+c
triangle. s = _________
2
Teresa has just purchased a farm with a field shaped like a right
51 yd
PRACTICES
triangle. The triangle has the measurements shown in the diagram.
Teresa plans to install central pivot irrigation in the field. In this type 24 yd Focus on Critical Thinking
of irrigation, a circular region of land is irrigated by a long arm of
sprinklers—the radius of the circle—that rotates around a central MP.3 Tell students that by constructing the angle
pivot point like the hands of a clock, dispensing water as it moves. 45 yd
bisectors of the angles of an equilateral triangle, they
a. Describe how she can find where to locate the pivot.
have found the incenter of the triangle. Ask them to
b. Find the area of the irrigation circle. To find the radius, r, of a explain how they can now find the circumcenter of
circle inscribed in a triangle with sides of length a, b, and c,
――――――――
√k(k - a)(k - b)(k - c)
the triangle without carrying out any further
you can use the formula r = ________________ , where
constructions. They have already found the
k
k = __12 (a + b + c).
circumcenter, because the circumcenter and
c. About how much of the field that not be irrigated?
incenter of an equilateral triangle are the
a. She can bisect each of the three angles of the triangle. The point of intersection of the same point.
three angle bisectors is the center of the circle.
_ 1
b. a = 24 yd, b = 45 yd, c = 51 yd, so k = (24 + 45 + 51) = 60. Then
―――――――――――
2
√(60) (60 - 24)(60 - 45)(60 - 51)
r = ____ = 9, and area = πr ≈ 3.14(9) ≈ 254 2 2
c. Area of triangle = _ (45)(24) = 540 yd , so area NOT irrigated ≈ 540 - 254 = 286 yd .
1 60 2 2
2
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M23L2 1150 19/04/14 12:33 PM
A farmer intends to install central pivot irrigation in a square field

opy Notes InDesign Notes
measuring
This is a list Bold, Italic, Strickthrough. 400 feet on a side. The farmer is considering
1. This is a list three
possible systems: using 1, 4, or 16 circles.
• Calculate and compare the total areas that will be irrigated
by each system. Use 3.14 for π.
2
Scoring Rubric
All three systems irrigate 125,600 ft . 2 points: The student’s answer is an accurate and complete execution of the
• Which system do you think the farmer should choose? task or tasks.
1 point: The student’s answer contains attributes of an appropriate response
Explain your reasoning. but is flawed.
Sample answer: It does not matter because each system irrigates the same area. 0 points: The student’s answer contains no attributes of an appropriate response.

LESSON
Medians and Altitudes 23.3 Medians and Altitudes

of Triangles of Triangles
Essential Question: How can you find the balance point or center of gravity of a triangle?
Resource

COMMON
CORE G-CO.C.10
Explore Finding the Balance Point of a Triangle
If a triangle were cut out of a sheet of wood or paper, the triangle could be balanced around
Prove theorems about triangles. Also G-CO.D.12, G-GPE.B.4, G-GPE.B.5 exactly one point inside the triangle.
Mathematical Practices A median of a triangle is a segment whose endpoints B
are a vertex of a triangle and the midpoint of the Median
COMMON
CORE MP.5 Using Tools opposite side.
A C
Language Objective
Every triangle has three distinct medians. You can use construction tools to show that the
With a partner, label the orthocenter, medians, and altitudes of triangles intersection of the three medians is the balance point of the triangle.
drawn on coordinate planes.
A Draw a large triangle on a sheet of construction paper. Label the A
vertices A, B, and C.
ENGAGE C B
_
Essential Question: How can you find B Find the midpoint of the side opposite A, which is BC. A
You may use a compass to find points to equidistant B and C
the balancing point, or center of gravity, and then draw the perpendicular bisector. Or you can use
C B
X
of a triangle? paper folding or a ruler.
Graph or find the equations for at least two of the

three medians of the triangle; the centroid, which is

C Draw a segment to connect A and X. The segment is one of A
the balancing point of the triangle, will be located the three medians of the triangle.
at their intersection. C
X
B
D Repeat Steps B and C, this time to draw the other two medians A
PREVIEW: LESSON of the triangle. Write the label Y for the midpoint of the side
opposite point B, and the label Z for the midpoint of the side
Y P Z
PERFORMANCE TASK opposite point C. Write the label P for the intersection of the
C
X
B
three medians.
making certain that students understand that the
spinning plates are balancing on their centers of
gravity. Then preview the Lesson Performance Task.
Module 23 ges must

be made throu
EDIT--Chan
Correction
Date
Class
itude s
ns and Alt
Name
23.3 Mediaangles
of Tri
Essential
Quest ion: How
can you
find the
balance
triangl
point or
es. Also G-CO.D

center of
.12, G-GPE
gravity of
.B.4, G-GPE
.B.5
a triangle? Resource
Locker
ms about ngle
G-CO.C.10
Prove theore t of a Tria
nce Poin
COMMON
the Bala
CORE
around
balanced
Finding le could be
Explore paper, the
triang
IN1_MNLESE389762_U8M23L3 1151 19/04/14 12:40 PM

of wood or
out of a sheet
le were cut the triang
le. B
If a triang

point inside endpoints
exactly one nt whose Median
le is a segme of the
of a triang midpoint C
A median le and the A
of a triang
are a vertex
side. the
opposite to show that
uction tools
use constr

ns. You can le.
the triang
distinct media balance point of
le has three is the A
Every triang the three medians the
intersection
of paper. Label
construction of B
a sheet
triangle on C
Draw a large
 vertices A,
B, and C.

A
_
is BC.
A, which
opposite B and C
of the side equidistant B
midpoint points to use C X
Find the ss to find Or you can
 You may
use a compa ndicular bisector.
perpe
draw the
and then
g or a ruler.
paper foldin
A
is one of
X. The segment
y
ct A and B
g Compan
nt to conne C X
Draw a segme ns of the triangle.
 the three
media
Publishin
A
medians
other two P Z
to draw the
Harcour t
side Y
this time int of the B
B and C, for the midpo side
Repeat Steps Write the label Y int of the C X
 for the midpo ction of the
n Mifflin
le.
of the triang B, and the label Z interse
point P for the
opposite the label
© Houghto
point C. Write
opposite
ns.
three media
Lesson 3
1151
12:39 PM
19/04/14
Module 23
3L3 1151
62_U8M2
ESE3897
IN1_MNL
1151 Lesson 23.3

E Use a ruler to measure the lengths of each median and the subsegments defined by P in your
triangle. Record your measurements in the table.
_
EXPLORE
Median AX: AX = AP = PX =
_
Median BY: BY = BP = PY = Finding the Balance Point
_
Median CZ: CZ = CP = PZ = of a Triangle
Answers will vary. For each median, the longer length should be twice the shorter length.
F What pattern do you observe in the measurements? Students have the option of doing the balance point
Answers will vary. Possible answer: For each median, the longer subsegment has twice the activity either in the book or online.
length of the shorter subsegment.
G Let AX be the length of any median of a triangle from a vertex A, and let P be the
intersection of the three medians. Write an equation to describe the relationship between
AP and PX. Is it possible for the medians of a triangle to
AP = 2PX, or PX = _
1 AP intersect on the triangle? Why or why
2
not? No; if the medians were to intersect on a side
of the triangle, the median drawn from an adjacent
H Let AX be the length of any median of a triangle from a vertex A, and let P be the vertex would have to lie coincident with that side.
intersection of the three medians. Write an equation to show the relationship between
AX and AP. Since the median connects a vertex to the midpoint
of the opposite side, that would mean the midpoint
AP = _
2 AX, or _
3
AP = AX
3 2
of the opposite side lies on the adjacent side that
contains the median and the point of intersection,
I Cut out the triangle, and then punch a very small hole through P. Stick a pencil point which is impossible.
through the hole, and then try to spin the triangle around the pencil point. How easily does
it spin? Repeat this step with another point in the triangle, and compare the results. © Houghton Mifflin Harcourt Publishing Company
P
C B
The triangle spins more easily around point P than around any other point of
the triangle.
IN1_MNLESE389762_U8M23L3 1152 19/04/14 12:40 PM

which calls for students to “use appropriate tools.” Throughout the lesson,
students use paper and pencil, protractors and rulers, and algebraic rules to
predict and draw the indicated segments related to triangles. They must be able to
use the tools in a variety of ways to explore concepts, do measurements of
segments and subsegments related to triangles, and to solve problems that involve
segments of triangles.
Medians and Altitudes of Triangles 1152

EXPLAIN 1
Reflect
1. Why is “balance point” a descriptive name for point P, the intersection of the
three medians?
Using the Centroid Theorem The triangle can be balanced at this point. If the triangle is suspended or
held up at this point, it does not list to one side.
_
2. Discussion By definition, median AX intersects △ABC at points A and X. Could it
INTEGRATE MATHEMATICAL intersect the triangle at a third point? Explain why or why not.
_ _ _
PRACTICES No. The median intersects AB and AC at point A, and it intersects BC at point X,
Focus on Math Connections the midpoint. If the median intersected the triangle at a third point, then the
MP.1 Define the median of a triangle and point out median would be coincident with one of the three sides of the triangle.
that every triangle has three medians, which intersect

at the centroid. Explain that the centroid is also called
Explain 1 Using the Centroid Theorem
The intersection of the three medians of a triangle is the centroid of the triangle. The centroid is
the center of gravity and that the Centroid Theorem always inside the triangle and divides each median by the same ratio.
can be used to find segment lengths in triangles.
Centroid Theorem
The centroid theorem states that the centroid of a triangle is located _23 of the distance
from each vertex to the midpoint of the opposite side.
A
Y Z
C B
X
P(centroid)
AP = _
2 AX BP = _
2 BY CP = _
2 CZ
3 3 3
Example 1 Use the Centroid Theorem to find the length.

AF = 9, and CE = 7.2
B
E F
G
A C
D
 AG
Centroid Theorem AG = _
2 AF
3
Substitute 9 for AF. AG = _
2 (9)
3
Simplify. AG = 6
IN1_MNLESE389762_U8M23L3 1153 19/04/14 12:40 PM

Give each group of students a triangular region cut out of heavy construction
paper and a triangle drawn on the coordinate plane. Have half of the group find
the center of gravity of the triangular region by balancing it on the end of a pencil,
and then explain to the other group members what they found. Have the other
half find the intersection of the medians of the triangle on the coordinate plane,
and explain what they found and how they found it.
1153 Lesson 23.3

B GE
Centroid Theorem CG = _ CE
2 QUESTIONING STRATEGIES
3
Substitute for the given value.
2 ( )
CG = _ 7.2
The centroid divided each median into two
3
segment lengths. What is their ratio? 2:1
Simplify. CG = 4.8
Segment Addition Postulate CG + GE = CE How does the length from a vertex to P, the
Additive Property of Equality GE = CE - CG intersection of the medians, compare to the
4.8 distance from the vertex to the midpoint of the
Substitute for the value of CG. GE = 7.2 -
2.4 opposite side? The length from a vertex to P is _23 the
Simplify. GE =
distance from the vertex to the midpoint of the
Reflect opposite side.
3. To find the centroid of a triangle, how many medians of the triangle must you construct?
You need to construct two medians. The centroid will be located at their intersection.
_ _
4. Compare the lengths of CG and GE in Part B. What do you notice?
CG = 4.8 and GE = 2.4, so their ratio is 2:1.
5. Make a Conjecture The three medians of △FGH divide the triangle into six smaller triangles.
Is it possible for the six smaller triangles to be congruent to one another? If yes, under
what conditions?
Yes, when △FGH is an equilateral triangle. All three medians will be congruent with each
other, as will matching sets of segments among the six smaller triangles.
Your Turn
6. Vertex L is 8 units from the centroid of 7. Let_ P be the centroid of △STU, and
△LMN. Find the length of the median let SW be a median of △STU.
that has one endpoint at L. If SW = 18, find SP and PW.
_
2 (x) = 8 _
2 (SW) = SP _1 (SW) = PW
3 3 3
_3 _
⋅ 2 (x) = 8 ⋅ _ 3 _
2 (18) = SP _
1 (18) = PW
2 3 2 3 3
x = 12 12 = SP 6 = PW
The length of the median is 12 units. SP = 12; PW = 6

_ _
8. In △ABC, the median AD is perpendicular to BC. If AD = 21 feet,
describe the position of the centroid of the triangle. A
The centroid is located 7 feet above the ground along AD, or
14 feet below point A.
Let F be the centroid. _1 (AD) = FD
C B
3 D
_(AD) = AF
2 _
1 (21) = FD
3 3
_2 (21) = AF 7 = FD
3
14 = AF
IN1_MNLESE389762_U8M23L3 1154 19/04/14 12:40 PM
Modeling
Have groups of students divide up and draw different types of triangles, including
right, acute, obtuse, scalene, isosceles, and equilateral. Ask them to use
construction methods or technology to find the orthocenter of each type of
triangle. Then have them discuss the location of the orthocenter in relation to the
triangle (inside, outside, or on the triangle) within the group and then with the
whole class.
Ask students to make conjectures about the relationship between the orthocenter
and a specific type of triangle.

Explain 2 Finding the Intersection of Medians of a Triangle
EXPLAIN 2 When a triangle is plotted on the coordinate plane, the medians can be graphed and the location
of the centroid can be identified.
Finding the Intersection of Medians Example 2 Find the coordinates of the centroid of the triangle shown on the
coordinate plane.
of a Triangle
y
8 Q (0, 8)
INTEGRATE MATHEMATICAL 6
PRACTICES 4 R (6, 4)
Focus on Math Connections 2
MP.1 Point out that the problem solving model is in P (3, 0) x

0 2 4 6 8
four parts:
(1) Understanding the problem so that the important Analyze Information
given information is highlighted and the focus is on What does the problem ask you to find? the centroid of the triangle
the desired answer; What information does the graph provide that will help you find the answer?
the coordinates of the three vertices of the triangle
(2) Making a plan for how to solve the problem;
(3) Solving the problem; and Formulate a Plan
The centroid is the intersection of the medians of the triangle. Begin by
(4) Checking the answer by looking back at the
calculating the midpoint of one side of the triangle. Then draw a line to connect
problem statement.
that point to a vertex . You need to draw only two medians to find the centroid.
Solve
y
8 Q (0, 8)
Find and plot midpoints.

_
Let M be the midpoint of QR. M (3, 6)
6
(
0+6 8+4
M = _, _ = 3, 6
2 2 ) ( )
4
N (1.5, 4) C (3, 4)
R (6, 4)
_
Let N be the midpoint of QP. 2
2 (
N = _, _ = (1.5, 4)
0+3 8+0
2 ) 0 2
P (3, 0)
4 6 8
x
Draw the medians and identify equations.

Draw a segment to connect M and P .
The segment is a median and is described by the equation x = 3 .
Draw a segment to connect N and R .
The segment is also a median and is described by the equation y = 4 .
Find the centroid.
Identify the intersection of the two medians, which is ( 3, 4 ). Label it C.
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M23L3 1155 19/04/14 12:40 PM
Connect Vocabulary
The prefix ortho- means perpendicular or straight. To help students remember this,
explain that an orthodontist straightens teeth with braces. The altitude of a
triangle is straight (vertical) in relation to the side to which it is perpendicular.
1155 Lesson 23.3

Justify and Evaluate
The answer seems reasonable because it is positioned in the middle of the triangle.
To check it, find the midpoint of RP, which is (4.5, 2) . Label the midpoint L, and How do you find the point at which a
draw the third median, which is QL . The slope of the third median is triangular region will balance? Find the
_2 - 8 = -_ 4 , and the equation that describes it is y = -_
4 x + 8 . It intersects the
4.5 - 0 3 3 intersection point of the medians.
other two medians at ( 3, 4 ), which confirms C as the centroid.
How does finding the point of intersection of
You can also apply the Centroid Theorem to check your answer.
2 RN y the medians help solve a real-world
RC = _ 8 Q (0, 8)
3 problem? Finding this point will help decide how to
RN = 4.5 6 M (3, 6)
RC = 3
balance a triangular structure.
4 R (6, 4)
Substitute values into the first equation: N (1.5, 4)
What is the advantage in exploring medians
3=_ 2 (4.5) 2 L (4.5, 2)
3 with geometry software rather than by
P (3, 0) x
The equality is true, which confirms the answer.
0 2 4 6 8
drawing triangles and medians with a ruler? The
Your Turn software makes it easy to change the triangle’s size
Find the centroid of the triangles with the given vertices. Show your work and check and shape to see if the relationship among the
your answer.
medians still holds.
9. P(–1, 7), Q(9, 5), R(4, 3)
Let M be the midpoint of ¯ QP. _
y = - 2 (4) +_ 33
(_ _)
5 5
M=
9+4 5+3
, = (6.5, 4) y=- +
8 _ _ 33
AVOID COMMON ERRORS
2 2 5 5
Let N be the midpoint of ¯ QP. y=5 When using the Centroid Theorem, students may
N=
_
(_ _)
-1 + 9 7 + 5
2
,
2
= (4, 6) The coordinates of the centroid are S(4, 5). identify the wrong part of the median as _23 of the total
_ _
MP y = - 2 x +
33 ¯
; NR : x = 4 length. Remind them that the centroid is closer to
5 5
Check: Let L be the midpoint of ¯ PR. each side than to the opposite vertex. Watch for
L= (_ _)
-1 + 4 7 + 3
2
,
2
= (1.5, 5)
correct notation when students describe the length of
the segments. This indicates an understanding of how
Equation of ¯ QL is y = 5 , which intersects x = 4 at S(4, 5).
the theorem is applied.
10. A(–6, 0), B(0, 12), C(6, 0)
Let D be the midpoint of ¯ AB.
2_ _
- x + 4 = 2x + 4
(_ _ )
3 3
-6 + 0 0 + 12
D= , = (-3, 6) x=0
2 2
Let F be the midpoint of ¯ BC. y= _2 (0)+ 4
(_ _)
3
0 + 6 12 + 0
F= , = (3, 6) y=4
2 2
_ _ _
DC : y = - 2 x + 4; ¯
2
FA : y = x + 4 The coordinates of the centroid are S(0, 4).
3 3
Check: Let G be the midpoint of ¯ AC.
G= (_
-6 + 6 _
2
,
2 )
0+0
= (0, 0)
Equation of ¯
BG is y = 0 , which intersects y = 4 at S(0, 4).
IN1_MNLESE389762_U8M23L3 1156 19/04/14 12:40 PM

Explain 3 Finding the Orthocenter of a Triangle
EXPLAIN 3 Like the centroid, the orthocenter is a point that characterizes a triangle. This point involves the
altitudes of the triangle rather than the medians.
Finding the Orthocenter of a Triangle An altitude of a triangle is a perpendicular segment from a vertex to the line containing the
opposite side. Every triangle has three altitudes. An altitude can be inside, outside, or
on the triangle.
_ _ _
In the diagram of △ABC, the three altitudes are AX, BY, and CZ. Notice that two of the A
INTEGRATE MATHEMATICAL altitudes are outside the triangle.
Y
PRACTICES The length of an altitude is often called the height of a triangle.
B
Focus on Math Connections The orthocenter of a triangle is the intersection (or point of concurrency) of the
X C
lines that contain the altitudes. Like the altitudes themselves, the orthocenter may be Z
MP.1 Point out that an altitude is a line segment inside, outside, or outside the triangle. Notice that the lines containing the altitudes are
from the vertex of a triangle perpendicular to the concurrent at P. The orthocenter of this triangle is P. P
opposite side of the triangle. Make the distinction Example 3 Find the orthocenter of the triangle by graphing the
perpendicular lines to the sides of the triangle.
between the altitudes of the triangle and the
perpendicular lines from the vertex of a triangle to y
 Step 1 Draw the triangle. Choose one vertex and then find and graph
8
the lines containing the opposite sides of the triangle. the equation of the line containing the altitude from that
vertex. P (2, 6)
6
The orthocenter is located at the intersection of the
Triangle with vertices O(0, 0), P(2, 6), and Q(8, 0)
perpendicular lines containing the opposite sides of _
4
x= 2
Choose P. The side opposite P is OQ, which is horizontal, so
the triangle. These lines may intersect outside the 2
the altitude is vertical. The altitude is a segment of the line
triangle. x = 2. O Q (8, 0)
0 x
2 4 6 8
Step 2 Repeat Step 1 with a second vertex.
Choose O, the origin. The

_ altitude that contains
O is_perpendicular to PQ. Calculate the slope y
y2 - y1 6-0 8
of PQ as ______ _____
x 2 - x 1 = 2 - 8 = -1.
P (2, 6)
Since the slope 6
_of the altitude is the opposite reciprocal of
the slope of PQ, the slope of the altitude is 1. The altitude is a

4 x=2
segment of the line that passes through the origin and has a
slope of 1. The equation of the line is y = x. y=x
2
Step 3 Find the intersection of the two lines. Q (8, 0)
The orthocenter is the intersection of the two lines that contain 0 2 4 6 8x
the altitudes. The lines x = 2 and y = x intersect at (2, 2),
which is the orthocenter.
IN1_MNLESE389762_U8M23L3 1157 19/04/14 12:40 PM
1157 Lesson 23.3

y
B 8
6 B (6, 6)
Why isn’t the orthocenter always inside the
4 y = -x + 8 perimeter of the triangle? The orthocenter is
2 C (6, 2) located at the intersection of the perpendicular
x
lines from the vertices of the triangle to the lines
-2 2 4 6 8 10
A (-1, -1) y = -1 containing the opposite sides of the triangle. This
(9, -1)
point may be on the triangle (right triangle) or
outside the triangle (obtuse triangle).
Step 1 Find the altitude that contains vertex A.
_
Because BC is vertical, the altitude through A is a horizontal segment. The equation of the Which point allows a triangular region to
-1 balance, the centroid or the
line that contains the segment is y = . Draw this line.
Step 2 Find the altitude that contains vertex C. orthocenter? centroid

_ 6 -(-1)
First, calculate the slope of AB. The slope is ________
6 -(-1)
, which equals 1 .
_ opposite reciprocal
The slope of the altitude to AB is the of 1, which is -1.
Use the point-slope form to find the equation of the line that has a slope of -1
and passes through C :

2 6
y- = -1(x - ), which simplifies to y = -x + 8.
Draw this line.

Step 3 Find the intersection of the two lines.
y = -1
y = -x + 8
Substitute for y:
-1 = -x + 8

9
x=
The orthocenter is at ( 9, -1 ).
Reflect
11. Could the orthocenter of a triangle be concurrent with one of its vertices?
If yes, provide an example. If not, explain why not.
Yes. The orthocenter of a right triangle is the vertex where the right angle forms.
12. An altitude is defined to be a perpendicular segment from a vertex to the line containing
the opposite side. Why are the words “the line containing” important in this definition?
An altitude may lie outside the triangle. It will intersect an extension of the opposite side,
but not the side itself.
IN1_MNLESE389762_U8M23L3 1158 19/04/14 12:40 PM

Your Turn
ELABORATE Find the orthocenter for the triangles described by each set of vertices.
13. Q(4, -3), R(8, 5), S(8, -8) 14. K(2, -2), L(4, 6), M(8, -2)
―
QUESTIONING STRATEGIES Since ¯
RS is vertical, the altitude line Since KM is horizontal, the altitude line
through Q is horizontal, so the equation is through L is vertical, so the equation is
Do the centroid and orthocenter ever y = -3. x = 4.
―
Slope of LM is ______
QR is _____
coincide? Explain. Yes, in an equilateral Slope of ¯
5+3
= 2, so the slope of the
-2 - 6
= -2, so the slope
8-4 8-4
triangle, these points are the same. altitude line through S is -_1 . In point-slope 1
of the altitude line through L is _
2 2
Can the orthocenter ever be a vertex of a form, the equation is y + 8 = -_ 1(
2
x - 8 ). In point-slope form, the equation is
triangle? Explain. Yes, in a right triangle, y = -3, so -3 + 8 = -_
1(
x - 8) y+2=_
1(
2
x - 2 ).
2
the orthocenter is the point where the two 5 = -_
1(
x - 8) x = 4, so y + 2 = __
1(
2
4 - 2)
2
legs intersect. y+2=2-1
-10 = x + 8
y = -1
Can the orthocenter ever be a balancing point x = -2
The coordinates of the orthocenter are
of a triangle? Explain. Yes, but only in The coordinates of the orthocenter are
equilateral triangles. (4, -1).
(-2, -3).
Why must the balancing point of the medians
be inside the triangle? All three medians are
inside the triangle, so their intersection point must Elaborate
also be inside the triangle. 15. Could the centroid of a triangle be coincident with the orthocenter? If so, give an example.
Yes. An equilateral triangle has its centroid and orthocenter at the same point.
SUMMARIZE THE LESSON 16. Describe or sketch an example in which the orthocenter P of △ABC is far away from the triangle. That is,
Have students fill out a vocabulary chart to PA, PB, and PC are each greater than the length of any side of the triangle.
An example is an obtuse triangle with one angle slightly less than 180°. For example, the
summarize what they know about the centroid
triangle with vertices A(-100, 0), B(0, 1), and C(100, 0) has an orthocenter at (0, 10 4).
and the orthocenter. Sample:
Centroid
17. A sculptor is assembling triangle-shaped pieces into a mobile. Describe circumstances when the sculptor
Definition The point of intersection would need to identify the centroid and orthocenter of each triangle.
Possible answer: Identifying the centroid of the triangle would allow the sculptor to
of the three medians of a
triangle dangle the triangle at the end of a bar or wire, and the triangle would be balanced there.
Identifying the orthocenter would allow the triangle to be attached to a single point by
Diagram Diagrams will vary.
three bars or straight wires, each perpendicular to one side of the triangle.
Attributes Always a point inside the
triangle; balancing point 18. Essential Question Check-In How can you find the centroid, or balance point, of a triangle?
Graph or find the equations for at least two of the three medians of the triangle. The
of a triangular surface
centroid will be located at their intersection.
Orthocenter Module 23 1159 Lesson 3
Definition The point of intersection

of the lines containing
IN1_MNLESE389762_U8M23L3 1159 19/04/14 12:40 PM
the altitudes of the
vertices of a triangle
Diagram Diagrams will vary.
Attributes Can be outside, inside, or
on the triangle
1159 Lesson 23.3

• Online Homework
Use a compass and a straightedge to draw the medians and identify the centroid • Hints and Help
of the triangle. Label the centroid P. • Extra Practice
1. D 2. J
E
F P
P
ASSIGNMENT GUIDE
G H
3. Critique Reasoning Paul draws △ABC and the medians from vertices A and B.
He finds that the medians intersect at a point, and he labels this point X. Paul claims Finding the Balance Point of a
that point X lies outside △ABC. Do you think this is possible? Explain. Triangle
No; no matter how you change the shape of △ABC, the point at which the Example 1 Exercises 5–11
medians intersect is always in the interior of the triangle. Using the Centroid Theorem
4. For △ABC and its medians, match the segment on the left with its length. Example 2 Exercises 12–18
A. AM C 1.5 Finding the Intersection of Medians
of a Triangle
F y B (3, 8)
B. AP 2 8
L (1.5, 6) Example 3 Exercises 19–25
C. PM I 2.5 6 P (3, 4) Finding the Orthocenter of a
D. BK B 3 Triangle
A (0, 4) M (4.5, 4)
E. BP E 4
2
A K (3, 2)
F. PK 4.5 C (6, 0)
H -2 0 2 4 6 x
G. CL 5
H. CP D 6
I. PL G 7.5
IN1_MNLESE389762_U8M23L3 1160 COMMON 19/04/14 12:40 PM

Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices
1–4 1 Recall of information MP.4 Modeling
23–25 2 Skills/Concepts MP.1 Problem Solving

The diagram shows △FGH, its medians, centroid P, and the lengths of some of the
subsegments. Apply the Centroid Theorem to find other lengths.
PRACTICES F
Focus on Critical Thinking 12

X P Y
9
MP.3 Remind students that by the Centroid H
Z G
Theorem, the centroid is located _2 of the distance
3
4
from each vertex to the midpoint of the opposite side. 5. FH 6. PF 7. GX

2(XH) = FH; 24 = FH PF = 2(PZ); PF = 8 GX = GP + _1 (GP);
In the coordinate plane, to find the point that is _23 of 2
the distance from (2, 7) to (5, -11), for example, find GX = 13.5
the difference between the x-coordinates (3) and the The diagram shows △XYZ, which has side lengths of 8 inches, 12 inches, and
15 inches. The diagram also shows the medians, centroid P, and the lengths of
y-coordinates (-18). Multiply each difference some of the subsegments. Apply the Centroid Theorem to find other lengths.
by _32 and add this to the coordinates of the first Y
point. _23 (3) = 2, and _23 (-18) = -12. Since 2 + 2 = 4 12 in.
8 in.
and 7 + (-12) = (-5), the point is (4, -5).
P L 8.2 in.
J
K 1.8 in.
X Z
15 in.
8. LY 9. KY 10. ZJ
1 _
LY = ZY; LY = 6 KY = 2(KP); KY = 3.6
1
ZJ = ZP + (ZP); _
2 2
3.6 in.
6 in. ZJ = 12.3
12.3 in.
11. The diagram shows △ABC, its medians, centroid P, and the lengths of some of the
subsegments as expressions of variables x and y. Apply the Centroid Theorem to solve
for the variables and to find other lengths.
a. x A
b. y
x+ 8
c. BP
y+ 4 E
d. BD
D y
P 2x - 3
e. CP x- 1
3y + 3
f. PE B
F
C
a. x + 8 = 2x - 3, x = 11 d. BD = PD + BP, BD = 15
b. y =
1( _
x - 1) = 5 e. CP = 3y + 3 = 18
2
c. BP = x - 1 = 11 - 1 = 10;
1 _
f. PE = (CP) PE = 9
2
IN1_MNLESE389762_U8M23L3 1161 19/04/14 12:40 PM
1161 Lesson 23.3

_ _
12. Draw the medians from A to BC and from C to AB. y
―
( _ _)
-2 + 4 2 - 4 M (1, 3) B (4, 4)
Midpoint of AB: = , = (1,3) 4
PRACTICES
2 2
_
Midpoint of BC: N =
2 (_ _)
1+4 0+4
,
2
= (2.5,2) A (-2, 2) N (2.5, 2)
x
The centroid is (1, 2). The third median
-2 0 2 4 MP.1 Remind students that the lines containing the
will also pass through (1, 2). C (1, 0)
three altitudes of a triangle intersect at the
The vertices of a triangle are A(-2, 3), B(5, 10), and C(12, -4). orthocenter of the triangle. Point out that two of the
Find the coordinates or equations for each feature of the triangle. altitudes of a right triangle are its legs.
_
13. the coordinates of the midpoint of AC y B
10
(_
-2 + 12 _
2
,
3-4
) = (5, -0.5)
2
_
8
AVOID COMMON ERRORS
14. the coordinates of the midpoint of BC
(_ _)
6
5 + 12 10 - 4 Some students may confuse the ratios of part to part
, = (8.5, 3)
2 2 and part to whole when working with segments along
A
15. the equation of the line that contains the median the medians of a triangle. Suggest that these students
through point B
x=5
x write the ratios of the parts using segment notation
-2 0 2 4 6 8 10 12 before substituting in the lengths of the segments.
16. the equation of the line that contains the median -2
through point A
-4
y=3 C
17. the coordinates of the intersection of the two medians
(5, 3)
18. the coordinates of the center of balance of the triangle
(5, 3)
For each triangle, draw the three altitudes and find the orthocenter. Label it P.
19. 20. © Houghton Mifflin Harcourt Publishing Company
B A
P B
P
C
A C
21. 22. A
A
C B P B
P C
IN1_MNLESE389762_U8M23L3 1162 19/04/14 12:39 PM

23. A(2, 2), B(2, 10), C(4, 2)
PEERTOPEER DISCUSSION ―
Since AB is vertical, the altitude is horizontal, so the equation of the line containing the
Ask students to discuss with a partner how to locate altitude through C is y = 2. Find the equation of the line containing the altitude from B
― ―
to AC. AC is horizontal and the altitude is vertical, so the equation is x = 2. Since y = 2
the centroid of a triangle drawn in the coordinate and x = 2, the coordinates of the orthocenter are (2, 2).
plane. Have them use the Centroid Theorem to verify
that the centroid is located at _23 of the distance from
24. A(2, 5), B(10, -3), C(4, 5)
―
Since AC is horizontal, the altitude is vertical, so the equation of the line containing the
the vertex of a triangle to the midpoint of the altitude through B is x = 10. Find the equation of the line containing the altitude from A
opposite side. Have them draw additional examples ― ―
to BC. The slope of BC is _____ = -_ . So, the equation is y - 5 = _
5+3 3(
4 - 10
4
3 4
x - 2). Since x = 10,
to justify their reasoning.
y-5=_
3(
4
10 - 2). So, y = 11. The coordinates of the orthocenter are (10, 11).
25. A(9, 3), B(9, -1), C(6, 0)
JOURNAL Since AB is vertical, the altitude is horizontal, so the equation of the line containing the
―
altitude through C is y = 0. Find the equation of the line containing the altitude from A to BC.
Have students write a journal entry in which they ―
The slope of BC is ____ = -_
0+1 1
. So, the equation is y - 3 = 3(x - 9). Since y = 0, 0 - 3 = 3(x - 9).
describe the Centroid Theorem in their own words. 6-9 3
Remind students to include a labeled figure with So, x = 8. The coordinates of the orthocenter are (8, 0).
their descriptions. H.O.T. Focus on Higher Order Thinking
26. Draw Conclusions Triangles ABC, DBE, and FBG are all symmetric about the
y–axis. Show that each triangle has the same centroid. What are the coordinates of
the centroid?
y
8
B
2 x
A D -3 F 0 1 G 3 5 E 7 C
-4
In each triangle, the side opposite point B has a midpoint at the origin. This means that
―
each triangle has BO as a median. As explained by the centroid theorem, the centroid is
_ ―
located 3 along BO, which is at (0, 2).
2
_
27. Analyze Relationships Triangle ABC is plotted _ on the coordinate plane. AB is
horizontal, meaning it is parallel to the x-axis. BC is vertical, meaning it is parallel
to the y-axis. Based on this information, can you determine the location of the
orthocenter? Explain.
Yes. The orthocenter is B. The orthocenter is the intersection of the three
altitudes of the triangle, but identifying only two altitudes is necessary
― ―
to locate the intersection. AB ⟘ BC, so each segment is an altitude of the
triangle. They intersect at B.
IN1_MNLESE389762_U8M23L3 1163 19/04/14 12:39 PM
1163 Lesson 23.3

28. What if? The equilateral triangle shown here has its orthocenter and y
centroid at the origin. Suppose the triangle is stretched by moving A up A INTEGRATE MATHEMATICAL
4
the y-axis, while keeping B and C stationary. Describe and compare the PRACTICES
changes to the centroid and the orthocenter of the triangle. 2
Both the centroid and orthocenter move up the y–axis. The P x
Focus on Reasoning
centroid is above the orthocenter, and the distance between
them increases as the triangle is stretched. -4 2 4 MP.2 With the intent of saving money, the
-2 president of a bicycle manufacturing company
C B
ordered the design department to eliminate the
29. What If? The diagram shows right triangle ABC on the coordinate _
plane, and it shows the three medians and centroid P. How does the seat-to-pedal bar ( BD in the diagram) in all new
position of the centroid change when the triangle is stretched by moving y
B to the right along the x-axis, and keeping A and C stationary? How does 6 bicycle designs. Was that a good idea? Explain. No.
the orthocenter change? Sample answer: The design shown consists of two
4 A
As the triangle is stretched to the right, the centroid moves to triangles, each of which, by the SSS Triangle
the right along a horizontal line. The orthocenter remains at C, 2
P Bx
Congruence Theorem, is stable. Eliminating the
the origin.
0 C 2 4 6 seat-to-pedal bar would leave quadrilateral ABCD,
which is not stable (a heavy rider could cause the
Lesson Performance Task frame to collapse).
A bicycle frame consists of two adjacent triangles. The diagram shows some of the dimensions
of the two triangles that make up the frame.
C
B 28 in.
32°
16 in. 16 in.
28 in.
PRACTICES
A
16 in.
D
MP.3 An artist carved a piece of very rough rock
Answer these questions about the bicycle frame into a triangle. The artist then located the point
ABCD. Justify each of your answers.
where the three medians of the triangle intersected
a. Find the measures of all the angles in the frame.
and attempted to balance the triangle on that point.
b. Copy the figure on a piece of paper. Then find the center of gravity of each
triangle. The rock did not balance. It did balance, however, on
c. Estimate the center of gravity of the entire frame and show it a nearby point that the artist found by trial and error.
on your diagram.
Explain why the centroid might not have been the
d. Explain how you could modify the frame to lower its center of
gravity and improve stability.
balance point of the rock triangle. Then complete this
a. m∠A = m∠ADB = m∠BD = 60°; m∠CBD + m∠CDB = 180° - 32° = 148°; m∠CBD.
sentence: The centroid is the balance point of a
b. Students should find the intersection of the medians of each triangle. triangle, as long as ______. Sample answers: The
c. Possible answer: Find the midpoint of the line segment joining the centroids. rock may not have had the same density at all
―
d. Possible answer: Make ∠CBD smaller so that BC angles downward. points. Sentence completion: The centroid is the
balance point of a triangle, as long as the triangle is
of uniform density throughout.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M23L3 1164 19/04/14 12:39 PM
Give students large pieces of light cardboard such as cereal-box cardboard, or

photo-print paper. Each student should use a straightedge to draw a large scalene
triangle on the cardboard, then cut out the triangle. Now challenge students to
find the centroids of their triangles without using rulers or other measuring
instruments. (The key is to fold adjacent vertices together to find the midpoint of
each side.) Having found the midpoints, students can draw the medians and mark Scoring Rubric
the centroid at their point of intersection. Finally, have students attempt to balance or tasks.
their triangles on the points of pens or sharpened pencils. 1 point: The student’s answer contains attributes of an appropriate response but
is flawed.

LESSON
Midsegments 23.4 Midsegments of Triangles

of Triangles Essential Question: How are the segments that join the midpoints of a triangle’s sides related
to the triangle’s sides?
Resource

COMMON
Explore Investigating Midsegments of a Triangle
CORE G-CO.C.10 The midsegment of a triangle is a line segment that connects the midpoints of two sides of
Prove theorems about triangles. Also G-CO.D.12, G-GPE.B.4, G-GPE.B.5 the triangle. Every triangle has three midsegments. Midsegments are often used_ to add
rigidity to structures. In the support for the garden swing shown, the crossbar DE is a
Mathematical Practices midsegment of △ABC
COMMON
CORE MP.2 Reasoning
Language Objective
Explain to a partner why a drawn segment in a triangle is or is not a
midsegment.
ENGAGE
You can use a compass and straightedge to construct the midsegments of a triangle.
Essential Question: How are the
A Sketch a scalene triangle and label B Use a compass to find the midpoint
segments that join the midpoints of a the vertices A, B, and C. ¯. Label the midpoint D.
of AB
triangle’s sides related to the triangle’s A A
D
sides?
B C B C
Each midsegment is half the length of the side to
which it is parallel; the sum of the lengths of the
midsegments is half the perimeter of the triangle. _ _
¯. Label
C Use a compass to find the midpoint of AC D Use a straightedge to draw DE. DE is one of the
the midpoint E. midsegments of the triangle.
A A
PREVIEW: LESSON D E D E
PERFORMANCE TASK B C B C
drawing attention to the horizontal crossbeams that
extend between the slanting beams and stabilize E find the other two midsegments of △ABC. You may want to
Repeat the process to _
label the midpoint of BC as F.
them. Then preview the Lesson Performance Task.
Module 23 ges must
be made throu
EDIT--Chan
Correction
Date
Class
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IN1_MNLESE389762_U8M23L4 1165 19/04/14 12:45 PM

a triangle gments. Midse shown, the crossb
gment of three midse
The midse triangle has garden swing
le. Every rt for the
In the suppo

the triang
structures.
rigidity to
gment of △ABC
midse
a triangle.
gments of
the midse
construct
htedge to the midpo
int
and straig ss to find
a compass Use a compa midpoint
D.
You can use  ¯. Label the
and label of AB
e triangle
Sketch a scalen B, and C. A
 the vertice
s A,
D
A C
B
C
B _ _ is one of the
y
g Compan
DE. DE
tedge to draw
Use a straigh le.
¯. Label  s of the triang
Publishin
of AC midsegment
the midpoint
ss to find A
Use a compa
Harcour t
 the midpo
int E.
D
E
C
A
n Mifflin
B
E
D
© Houghto
C
B
to
may want
△ABC. You
gments of
two midse
find the other Lesson 4
process to _ F.
Repeat the of BC as
 label the
midpoint
1165
12:44 PM
19/04/14
Module 23
3L4 1165
62_U8M2
ESE3897
IN1_MNL
1165 Lesson 23.4

Reflect
1. Use a ruler
_ to compare
_
about DE and BC_
?
_ _
the length of DE to the length of BC. What does this tell you EXPLORE
_
The length of DE is half the length of BC.
_
Investigating Midsegments
2. protractor to compare m∠ADE and m∠ABC. What does this tell you about DE
Use a_ of a Triangle
and BC? Explain. _ _
m∠ADE = m∠ABC, so DE ∥ BC since corresponding angles are congruent.
3. Compare your results with your class. Then state a conjecture about a midsegment of INTEGRATE TECHNOLOGY
a triangle.
A midsegment of a triangle is parallel to the third side of the triangle and is half as long as Students have the option of completing the
the third side. midsegments activity either in the book or online.
Explain 1 Describing Midsegments on a

Coordinate Grid QUESTIONING STRATEGIES
You can confirm your conjecture about midsegments using the formulas for the midpoint, How are the length of the midsegment and the
slope, and distance.
third side of the triangle related? The
Example 1 Show that the given midsegment of the triangle is parallel to the third side midsegment is one-half the length of the third side.
of the triangle and is half as long as the third side.
 GHI are G(-7, -1), H(-5, 5), and I(1, 3). J is

The vertices of △_
_ _ y
EXPLAIN 1
6
_ midpoint 1of GH, and K_is the midpoint of IH. Show that JK ∥
the H
__
GI and JK = 2 GI. Sketch JK. K 4
coordinates of J and K.
2(
x1 + x2 _
Step 1 Use the midpoint formula, _ ,
y1 + y2
2 )
, to find the J
I
Describing Midsegments on a
x
Coordinate Grid
( )
_ -1 + 5
-7 - 5 , _ -8 -4 -2 0 2
The midpoint of GH is _ = (-6, 2). G
2 2 -2
Graph and label this point J.

( )
_ -5 + 1 5 + 3 -4
The midpoint of IH is _, _ = (-2, 4). Graph
2 2
_
and label this point K. Use a straightedge to draw JK. PRACTICES
( )
y2 - y1 _ _
Step 2 Use _ x 2 - x 1 to compare the slopes of JK and GI.
_
Slope of JK = _ 4-2 =_
_ 3 - (-1)
1 Slope of GI =_=_ 1 MP.1 Remind students that two lines with equal
-2 - (-6) 2 1 - (-7) 2
slopes are parallel and that the slope of a segment is
_ _
Since the slopes are the same, JK ∥ GI.
____ _ _ the difference of its y-coordinates divided by the
Step 3 Use √(x 2 - x 1) 2 + (y 2 - y 1) 2 to compare the lengths of JK and GI.
____ _ _
difference of its x-coordinates. Also remind them to
JK = √( -2 - (-6) ) 2 + (4 - 2) 2 = √ 20 = 2√5
―――――――――― = √_ subtract the coordinates in the same order.
√(1 - (-7)) + (3 - (-1))
2 _ 2
GI = 80 = 4√5
_ _
1 (4√5 ), JK = _
1 GI.
Since 2√ 5 = _
2 2
IN1_MNLESE389762_U8M23L4 1166 19/04/14 12:45 PM
Math Background
A midsegment of a triangle is a segment that joins the midpoints of two sides of
the triangle. Together, the three midsegments of a triangle form the sides of the
midsegment triangle. Using the Triangle Midsegment Theorem and the SSS
Triangle Congruence Theorem, it can be proven that the four small triangles
formed by the midsegments are congruent. Since the four triangles together form
the original triangle, each small triangle has one-fourth of its area.
Midsegments of Triangles 1166

y
B The vertices of △LMN are L(2, 7), M(10, 9), and N(8, 1). P is the 10
_ _ M
QUESTIONING STRATEGIES midpoint of LM, and Q is the midpoint of MN. P
To which side of the triangle does the

_ _
Show that PQ ∥ LN and PQ = 1 LN. Sketch PQ.
__ 8
L
2
6
midsegment appear to be parallel? the side
that does not contain the endpoints of the
_ 2 + 10 7 + 9
Step 1 The midpoint of LM = _, _ =
2 2
(6 , 8 ) . 4
Q
Graph and label this point P.
( )
midsegment 2
_ 8 10 1 9
+ + x
The midpoint of NM = __, __ N
How do you find the midsegments of a 2 2 0
(9 )
2 4 6 8 10
triangle in the coordinate plane? Use the 5 _
= , . Graph and label this point Q. Use a straightedge to draw PQ .
Midpoint Formula to find the coordinates of the
_ 5-8 _ 1 - 7
midpoint of two sides of the triangle. Plot the Step 2 Slope of PQ = _ = -1 Slope of LN = __ = -1
9- 6 8 - 2
midpoints and connect them to form a midsegment.
_ _
What are some ways you can show that two Since the slopes are the same, PQ and LN are parallel .
____
√(
__
line segments are parallel when using the
) √
2
_ _
Step 3 PQ = 9 - 6 + (5 - 8) = 9 + 9 = √18 = 3√2
2
Triangle Midsegment Theorem in a coordinate

_____
√( 8
___ _ _
plane? Sample answer: Show that the lines have the
) +( ) = √ √ √2
2
2
LN = - 2 1 - 7 36 + 36 = 72 =6
same slope.
( √ 2 ),
_ _
―
Since 3 √2 1
=_
2 6
1 ―
PQ = _
2 LN .
_ _
The length of PQ is half the length of LN.
Your Turn
4. of △XYZ are X(3, 7), Y(9, 11),_

The vertices _ and Z(7, 1). U is the y Y
_ _of XY_
midpoint , and W is the midpoint of XZ. Show
1 _ that 10
UW ∥ YZ and UW = _YZ. Sketch △XYZ and UW. U
( )
2
3 + 9 7 + 11
U = _, _ = (6, 9); 8
2 2 X
W= _
(
3+7 _
2
,
7+1
2 ) 6
4
= (5, 4); W
― 4-9
slope of UW = _ = 5;
― 1 - 11 = 5;
slope of YZ = _
2
5-6 7-9 Z x
― ―
Since the slopes are the same, UW ∥ YZ.
0 2 4 6 8 10
――――――― ―
UW = √(5 - 6) + (4 - 9) = √26 ;
2 2
―――――――
YZ = √(7 - 9) + (1 - 11) = 2 √―
2
26 ;
2
1 YZ.
S0 UW = _
2
IN1_MNLESE389762_U8M23L4 1167 19/04/14 12:45 PM

Have one student in each group use geometry software to construct the
midsegment of a triangle. Ask another student in the group to measure the
midsegment and the sides of the triangle and make a conjecture about the
relationship of the two measures. Ask a third student to measure the angles to
make a conjecture about midsegment and the third side of the triangle. Have the
fourth student drag the vertices of the triangle to verify the conjectures made by
the other students: the midsegments are half the measure of the third side and are
parallel to the third side.
1167 Lesson 23.4

Explain 2 Using the Triangle Midsegment
Theorem
The relationship you have been exploring is true for the three midsegments of every triangle.
EXPLAIN 2
Using the Triangle
Triangle Midsegment Theorem
The segment joining the midpoints of two sides of a triangle is parallel to the third
Midsegment Theorem
side, and its length is half the length of that side.
You explored this theorem in Example 1 and will be proving it later in this course. INTEGRATE MATHEMATICAL
PRACTICES
Use triangle RST.
Example 2
 Find UW. S MP.1 Point out that if the midsegments of a triangle
By the Triangle
_ Midsegment Theorem,_the length of are found, then the Triangle Midsegment Theorem
midsegment UW is half the length of ST. 10.2 can be used to state that the midsegment is half the
1 ST
UW = _ U 5.6
2 41° V
length of the third side and is parallel to the third
1 (10.2)
UW = _
2 side. Explain that the theorem gives a way to
UW = 5.1 R indirectly find the side lengths of a triangle, and
W that it gives similar triangles, which will be studied
T
 Complete the reasoning to find m ∠SVU. in Unit 4.
△Midsegment Thm. _ _
UWǁST
Alt. Int. Angles Thm. m ∠SVU = m ∠VUW
Substitute
41° for m∠VUW m ∠SVU = 41°
In the example, how do you know that you can
Reflect use the Triangle Midsegment Theorem? The
midsegment of a triangle was found, so the Triangle
5. How do you know to which side of a triangle a midsegment is parallel?
Since a midsegment connects the midpoints of two sides, it is parallel to the third side.
Midsegment Theorem applies.
Your Turn P K
J
6. Find JL, PM, and m ∠MLK. 39 AVOID COMMON ERRORS
JL = 2 (PN) = 2(39) = 78; PM = _
1 KL = _
1 (95) = 47.5;
105° M N
2 2 95
m ∠MLK = m ∠JMP = 105° Sometimes students write the incorrect algebraic
L
expressions to indirectly find the lengths of segments
Elaborate in triangles when using the Triangle Midsegment
7. ¯ is NOT a midsegment of the triangle.
Discussion Explain why XY 6 6 Theorem. Have these students use the theorem to
¯ are not midpoints of the sides of
The endpoints of XY X Y write the relationships among the segments before
5 5
the triangle. they substitute algebraic expressions for the
segments. The correct expressions should give the
Module 23 1168 Lesson 4 correct equations to solve for the lengths.
IN1_MNLESE389762_U8M23L4 1168 19/04/14 12:45 PM
Modeling
Have students cut a large scalene triangle from heavy paper. Have them construct
the midpoints of two sides and connect them, forming a midsegment. Then have
them cut along this segment to form a triangle and a trapezoid. Have them rotate
the small triangle and place it next to the trapezoid to form a parallelogram. Ask
students to make conjectures about the relationship between the midsegment and
the base of the triangle.

8. Essential Question Check–In Explain how the perimeter of △DEF
compares to that of △ABC.
ELABORATE A
QUESTIONING STRATEGIES F D
How could you use a property of midsegments
The perimeter of △DEF = _ ( )
1 perimeter of △ABC .
2
to find a measurement for something that is C
E
B
difficult to measure directly? Sample answer: If you

cannot measure directly across something like a
pond, you can construct a triangle around it so that Evaluate: Homework and Practice
the distance you want to measure is a midsegment • Online Homework
• Hints and Help
of the triangle. Then you can measure the third side 1. Use a compass and a ruler or geometry software to construct an obtuse triangle. • Extra Practice
Label the vertices. Choose two sides and construct the midpoint of each side; then
of the triangle and divide it by 2 to find the measure label and draw the midsegment. Describe the relationship between the length of the
you are looking for. midsegment and the length of the third side.
Drawings will vary. Students should conclude that the midsegment is half
the length of the third side.
SUMMARIZE THE LESSON The vertices of △WXY are W(-4, 1), X( 0, -5
_(
2. )
_, and Y 4, -1). A is the midpoint of
_ _
Have students fill out a chart to summarize WY, and B is the midpoint of XY. Show that AB ǁWX and AB = _ 1 WX.
2
_ _
what they know about triangle The coordinates of A and B are (0, 0) and (2, -3). The slope of AB and WX
midsegments. Sample: _ _
―
is - 3 , so the lines are parallel. The length of AB is 13 and the length of
―
2
_
WX is 213 , so AB = _ 1 WX.
Triangle Midsegment 2
Definition A line segment that

3. _ vertices of △FGH are F(-1,
The _ 1), G( -5, 4_ ), and H(-5, –2). X is the midpoint of
_
FG, and Y is the midpoint of FH. Show that XY ǁGH and XY = __12 GH.
( ) ( )
connects the 1 . The slope of _
The coordinates of X and Y are -3, _ and -3, -_
5
XY
midpoints of two 2 2
_ _
and GH is undefined, so the lines are parallel. The length of XY is 3 and
sides of the triangle _
the length of GH is 6, so XY = _ 1 GH.
Properties Half the length of the 2
_
4. One of the vertices of △PQR is P(3, –2). The midpoint of PQ is M(4, 0).
third side; parallel to _ _ _
The midpoint of QR is N(7, 1). Show that MN ǁ PR and MN = _ 1 PR.
the third side -2 +
2
3+x
_ y
_ = 0, So y = 2.
= 4, So x = 5;
Example Answers will vary. 2 2
The coordinates of Q are (5, 2).
Non-example Answers will vary. 5+x 2+y
_ = 7, So x = 9; _ = 1, So y = 0.
2 2
The coordinates of R are (9, 0).
The slope of ¯ MN and ¯ PR is _
1 , so the lines are parallel. The length of ¯MN is
_
¯
3
―
√ 10 and the length of PR is 2 √10 , so MN = PR. _
1
2
LANGUAGE SUPPORT
IN1_MNLESE389762_U8M23L4 1169 19/04/14 12:45 PM
Communicate Math
Divide students into pairs. Provide each pair with pictures of triangles with
segments joining two sides. Have one student explain why a drawing does or does
not show a midsegment. Encourage the use of the words parallel and midpoint.
Have students measure the distance between the segment and the base at different
intervals to see if the segment and the base are parallel, and to measure the sides
joined by the segment, to see if the segment’s endpoints are the midpoints of the
sides. Students switch roles and repeat the process.
1169 Lesson 23.4

_
5. One_of the vertices of △ABC_is A_ (0, 0). The midpoint of AC is J _
_
1 2 ( )
3 , 2 . The midpoint
of BC is K (4, 2). Show that JK ǁBA and JK = BA.
_
0+x _
2
=
3
2
0 +
_=2
2
y
2
So, the coordinates of C are (3, 4). EVALUATE
x=3 y=4
Use the midpoint formula to find the coordinates of B (x, y).
3+x
_ _4+y
=4 =2
2 2
3+x=8 4+y=4
x=5 y=0
So, the coordinates of B are (5, 0). ASSIGNMENT GUIDE
JK and ¯
The slope of ¯ JK is _
BA is 0, so the lines are parallel. The length of ¯
5
_ 2 Concepts and Skills Practice
and the length of BA is 5, so JK = _1 BA.
2
Find each measure. A Investigating Midsegments of a
Triangle
X Y
68° Example 1 Exercises 4–5
4.6 Describing Midsegments on a
B C
Z Coordinate Grid
15.8
6. XY 7. BZ
XY = _
1 BC = _
1 (15.8) = 7.9 BZ = _
1 BC = _
1 (15.8) = 7.9 Using the Triangle Midsegment
2 2 2 2 Theorem
PRACTICES
8. AX 9. m∠YZC
Since AX = _
1 AB, find AB first. ∠YZC and ∠XYZ are alternate interior Focus on Math Connections
2
angles, so they are congruent.
AB = 2(YZ) = 2(4.6) = 9.2
m∠YZC = 68° © Houghton Mifflin Harcourt Publishing Company
MP.1 Remind students of the key concepts they
AX = _1 AB = _
1 (9.2) = 4.6 need to do the exercises. Define midsegment. Make a
2 2
sketch on the board showing students how to draw a
midsegment, and point out that every triangle has
10. m∠BXY
three midsegments. Add that, in this lesson, students
m∠BXY + ∠ZYX = 180 (same-side interior angles) will primarily work with one midsegment at a time.
m∠BXY + 68 = 180
m∠BXY = 112
COMMON
Exercise
IN1_MNLESE389762_U8M23L4 1170 Depth of Knowledge (D.O.K.) CORE Mathematical Practices 19/04/14 12:45 PM


Algebra Find the value of n in each triangle.
INTEGRATE MATHEMATICAL 11. 12.
PRACTICES 6n
11.3
48
n + 4.2
MP.3 Discuss each of the following statements as a
class. Have students explain how the Triangle 6n = _
1 (48) 2(11.3) = n + 4.2
2
Midsegment Theorem justifies their responses. 6n = 24 22.6 = n + 4.2
1. A triangle has three midsegments. n=4 18.4 = n
2. The midsegments form a triangle with a perimeter 13. 14.

equal to one-half the perimeter of the original 14n
n + 12
4n + 9
triangle.
6n
3. The midsegments form a triangle with area equal
to one-fourth the area of the original triangle. 6n = 2(n + 12) 14n = 2(4n + 9)
6n = 2n + 24 14n = 8n + 18
4n = 24 6n = 18
n=6 n=3
15. Line segment XY is a midsegment of △MNP. Determine whether each of the

following statements is true or false. Select the correct answer for each lettered part.
X Y
M
a. MP = 2XY True False

1 XY
b. MP = _ True False
2
c. MX = XN True False
1 NX
d. MX = _ True False
2
e. NX = YN True False
1 MP
f. XY = _ True False
2
16. What do you know about two of the midsegments in an isosceles triangle? Explain.
Two of the midsegments will be congruent because their lengths are __
1
2
the length of
congruent sides.
IN1_MNLESE389762_U8M23L4 1171 19/04/14 12:45 PM
1171 Lesson 23.4

17. Suppose you know that the midsegments of a triangle are all 2 units long. What kind
of triangle is it?
PEERTOPEER DISCUSSION
an equilateral triangle with sides 4 units long
Ask students to discuss with a partner how to locate
_ _ the midsegments of a triangle drawn in the
_△ABC, m∠A = 80°, m∠B = 60°, m∠C = 40°. The midppoints of AB, BC, and
18. In
AC are D, E, and F, respectively. Which midsegment will be the longest? Explain how coordinate plane. Have them use the slope formula or
you know.
distance formula and the Triangle Midsegment
¯ is the longest side because it is opposite the largest angle, so midsegment ¯
BC DF will be Theorem to verify that the midsegments are equal to
the longest. one-half the third side and are parallel to the third
19. Draw Conclusions Carl’s Construction is building a pavilion side. Have them draw examples to justify
with an A-frame roof at the local park. Carl has constructed two
triangular frames for the front and back of the roof, similar to their reasoning.
△ABC in the diagram. The base of each frame, represented by
_
AC, is 36 feet _
long. He_ needs to insert a crossbar connecting the
midpoints of AB and BC, for each frame. He has 32 feet of timber
left after constructing the front and back triangles. Is this enough AVOID COMMON ERRORS
to construct the crossbar for both the front and back frame?
Explain. When using triangles in the coordinate plane, some
B
students may assume that the Triangle Midsegment
Theorem applies only to acute, scalene triangles.
D E
Have students work in groups to draw other types of
A C
triangles in the coordinate plane and use algebraic
_ _ expressions to write the triangle relationships that
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Polianskyi

No. If AC is 36 feet long, DE is 18 feet long. Because he needs to insert two crossbars, he
apply to these triangles.
needs 2 × 18, or 36, feet of timber. He needs 4 more feet.
20. Critique Reasoning Line segment_ AB is a midsegment in △PQR. R

Kayla calculated the length of AB. Her work is shown below. Is her
answer correct? If not, explain her error. B
25
2(QR) = AB
2(25) = AB Q
A
P
50 = AB
No, it is not correct. The equation should have __
1
2
QR on the left instead of 2(QR).
21. Using words or diagrams, tell how to construct a midsegment using only a
Igor/Shutterstock
straightedge and a compass.
Possible answer: First construct a triangle with a straightedge. Next use the compass to
find the midpoint of two sides of the triangle. Finally, connect the two midpoints to create
a midsegment parallel to the third side.
IN1_MNLESE389762_U8M23L4 1172 19/04/14 12:45 PM

JOURNAL H.O.T. Focus on Higher Order Thinking
Have students explain how to find the length of a 22. Multi–Step A city park will be shaped like a right triangle,
_
and _there will be two pathways for pedestrians, shown by VT
midsegment when given the length of the and VW in the diagram. The park planner only wrote two
parallel side. lengths on his sketch as shown. Based on the diagram, what
will be the lengths of the two pathways?
30 yd
V W
X Z
T
24 yd
VW = _1 (XZ) = _1 (24) = 12
2 2
24 2 + (YZ) = 30 2 (Pyth. Thm.)
2
VT = _1 (YZ) = _1 (18) = 9
2 2
576 + (YZ) = 900 VW = 12 yd; TV = 9 yd
2
(YZ) 2 = 324
YZ = 18
23. Communicate Mathematical Ideas △XYZ is the midsegment of △PQR. Q

Write a congruence statement involving all four of the smaller triangles. What
is the relationship between the area of △XYZ and △PQR? X Y
△QXY ≅ △XPZ ≅ △YZR ≅ △ZYX; P R

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Carey
Z
area of △XYZ = __1 area of △PQR
4
_ _
24. Copy the diagram shown. AB is a midsegment of △XYZ. CD is a Z
midsegment
of △ABZ. C D
a. What is the length of ¯
AB? What is the ratio of AB to XY?
1 _
AB = (XY), so AB is 32. The ratio of AB to XY is 32:64, or 1:2.
A B
2
E F
b. What is the length of ¯
CD? What is the ratio of CD to XY?
1 _
CD = (AB), so CD is 16. The ratio of CD to XY is 16:64, or 1:4. X Y
2 64
Hope/iStockPhoto.com
_
c. Draw EF such that points E and F are __34 the distance _
from point Z.
What is the ratio of EF to XY? What is the length of EF?
3 _ 3
EF = (XY) = (64) = 48 _
4 4
The length of ¯ EF is 48, so the ratio of EF to XY is 48:64, or 3:4.
d. Make a conjecture about the length of non-midsegments when compared to the

length of the third side.
The length of the non-midsegment compared to the length of the third side is the same as
the ratio of the distance of the segment from the vertex opposite the third side compared
to the whole triangle.
IN1_MNLESE389762_U8M23L4 1173 19/04/14 12:45 PM
1173 Lesson 23.4

AVOID COMMON ERRORS
The figure shows part of a common roof design _ _ using
_very
_strong
_ and_ stable triangular trusses.
Points B, C, D, F, G, and I are midpoints of AC, AE, CE, GE, HE and AH respectively. What is Students may mistakenly assume that because B, C,
the total length of all the stabilizing bars inside △AEH? Explain how you found the answer. _
and D divide AE into four congruent segments, G
_
and F must divide HE into three congruent segments,
A _
and that J and I divide AH into three congruent
B segments. Point out that because G is the midpoint of
J _
HE, GF and FE are each only half of HG. Similarly,
20 ft
I
C
4 ft _
because I is the midpoint of AH, AJ and JI are each
D
only half of IH.
G F
H E
14 ft
By the Midsegment Theorem, IC = 7 ft and CG = 10 ft because they are, respectively, half
of HE and AH. CH = 8 ft because it is twice DG. DF = 5 ft, JB = 3.5 ft, and IB = 4 ft because
PRACTICES
they are, respectively, half of CG, IC, and HC. Focus on Critical Thinking
Total length: JB + IB + IC + CH + CG + DG + DF = 3.5 + 4 + 7 + 8 + 10 + 4 + 5 = 41.5 ft
MP.3 On the roof truss diagrammed below,
_ _
D, E,
and F are the midpoints of, respectively, AC, AB,
_
and CB.
A
D E
C B
F
Compare the perimeter and area of ▵ABC with those

of ▵DEF. Explain how you found your answers.
Students can use the Midsegment Theorem and the
_ _ _
facts that DE, EF, and DF are parallel to and half the
_ _ _
length of, respectively, CB, AC, and AB to establish
that (1) the perimeter of ▵DEF is half that of ▵ABC,
and (2) the four small triangles in the diagram are
congruent, which means that the area of ▵DEF is
one-fourth that of ▵ABC.
EXTENSION ACTIVITY
IN1_MNLESE389762_U8M23L4 1174 19/04/14 12:44 PM
Have students research tri-bearing roof trusses. Among topics they can report on:
• the definition of tri-bearing roof truss;
• the design of such a truss, together with a drawing and typical measurements;
• the meaning of the term tri-bearing;
• a description of the relationship between tri-bearing roof trusses and the Scoring Rubric
Midsegment Theorem. 2 points: The student’s answer is an accurate and complete execution of the task
or tasks.
is flawed.

MODULE
Study Guide Review

Special Segments
in Triangles
Essential Question: How can you use special segments in
triangles to solve real-world problems?
Key Vocabulary
23
altitude of a triangle
(altura de un triángulo)
centroid of a triangle
KEY EXAMPLE (Lesson 23.1) (centroide de un triángulo)
_ _
DE_ is a midsegment of △ABC, _and it is parallel to AC. If_the length
_ circumcenter of a triangle
of BD is 5 and the length of EC is 3, find the lengths of DA and BE. (circuncentro de un
_ _ _ _ triángulo)
DE is a _midsegment
_ of_ △ABC, so BD is half of BA. DA is the other circumscribed circle
half of BA. So, DA = BD = 5. (círculo circunscrito)
_ _ _ _
_ of_△ABC, so EC is half of BC. BE is the other
DE is a _midsegment concurrent (concurrente)
Assign or customize module reviews. half of BC. So, EC = BE = 3. distance from a point to a line
(distancia desde un punto
hasta una línea)
KEY EXAMPLE (Lesson 23.2) equidistant (equidistante)
incenter of a triangle
Find the coordinates of the centroid of the triangle.
(incentro de un triángulo)
Coordinates: A(-1, 2), B(3, 6), C(4, 2) inscribed circle
(círculo inscrito)
Centroid: median of a triangle
( )
(mediana de un triángulo)
-1 + 3 2 + 6 _
M AB = _______, _____ = (1, 4) Midpoint of AB midsegment of a triangle
2 2 (segment medio de un
triángulo)
2 - 4 = -_
m AB = _ 2 Slope of line passing through
4-1 3 midpoint and C orthocenter of a triangle
(ortocentro de un triángulo)
2 (x - 1)
y - 4 = -_ point of concurrency
3 Find the equation of the (punto de concurrencia )
2x + _
y = -_ 14 median.
3 3
( ) ( )
-1 + 4 2 + 2 3, 2 _ y
M AC = _______, _____ = _ Midpoint of AC B
2 2 2 6
4
m AB = _6 - 2 = -_ 8 Slope of line passing through
3-_ 3 3 midpoint and B A
2 C
8
_ x
y - 6 = - (x - 3) 0
3 Find the equation of the 2 4 6
y = -_8x - 2 median.
3
-_2x + _14 = _ 8x - 2 Set the equations equal
3 3 3
to each other to find the
x=2 intersection.
10
8 (2) - 2 = _
y=_
3 3
( )10 .
The coordinates of the centroid are 2, _
3
IN1_MNLESE389762_U8M23MC 1175 19/04/14 12:23 PM
1175 Module 23
Find the coordinates of the circumcenter of the triangle.
y
4
B
2
x
-4 -2 0 4
A C
-4
Coordinates: A(-2, -2), B(2, 3), C(2, -2)
( )
_
-2 + 2 -2 + (-2) Midpoint of AC
M AC = _, _ = (0, -2)
2 2
_
AC is horizontal, so the line perpendicular to it is vertical Find the equation_of the line
and passes through the midpoint. The equation is x = 0. perpendicular to AC.
_
(
2 + 2 3 + (-2)
M BC = _, _ = 2, _
2 2 ) ( )
1
2
Midpoint of BC
_
BC is vertical, so the line perpendicular to it is horizontal Find the equation_of the line
and passes through the midpoint. The equation is y = _ 1. perpendicular to BC.
2
The coordinates of the circumcenter are 0, _ 1 .
2 ( )
_ _
AP and CP are angle bisectors of △ABC, where P is the incenter of the triangle.
The measure of ∠BAC is 56°. The measure of ∠BCA is 42°.
Find the measures of ∠PAC and ∠PCB.
_
Since AP is an angle bisector of ∠BAC, the measures of ∠PAC and ∠PAB are equal. Since the measure
of ∠BAC is 56°, the measure of ∠PAC is 28°.
_
Since CP is an angle bisector of ∠BCA, the measures of ∠PCB and ∠PCA are equal. Since the measure
of ∠BCA is 42°, the measure of ∠PAC is 21°.
IN1_MNLESE389762_U8M23MC 1176 19/04/14 12:23 PM

EXERCISES B
_ _ _
DE, DF, and EF are midsegments of △ABC. Find the lengths of the
MODULE segments. (Lesson 23.1)
_
5.5
PERFORMANCE TASK
7
1. BD 5.5 D E
_ 5.5
2. EC 5.5
COMMON A C
CORE
_ F
3. AF 7
Mathematical Practices: MP.1, MP.2, MP.3, MP.4, MP.6
G-GPE.B.4, G-GPE.B.5 Find the coordinates of the points. (Lesson 23.2)
y
4
SUPPORTING STUDENT REASONING
2
A
Students should begin this problem by focusing on x
what information they will need. Here are some -2 0 4
-2
issues they might bring up. B C
-4
• How to find the midpoints of the Texas
Triangle region bounded by Dallas, Houston,
(1, -1)
and San Antonio: Students should use the 4. Centroid
coordinates of the triangle to find the midpoints.

• Which center of a triangle would be the best to
(-2, -___
3)
20
use: Students should use the coordinates of the 5. Orthocenter
midpoints and vertices to locate the centroid, Find the coordinates of the points. (Lesson 23.3)
circumcenter, and orthocenter of the given y
4
triangle. Then they should analyze their positions B
A
2
in relation to Bryan, TX.
x
• If the distance to Bryan is the only important -4 -2 0 2 4

consideration in choosing a center: Students C
can argue for the circumcenter, since it is -4
approximately equal driving distance to the
triangle vertices, or for the centroid, since it
6. Circumcenter
3 , 29
13 26 (___ ___)
seems to be closest to the physical center of the _ _ _
AP, BP, and CP are angle bisectors of △ABC, where P is the incenter of the
triangle.
triangle. The measure of ∠BAC is 24°. The measure of △BCA is 91°. Find the
measures of the angles. (Lesson 23.4)
7. ∠BAP 21° 8. ∠ABP 32.5° 9. ∠BCP 45.5°
IN1_MNLESE389762_U8M23MC 1177 SCAFFOLDING SUPPORT 19/04/14 12:23 PM
• Remind students that the circumcenter of a triangle is the point of intersection

of the perpendicular bisectors of the three sides; the orthocenter is the point of
intersection of the altitudes to each of the three sides; and the centroid is the
point of intersection of the medians.
• Students can approximate the three centers using compass and straightedge. If
they choose this method, you may wish to review the various constructions
they use.
• If students choose to solve the problem using algebra, they may need to be
reminded that the slope of a line perpendicular to a given line is the negative
reciprocal of the slope of the given line.
1177 Module 23
MODULE
23
What’s the Center of the Triangle? SAMPLE SOLUTION
The Texas Triangle Park in Bryan, Texas bills itself as being at the center of the Texas
Start by finding the equation of each side of the
Triangle region. That is the region with the cities of Dallas, Houston, and San Antonio
at the vertices of the triangle. The diagram shows a simple representation of the region triangle, using the fact that you know two points on
with San Antonio located at the origin. The point B also gives you coordinates for the
each side.
location of Bryan. So just how close is Bryan to the center of this triangle?
Before you tackle this problem, decide what you think is the best y To find the perpendicular bisectors of the three
measure of the triangle’s center in this context—the centroid, D (123, 219)
200 sides of the triangle, find the midpoints of the three
circumcenter, or orthocenter? Be prepared to support your
decision. 150 sides: (95, 0), (156.5, 109.5), (61.5, 109.5). Then, for
Start by listing in the space below the information you will need each midpoint, find the equation of the line that
100
to solve the problem. Then use your own paper to complete the B (135, 65) passes through that point and has a slope that is the
task. Be sure to write down all your data and assumptions. Then 50
use graphs, numbers, words, or algebra to explain how you reached negative reciprocal of the slope of that side of the
S (0, 0) H (190, 0) x
your conclusion. 0 triangle. When you know the three equations, solve
50 100 150 200
the system given by one pair of them. The solution
is the circumcenter of the triangle, (95, 90.7).
To find the altitudes, find the equation of each line

that passes through a vertex of the triangle and is
perpendicular to the opposite side. The slope of
each such line is the negative reciprocal of the slope
of the side to which the altitude is being drawn.
When you know the three equations, solve the
system given by one pair of them. The solution is
the orthocenter of the triangle, (123, 37.6).

To find the centroid, find the equation of each line
that joins a vertex and the midpoint of the opposite
side. When you know the three equations, solve the
system given by one pair of them. The solution is
the centroid of the triangle, (104.3, 73).
Use the Distance Formula to find the distance of

each center from Bryan. Of the three centers, the
orthocenter is closest to Bryan, 29.9 miles distant.
IN1_MNLESE389762_U8M23MC 1178 19/04/14 12:23 PM
• Are there any other ways to describe what a “center” for this region might be?
(for example, population)
• Why is knowing the distance from Bryan to the chosen center of the Texas
Triangle region helpful?
Assessment Rubric
solve or explain.

23.1–23.4 Special Segments in Triangles
_ _
ASSESS MASTERY Segments DE¯, EF, and DF are midsegments of △ABC A
Find the lengths of the indicated segments. (Lesson 23.1)
Use the assessment on this page to determine if _ • Online Homework
1. AC 10 5 • Hints and Help
students have mastered the concepts and standards _ • Extra Practice
2. CF 3
covered in this module. _ D E
3. DE 3
_
4. AE 4 4
_
8
ASSESSMENT AND INTERVENTION 5. AB
C B
¯
6. EF 5 F
6
Locate centroids, circumcenters, and incenters. (Lesson 23.2)
y
8
7. Find the points of concurrency of △ABC.
a. Determine the coordinates of the centroid of △ABC. A 4 B
x
0
(-__38 , __43 )
-8 -4 4 8
-4
Access Ready to Go On? assessment online, and C
receive instant scoring, feedback, and customized -8
b. Determine the coordinates of the circumcenter
intervention or enrichment. of △ABC.
(-2, 0)
Response to Intervention Resources In what quadrant or on what axis does the incenter of △ABC lie?
c.
Quadrant II
• Reading Strategies ESSENTIAL QUESTION
• Success for English Learners 8. Describe a triangle for which the centroid, circumcenter, incenter, and orthocenter are the same
point. What features of this triangle cause these points to be concurrent and why?
• Challenge Worksheets An equilateral/equiangular triangle; since the triangle’s sides are congruent,
all medians, perpendicular bisectors, angle bisectors, and altitudes are segments
Assessment Resources that connect a vertex to the midpoint of the opposite side. So, they all intersect at
• Leveled Module Quizzes the same point.
COMMON
IN1_MNLESE389762_U8M23MC 1179 19/04/14 12:23 PM

22.4 1 G-CO.C.10 MP.7
22.4 2 G-CO.C.10 MP.7
22.4 3 G-CO.C.10 MP.7
22.4 4 G-CO.C.10 MP.7
22.4 5 G-CO.C.10 MP.7
22.4 6 G-CO.C.10 MP.7
22.1 7 G-CO.C.10, G-CO.D.12, MP.7
1179 Module 23 G-GPE.B.4
MODULE 23
MIXED REVIEW
MODULE
23
MIXED REVIEW
_
1. Given △ABC and altitude AH, decide whether each statement is A
necessarily true about △AHC. Select Yes or No for A–C.
B
H
C ASSESSMENT AND INTERVENTION
_ _
A. AH < HC Yes No
_ _
B. AH < AC Yes No
C. △AHC ≅ △AHB Yes No
_ _
2. YZ is the image of YX after a reflection across X
line M. Choose True or False for each statement.
M prepare students for high-stakes tests.
Y W
Z ADDITIONAL RESOURCES
A. M is the angle bisector of ∠XYZ. Yes No
B. ∠XYZ is acute. Yes No • Leveled Module Quizzes: Modified, B
C. M is horizontal. Yes No
A AVOID COMMON ERRORS

3. Given △ABC is equilateral, what can be determined about its
centroid and circumcenter?
Item 4 Some students will not remember that the
midsegments are exactly half the length of the
corresponding side. Remind students that they can
They are at the same point inside of the triangle. C B
use the edge of a piece of paper to compare lengths.
Line up the paper with the larger segment, and then
_ _ B
¯, EF, and DF are the midsegments of △ABC. How does
4. DE mark its length on the paper. Then, see how many
the perimeter of △DEF compare to the perimeter times the midsegment fits inside the marks.
of △ABC? Explain. D E
_
Using the Triangle Midsegment Theorem, DE,
_ A C
¯ are half the distance of their parallel
EF, DF F
counterpart, therefore, the perimeter of △DEF is

half the perimeter of △ABC.
COMMON
IN1_MNLESE389762_U8M23MC 1180 19/04/14 12:23 PM

22.3, 21.3 1* G-CO.C.10 MP.7
16.2 2* G-CO.C.9 MP.8
22.4 3 G-MG.A.3 MP.6
22.4 4 G-CO.C.10 MP.5

UNIT
8 UNIT 8 MIXED REVIEW
MIXED REVIEW Assessment Readiness

1. Determine whether each pair of
ASSESSMENT AND INTERVENTION angles is a pair of vertical angles,
C
D
• Online Homework
• Hints and Help
a linear pair of angles, or neither. • Extra Practice
Select the correct answer for each
B
lettered part.
F E

prepare students for high-stakes tests. A. ∠AFC and ∠CFD Vertical Linear Pair Neither
B. ∠AFB and ∠CFD Vertical Linear Pair Neither
C. ∠BFD and ∠AFE Vertical Linear Pair Neither
ADDITIONAL RESOURCES 2. Does each transformation map a triangle in Quadrant II to Quadrant I?

A. A rotation of 270° Yes No
• Leveled Unit Tests: Modified, A, B, C B. A translation along the vector (-2, -2) Yes No
C. A reflection across the y-axis Yes No
• Performance Assessment
3. Are the triangles congruent? D
Select Yes or No for each statement.
AVOID COMMON ERRORS 75°
5.7 cm
Item 1 Some students may have difficulty isolating
the correct angles when there are several lines and A

42° 63°
rays involved. Encourage students to lightly trace the F E
6.2 cm
angles they are considering.
B C
8.1 cm
_
A. AC = 5.7 Yes No
_
B. m∠BAC = 75°, m∠ABC = 63°, and DE = 6.2 Yes No
_
C. m∠ACB = 42°, m∠ABC = 63°, and FE = 8.2 Yes No
Unit 8 1181
COMMON
IN1_MNLESE389762_U8UC 1181 19/04/14 12:54 PM
Items Content Standards Mathematical Practices

1 G-C0.C.9 MP.2, MP.7
2 G-C0.A.2 MP.1
3 G-C0.B.7 MP.2, MP.7
4 G-C0.A.4 MP.1
5* G-C0.C.10 MP.6
1181 Unit 8
4. Triangle △ABC is in the second quadrant and translated along (-3, 2) and
reflected across the y-axis. Determine if the translation will be in the given
quadrant. Select Yes or No for each statement.
PERFORMANCE TASKS
A. In the first quadrant after the There are three different levels of performance tasks:
first transformation Yes No
B. In the second quadrant after the * Novice: These are short word problems that
first transformation Yes No
require students to apply the math they have learned
C. In the third quadrant after the
second transformation Yes No in straightforward, real-world situations.
_ _
5. Given △ABC where A(2, 3), B(5, 8_), C(8, 3_
), RS is the midsegment parallel to AC, ** Apprentice: These are more involved problems
_
_ is the midsegment parallel to AB, and RT is the midsegment parallel to
ST that guide students step-by-step through more
BC, determine if the statements are true or false. Select True or False for each
statement. complex tasks. These exercises include more
_
A. ST = 4 True False complicated reasoning, writing, and open ended
_
B. RT = 5 True False elements.
_
C. RS = 3 True False
***Expert: These are open-ended, nonroutine
6. Find each angle measure.
problems that, instead of stepping the students
m∠X = 112° through, ask them to choose their own methods for
m∠Z = 52° Y
solving and justify their answers and reasoning.
m∠Y = 60°
X
68°
Z
128°
7. Write a proof in two-column form for the Corresponding Angles Theorem.

t
Given: ℓ∥m
Prove: m∠3 = m∠7 1 2
ℓ
3 4
5 6
m
7 8
Statements Reasons
1. p ∥ q 1. Given
2. m∠3 = m∠6 2. Alternate Interior Angles

Theorem
4. m∠3 = m∠7 4. Substitution Property of

Equality
Unit 8 1182
COMMON
IN1_MNLESE389762_U8UC 1182 19/04/14 12:54 PM
Items Content Standards Mathematical Practices

6* G-CO.C.10 MP.6
7 G-CO.B.8, G-CO.C.10 MP.3, MP.8
Unit 8 1182
Performance Tasks
SCORING GUIDES
8. An employee is walking home from work and wants to take the long way to get
Item 8 (2 points) Award the student 1 point for more exercise. The diagram represents the two different routes, where A is the
employee’s work and B is the employee’s home. Which route is longer and by
finding a good estimate of AB , about 4.34 miles, and how much? Show your work. A 3.8 miles
1 point for finding the difference between the routes, ¯.
First, find the length of AB
about 1.56 miles. ¯2
(3.8) 2 + (2.1) 2 = AB
2.1 miles
Item 9 (6 points) ¯2
18 . 85 = AB
B
¯
4.34 ≈ AB
2 points for drawing the correct lines
Since 3.8 + 2.1 is greater than 4.34, going the 3.8 miles and then turning to
3 points for explaining the solution steps ¯.
go 2.1 miles is longer than taking path AB
1 point for giving the correct point 9. A student was given the following triangle and asked to find the circumcenter.
Find the point and explain the steps for finding it.
Item 10 (6 points)
Possible answer: Find the perpendicular bisector of side AB by y C
2 points for giving the correct amount of wood first finding the midpoint using the midpoint formula. The 6 (6, 7)
midpoint of this side is (2.5, 2). Draw the perpendicular bisector

3 points for a reasonable explanation 4
of this side, which is parallel to the y-axis. Next, find the
A B
1 point for drawing the image perpendicular bisector of side BC. The midpoint is at (6, 4.5). (-1, 2) (6, 2)
0 2 4 6 x
Draw the perpendicular bisector of this side, which is parallel
to the x-axis. The circumcenter is the point of intersection of these two
perpendicular bisectors, which is (2.5, 4.5). This point is also the midpoint
of the hypotenuse.
10. While constructing a roof, a construction company built a triangle frame y
with a base 25 feet long. A cross bar needs to be inserted that connects (12.5, h)
the midpoints of both sides of the frame. Draw an image to represent the
situation and then describe how much wood is needed for the crossbar. m n
Assume the triangle is isosceles. Explain your answer.
x
⎛ ⎞
Let the height be h. The apex of the triangle is at ⎜ ___
(0, 0) (25, 0)
25 , h =
⎟ ( 12.5, h).
⎝ 2 ⎠
⎞ ⎛ ⎞
m ⎛/⎜/⎝ ______ , ____ = ⎜6.25, __
0 + 12.5 0+h
2 ⎟ 2⎟
h
2
⎠ ⎝ ⎠
⎛ ⎞ ⎛ ⎞
n ⎜ _______ , ____ = ⎜18.75, __
12.5 + 25 0+h
2 ⎟ 2⎟
h
2
⎝ ⎠ ⎝ ⎠
―――――――――
――――――――
√
⎛ ⎞ 2
d= √(x 2 - x 1) 2 + (y 2 - y 1) 2 = (18.75 - 6.25) 2 + ⎜__h2 - __h2 ⎟ = 12.5

⎝ ⎠
The length of wood needed for the crossbar is 12.5 feet.
Unit 8 1183
IN1_MNLESE389762_U8UC 1183 19/04/14 12:53 PM
1183 Unit 8
math in careers
MATH IN CAREERS
architect An architect is writing the blueprints for a large triangular building to go in the
middle of a city. The building needs to be congruent to a building that is already made, but Architect In this Unit Performance Task, students
the blueprints for the previous building were lost. What information will need to be known
about each triangular face of the building in order to make sure all faces are congruent, can see how an architect uses mathematics on the job.
knowing the building does not have any right triangles? Explain each possibility using
known triangle congruence theorems and postulates. For more information about careers in mathematics
as well as various mathematics appreciation topics,
AAS could be used where only two angles and a nonincluded side are known.
visit the American Mathematical Society
SAS could be used where only two sides and the included angle are known.
http://www.ams.org
SSS could be used where all three sides are known.
ASA could be used where only two angles and the included side are known.
SCORING GUIDES
Task (6 points)
6 points for naming all four congruence possibilities
and giving explanations
Unit 8 1184
IN1_MNLESE389762_U8UC 1184 19/04/14 12:53 PM
Unit 8 1184

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UNIT 8

Module Review and

Lesson 21.1 Lesson 21.2 Lesson 21.3 Module Review and

Lesson 22.1 Lesson 22.2 Lesson 22.3 Module Review and

Unit Review and

Lesson 19.1 Lesson 19.3 Lesson 19.5

Lesson 20.1 Lesson 20.2 Lesson 20.4

Lesson 21.1 Lesson 21.3 Lesson 22.1 Lesson 22.3

DAY 1 DAY 2 DAY 3

Lesson 23.1 Lesson 23.3 Module and Unit Review

Professional Development Videos

QR Codes Scan with your smart

special relationships among angles and Checkstudents’

© Houghton Mifflin Harcourt Publishing Company

© Houghton Mifflin Harcourt Publishing Company

In an isosceles triangle, the angles opposite the Thebase

congruent sides are congruent. In an equilateral

the measure of each angle is 60°.

TEACH ASSESSMENT AND INTERVENTION

help the most!

SIoNS Determining Precision

intervention path for

Focus on Higher Order Thinking

needs of all your classes and students, including

• Leveled Unit Tests

These are NOT

2. An object is weighed on three different scales. The results are shown

Parallel Lines COMMON

This definition of triangle congruence means that six

Properties of Triangles COMMON

MATH IN CAREERS MODULE

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ocean/

Architect An architect is responsible

TRACKING YOUR LEARNING PROGRESSION IN1_MNLESE389762_U8UO 929 4/19/14 10:55 PM

Before In this Unit After

Professional Development Video LESSON 19.4

REAL WORLD VIDEO

MODULE PERFORMANCE TASK PREVIEW

Mystery Spot Building

DIGITAL TEACHER EDITION

Angle Relationships ASSESS READINESS

1. The measure of ∠BFE is 110°. Find m∠CFD.

2. The measure of ∠BFE is 110°. Find m∠EFD and m∠BFC.

3. The measure of ∠3 is 110°. Find m∠1. m∠1 = 110°

© Houghton Mifflin Harcourt Publishing Company

6. Parallel to the x-axis; passing through the point (4, 1) y=1

IN1_MNLESE389762_U8M19MO 932 4/19/14 11:47 AM

Reteach 19.1 34 Angle Relationships Building Block Skills 7, Challenge

Angles Formed by 19.1 Angles Formed by Intersecting

The student is expected to:

the measures of angles formed by B Use a protractor to find each measure.

intersecting lines? Angle Measure of Angle

linear pairs of angles. Find angles that are m∠3 120°

the missing measures.

m∠1 + m∠4 180°

IN1_MNLESE389762_U8M19L1 933 4/19/14 12:13 PM

933 Lesson 19.1

Given: ∠1 and ∠3 are vertical angles. 1 QUESTIONING STRATEGIES

Module 19 934 Lesson 1

Angles Formed by Intersecting Lines 934

CURRICULUM INTEGRATION ∠1 and ∠2 are a ∠1 and ∠2 are

∠1 ≅ ∠3 m∠1 = m∠3 m∠1 + m∠2 = m∠2 + m∠3

Def. of Subtraction Transitive Property