The document discusses various properties and theorems related to triangles. It begins by defining different types of triangles based on side lengths and angle measures. It then covers the four congruence rules for triangles: SAS, ASA, AAS, and SSS. The document proceeds to prove several theorems about relationships between sides and angles of triangles, such as opposite sides/angles of isosceles triangles being equal, larger sides having greater opposite angles, and the sum of any two angles being greater than the third side. It concludes by proving that the perpendicular from a point to a line is the shortest segment.
This powerpoint presentation is an introduction for the topic TRIANGLE CONGRUENCE. This topic is in Grade 8 Mathematics. I hope that you will learn something from this sides.
This powerpoint presentation is an introduction for the topic TRIANGLE CONGRUENCE. This topic is in Grade 8 Mathematics. I hope that you will learn something from this sides.
The power point explains the concept of congruence in VII th standard .It explains the congruence of angles,vertices, triangles,quadrilaterals,and circle.
If the two angles and an included side of one triangle are congruent to the corresponding two angles and an included side of another triangle, then the triangles are congruent.
The power point explains the concept of congruence in VII th standard .It explains the congruence of angles,vertices, triangles,quadrilaterals,and circle.
If the two angles and an included side of one triangle are congruent to the corresponding two angles and an included side of another triangle, then the triangles are congruent.
A plane figure with three sides and three angles is called a triangle. We will learn the different types of triangles based on varying side lengths and angle measurements. After this session you can very easily tell the difference between all types of triangles and know the mathematics involved in it.
Did you know, two different triangles of different sizes can be similar to each other based on the ratio of their sides ?
Here you will learn the following:
1) Criteria’s for similarity
2) Scale factor
3) Congruency
If the corresponding sides of a triangle is twice than that of another triangle, will the area be also doubled??
Watch this session to learn about the effects that can be seen in areas of two similar triangles in just 10 minutes.
Basic Proportionality Theorem is one of the important topics of a Triangle that deals with the study of the proportion of the two sides of a triangle. So, watch this session and learn about the Theorem and its proof.
Pythagoras theorem is a fundamental relation in Euclidean geometry among the three sides of a right triangle.
In this session, you will learn this very important theorem and learn to prove its statement with its proof in a geometric way.
Congruent triangles. Proving congruent triangles.
Disclaimer: Some parts of the presentation are obtained from various sources. Credit to the rightful owners.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
18. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
19. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
Corresponding parts are angles and sides that
“match.”
20. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
A X≅∠ ∠
21. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
B Y≅∠ ∠
22. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
C Z≅∠ ∠
23. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
AB XY≅
24. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
BC YZ≅
25. ∆ABC is congruent to ∆XYZ
A B
C
X Y
Z
≅
Corresponding parts of these triangles are
congruent.
AC XZ≅
27. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
28. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
D Q≅∠ ∠
29. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
E R≅∠ ∠
30. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
F S≅∠ ∠
31. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
DE QR≅
32. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
DF QS≅
33. ∆DEF is congruent to ∆QRS
D E
F
Q
R
S
≅
Corresponding parts of these triangles are
congruent.
FE SR≅
34. 1. SIDE – ANGLE – SIDE RULE (SAS RULE)
Two triangles are congruent if any two sides and the includes angle of
one triangle is equal to the two sides and the included angle of other
triangle.
EXAMPLE :- (in fig 1.3)
GIVEN: AB=DE, BC=EF ,
B= E
SOLUTION: IF AB=DE, BC=EF , B= E then by SAS Rule
▲ABS = ▲DEF
4 cm4 cm
600
600
A
B C
D
FE
Fig. 1.3
35. 2. ANGLE – SIDE – ANGLE RULE (ASA RULE )
Two triangles are congruent if any two angles and the included side of one
triangle is equal to the two angles and the included side of the other triangle.
EXAMPLE : (in fig. 1.4)
GIVEN: ABC= DEF,
ACB= DFE,
BC = EF
TO PROVE : ▲ABC = ▲DEF
ABC = DEF, (GIVEN)
ACB = DFE, (GIVEN)
BS = EF (GIVEN)
▲ABC = ▲DEF (BY ASA RULE)
A
B C
D
E F
Fig. 1.4
36. 3. ANGLE – ANGLE – SIDE RULE (AAS RULE)
Two triangles are congruent if two angles and a side of one
triangle is equal to the two angles and one a side of the other.
EXAMPLE: (in fig. 1.5)
GIVEN: IN ▲ ABC & ▲DEF
B = E
A= D
BC = EF
TO PROVE :▲ABC = ▲DEF
B = E
A = D
BC = EF
▲ABC = ▲DEF (BY AAS RULE)
D
E F
A
B C
Fig. 1.5
37. 4. SIDE – SIDE – SIDE RULE (SSS RULE)
Two triangles are congruent if all the three sides of
one triangle are equal to the three sides of other triangle.
Example: (in fig. 1.6)
Given: IN ▲ ABC & ▲DEF
AB = DE , BC = EF , AC = DF
TO PROVE : ▲ABC = ▲DEF
AB = DE (GIVEN )
BC = EF (GIVEN )
AC = DF (GIVEN )
▲ABC = ▲DEF (BY SSS RULE)
D
E F
A
B C
Fig. 1.6
38. 5. RIGHT – HYPOTENUSE – SIDE RULE (RHS RULE )
Two triangles are congruent if the hypotenuse and the side of
one triangle are equal to the hypotenuse and the side of other triangle.
EXAMPLE : (in fig 1.7)
GIVEN: IN ▲ ABC & ▲DEF
B = E = 900
, AC = DF , AB = DE
TO PROVE : ▲ABC = ▲DEF
B = E = 900 (GIVEN)
AC = DF (GIVEN)
AB = DE (GIVEN)
▲ABC = ▲DEF (BY RHS RULE)
D
E F
A
B C
900
900
Fig. 1.7
39. 1. The angles opposite to equal sides are always equal.
Example: (in fig 1.8)
Given: ▲ABC is an isosceles triangle in which AB = AC
TO PROVE: B = C
CONSTRUCTION : Draw AD bisector of BAC which meets BC at D
PROOF: IN ▲ABC & ▲ACD
AB = AD (GIVEN)
BAD = CAD (GIVEN)
AD = AD (COMMON)
▲ABD = ▲ ACD (BY SAS RULE)
B = C (BY CPCT)
A
B D C
Fig. 1.8
40. 2. The sides opposite to equal angles of a triangle are always equal.
Example : (in fig. 1.9)
Given : ▲ ABC is an isosceles triangle in which B = C
TO PROVE: AB = AC
CONSTRUCTION : Draw AD the bisector of BAC which meets BC at D
Proof : IN ▲ ABD & ▲ ACD
B = C (GIVEN)
AD = AD (GIVEN)
BAD = CAD (GIVEN)
▲ ABD = ▲ ACD (BY ASA RULE)
AB = AC (BY CPCT)
A
B D C
Fig. 1.9
41. When two quantities are unequal then on comparing
these quantities we obtain a relation between their
measures called “ inequality “ relation.
42. Theorem 1 . If two sides of a triangle are unequal the larger side has the
greater angle opposite to it. Example: (in fig. 2.1)
Given : IN ▲ABC , AB>AC
TO PROVE : C = B
Draw a line segment CD from vertex such that AC = AD
Proof : IN ▲ACD , AC = AD
ACD = ADC --- (1)
But ADC is an exterior angle of ▲BDC
ADC > B --- (2)
From (1) &(2)
ACD > B --- (3)
ACB > ACD ---4
From (3) & (4)
ACB > ACD > B , ACB > B ,
C > B
A
B
D
C
Fig. 2.1
43. THEOREM 2. In a triangle the greater angle has a large side opposite to it
Example: (in fig. 2.2)
Given: IN ▲ ABC B > C
TO PROVE : AC > AB
PROOF : We have the three possibility for sides AB and AC of ▲ABC
(i) AC = AB
If AC = AB then opposite angles of the equal sides are equal than
B = C
AC ≠ AB
(ii) If AC < AB
We know that larger side has greater angles opposite to it.
AC < AB , C > B
AC is not greater then AB
(iii) If AC > AB
We have left only this possibility AC > AB
A
CB
Fig. 2.2
44. THEOREM 3. The sum of any two angles is greater than its third side
Example (in fig. 2.3) TO PROVE : AB + BC > AC
BC + AC > AB
AC + AB > BC
CONSTRUCTION: Produce BA to D such that AD + AC .
Proof: AD = AC (GIVEN)
ACD = ADC (Angles opposite to equal sides are equal )
ACD = ADC --- (1)
BCD > ACD ----(2)
From (1) & (2) BCD > ADC = BDC
BD > AC (Greater angles have larger opposite sides )
BA + AD > BC ( BD = BA + AD)
BA + AC > BC (By construction)
AB + BC > AC
BC + AC >AB
A
CB
D
Fig. 2.3
45. THEOREM 4. Of all the line segments that can be drawn to a given line from an external
point , the perpendicular line segment is the shortest.
Example: (in fig 2.4)
Given : A line AB and an external point. Join CD and draw CE AB
TO PROVE CE < CD
PROOF : IN ▲CED, CED = 900
THEN CDE < CED
CD < CE ( Greater angles have larger side opposite to them. )
B
A
C
ED Fig. 2.4