This module discusses geometric relationships involving angles formed when parallel lines are cut by a transversal. It covers identifying corresponding angles, alternate interior angles, alternate exterior angles, and angles on the same side of the transversal. Relationships between these angles are that corresponding angles and alternate interior angles are congruent, and angles on the same side of the transversal are supplementary. Examples are provided to demonstrate solving for unknown angle measures using these relationships.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
This module discusses polygons and their interior and exterior angles. It will teach students how to find the sum of interior angles in triangles, quadrilaterals, and polygons in general. The module contains 3 lessons:
1. It determines the sum of interior angles in a triangle is 180 degrees and the sum of exterior angles is 360 degrees.
2. It finds the sum of interior angles in a quadrilateral is 360 degrees, the same as the sum of its exterior angles.
3. The third lesson generalizes these rules to any polygon with n sides, teaching that the sum of interior angles is (n-2)*180 degrees and the sum of exterior angles is always 360 degrees.
The document defines the three undefined terms in geometry - point, line, and plane. It explains that a point has no dimensions, a line has one dimension and infinite length, and a plane has two dimensions and infinite length and width. It provides examples of how these terms relate to real-life objects, such as stars being points, a pencil being a line, and a table top being a plane. The document concludes by assigning the reader to draw three real-life objects exemplifying the three terms on a sheet of paper.
The hinge theorem states that 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. It can be used to determine if one angle is larger than another based on the lengths of the opposite sides. The document provides examples of using the hinge theorem to compare angles and their opposite sides in different triangles and determine inequalities between variables.
This document provides a lesson plan on using triangle congruence to construct perpendicular lines and angle bisectors. It includes objectives, definitions, and two activities - the first asking students to identify properties of an equilateral triangle with a median drawn, and the second having them construct parts of the same triangle. The lesson aims to help students apply triangle congruence, define perpendicular lines and angle bisectors, and actively participate in class discussions.
This document contains a 50 question multiple choice math test covering topics like coordinate geometry, linear equations, functions, and logic. The questions require students to identify properties of linear equations and functions, determine if statements are true or false, identify parts of logical arguments, and choose answers involving math concepts like slope, solutions to inequalities, and properties of shapes. Scripture is included between questions.
The document provides information about triangle congruence, including:
1. There are three postulates for proving triangles are congruent: side-side-side (SSS), side-angle-side (SAS), and angle-side-angle (ASA).
2. The SSS postulate states that if three sides of one triangle are congruent to three sides of a second triangle, then the triangles are congruent.
3. The SAS postulate states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of a second triangle, then the triangles are congruent.
4. The ASA postulate states that if two angles
The document defines and describes different types of polygons. It explains that a polygon is a closed figure made of line segments that intersect at endpoints. Polygons are classified as convex or concave depending on whether line extensions of the sides cross the interior or not. Regular polygons are both equilateral (equal sides) and equiangular (equal angles). Examples of different polygons are provided to illustrate these concepts.
K to 12 - Grade 8 Math Learners Module Quarter 2Nico Granada
Here are the completed statements based on the conclusions:
1. n(A × B) = n(B × A).
2. A × B ≠ B × A.
The key conclusions are:
1. The cardinalities of the Cartesian products A × B and B × A are equal, since n(A × B) = n(B × A).
2. However, the sets A × B and B × A are not equal, since the ordered pairs will be arranged differently, so A × B ≠ B × A.
This module discusses polygons and their interior and exterior angles. It will teach students how to find the sum of interior angles in triangles, quadrilaterals, and polygons in general. The module contains 3 lessons:
1. It determines the sum of interior angles in a triangle is 180 degrees and the sum of exterior angles is 360 degrees.
2. It finds the sum of interior angles in a quadrilateral is 360 degrees, the same as the sum of its exterior angles.
3. The third lesson generalizes these rules to any polygon with n sides, teaching that the sum of interior angles is (n-2)*180 degrees and the sum of exterior angles is always 360 degrees.
The document defines the three undefined terms in geometry - point, line, and plane. It explains that a point has no dimensions, a line has one dimension and infinite length, and a plane has two dimensions and infinite length and width. It provides examples of how these terms relate to real-life objects, such as stars being points, a pencil being a line, and a table top being a plane. The document concludes by assigning the reader to draw three real-life objects exemplifying the three terms on a sheet of paper.
The hinge theorem states that 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. It can be used to determine if one angle is larger than another based on the lengths of the opposite sides. The document provides examples of using the hinge theorem to compare angles and their opposite sides in different triangles and determine inequalities between variables.
This document provides a lesson plan on using triangle congruence to construct perpendicular lines and angle bisectors. It includes objectives, definitions, and two activities - the first asking students to identify properties of an equilateral triangle with a median drawn, and the second having them construct parts of the same triangle. The lesson aims to help students apply triangle congruence, define perpendicular lines and angle bisectors, and actively participate in class discussions.
This document contains a 50 question multiple choice math test covering topics like coordinate geometry, linear equations, functions, and logic. The questions require students to identify properties of linear equations and functions, determine if statements are true or false, identify parts of logical arguments, and choose answers involving math concepts like slope, solutions to inequalities, and properties of shapes. Scripture is included between questions.
The document provides information about triangle congruence, including:
1. There are three postulates for proving triangles are congruent: side-side-side (SSS), side-angle-side (SAS), and angle-side-angle (ASA).
2. The SSS postulate states that if three sides of one triangle are congruent to three sides of a second triangle, then the triangles are congruent.
3. The SAS postulate states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of a second triangle, then the triangles are congruent.
4. The ASA postulate states that if two angles
The document defines and describes different types of polygons. It explains that a polygon is a closed figure made of line segments that intersect at endpoints. Polygons are classified as convex or concave depending on whether line extensions of the sides cross the interior or not. Regular polygons are both equilateral (equal sides) and equiangular (equal angles). Examples of different polygons are provided to illustrate these concepts.
The document summarizes a 10 minute lesson plan for a Grade 11 mathematics class on solving quadratic inequalities. The lesson plan involves introducing quadratic inequalities, explaining the three methods for solving them, working through an example problem, having students practice solving additional problems while peer-assessing each other's work, and concluding by assessing student understanding through class work. The teacher will use a chalkboard to explain the content while students complete practice problems individually and provide peer feedback.
The lesson plan aims to teach students about relationships between angles. It defines complementary angles as two angles whose measures sum to 90 degrees, supplementary angles as two angles whose measures sum to 180 degrees, adjacent angles as two angles that share a vertex and side, and vertical angles as two non-adjacent angles formed by two intersecting lines. The lesson involves identifying these relationships in diagrams and adding angle measures. Students will complete an evaluation to assess their understanding of these concepts.
Concept of angle of elevation and depressionJunila Tejada
This document outlines an activity to help students understand the concepts of angle of elevation and angle of depression. The activity involves students finding classmates at their eye level or taller/shorter, then illustrating tall and short objects outside. They are expected to differentiate elevation and depression angles, link them to real-life contexts, and illustrate the concepts. Key terms like line of sight, elevation angle, and depression angle are defined. Examples are given and students must identify these angles in diagrams. Finally, a math problem applies the elevation angle concept.
The document is a lecture on similar triangles. It defines similar triangles as having the same shape but different sizes, and discusses how similar triangles have corresponding angles that are congruent and corresponding sides that are proportional. It provides examples of similar triangles and statements showing their similarity. It also covers using proportions of corresponding sides to solve for missing sides in similar triangles and several proportionality principles related to similar triangles, including the basic proportionality theorem involving parallel lines cutting across a triangle.
This module introduces quadrilaterals. It discusses identifying and naming quadrilaterals, the parts of a quadrilateral including sides, vertices, angles, and diagonals. It also defines different types of quadrilaterals including trapezoids, parallelograms, and trapeziums based on whether sides are parallel or perpendicular. Exercises are provided to help learn identifying quadrilaterals, their parts, and classifying them by type. The goal is to develop skills in recognizing quadrilaterals and understanding their applications.
Angles formed by parallel lines cut by transversalMay Bundang
If parallel lines are cut by a transversal, eight angles are formed that have specific relationships. Corresponding angles are congruent. Alternate interior angles and alternate exterior angles are congruent. Interior angles and exterior angles on the same side of the transversal are supplementary. The document provides examples of angle measurements that illustrate these properties and includes practice problems asking to determine angle measures using these relationships.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document discusses parallel lines cut by a transversal and the angle relationships that are formed. It defines key terms like transversal, interior angles, exterior angles, corresponding angles, same-side interior angles, alternate interior angles, same-side exterior angles, and alternate exterior angles. The main points are that when parallel lines are cut by a transversal, alternate interior angles are congruent, alternate exterior angles are congruent, same-side interior angles are supplementary, and same-side exterior angles are supplementary. Examples are provided to illustrate these relationships.
The document discusses key concepts related to circles in geometry, including defining a circle and related terms like radius, diameter, chord, circumference, center, arc, central angle, and inscribed angle. It provides examples of calculating the circumference of a circle and identifying circle parts in diagrams. The purpose is for students to understand circles and solve problems involving sides and angles of polygons.
Here are the key steps:
1. ∆MAN ~ ∆MON (by AAA similarity theorem)
2. There is 1 triangle similar to ∆MAN
For the polyominoes activity:
- A polyomino made of 1 square would require 4 sticks
- A polyomino made of 2 squares would require 6 sticks
- A polyomino made of 3 squares would require 8 sticks
- A polyomino made of 4 squares would require 10 sticks (as in the example given)
- Continuing the pattern, a polyomino made of n squares would require 2n + 2 sticks
For the rectangle counting activity:
- There are 4 rectangles in the given diagram (
DEFINED AND UNDEFINED TERMS IN GEOMETRY.pptxXiVitrez1
This document appears to be a lesson plan on basic undefined and defined terms in geometry. The objectives are to:
1. Determine basic undefined terms like point, line, and plane and defined terms.
2. Name basic geometric figures appropriately.
3. Represent points, lines, and planes using models.
The lesson defines terms like point, line, plane and their representations. It discusses undefined terms like point, line, and plane and defined terms like collinear points and coplanar points. Examples and illustrations are provided to explain the concepts. Activities like naming figures and determining if statements are true or false are included for student practice.
Distance Formula - PPT Presentation.pptxDenielleAmoma
This document discusses coordinate geometry and the distance formula. It provides examples of using the distance formula to calculate the distance between points in the coordinate plane and to prove geometric properties, such as showing a triangle is isosceles or that four points form a square. It derives the distance formula and explains its components and how to apply it to find distances. Examples are provided to illustrate its use in solving geometry problems using algebraic methods in the coordinate plane.
Math10 q2 mod3of8_theorems on chords, arcs, central angles and inscribed angl...FahadOdin
The document provides information on a mathematics module for 10th grade covering theorems related to chords, arcs, central angles, and inscribed angles. It includes the development team who created the module, learning objectives, and introduces key concepts and sample proofs involving chords, arcs, central angles, and inscribed angles using two-column proofs.
Math10 q2 mod2of8_chords,arcs,central angles and incribe angles of circles_v2...FahadOdin
The document discusses relationships among chords, arcs, central angles, and inscribed angles of circles including defining key terms like radius, diameter, chord, arc and angle types. It explains how to measure arcs in degrees and establishes theorems relating congruent arcs to congruent central angles and chords. The goal is to understand these relationships to solve real-life problems involving circles.
This document introduces special products and factors of polynomials. It discusses how patterns can be used to simplify algebraic expressions and solve geometric problems. Students will learn to identify special products through pattern recognition, find special products of polynomials, and apply these concepts to real-world problems. The goals are to demonstrate understanding of key concepts and solve practice problems accurately using different strategies.
This module covers triangle congruence and how it can be used to prove that segments and angles are congruent. There are four criteria for triangle congruence: SSS, SAS, ASA, and SAA. There are also criteria for right triangle congruence including LL, LA, HyL, and HyA. Examples are provided of formal proofs using triangle congruence to show that segments and angles are congruent. The document concludes with practice problems for the student to try using triangle congruence to prove statements.
This module introduces geometric relationships between lines and angles. It discusses parallel and perpendicular lines, and defines perpendicular bisectors of line segments. It also covers exterior angles of triangles and triangle inequalities involving side lengths and angle measures. Key concepts taught include the perpendicular bisector theorem, exterior angle theorem, triangle inequality theorem, and the Pythagorean theorem for right triangles. Students are expected to learn to identify and apply properties of parallel, perpendicular and intersecting lines, and solve problems involving triangle inequalities.
This module introduces geometric relations involving points, segments, and angles. Students will learn to:
1. Illustrate betweenness and collinearity of points.
2. Recognize congruent segments, midpoints, congruent angles, angle bisectors, and relationships between angles such as complementary, supplementary, adjacent, and vertical.
3. Solve problems involving the distance between points and comparing segment lengths using a number line coordinate system.
The document summarizes a 10 minute lesson plan for a Grade 11 mathematics class on solving quadratic inequalities. The lesson plan involves introducing quadratic inequalities, explaining the three methods for solving them, working through an example problem, having students practice solving additional problems while peer-assessing each other's work, and concluding by assessing student understanding through class work. The teacher will use a chalkboard to explain the content while students complete practice problems individually and provide peer feedback.
The lesson plan aims to teach students about relationships between angles. It defines complementary angles as two angles whose measures sum to 90 degrees, supplementary angles as two angles whose measures sum to 180 degrees, adjacent angles as two angles that share a vertex and side, and vertical angles as two non-adjacent angles formed by two intersecting lines. The lesson involves identifying these relationships in diagrams and adding angle measures. Students will complete an evaluation to assess their understanding of these concepts.
Concept of angle of elevation and depressionJunila Tejada
This document outlines an activity to help students understand the concepts of angle of elevation and angle of depression. The activity involves students finding classmates at their eye level or taller/shorter, then illustrating tall and short objects outside. They are expected to differentiate elevation and depression angles, link them to real-life contexts, and illustrate the concepts. Key terms like line of sight, elevation angle, and depression angle are defined. Examples are given and students must identify these angles in diagrams. Finally, a math problem applies the elevation angle concept.
The document is a lecture on similar triangles. It defines similar triangles as having the same shape but different sizes, and discusses how similar triangles have corresponding angles that are congruent and corresponding sides that are proportional. It provides examples of similar triangles and statements showing their similarity. It also covers using proportions of corresponding sides to solve for missing sides in similar triangles and several proportionality principles related to similar triangles, including the basic proportionality theorem involving parallel lines cutting across a triangle.
This module introduces quadrilaterals. It discusses identifying and naming quadrilaterals, the parts of a quadrilateral including sides, vertices, angles, and diagonals. It also defines different types of quadrilaterals including trapezoids, parallelograms, and trapeziums based on whether sides are parallel or perpendicular. Exercises are provided to help learn identifying quadrilaterals, their parts, and classifying them by type. The goal is to develop skills in recognizing quadrilaterals and understanding their applications.
Angles formed by parallel lines cut by transversalMay Bundang
If parallel lines are cut by a transversal, eight angles are formed that have specific relationships. Corresponding angles are congruent. Alternate interior angles and alternate exterior angles are congruent. Interior angles and exterior angles on the same side of the transversal are supplementary. The document provides examples of angle measurements that illustrate these properties and includes practice problems asking to determine angle measures using these relationships.
This document is a draft of a mathematics learning module for grade 9 students in the Philippines. It introduces the module on quadratic equations and inequalities, which will cover illustrating and solving quadratic equations and inequalities through various methods. The module consists of 7 lessons that will teach students to solve quadratic equations by extracting square roots, factoring, completing the square, and using the quadratic formula. Students will also learn about the nature of roots, the sum and product of roots, and how to solve equations transformable to quadratic equations. The lessons will have students apply these concepts to solve problems involving quadratic equations, inequalities, and rational algebraic equations.
This document discusses parallel lines cut by a transversal and the angle relationships that are formed. It defines key terms like transversal, interior angles, exterior angles, corresponding angles, same-side interior angles, alternate interior angles, same-side exterior angles, and alternate exterior angles. The main points are that when parallel lines are cut by a transversal, alternate interior angles are congruent, alternate exterior angles are congruent, same-side interior angles are supplementary, and same-side exterior angles are supplementary. Examples are provided to illustrate these relationships.
The document discusses key concepts related to circles in geometry, including defining a circle and related terms like radius, diameter, chord, circumference, center, arc, central angle, and inscribed angle. It provides examples of calculating the circumference of a circle and identifying circle parts in diagrams. The purpose is for students to understand circles and solve problems involving sides and angles of polygons.
Here are the key steps:
1. ∆MAN ~ ∆MON (by AAA similarity theorem)
2. There is 1 triangle similar to ∆MAN
For the polyominoes activity:
- A polyomino made of 1 square would require 4 sticks
- A polyomino made of 2 squares would require 6 sticks
- A polyomino made of 3 squares would require 8 sticks
- A polyomino made of 4 squares would require 10 sticks (as in the example given)
- Continuing the pattern, a polyomino made of n squares would require 2n + 2 sticks
For the rectangle counting activity:
- There are 4 rectangles in the given diagram (
DEFINED AND UNDEFINED TERMS IN GEOMETRY.pptxXiVitrez1
This document appears to be a lesson plan on basic undefined and defined terms in geometry. The objectives are to:
1. Determine basic undefined terms like point, line, and plane and defined terms.
2. Name basic geometric figures appropriately.
3. Represent points, lines, and planes using models.
The lesson defines terms like point, line, plane and their representations. It discusses undefined terms like point, line, and plane and defined terms like collinear points and coplanar points. Examples and illustrations are provided to explain the concepts. Activities like naming figures and determining if statements are true or false are included for student practice.
Distance Formula - PPT Presentation.pptxDenielleAmoma
This document discusses coordinate geometry and the distance formula. It provides examples of using the distance formula to calculate the distance between points in the coordinate plane and to prove geometric properties, such as showing a triangle is isosceles or that four points form a square. It derives the distance formula and explains its components and how to apply it to find distances. Examples are provided to illustrate its use in solving geometry problems using algebraic methods in the coordinate plane.
Math10 q2 mod3of8_theorems on chords, arcs, central angles and inscribed angl...FahadOdin
The document provides information on a mathematics module for 10th grade covering theorems related to chords, arcs, central angles, and inscribed angles. It includes the development team who created the module, learning objectives, and introduces key concepts and sample proofs involving chords, arcs, central angles, and inscribed angles using two-column proofs.
Math10 q2 mod2of8_chords,arcs,central angles and incribe angles of circles_v2...FahadOdin
The document discusses relationships among chords, arcs, central angles, and inscribed angles of circles including defining key terms like radius, diameter, chord, arc and angle types. It explains how to measure arcs in degrees and establishes theorems relating congruent arcs to congruent central angles and chords. The goal is to understand these relationships to solve real-life problems involving circles.
This document introduces special products and factors of polynomials. It discusses how patterns can be used to simplify algebraic expressions and solve geometric problems. Students will learn to identify special products through pattern recognition, find special products of polynomials, and apply these concepts to real-world problems. The goals are to demonstrate understanding of key concepts and solve practice problems accurately using different strategies.
This module covers triangle congruence and how it can be used to prove that segments and angles are congruent. There are four criteria for triangle congruence: SSS, SAS, ASA, and SAA. There are also criteria for right triangle congruence including LL, LA, HyL, and HyA. Examples are provided of formal proofs using triangle congruence to show that segments and angles are congruent. The document concludes with practice problems for the student to try using triangle congruence to prove statements.
This module introduces geometric relationships between lines and angles. It discusses parallel and perpendicular lines, and defines perpendicular bisectors of line segments. It also covers exterior angles of triangles and triangle inequalities involving side lengths and angle measures. Key concepts taught include the perpendicular bisector theorem, exterior angle theorem, triangle inequality theorem, and the Pythagorean theorem for right triangles. Students are expected to learn to identify and apply properties of parallel, perpendicular and intersecting lines, and solve problems involving triangle inequalities.
This module introduces geometric relations involving points, segments, and angles. Students will learn to:
1. Illustrate betweenness and collinearity of points.
2. Recognize congruent segments, midpoints, congruent angles, angle bisectors, and relationships between angles such as complementary, supplementary, adjacent, and vertical.
3. Solve problems involving the distance between points and comparing segment lengths using a number line coordinate system.
This document discusses properties of quadrilaterals, specifically rectangles, squares, and rhombuses. It provides 3 learning objectives: 1) derive properties of diagonals of special quadrilaterals, 2) verify conditions for a quadrilateral to be a parallelogram, and 3) solve problems involving these shapes. It then presents true/false questions to assess prior knowledge, worked examples demonstrating properties and problem solving, and additional practice problems. The key properties covered are that rectangle and square diagonals are congruent and perpendicular, and rhombus diagonals bisect opposite angles and are perpendicular.
This document discusses geometry concepts related to shapes and sizes. It covers polygons, triangles, and their various parts and classifications. The document is divided into lessons that define polygons and regular polygons, differentiate between convex and non-convex shapes, identify the basic and secondary parts of triangles, and classify triangles based on sides and angles. Multiple choice questions are provided throughout to test the reader's understanding.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document defines and provides examples of complementary angles, supplementary angles, linear pairs, and vertical angles. It also states the Complement Theorem, Supplement Theorem, Linear Pair Postulate, and Vertical Angle Theorem. Several word problems are included where the value of x and angle measurements are solved for given complementary, supplementary, or congruent angle relationships.
This document provides information about Module 5 on quadrilaterals, including:
1) An introduction focusing on identifying quadrilaterals that are parallelograms and determining the conditions for a quadrilateral to be a parallelogram.
2) A module map outlining the key topics to be covered, including parallelograms, rectangles, trapezoids, kites, and solving real-life problems.
3) A pre-assessment to gauge the learner's existing knowledge of quadrilaterals through multiple choice and short answer questions.
The document defines various types of angles and their relationships. It discusses lines, line segments, and angles. It defines acute, obtuse, right, straight, and reflex angles. It also defines complementary, supplementary, adjacent, linear pairs of angles. Examples are provided to find complementary, supplementary angles and to determine if angles form linear pairs. The document also discusses angles formed when a transversal cuts parallel lines, including corresponding, interior, exterior angles and using these properties to determine if lines are parallel.
This document contains a mathematics lesson on solving word problems involving parallelograms, trapezoids, and kites. It begins with an introduction to the key properties of parallelograms, trapezoids, and kites. It then provides 4 examples of word problems involving these shapes and shows the step-by-step work and reasoning to solve each problem using the relevant geometric properties. The lesson aims to teach students how to illustrate, set up, and solve word problems involving parallelograms, trapezoids, and kites.
1) The document provides a math quiz with 15 multiple choice questions covering topics in probability and statistics, including sample spaces, outcomes, experiments, events, and the fundamental counting principle.
2) It also includes 5 word scramble questions where the letters in numbers spell out terms related to exterior angles of triangles.
3) The final part of the document discusses parallel lines, transversals, and the different types of angles they form, including corresponding angles, same side interior angles, alternate interior angles, and alternate exterior angles.
1. The document discusses various properties of polygons including definitions, types of polygons, interior and exterior angles, and theorems related to sums of angles.
2. Key theorems discussed include the sum of interior angles of any polygon being 180(n-2) degrees and the sum of exterior angles of any polygon being 360 degrees.
3. Examples are provided to demonstrate calculating sums of interior and exterior angles using the theorems, determining the number of sides of a polygon given angle sums, and finding measures of individual angles.
This document contains lesson materials on lines and angles including:
- Solving two equations involving variables w and v
- Vocabulary terms related to lines and angles
- Identifying different angle relationships (corresponding angles, interior angles, etc.) when lines are cut by a transversal
- Worked examples of finding missing angle measures using properties of parallel lines
The document discusses classifying and finding angles of triangles. It defines different types of triangles based on sides or angles, such as equilateral, isosceles, scalene, acute, obtuse, right. The triangle sum theorem states the sum of interior angles is 180 degrees. The exterior angle theorem relates exterior to interior angles. Examples show using these theorems to find missing angle measures in various triangles.
- Pythagoras' theorem states that in a right-angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. It is used to calculate the length of the third side when two sides are known.
- Several examples are given demonstrating how to use Pythagoras' theorem to calculate missing side lengths in right-angled triangles.
- Similarities and congruencies between triangles are also discussed.
1. Angles are formed by two rays emerging from a single point. Linear pairs are angles formed by such rays.
2. Vertically opposite angles are equal if formed by two intersecting lines. Alternate exterior and interior angles are congruent if two parallel lines are cut by a transversal.
3. Right angles are angles that are both supplementary and congruent. Same-side interior angles are supplementary if formed by two parallel lines cut by a transversal.
Q3-Module 3 Parallel Lines Cut by a Transversal 2024.pptxPhil Acuña
This document discusses parallel lines and transversals. It defines a transversal as a line that intersects two or more parallel lines at different points. It then explains the four properties of parallel lines cut by a transversal:
1) Alternate exterior angles are congruent
2) Alternate interior angles are congruent
3) Interior angles on the same side of the transversal are supplementary
4) Corresponding angles are congruent
Examples are given to illustrate each property. The document also discusses how transversals can connect parallel aspects of life, like people.
This document discusses classifying angles formed when parallel lines are cut by a transversal. It defines key terms like alternate interior angles, alternate exterior angles, and corresponding angles. It then provides examples of classifying angle pairs based on their relationship. Sample problems are worked through, applying the concepts to find missing angle measures by justifying answers using angle properties of parallel lines cut by a transversal.
This document discusses classifying angles formed when parallel lines are cut by a transversal. It defines key terms like interior angles, exterior angles, alternate interior angles, alternate exterior angles, and corresponding angles. Examples are provided to illustrate each type of angle relationship. The document also provides step-by-step examples of classifying angle pairs and solving for missing angle measures using properties of parallel lines cut by a transversal.
This geometry exam review covers topics that will be on the final exam. It includes true/false questions, multiple choice, matching, and free response problems involving geometry concepts like triangles, circles, polygons, and three-dimensional shapes. Calculators may be used but the exam may have non-calculator sections, so students should prepare with and without calculators. The review is due before the scheduled final exam date.
This document contains multiple geometry concepts and problems:
1) It discusses parallel lines cut by a transversal and the relationships between corresponding angles.
2) It provides examples of finding missing angle measures in triangles using given angle measures and properties of parallel lines.
3) It summarizes formulas for calculating the sum of internal angles in polygons based on the number of sides.
This document contains multiple geometry concepts and problems:
1) It discusses parallel lines cut by a transversal and the relationships between corresponding angles.
2) It provides examples of finding missing angle measures in triangles using given angle measures and properties of parallel lines.
3) It summarizes formulas for calculating the sum of internal angles in polygons based on the number of sides.
- The document discusses similar triangles and provides examples of finding missing side lengths and angles of similar triangles using proportional reasoning.
- Similar triangles are defined as triangles where corresponding angles are congruent or corresponding sides are proportional.
- Examples show setting up proportions between corresponding sides or angles of similar triangles to calculate missing values. One example finds the height of a tree using similar right triangles formed by a person's view in a mirror.
This document provides information about polygons and quadrilaterals, including:
1) It defines different types of polygons based on their number of sides, such as triangles, quadrilaterals, pentagons, etc.
2) It covers properties and theorems about quadrilaterals such as the sum of interior angles of a quadrilateral equaling 360°, properties of parallelograms, and properties of special types of parallelograms like rectangles and squares.
3) It discusses trapezoids and kites, providing their definitions and properties like leg angles of trapezoids being supplementary and diagonals of kites bisecting opposite angles.
The document discusses properties of similar figures and how to determine if two figures are similar. It provides examples of similar figures and how to use scale factors and proportional sides to determine missing side lengths. Some key points made include:
- Two figures are similar if corresponding angles have the same measure and ratios of corresponding sides are equal.
- The scale factor is the ratio of corresponding sides and can be used to determine unknown side lengths of similar figures.
- Examples show determining if figures are similar and calculating missing side lengths using scale factors and proportional sides.
This document provides information on proving triangle congruence using various postulates and properties. It discusses the six corresponding parts used to determine if two triangles are congruent, as well as five postulates for proving congruence: SSS, SAS, ASA, SAA/AAS, and the third angle theorem. Examples are given of applying each postulate, along with exercises to identify the postulate used and complete triangle congruence proofs. Key details include identifying the six corresponding parts of triangles as sides and angles, discussing the five postulates for proving congruence based on sides and angles, and providing examples of setting up triangle congruence proofs.
This document provides examples and explanations for using algebraic concepts in geometry, specifically regarding angles formed when lines are cut by a transversal. It defines key terms like parallel lines, transversal, interior angles, exterior angles, alternate interior angles, alternate exterior angles, and corresponding angles. Examples are given to classify pairs of angles and find missing angle measures. Step-by-step examples walk through using properties of parallel lines cut by a transversal to find missing angles. The document also explains how to prove conjectures using paragraph and two-column proofs.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Module 3 geometric relations
1. Module 3
Geometric Relations
What this module is about
This module is about the angles formed by parallel lines (//) cut by a
transversal. You will learn to determine the relation between pairs of angles
formed by parallel lines cut by a transversal and solve problems involving
segments and angles.
What you are expected to learn
This module is designed for you to:
1. identify the angles formed by parallel lines cut by a transversal.
2. determine the relationship between pairs of angles formed by parallel
lines cut by a transversal:
• alternate interior angles
• alternate exterior angles
• corresponding angles
• angles on the same side of the transversal
3. solve problems using the definition and properties involving
relationships between segments and between angles.
How much do you know
The figure below shows lines m // n with t as transversal.
Name:
1. 4 pairs of corresponding angles
2. 2 pairs of alternate interior angles
3. 2 pairs of alternate exterior angles
m
n
8
7
5
6
4
3
1
2
t
2. 2
4. 2 pairs of interior angles on the same side of the transversal
5. 2 pairs of exterior angles on the same side of the transversal
Using the same figure:
6. Name all numbered angles congruent to ∠ 7.
7. Name all numbered angles congruent to ∠ 4.
8. Name all numbered angles supplementary to ∠ 8, to∠ 7.
9. Name all numbered angles supplementary to ∠ 3, to ∠ 4.
10.Name the pairs of equal angles and supplementary angles in the
figure.
Given: AB // CD
AD // BC
In the figure below,
AB ⊥ BD,
DF ⊥ BD,
BC // DE
11. Is m ∠ 2 = m ∠ 3? Why?
12. ∠ 2 is a complement of _____ and ∠ 3 is a complement of ____.
13. Is m ∠ 1 + m ∠ 2 = m ∠ 3 + m ∠ 4? Why?
A
B
C
D
A
B C
E
D
F
1
2
3
4
3. 3
Find the value of x in each of the following figure:
14.
15.
16.
17.
70o
55o
xo
140o
110o
xo
3x
xo
4x
xo
4. 4
In the figure, write down the pairs of parallel lines and the pairs of
congruent angles.
18.
19. If m∠ 3 = 135, find the measure of each angle in the figure.
20. If m∠ 6 = 85, find the measure of each numbered angle in the
figure, a // b and c // d.
BCA
D
F
E
G
m
n
8 7
5 6
4 3
1 2
t
m
n
8
7
5
6
4 3
1 2
c
11
10
12
9
15
14
16
13
d
5. 5
What you will do
Lesson 1
Angles Formed by Parallel Lines Cut by a Transversal
In the rectangular solid below, AB and CD are coplanar in plane x. AB
and EF are coplanar in plane y. EF and HF are coplanar in plane z.
Line E intersect AB and CD at two different points. Line E is a transversal
of lines AB and CD.
Definitions:
Coplanar lines are lines that lie in one plane.
Parallel lines are two lines that are coplanar and do not intersect.
Transversal is a line that intersects two or more lines at different points.
Line E intersect AB and CD at 2 different points. Line E is a transversal of
lines AB and CD.
A
E
G
C
D
H
B
F
x
z
y
A
BE
DC
6. 6
Examples:
1. In the figure, lines AB and CD
are parallel lines cut by transversal
line t. The angles formed are:
Angles 1, 2, 7 and 8 are exterior angles
Angles 3, 4, 5, and 6 are interior angles
The pairs of corresponding angles are:
∠ 1 and ∠ 5
∠ 2 and ∠ 6
∠ 4 and ∠ 8
∠ 3 and ∠ 7
The pairs of alternate interior angles are:
∠ 3 and ∠ 5
∠ 4 and ∠ 6
The pairs of alternate exterior angles are:
∠ 1 and ∠ 7
∠ 2 and ∠ 8
The pairs of exterior angles on the same side of a transversal (SST) are:
∠ 1 and ∠ 8
∠ 2 and ∠ 7
The pairs of interior angles on the same side of a transversal (SST) are:
∠ 4 and ∠ 5
∠ 3 and ∠ 6
2. Given: m // n, s is the transversal. The pairs of angles formed are:
a. Corresponding angles:
∠ 3 and ∠ 9
∠ 6 and ∠ 12
∠ 4 and ∠ 10
∠ 5 and ∠ 11
B
8 7
5 6
4 3
1 2
t
A
C D
m
14 11
9 10
6 5
3 4
s
n
7. 7
b. Alternate exterior angles
∠ 3 and ∠ 11
∠ 4 and ∠ 12
c. Alternate interior angles
∠ 6 and ∠ 10
∠ 5 and ∠ 9
d. Interior angles on the same side of the transversal (SST).
∠ 6 and ∠ 9
∠ 5 and ∠ 10
e. Exterior angles on the same side of the transversal (SST).
∠ 3 and ∠ 12
∠ 4 and ∠ 11
3. m // n, t is the transversal.
In the figure, name and identify
he pairs of angles formed:
a. Corresponding angles:
∠ 1 and ∠ 9
∠ 8 and ∠ 12
∠ 2 and ∠ 10
∠ 7 and ∠ 11
b. Alternate interior angles
∠ 8 and ∠ 10
∠ 7 and ∠ 9
12 11
9 10
78
1 2
t
m
n
8. 8
c. Alternate exterior angles
∠ 1 and ∠ 11
∠ 2 and ∠ 12
d. Exterior angles on the same side of the transversal (SST).
∠ 1 and ∠ 12
∠ 2 and ∠ 11
e. Interior angles on the same side of the transversal (SST).
∠ 8 and ∠ 9
∠ 7 and ∠ 10
Try this out
1. In the figure, lines g // h and is cut by line k.
Name and identify the pairs of angles formed
2. In the figure, q // r and s // t.
Name and identify the pairs of angles formed.
g
7 6
8 5
3 2
4 1
k
h
q
r
1615
1314
11 12
10 9
s
5
8
6
7
1
4
2
3
t
9. 9
3. In the figure, u // w. Lines x and y are transversals.
Name and identify the pairs of angles formed
4. In the figure, identify and name the pairs of parallel lines and its
transversal.
5. In the figure, identify and name the pairs of parallel lines and its
transversal / transversals.
9
u
7
6
8
5
3
2
4
1
y
w
1410
11 13
12
x
B
F
A
C D
G
E
c
d
a
e
b
10. 10
Lesson 2
Relationship Between Pairs of Angles Formed
by Parallel Lines Cut by a Transversal
If two lines are cut by a transversal, then:
a. corresponding angles are congruent
b. alternate interior angles are congruent
c. alternate exterior angles are congruent
d. interior angles on the same side of a transversal are supplementary
e. exterior angles on the same side of a transversal are supplementary
Examples:
1. Given: p // q, r is a transversal
Figure:
What is the measure of each numbered angles if m∠ 1 = 120? Give the
reason for your answer.
Answers:
If ∠ 1 = 120o
, ∠ 5 = 120o
Corresponding angles are ≅ .
If ∠ 5 = 120o
, ∠ 3 = 120o
Alternate interior angles are ≅
If ∠ 3 = 120o
, ∠ 7 = 120o
Corresponding angles are ≅
If ∠ 7 = 120o
, ∠ 4 = 60o
Exterior angles on the same side
of a transversal are supplementary
If ∠ 4 = 60o
, ∠ 8 = 60o
Corresponding angles are ≅
If ∠ 8 = 80o
, ∠ 2 = 60o
Alternate interior angles are ≅
If ∠ 2 = 60o
, ∠ 6 = 60o
Corresponding angles are ≅
p
q
r
1 4
2 3
5 8
6 7
11. 11
2. Given: In the figure, if m∠ 1 = 105, determine the measures of the other
numbered angles. Justify your answers.
Figure:
Answers:
If ∠ 1 = 105o
, ∠ 5 = 105o
Corresponding angles are ≅ .
If ∠ 5 = 105o
, ∠ 3 = 105o
Alternate interior angles are ≅
If ∠ 3 = 105o
, ∠ 7 = 105o
Corresponding angles are ≅
If ∠ 7 = 105o
, ∠ 2 = 75o
Exterior angles on the same side
of a transversal are supplementary
If ∠ 2 = 75o
, ∠ 8 = 75o
Alternate exterior angles are ≅
If ∠ 8 = 75o
, ∠ 4 = 75o
Corresponding angles are ≅
If ∠ 4 = 75o
, ∠ 6 = 75o
Alternate interior angles are ≅
3. Given: m // n, s and t are the transversals
If m∠ 5 = 110 and m∠ 12 = 90, determine
the measures of the other numbered ∠ s.
Justify your answer.
Answers:
If m∠ 5 = 110, m∠ 12 + m∠ 13 = 110
Since m∠ 12 = 90, m∠ 13 = 20. Corresponding angles are ≅
m∠ 4 = 70 ∠ 4 and ∠ 5 are supplementary
If m∠ 4 = 70, m∠ 11 = 70 Corresponding angles are ≅
m∠ 3 = 110 ∠ 3 and ∠ 5 are vertical angles
B
D
t
1
4
2
3
5
8
6
7
A
C
m
7 68 5
32 41
s
n
14
10
11
13
12
t
9
12. 12
If m∠ 3 = 110, m∠ 9 + m∠ 10 = 110 Corresponding angles are ≅
If m∠ 9 = 90, m∠ 7 = 90 Alternate interior angles are ≅
If m∠ 12 = 90, m∠ 2 = 90 Exterior angles on the same side
of a transversal are supplementary
Since m∠ 9 = 90, m∠ 1 = 90 Corresponding angles are ≅
If m∠ 13 + m∠ 14 = m∠ 8, m∠ 8 = 90 Corresponding angles are ≅
Therefore, the measures of the numbered angles are:
∠ 1 = 90o
∠ 8 = 90o
∠ 2 = 90o
∠ 9 = 90o
∠ 3 = 110o
∠ 10 = 20o
∠ 4= 70o
∠ 11 = 70o
∠ 5 = 110o
∠ 12 = 90o
∠ 6 = 70o
∠ 13 = 20o
∠ 7 = 90o
∠ 14 = 70o
Try this out
1. If m∠ 6 = 85, find the measure of the other numbered angles. Justify your
answers.
Given: a // b, c is the transversal
Figure: ba
c1
4
2
3
5
8
6
7
13. 13
2. If m∠ 10 = 118 and m∠ 4 = 85, find the measures of the other numbered
angles. Justify your answers.
Given: f // g, r // q
3. In the figure, u // w. Lines x and y are transversals. If m∠ 8 = 62, m∠ 14
= 90, find the measures of the other numbered ∠ s. Justify your answers.
Figure:
Form an equation in x and solve the equation.
4.
f
g
16 15
13 14
1112
109
r
5
8
6
7
1
4
2
3
q
u
7
6
8
5
3
2
4
1
y
w
1410
11 13
12
x
9
2xo
xo
14. 14
5.
Let’ summarize
The angles formed by parallel lines cut by a transversal are:
1. corresponding angles
2. alternate interior angles
3. alternate exterior angles
4. exterior angles on the same side of a transversal
5. interior angles on the same side of a transversal
The relationship of the angles formed by parallel lines cut by a transversal
are:
1. pairs of corresponding s are ≅
2. pairs of alternate interior angles are ≅
3. pairs of alternate exterior angles are ≅
4. pairs of interior angles on the same side of a transversal are
supplementary
5. pairs of exterior angles on the same side of a transversal are
supplementary
120o
100o
xo
15. 15
What have you learned
The figure below shows lines m // n with t as transversal.
Figure:
Name:
1. 4 pairs of corresponding angles.
2. 2 pairs of alternate interior angles.
3. 2 pairs of alternate exterior angles.
4. 2 pairs of interior angles on the same side of a transversal.
5. 2 pairs of exterior angles on the same side of a transversal.
Using the same figure:
6. Name all numbered angles congruent to ∠ 7.
7. Name all numbered angles congruent to ∠ 4.
8. Name all numbered angles supplementary to ∠ 8, ∠ 7.
9. Name all numbered angles supplementary to ∠ 3, ∠ 4.
10.Name the pairs of equal angles and supplementary angles in the figure.
Given: AB // CD Figure:
AD // BC
m
n
t
1
4
2
3
5
8
6
7
A B
CD
16. 16
11. – 13. In the figure, AB ⊥ BD, DF ⊥ BD, BC // DE
Figure:
11. Is m∠ 2 = m∠ 3? Why?
12. ∠ 2 is a complement of _____ and ∠ 3 is a complement of _____.
13. Is m∠ 1 + m∠ 2 = m∠ 3 + m∠ 4? Why?
Find the value of x in each of the following figures.
14.
15.
B
C
A
D
1
E
F
2
3
4
120o
100o
xo
50o
xo
xo
17. 17
16.
17.
In the figure, Write down the pairs of parallel lines and the pairs of congruent
angles.
18.
5x
xo
4x
xo
AB
CDF
E
18. 18
19. If m∠ 1 = 135, find the measure of each angle in the figure below:
20. If m∠ 6 = 75, find the measure of each numbered angle in the figure, a //
b and c // d.
m
n
t
1
4
2
3
5
8
6
7
a
b
16 15
13 14
1112
109
c
5
6
8
7
1
4
2
3
d
19. 19
Answer key
How much do you know
1. ∠ 8 and ∠ 4, ∠ 7 and ∠ 3
∠ 5 and ∠ 1, ∠ 6 and ∠ 2
2. ∠ 5 and ∠ 3, ∠ 4 and ∠ 6
3. ∠ 8 and ∠ 2, ∠ 7 and ∠ 1
4. ∠ 5 and ∠ 4, ∠ 6 and ∠ 3
5. ∠ 8 and ∠ 1, ∠ 7 and ∠ 2
6. ∠ 3, ∠ 1
7. ∠ 8, ∠ 6
8. To ∠ 8: ∠ 1, ∠ 5, ∠ 7; To ∠ 7: ∠ 2, ∠ 8, ∠ 6
9. To ∠ 3: ∠ 6, ∠ 4, ∠ 2; To ∠ 4: ∠ 5, ∠ 3, ∠ 1
10. ∠ A ≅ ∠ C, ∠ B ≅ ∠ D, ∠ A supplement ∠ B, ∠ B supplement ∠ C
∠ C supplement ∠ D, ∠ D supplement ∠ A
11. They are alternate interior ∠ s
12. ∠ 1, ∠ 4
13. Yes, because they are right angles.
14. x = 55o
15. x = 110o
16. x = 45o
17. x = 36o
18. AB // DE; CD // FG; ∠ ACD ≅ ∠ EDC; ∠ EFG ≅ ∠ CDF
19. ∠ 2 = 45
o
; ∠ 4 = 45
o
; ∠ 1 = 135
o
; ∠ 7 = 135
o
; ∠ 8 = 45
o
; ∠ 6 = 45
o
; ∠ 5
= 135
o
20. ∠ 4 = 85
o
;∠ 5 = 95
o
; ∠ 1 = 95
o
;∠ 7 = 95
o
;∠ 3 = 95
o
; ∠ 8 = 85
o
;∠ 2 = 85
o
∠ 10 = 95
o
; ∠ 9 = 85
o
; ∠ 12 = 95
o
; ∠ 11 = 85
o
; ∠ 13 = 85
o
; ∠ 14 = 95
o
;
∠ 16 = 95
o
; ∠ 15 = 85
o
20. 20
Try this out
Lesson 1
1. ∠ 4 and ∠ 8; ∠ 3 and ∠ 7; ∠ 1 and ∠ 5; ∠ 2 and ∠ 6 are corresponding
angles;
∠ 4 and ∠ 7; ∠ 1 and ∠ 6 are exterior angles on SST;
∠ 3 and ∠ 5; ∠ 2 and ∠ 8 are alternate interior angles;
∠ 4 and ∠ 7; ∠ 1 and ∠ 6 are exterior angles on SST;
∠ 3 and ∠ 5; ∠ 2 and ∠ 8 are alternate interior angles;
∠ 3 and ∠ 8; ∠ 2 and ∠ 5 are interior angles on SST;
∠ 4 and ∠ 6; ∠ 1 and ∠ 8 are exterior angles on SST;
2. ∠ 1 and ∠ 5; ∠ 4 and ∠ 8; ∠ 2 and ∠ 6; ∠ 3 and ∠ 7 are corresponding
angles;
∠ 4 and ∠ 6; ∠ 3 and ∠ 5 are alternate interior angles;
∠ 7and ∠ 2; ∠ 8 and ∠ 1 are exterior angles on SST;
∠ 6 and ∠ 3; ∠ 5 and ∠ 4 are interior angles on SST;
∠ 5 and ∠ 13; ∠ 6 and ∠ 14; ∠ 7 and ∠ 15; ∠ 8 and ∠ 16 are
corresponding angles;
∠ 8 and ∠ 15; ∠ 5 and ∠ 14 are exterior angles on SST;
∠ 7and ∠ 16; ∠ 6 and ∠ 13 are interior angles on SST;
∠ 16 and ∠ 6; ∠ 13 and ∠ 7 are alternate interior angles;
∠ 15 and ∠ 5; ∠ 14 and ∠ 8 are alternate exterior angles;
∠ 15 and ∠ 11; ∠ 14 and ∠ 10; ∠ 16 and ∠ 12; ∠ 13 and ∠ 9 are
corresponding angles;
∠ 14 and ∠ 11; ∠ 13 and ∠ 12 are interior angles on SST;
∠ 15and ∠ 10; ∠ 16 and ∠ 9 are exterior angles on SST;
∠ 4 and ∠ 12; ∠ 13 and ∠ 11 are alternate interior angles;
∠ 15 and ∠ 9; ∠ 16 and ∠ 10 are alternate exterior angles;
∠ 3 and ∠ 11; ∠ 4 and ∠ 12; ∠ 2 and ∠ 10; ∠ 1 and ∠ 9 are
corresponding angles;
∠ 12 and ∠ 2; ∠ 3 and ∠ 9 are alternate interior angles;
∠ 11 and ∠ 1; ∠ 4 and ∠ 10 are alternate exterior angles;
21. 21
∠ 1and ∠ 10; ∠ 4 and ∠ 11 are exterior angles on SST;
∠ 3 and ∠ 12; ∠ 2 and ∠ 9 are interior angles on SST;
3. ∠ 1 and ∠ 9 + ∠ 10; ∠ 4 and ∠ 11 are corresponding angles;
∠ 2 and ∠ 14; ∠ 3 and ∠ 12 + ∠ 13 are corresponding angles;
∠ 4 and ∠ 14; ∠ 3 and ∠ 9 + ∠ 10 are alternate interior angles;
∠ 1 and ∠ 12 +∠ 13; ∠ 2 and ∠ 11 are alternate exterior angles;
∠ 1 and ∠ 11; ∠ 2 and ∠ 12 + ∠ 13 are exterior angles on SST;
∠ 4 and ∠ 9 +∠ 10; ∠ 3 and ∠ 14 are interior angles on SST;
∠ 6 and ∠ 10; ∠ 7 and ∠ 11; ∠ 5 and ∠ 9 + ∠ 14; ∠ 8 and ∠ 13 are
corresponding angles;
∠ 7 and ∠ 9 + ∠ 14; ∠ 8 and ∠ 10 are alternate interior angles;
∠ 6 and ∠ 13; ∠ 5 and ∠ 11 + ∠ 12 are alternate exterior angles;
∠ 6and ∠ 11 + ∠ 12; ∠ 5 and ∠ 13 are exterior angles on SST;
∠ 7 and ∠ 10; ∠ 8 and ∠ 9 + ∠ 14 are interior angles on SST;
4. AB // CD with BC as transversal
CD // FE with DE as transversal
DE // FG with FE as transversal
5. a // b, e, c and d are the transversals
6. c // d, a, b and c are the transversals
Lesson 2
1. ∠ 2 = 85o
; ∠ 5 = 95o
; ∠ 1 = 95o
; ∠ 7 = 95o
; ∠ 3 = 95o
; ∠ 8 = 85o
;
∠ 4 = 85o
2. ∠ 12 = 118o
; ∠ 9 = 62o
; ∠ 11 = 62o
; ∠ 16 = 118o
; ∠ 13 = 62o
;
∠ 14 = 118o
; ∠ 15 = 62o
∠ 8 = 85o
; ∠ 6 = 85o
; ∠ 2 = 85o
; ∠ 1 = 95o
; ∠ 5 = 95o
; ∠ 3 = 95o
;
∠ 1 = 95o
3. ∠ 8 = 62o
; ∠ 6 = 62o
; ∠ 10 = 62o
; ∠ 13 = 118o
; ∠ 9 = 28o
;
∠ 12 = 28o
; ∠ 11 = 90o
; ∠ 13 = 62o
; ∠ 7 = 118o
; ∠ 5 = 118o
; ∠ 1 = 90o
;
∠ 2 = 90o
; ∠ 3 = 90o
; ∠ 4 = 90o
22. 22
4. x = 60o
5. x = 140o
What have you learned
1. ∠ 1 and ∠ 5, ∠ 4 and ∠ 8, ∠ 2 and ∠ 6, ∠ 3 and ∠ 7
2. ∠ 4 and ∠ 6, ∠ 3 and ∠ 5
3. ∠ 1 and ∠ 7, ∠ 2 and ∠ 8
4. ∠ 4 and ∠ 5, ∠ 3 and ∠ 6
5. ∠ 1 and ∠ 8, ∠ 2 and ∠ 7
6. ∠ 3, ∠ 5, ∠ 1
7. ∠ 8, ∠ 6, ∠ 2
8. ∠ 8: ∠ 5, ∠ 7, ∠ 1; ∠ 7: ∠ 2, ∠ 6, ∠ 8
9. ∠ 3: ∠ 6, ∠ 4, ∠ 2; ∠ 4: ∠ 5, ∠ 3, ∠ 1
10. ∠ A ≅ ∠ C; ∠ B ≅ ∠ D; ∠ A supplementary ∠ B
∠ B supplementary ∠ C
∠ C supplementary ∠ D
∠ A supplementary ∠ D
11. Yes, they are alternate interior angles
12. ∠ 1, ∠ 4
13. Yes, because their sum is equal to 90o
14. x = 65o
15. x = 140o
16. x = 30o
17. x = 36o
18. BA // CF, BC // DE, ∠ ABC ≅ ∠ BCF; ∠ BCD ≅ ∠ CDE
19. ∠ 2 = 45o
, ∠ 3 = 135o
, ∠ 4 = 45o
, ∠ 5 = 135o
, ∠ 6 = 45o
, ∠ 7 = 135o
, ∠ 8
= 45o
20. ∠ 4 = 75o
, ∠ 1 = 105o
, ∠ 5 = 105o
, ∠ 7 = 105o
, ∠ 3 = 105o
, ∠ 8 = 75o
,
∠ 2 = 75o
, ∠ 9 = 75o
, ∠ 10 = 105o
, ∠ 12 = 105o
, ∠ 11 = 75o