Math 6H ( Periods 1, 2, & 3)

Congruent Figures 4-7

Two figures are congruent if they have the same size and same shape. If we could lift on of the figures and place it directly on top of the other... all three vertices would match up with the others. In the example in our book ( page 132) we have two congruent triangles ∆ABC and ∆XYZ A would fall on X, B would fall on Y and C would fall on Z. These matching vertices are called corresponding vertices. Angles at corresponding vertices are corresponding angles and the sides joining corresponding vertices are corresponding sides.
The book states Corresponding angles of congruent figures are congruent.
and
Corresponding sides of congruent figures are congruent.
In class we discussed how to abbreviate the above -- when dealing with triangles.
CPCTC
Corresponding PARTS of congruent triangles are congruent!!

When we name two congruent figures we list corresponding vertices in the same order.

∆ABC ≅ ∆XYZ or ∆CAB ≅ ∆ZXY or ∆BCA ≅ ∆YZX

we know that
∠A ≅ ∠X and ∠B ≅ ∠Y and ∠C ≅ ∠Z
and the segments ( which are denoted with a line (but w/o arrows)above each of the two letters
AB ≅ XY and BC ≅ YZ and CA ≅ ZX

If two figures are congruent, we can make the coincide -- occupy the same place-- by using one or more of the following basic rigid motions:

Translation or slide
Rotation
Reflection or flip or mirror
Check the book on page 133 for good examples of these three rigid motions... I like to think of Tetris moves!!

Math 6H (Periods 1, 2, & 3)

 Geometric Constructions  4-8

There is a difference between making a drawing and a geometric construction.
For drawings, we measure segments & angles using a ruler and a protractor to create our shapes or angles.
With geometric constructions, however, we only use a compass and a straight edge. Although we may use the ruler as our straight edge, we ignore the markings.
Construction 1: Bisect a Segment which also creates a 90 degree angle
Construction 2:  Bisect an angle
Construction 3: Construct a 60 degree angle
Construction 4:  Construct an angle congruent to a given angle.

Math 6H (Periods 1, 2, & 3)

Circles 4-6

A circle is the set of all points in a plan at a given distance from a given point O (called the center).
A segment joining the center to a point on the circle is called a radius ( plural: radii) of the circle. All radii of a given circle have the same length and the length is called the radius of the circle.

A segment joining two points on a circle is called a chord... and a chord passing through the center is a diameter of the circle. the ends of the diameter divide the circle into two semicircles. The length of a diameter is called the diameter of the circle.
Two radii equal one diameter-- a fact we will use in the formulas below

The perimeter of a circle is called the circumference and the quotient

circumference ÷ diameter is the same for all circles--> regardless of size
This quotient is denoted by the Greek letter ∏ ( pronounced "pie")
No decimal gives ∏ exactly
No fraction gives ∏ exactly, either

A fairly good approximation is either 3.14 or 22/7

If we denote the circumference by C and the diameter by d we can write

C ÷ d = ∏
This formula can be put into several useful forms.

Let C = circumference d = diameter and r = radius
Then:

C = ∏d
d = C/∏

C = 2∏r
and
r = C/(2∏)

We tried a few examples.
Using ∏≈ 3.14 and rounding to three digits, as described by our textbook.
The diameter of a circle is 6 cm. Find the circumference.
WE are given d and are asked to find C.
WE use the formula
C = ∏d
C ≈ 3.14(6) = 18.84
C ≈ 18.8
So, the circumference is approximately 18.8 cm


The circumference of a circle is 20 feet. Find the radius.
To find the radius, use the formula
r = C/(2∏)
r = 20/2∏
Simplify first
r = 10/∏
r ≈ 10/3.14
r ≈ 3.1847
Since the third digit from the left is in the hundredths' place, round to the nearest hundredth.
r ≈ 3.18
The radius is approximately 3.18 feet

A polygon is inscribed in a circle if all of its vertices are on the circle. Check on the diagram in our textbook on page 129-- we added that to our notes as well.

Three noncollinear points (not on a line) determine one and only one circle that passes through the three given points.

Circles 4-6 continued

We continued our study of circles by examining irregular shapes and determined their perimeters.
To see each of the irregular shapes turned to page 131. The numbers we used in class were all different that those of 24-27, but use the shapes to help solve the following:

The circles in the diagrams are parts of circles and the angles are right angles. We found the perimeter of each figure.
The first figure was a semicircle ( see #24 with a diameter of 4).
We noticed that we needed to start with
C =∏d but then we only need half of that
so
∏d/2 or 4∏/2 = 2∏
Using ∏≈ 3.14
we found
≈3.14(2) = 6.26
BUT.. that only was the upper part we needed to add the diameter of 4 to make sure we had all we needed in our perimeter.
6.28 + 4 = 10.28 units... but then we needed to round to 3 digits-- according to our textbook so
10.3 units would be a good approximation for the first perimeter.

Our 2nd irregular shape was a quarter of a circle with a radius of 6
Again, look to our textbook, page 131 # 25 for the shape. Use 6 as the radius.
This time
C = 2∏r
BUT... we only need 1/4 so
(2⋅∏⋅6)/4 = 12∏/4 = 3∏
≈ 3.14(3) = 9.42
BUT... wait.. we aren't finished... we have to sides of this quarter circle that we need to include in our perimeter.
so the perimeter is approximately 9.42 + 6 + 6 = 9.42 + 12
≈ 21.42 which round to ≈ 21.4 units


The next irregular shape looks like something from Griffith Park observatory. Make sure to use the diagram for # 26 but use a radius of 2 as we did in class.

C = 2∏r
but you notice we only need half of the full circle so
2∏r/2 or just ∏r
Now substitute int he radius-- which is also 2
2∏ ≈ 2(3.14) = 6.28
But... we still need the bottom perimeter
so this shape ≈ 6.28 + 2 + 4 + 2 or 6.28 + 8
≈14.28
≈14.3 units

Period 7 said the next shape ( # 27 in our textbook) looks like a bandaid... What do you think?
(At least.. with the way I drew it.. having a radius of 10)
Again we need the formula
C = 2∏r
This time we realized we had two semicircles.. but that is one whole circles so we kept the formula and substituted in our radius of 10
C =2(10)∏
=20∏
≈20(3.14)= 62.8
Then we added the two sides of 10 and found the perimeter to be approximately
62.8 + 10 + 10
≈82.8 units


I described the last shape to be a teardrop. Make sure to check #28 in our textbook. I actually used the same radius as the book so that drawing is exactly what we did.

C =2∏r
C =2⋅6⋅∏ = 12∏
But... we only need 3/4 of the circle so what is 3/4 of 12... in class everyone knew it was 9 so
3/4 of 12∏ is 9∏
≈9(3.14) = 28.26
But then we need to make sure we include the two sides of 6 each
≈28.26 + 6 + 6 = 28.26 + 12
≈40.26 units
and rounding to three digits
≈ 40.3 units.

Math 6H ( Periods 1, 2, & 3)

Polygons 4-5

A polygon is a closed figure formed by joining segments—the sides of the polygons at that endpoints—the vertices of the polygon. Polygons are names according to the number of sides they have.

Triangle 3 sides
Quadrilateral 4 sides
Pentagon 5 sides
Hexagon 6 sides
Octagon 8 sides
Decagon 10 sides

A polygon is REGULAR if all its sides and all its angles are congruent.
A regular triangle is the equilateral triangle
A regular quadrilateral is the square.

To name a polygon we name its consecutive vertices in order.
A diagonal of a polygon is a segment joining two non consecutive vertices.

To find the perimeter of a polygon add all the lengths of its sides. The perimeter is the distance around the figure. Finding the perimeter of a parallelogram can be done by computing the sum of the lengths or by using the distributive property to obtain
For instance a parallelogram with sides 9 cm and 6 cm
has a perimeter of 9 + 6 + 9 + 6 = 30 cm
but you could calculate that by 2(9) + 2(6) = 18 + 12 = 30 cm or using the distributive property, even 2(9+6) = 2(15) = 30 cm

If you have a regular polygon you can simple multiple the side by the number of sides in the polygon
For example,
a quadrilateral with side 16.5 m has a perimeter of 4(16.5) = 66 m

The sum of the measures of the angles of any pentagon is 540 degrees. If it is a regular pentagon, what must be the measure of each angle of the regular pentagon? 540/5 = 108 degrees.

The sum of the measures of the angles of any pentagon is 540 degrees. How can you prove that? Draw your pentagon and then draw all the diagonals from ONE of the vertices. Count the number of triangles created. Three. How many degrees does a triangle have? 180. Multiply the number of triangles created by 180… 540 is your answer. IT works every time. So How could you create a general rule or formula for the sum of the measures of the angles of any polygon with n sides?

Practice drawing various polygons—now practice drawing all the diagonals for each of them. Can you determine a general rule for the number of diagonals that can be drawn for any polygon?

Math 6H ( Period 1, 2, & 3)

Triangles 4-4
A triangle is the figure formed when three points, not on a line are jointed by segments.

Triangle ABC ΔABC
Each of the Points A, B, C is called a vertex
(plural: Vertices) of ΔABC

Each of the angles angle A. angle B. and angle C is called an angle of ΔABC

In any triangle-
The sum of the lengths of any two sides is greater than the length of the third side
The sum of the measures of the angles is 180

There are several ways to name triangles. One way is by angles

Acute Triangle
3 acute angles

Right Triangle
1 right angle

Obtuse Triangle
1 obtuse angle

Triangles can be classified by their sides

Scalene Triangle
no 2 sides congruent

Isosceles Triangle
at least 2 sides congruent

Equilateral Triangle
all 3 sides congruent


The longest side of a triangle is opposite the largest angle and the shortest side is opposite the smallest angle. Two angles are congruent if and only if the sides opposite them are congruent.

Math 6H ( Period 1, 2, & 3)

Angles and Angle Measure 4-3
An angle is a figure formed by two rays with the same endpoints. The common endpoint is called the vertex. The rays are called the sides.
We may name an angle by giving its vertex letter if this is the only angle with that vertex, or my listing letters for points on the two sides with the vertex letter in the middle. We use the symbol from the textbook.

To measure segments we use a rule to mark off unit lengths. To measure angles, we use a protractor that is marked off in units of angle measure called degrees.

To use a protractor, place its center point at the vertex of the angle to be measured and one of its zero points on the side.


We often label angels with their measures. When angles have equal measures we can write m angle A = m angle B
We say that angle A and angle B are congruent angles


If two lines intersect so that the angles they form are all congruent, the lines are perpendicular. We use the symbol that looks like an upside down capital T to mean “is perpendicular to.”



Angles formed by perpendicular lines each have measure of 90° . A 90° angle is called a right angle. A small square is often used to indicate a right angle in a diagram

An acute angle is an angle with measure less than 90°. An obtuse angle has measure between 90° and 180°



Two angles are complementary if the sum of the measures is 90°
Two angles are supplementary if the sum of their measures is 180°

Math 6H ( Period 1, 2, & 3)

Points, Lines, Planes 4-1
We can describe but CANNOT DEFINE point, line or plane in Geometry

We use a single small dot to represent a point and in class we labeled with a P and we called it Point P
A straight line in Geometry is usually just called a line...
Two points DETERMINE exactly ONE LINE

we connected Point P with Point Q and created Line PQ
We placed this type of arrow ↔ over PQ to show a line
↔
PQ

that would represent the line PQ but we found we could write
↔
QP
and mean the SAME line!!

You can name ANY line with ANY TWO points that fall on that line!! USE only TWO points to name a line!!


Three or more points on the same line are called collinear. Notice the word "line" in collinear.
collinear

Points NOT on a same line are called noncollinear.

We have a RAY if we have an endpoint and it extends through other points. We name the rame by Naming the endpoint FIRST
→
PQ is RAY PQ and it begins at P and goes through Q. It is NOT the SAME as

→
QP which is Ray QP, which begins at Q and goes through P

Segments are parts of lines with TWO ENDPOINTS.
⎯
PQ is a segment with endpoints Point P and POint Q

We then looked at the drawing from page 105 and the class named all of the names for the line in the drawing, all of the rays that existed in the figure as well as the segments. We found that there were just 3 collinear points: A, X, B but that we could name 3 sets of non collinear points
X, Y, B and A, X, Y, AND A, B, Y

Three non-collinear points determine a flat surface called a plane.
We name a Plane by using three of its non collinear points!! Plane ABC was out example.

Lines in the same plane that do not intersect are PARALLEL lines. Two segments or rays are parallel if they are parts of parallel lines.
↔
AB is parallel to

↔
CD

may be written
↔ ↔
ABllCD
using two straight lines to indicate parallel

Parallel lines DO NOT intersect.

Intersecting lines intersect in a single point!!



Planes that do not intersect are called parallel planes... we looked around the room and found examples of parts of planes.. noticing which ones were parallel!! (the floor and ceiling were a great example)
Then we drew the box from PAge 106 and identified parallel segments and lines from that box.

Two non parallel lines that do not intersect are called SKEW LINES.