BIRKRorF and

BBATLBY
~ GEORGE DAVID BIRKHOFF
Professor of Mathematics in Harvard University

aM RALPH BEATLEY
Associate Professor of Education in Harvard University

THIRD EDITION

CHELSEA PUBLISHING COMPANY

NEW YORK
®
 Acknowledgments

The authors express their appreciation of the helpful criticism

they have received from students in the Newton (Massachusetts)
High School; from the teachers of these students, Mr. Donald
G. Enoch and Mr. Charles W. Peterson; and from Mr. Charles
H. Mergendahl, head of the department of mathematics. They
wish also to thank Mr. Paul E. Elicker, principal of the Newton
High School, for his courtesy in granting permission to use this
book in experimental form.

Acknowledgments for photographs are made as follows: Acme

Newspictures, page 132 (lower photograph); Art Institute of
Chicago, page 132 (upper photograph); Ewing Galloway, page
164, page 267 (upper right photograph); International Harvester
Company, page 104 (upper photograph); International News
Photos, page 227 (lower left photograph), page 241 (photo-
graph); Kenneth W. Moore, page 8 (lower photograph), page
37 (two photographs), page 70 (two photographs), page 197;
H. Armstrong Roberts, page 8 (upper photograph), page 227
(lower right photograph); WaIt Sanders, from Black Star, page
267 (upper left photograph); Underwood and Underwood, page
267 (lower photograph); Wide World Photos, page 104 (lower
photograph), page 227 (upper photograph). All diagrams and
drawings were made by Raymond E. Craig.

COPYRIGHT © 1940, 1941, BY

SCOTT, FORESMAN AND COMPANY

COPYRIGHT © 1959, BY
SCOTT, FORESMAN AND COMPANY

Experimental Edition. Geometr'll. Copyright. 1933, by the authors

PRINTED IN THE UNITED RTATES OF AMERICA

 Pl'eface

This textbook in geometry differs in several essential respects

from other current texts covering the same subject-matter.
The nature of these differences is readily apparent to any ex-
perienced teacher who briefly scrutinizes the content of the
book. In this connection, however, a word of caution is in
order. Teachers of experience, from their very familiarity with
other texts, may tend at first sight to be misled by the novelty
of this presentation and may see in it a difficulty which is appar-
ent rather than real. They should be quick to realize, however,
that their students-unhampered by experience-will not be
so bothered. Actual classroom experience with an experimental
edition of these materials over a period of several years has con-
clusively demonstrated their teachability. From these materials
students acquire a mastery of geometry that is noticeably
superior to the mastery gained from the traditional handling
of the subject. Moreover, students trained according to the
principles of this book need have no fear of college entrance
examinations in geometry.
The traditional approach to demonstrative geometry in-
volves careful study of certain theorems which the beginner
is eager to accept without proof and which he might properly
be led to take for granted as assumptions or postulates. Such
an approach obscures at the very outset the meaning of "proof"
and "demonstration." The employment of superposition in the
proof of some of these theorems is even more demoralizing.
This method of proof is so out of harmony with the larger
aim of geometry instruction that despite its validity its use is
commonly restricted to those few cases for which no better
method can be found. For fundamental postulates of our geom-
etry, therefore, we have chosen certain propositions of such
broad import that the method of superposition will not be
needed. We utilize only five fundamental postulates. They
are stated and discussed in Chapter 2.
For a rigorous mathematical presentation of the postulates
which we have employed, see the article "A Set of Postulates
for Plane Geometry, Based on Scale and Protractor" published
3
 in the Annals of Mathematics, Vol. XXXIII, April, 1932.
Naturally it has been advisable in an elementary course to
slur over or ignore some of the subtler mathematical details,
for these are not suitable material for the mind of the student
at this juncture. Nevertheless, wherever the presentation
involves a substantial incompleteness, its nature is indicated so
far as possible in an accompanying footnote.
Another bugbear to beginners in geometry is "the incom-
mensurable case." Euclid could not ignore the diagonal of the
unit square and other similar lines, though he had no numbers
with which to designate their lengths. By means of inequali-
ties and an exceedingly shrewd definition of proportion he was
able, however, to handle these incommensurable cases. Within
the last century this treatment of incommensurables-or an
equivalent statement-has been taken as the definition of ir-
rational numbers in general. Hence our geometry accepts the
fundamental properties of real numbers, including the irra-
tionals, and so avoids explicit mention of the incommensurable
case. For the teacher's convenience we present a brief discus-
sion of the fundamental properties of the system of real num-
bers in the section Laws of Number, pages 284-288.
Taking for granted these fundamental properties of num-
ber also leads to many other simplifications and gives us a
tool of the greatest power and significance. Among other
things it enables us to combine the ideas "equal triangles" and
"similar triangles" in general statements in which equality is
but a special case of similarity, where the factor of propor-
tionality is 1. And, further, we can base the treatment of
parallels on similarity. This procedure, although the reverse
of Euclid's, is logically equivalent to it. Thus our geometry,
though differing in many important respects from Euclid's, is
still Euclidean; the differences reflect the progress of mathe-
matics since Euclid's time.
These changes are all by way of simplification and con-
densation. As a result, we have a two-dimensional geometry
built on only five fundamental postulates, seven basic theo-
rems, and nineteen other theorems, together with seven on loci.
The increase of knowledge and the growing demands of civiliza-
tion make it more important than ever before that our instruc-
tion be as compact and profitable for the student as possible.
Incorporation of the system of real numbers in three of the
five fundamental assumptions of this geometry gives these as-
4
 swnptions great breadth and power. They lead us at once to
the heart of geometry. That is why a geometry that is built
on so strong a base is so simple and compact. It is because
of the underlying power, simplicity, and compactness of this
geometry that we call it basic geometry.
In a course in demonstrative geometry our prime concern is
to make the student articulate about the sort of thing that
hitherto he has been doing quite unconsciously. We wish to
make him critical of his own, and others', reasoning. Then
we would have him turn this training to account in situations
quite apart from geometry. We want him to see the need for
assumptions, definitions, and undefined terms behind every
body of logic; to distinguish between good and bad arguments;
to see and state relations correctly and draw proper conclusions
from them. To this end we have inserted analyses or sum-
maries of the reasoning employed in the proofs of nearly all
the propositions and have included in Chapters 1 and 10 a
detailed consideration of logical reasoning in fields outside of
geometry.
This book is designed to require one year of study, although
it may readily be spread over two years in schools following
that plan. Essentially it is a course in plane geometry. Realiz-
ing, however, that most students will give not more than one
year to the study of geometry, we have incorporated certain
material from three-dimensional geometry and from modem
geometry (so called), so that for all classes of students this
first year of geometry may be as rich and enduring an experience
as possible. The three-dimensional material is based on the
student's intuition and is not intended to be logically complete.
The exercises are important for their content and for the
development of the subject. None should be omitted without
careful consideration. Those marked with a star are of espe-
cial importance.
The basic theorems 6,7,8, 11, and 13 can be deduced from
the fundamental assumptions; but they will probably appear to
the student to be sufficiently obvious without proof. It will
be wise, therefore, to permit the student to assume these
theorems at the outset. He should return to them later, when
he has caught the spirit of the subject more fully and can be
interested in the problem of reducing his list of assumptions
to a minimum. This comes about naturally in Chapter 10,
where the assumptions are reconsidered.
5
 The brief treatment of networks and the slope and equation
of a line in Chapter 4, together with the related exercises, and the
brief treatment of the equation of a circle in Chapter 5 are
included to show the relation of this geometry to analytic
geometry. They may be omitted without injury to the logical
development of the subject. The teacher may wish to deal
lightly with continuous variation in Chapter 8 and to omit in
Chapter 9 the sections devoted to power of a point, radical axis,
inversion, and projection.
In every class in geometry it is excellent procedure to elicit
suggestions from the students as to theorems worth proving
and the best way of proving them. Unfortunately, however,
theorems cannot always be proved in the order proposed by
the students; or they can be proved in the suggested order only
if certain other intermediary theorems are interpolated at the
right places. Correct decisions on questions of this sort some-
times require complete grasp of the entire logical framework
of the geometry. In order to avoid confusion, therefore, the
authors have chosen the order of the theorems in the several
exercises; they wish, nevertheless, to approve every well-con-
sidered effort on the part of teachers to elicit the cooperation
of students in building the geometry. It is not impossible that
a faulty procedure suggested by the students will have more
educative value than a correct procedure imposed by author
or teacher. This is most likely to be true when the teacher
points out to the students wherein their procedure is wrong.
The value of demonstrative geometry as prevailingly taught
in secondary schools is being questioned, and not without
cause. It would be difficult to prove that the study of the
subject necessarily leads in any large measure to those habits,
attitudes, and appreciations which its proponents so eagerly
claim for it. But it would be even more difficult to prove that
other subjects of instruction can yield these outcomes as easily
and as surely as can demonstrative geometry in the hands of
an able and purposeful teacher. Teachers of demonstrative
geometry are confronted with the challenge to re-shape their
instruction so that it more nearly achieves the desired objectives.
This textbook is offered as an instrument to that end.
GEORGE DAVID BIRKHOFF
RALPH BEATLEY

6
 Contents

CHAPTER PAGE

1. REASONING. THE NATURE OF PROOF 9

2. THE FIVE FUNDAMENTAL PRINCIPLES 38

3. THE SEVEN BASIC THEOREMS 71

4. PARALLEL LINES AND NETWORKS 105

5. THE CIRCLE AND REGULAR POLYGONS 133

6. CONSTRUCTIONS WITH STRAIGHTEDGE AND COMPASSES. 165

7. AREA AND LENGTH. . . 198

8. CONTINUOUS VARIATION 228

9. LOCI . . . 242

10. REASONING. ABSTRACT LOGICAL SYSTEMS 268

LAWS OF NUMBER 284

INDEX . . . . . 289

7
CHAPTER 1

Reasoning. The Natul'e of Pl'oof

CONSIDER the following two disputes, just as

if you had been asked to decide them.
Dispute 1. The upper picture on the opposite page
shows the Mohawks and the Wildcats playing baseball.
At the end of the fourth inning the score stands: Mohawks,
6; Wildcats, 7. Luke Tobin is pitching for the Mohawks.
His older brother John considers himself to be about
as good a pitcher as Luke, but the rest of the Mohawks
think that Luke is a much better pitcher than John.
They admit, however, that except for Luke they have
no one who can pitch as well as John. John hits well
but is not good at fielding batted balls. The rest of the
team think he belongs out in left field, and that is where
he is playing in this game against the Wildcats.
The two teams have only two bats, one belonging to
Luke and the other to John. In the first half of the fifth
inning, with two men out, the Mohawks get another run,
tying the score. Then John hits a home run, putting
the Mohawks ahead. The next batter hits a foul and in
so doing breaks Luke's bat. Immediately John seizes
his own bat and announces to his teammates that if they
don't let him pitch the second half of the fifth inning and
all the rest of the game, he will take his bat and go home.
9
The Mohawks greet this announcement with boos and
jeers, but John sticks to his point and is perfectly willing
to break up the game if he cannot have his way. He is
big enough to get away with it, too, especially since he
has possession of the bat.
Hank Cummings, shortstop and captain of the Mohawks,
suggests that Luke and John swap positions, but that
John agree to return to left field and let Luke pitch in case
the Wildcats tie the score. The rest of the Mohawks
think that their lead of one run is none too secure with
Luke pitching, and that to let John pitch is practically to
give the game to the Wildcats, even if John agrees to
Hank's proposal. They declare that they would rather
quit playing then, and there than continue under such an
agreement.
The Wildcats join the hubbub at this point and offer to
punch a few faces if they don't get their turn at bat in
the second half of the fifth. They announce that if the
game breaks up, they will have won with a score of 7-6;
that the Mohawk runs in the first half of the fifth don't
count unless the Wildcats have their chance at bat in the
second half of the inning.
Remember that John has just scored the run putting
the Mohawks ahead and that he feels confident he can
hit anything the Wildcat pitcher can offer. Remember
also that the Mohawks usually depend upon Luke and
John to supply not only the bats but also the ball when-
ever they play. Remember finally that they never let
John pitch in any of their games, although they regard
him as relief pitcher for Luke. Where are the right and
the wrong in this argument, and "how much ought who
to yield to whom?"
Dispute 2. Jane and her younger sister Mary take
turns washing the dishes, one girl washing one night
10
and the other the next. Last night Mary was sick; so
Jane washed in her place. The girls agreed that tonight
Mary would take Jane's turn. In the middle of supper,
however, Donald Ames telephoned and invited Mary to
go to the movies. Mary, intending to make it up to
Jane by washing the dishes the next three nights in a
row, accepted the invitation without consulting Jane.
Jane was furious. Probably she was a bit jealous that
her younger sister had a date and she had none. But to
have Mary disregard her agreement without even asking
Jane to release her was just too much. "How did you
know I wasn't going out myself?" asked Jane. "As
soon as supper was over, I was going down to Laura's.
I think you ought to call Donald up this minute and tell
him you can't go. Don't you, Mother?"
Now consider the following facts. Jane made no fuss
about taking Mary's turn when she was sick. Her plan
to visit Laura was not made and not announced until
after Donald telephoned. Donald is a fine boy, just the
sort Mary's mother approves. Neither girl has been led
to believe that she can go out at night without her par-
ents' permission. Where are the right and the wrong in
this argument? Which girl ought to wash the dishes?
It will not be surprising if you are puzzled as to the
decision you ought to give in each of these disputes; for
in arguments concerning intricate personal relations it
does not usually happen that one side is wholly right and
the other wholly wrong. We must learn, however, to
think straight in just such tangled situations as these. If
you consider these situations too childish, just analyze a
few industrial disputes or political disputes or disputes
between nations and see if they do not all have much in
common with the disputes that arise every day among
boys and girls.
11
 In order to meet the demands of our daily lives, we must
know how to argue and how to prove things. In order not
to mislead others or to be misled ourselves, we must be
able to distinguish between good and bad reasoning. And,
finally, we not only must learn to appreciate the logical
connections of the several parts of a single restricted topic
or argument, but also must have some practice and
training in analyzing the logical structure of a protracted
argument or of a series of related arguments.
It is difficult, however, to learn all these things from
situations such as occur in everyday life. What we need
is a series of abstract and quite impersonal situations to
argue about in which one side is surely right and the other
surely wrong. The best source of such situations for our
purposes is geometry. Consequently we shall study
geometric situations in order to get practice in straight
thinking and logical argument, and in order to see how it
is possible to arrange all the ideas associated with a given
subject in a coherent, logical system that is free from
contradictions. That is, we shall regard the proof of
each proposition of geometry as an example of correct
method in argumentation, and shall come to regard geom-
etry as our ideal of an abstract logical system. Later,
when we have acquired some skill in abstract reasoning,
we shall try to see how much of this skill we can apply to
problems from real life.

DEFINITIONS AND UNDEFINED TERMS

Sometimes we find it hard to explain to someone else

a subject that is very clear to us. The trouble often is that
some of the words we use have a meaning for the other
person different from the meaning they have for us. To
avoid misunderstanding, it is important that we carefully
define every word that we use, so far as this is possible.
12
Since a good definition uses only ideas that are simpler
than the idea that is being defined, some of the simplest
ideas must remain undefined. Thus we may define a
"sickle" as a "curved knife used for cutting grass," and
we may define a "knife" as a "sharp-edged tool used for
cutting." If there is someone who does not know what
a "tool" is, or what "to cut" means, he will never know
what a knife or a sickle is. It will not help to try to define
a "tool" as an "implement," or "to cut" as "to sever, to
inflict an incision on." For we should then have to
explain the meaning of "implement," "sever," "inflict,"
"incision"; and in defining these we should need the words
"tool" and "cut" again. Words of this sort, therefore,
must remain undefined, along with such words as "the,"
"but," "and," "although."
We must be careful not to confuse everyday colloquial
meanings of words with precise meanings. For example,
to most people the expression "he went straight across
the street" means that he crossed the street at a right
angle to the curb; but the expression might also mean
that he crossed the street at any angle to the curb pro-
vided he crossed in a straight line. We shall be obliged,
therefore, to be very careful in our use of language and
to say exactly what we mean; and in cases where there is
any doubt about the meaning of a word we should agree
in advance what that word shall mean for us.
In talking about ideas that usually we take for granted,
we may become confused because we cannot find words
to describe them precisely. In such instances we may find
certain technical terms helpful. AB an illustration of this
let us examine Fig. 1 on the next page. It contains a
triangle ABC and a second triangle A'B'C'. Fig. 1 shows
triangle A'B'C' in five different positions. In the two
triangles side AB equals side A'B', side AC equals side
A'C', and angle A equals angle A'. Let us agree that
13
 C B'~" B' A~B'
~ C'
C' C'
AB C' C'

A~B' AB'~A' Fig. 1

whenever two triangles contain equal sides and angles in

just this way, no matter how one triangle may be placed
with respect to the other, then the two triangles are equal.
Now try to describe these relationships accurately in
general terms, that is, without using the letters A, B, and
C. Probably your description will be a bewildering mass
of words unless you hit upon some short way of describ-
ing the equal parts of the triangles in their proper relation
to each other. By using the words "included" and
"respectively" you can describe the relationships briefly
and accurately as follows: If in two triangles two sides
and the included angle of one are equal respectively to
two sides and the included angle of the other, the two
triangles are equal. Though technical terms like "in-
cluded" and "respectively" are sometimes very helpful,
you need not feel obliged to use such technical terms in
your own work. Any wording that is accurate is accept-
able. All that is necessary is that the words and phrases
used shall have the same meaning for everybody.
Where there is a choice of two expressions, each equally
simple, we should always choose the more accurate one.
Often we must choose between a simple expression and a
more involved expression that is also more accurate. In
such cases we may use the simple expression of everyday
speech so long as there is no danger of confusion. For
14
example, the word "circle" means strictly a curved line
(in a plane) every point of which is equidistant from a
fixed point called the center of the circle. The word
"circle" does not mean the distance around the circle nor
that portion of the plane enclosed by the circle. It is
strictly accurate, therefore, to say that a certain line-
for example, a diameter---cuts a circle in but two points,
for neither the center of the circle nor any other point
inside the curved line is a point of the circle. The word
"circumference" means the distance around the circle, as
distinguished from the circle itself; it is inaccurate, there-
fore, and quite unnecessary to speak of a line as cutting
the circumference. It is equally inaccurate to speak of
the area of a circle, for the curved line has no area at all.
In this case, however, there is no possibility of confusion,
and so we shall use the expression "area of a circle" be-
cause it is so much shorter than saying "the area of the
surface enclosed by the circle."
The word "diameter," strictly speaking, means a
straight line through the center from one point on a circle
to another. We also use the word to mean the length of
such a line. But we shall do this only when there is no
likelihood of confusion. Similarly, the word "radius" may
mean either a straight line from a point on a circle to its
center or the length of such a line.
Now let us think about the following facts and see how
they may be described in general terms. John is the same
height as Henry, and Bill is the same height as Henry;
therefore, John and Bill are the same height. The tech-
nical expression that describes any such relationship is:
"Things equal to the same thing are equal to each other."
The exercises on pages 16 and 17 will test your ability
to state ideas accurately. You may need to use a dic-
tionary to find the exact meaning of some of the words.
15
 EXERCISES

1. Does the phrase "straight up" mean the same

thing in the two following sentences?
(a) He went straight up the hill.
(b) He looked straight up over his head.
While these statements are sufficiently accurate for
everyday use, they might easily be open to question if
used in an argument in court or in a geometric proposition.
Can sentence (b) have more than one meaning? Rewrite
sentences (a) and (b) so that they can have but one
definite meaning.
2. Which is heavier, a quart of «light cream" or a
quart of "heavy cream"? Suggest a better pair of ad-
jectives that might be used to distinguish «light cream"
from ee heavy cream."
3. Does sugar «melt" in hot coffee, or does it « dis-
solve"? What happens to a lump of butter when it is
put into hot oyster stew? What substances can really
"melt in your mouth"? Gasoline is often used to clean
the thin film of oil from the inside of an empty oil can.
Does the oil melt or dissolve in the gasoline?
4. Distinguish between "He is mad" and .. He is
angry."
5. What is an «ambiguous" statement?
6. In what way is the following statement ambiguous?
"Nothing is too good for him!"
7. Certain politicians seeking re-election requested the
backing of their chief in the form of a public statement
from him. He complied as follows: « They have never
failed me." Is this an unqualified recommendation, or is
it open to another interpretation?
8. Is south the opposite of north?
16
 9. Two men are at the North Pole. One of them
goes south; the other goes in the opposite direction. In
what direction does the latter go?
10. Is a plumb line vertical or perpendicular?
11. Can a single line ever be perpendicular?
12. If two lines are perpendicular, must one be vertical
and the other horizontal?
13. Can three lines meet in a single point in such a
way that each line is perpendicular to each of the others?
14. Is a "flat surface" the same thing as a "plane
surface"?
15. Do the expressions "Lay it down flat" and "Lay it
down so it is horizontal" mean the same thing?
16. Must a flat surface be also level?

ASSUMPTIONS

We have seen how easily we may become confused in

our thinking if we attempt to discuss an idea without
clearly defining it. We have seen also that every idea
we define depends upon simpler ideas, and that a few of
the very simplest ideas must remain undefined. These
ideas that we must either define or else leave undefined
are represented for the most part by single words. Some-
times they are represented by phrases, but they are never
complete sentences. We can combine these undefined
and defined words into sentences, or statements, that are
either true or false. Such statements are often called
PROPOSITIONS. For example, each of the statements
"4 times 8 is 32" and "4 times 8 is 28" is a proposition.
Often you will hear two people discussing a subject-
that is, a proposition-each arguing logically but without
persuading the other to alter his stand in the least. Usu-
17
ally neither has attempted to discover the earlier propo-
sitions that are being taken for granted in his opponent's
argument, and neither is aware of the earlier propositions
on which his own argument depends. Even the most
familiar propositions of arithmetic are based on earlier
propositions that we are in the habit of overlooking.
We ordinarily consider that 4 X8 =32 is a true statement;
but it is true only so long as we take for granted that the
base of the number system we are using is 10. If we
were to use the number system whose base is 12, we
should find that the product of 4 and 8 would be written
28, because 28 in such a system means two 12's plus 8.
In the number system whose base is 12 the statement
4 X8 = 32 is false.
The first step in discussing a proposition with a view
to proving it true or false is to discover the earlier propo-
sitions upon which it depends. A few of these earlier
propositions must remain unproved and be taken for
granted, for we must have some place from which to begin
our chain of reasoning. We cannot prove everything.
The propositions that we take for granted without proof
are called ASSUMPrIONS. When we criticize an argument
or assert that a certain proposition is true or false, we
should first discover the assumptions upon which the
argument or proposition depends.
A given set of assumptions may seem very strange; but
so long as no one of them is in contradiction with the
others, every proposition that follows logically from them
will be true with respect to them. When we say that a
certain proposition is true, we mean merely that the prop-
osition follows logically from the assumptions upon which
it is based. If we grant the assumptions, we must admit
the truth of the proposition. With regard to a different
set of assumptions the same proposition may, or may not,
be true. The assumptions themselves are neither true
18
nor false. They may be said to be "true" only in the
sense that their truth has been assumed.
Neither in mathematics nor in life around us can every
proposition be proved. Some few must remain unproved
and be taken for granted. We may assume any propo-
sitions we like provided they are all consistent; and we
may prove from these propositions any others that we
can. Propositions that can be logically deduced from
the assumptions are often called THEOREMS. The propo-
sitions that are chosen as assumptions are sometimes
called POSTULATES, or AXIOMS. The three words "assump-
tion," "postulate," "axiom" all have the same meaning.
Assumptions are related to theorems in the same way
that undefined terms are related to definitions: we cannot
define every idea, nor can we prove every proposition.

EXERCISES

1. Assume that lead is heavier than iron, and that lead

melts at a lower temperature than iron. Which of the
following propositions must then be true?
(a) Solid iron floats on molten lead.
(b) Solid iron sinks in molten lead.
(c) Solid lead floats on molten iron.
(d) Solid lead sinks in molten iron.
2. Assume that iron is heavier than lead, and that iron
melts at a lower temperature than lead. Which of the
foregoing propositions must then be true?
3. Assume that lead is heavier than iron, and that
iron melts at a lower temperature than lead. Which of
the foregoing propositions must then be true?
4. Assume that iron is heavier than lead, and that lead
melts at a lower temperature than iron. Which of the
foregoing propositions must then be true?
19
 5. Assume that ludge is heavier than runk, and that
runk melts at a lower temperature than ludge. State a
proposition that follows logically from these assumptions,
or, in other words, that is true with respect to them.
6. Should we call 4 +4 = 13 an utterly false statement,
or should we say that it would be true if the base of the
number system were 5?
7. Salesman: "You should buy our weather-strip be-
cause recently, in competition with eleven others, it passed
a rigorous government test, with a rating of93% efficient."
What assumptions does this salesman wish the buyer to
make?

THE NATURE OF GEOMETRIC PROOF

Let us now try to prove some geometric propositions

using only the following three assumptions.
ASSUMPTION 1. If in two triangles two sides and the in-
cluded angle of one are equal respectively
to two sides and the included angle of the
other, the two triangles are equal.
ASSUMPTION 2. If in two triangles a side and two adjacent
angles of one are equal respectively to a
side and two adjacent angles of the other,
the two triangles are equal.
ASSUMPTION 3. Through a given point there is one and
only one perpendicular to a given line.
Before you try to use these assumptions in proving any
propositions, be sure that you agree with other students
as to the meaning of all the terms used in these assump-
tions. The term .. triangle" is defined on page 56, and
the term "perpendicular," on page 50. You must also
understand the terms "bisect" and "mid-point," as defined
on page 44.
 Now let us try to prove the following theorem. We
shall call it Theorem A.
Theorem A. If two sides of a triangle are equal, the
angles opposite these sides are equal. A
GIVEN: Triangle ABC (Fig. 2)
in which AB =AC.
TO PROVE: LB = L C. *
ANALYSIS: Since Assumptions
1 and 2 afford the only ways of
proving lengths or angles equal, B L----....I...--~c
we must arrange to get two trian- o
Fig. 2
gles into the diagram involving an-
gles Band C separately. Drawing AD perpendicular to
BC will do this, but our assumptions do not enable us to
prove triangles ABD and ACD equal. If, instead, we draw
AD so that it bisects angle BAC, we can complete the
proof.
PROOF: Draw AD so that it bisects angle BAC. Then
in triangle ABD and triangle ACD,
AB =AC (Given),
LBAD = L CAD (By construction),
AD=AD,
and so triangle ABD = triangle ACD (by Assumption 1),
and the corresponding parts of these triangles are equal.
In particular, L B = L C, which is what we set out to prove.
By adding to our list of definitions and assumptions
we could also show that AD is perpendicular to BC.
lt is not necessary to set down every proof in this form;
this will serve, however, as a helpful model. In proving
theorems it is important to keep clearly in mind exactly
what is given and what is to be proved, and to distin-
*The symbol L means angle.

21
guish between these two; so any form which encourages
this is desirable. Note that what is given and what is
to be proved are stated in terms of the diagram.
That which is given is sometimes called the HYPOTHESIS,
and that which is to be proved is sometimes called the
CONCLUSION. In the statement of the theorem the hypoth-
esis is often found in a clause beginning with "if" or
"when" or the like, or the first part of the hypothesis is
found in such a clause; the conclusion is then usually the
remainder of the statement. Point out the hypothesis
and the conclusion in Theorem A.
Sometimes Theorem A is stated in the form of a simple
declarative sentence: The angles opposite the equal sides of
an isosceles triangle are equal. In this form it is much
harder to determine the hypothesis and the conclusion.
The hypothesis is now hidden in a part of the subject
of the sentence, in the phrase "of an isosceles triangle."
These four words indicate that a triangle with two equal
sides is given. The conclusion, shown in italics, is divided
between the subject and the predicate. If you have
difficulty in determining the hypothesis and the con-
clusion of theorems worded in this way, you will find it
helpful to restate them in the "If ... , then ... " form.
Theorem B. If two sides of a triangle are equal, the
line which bisects the angle between the equal sides
bisects the third side.
A GIVEN: Triangle ABC (Fig.
3) in which AB =AC and
LBAD~LCAD.

TO PROVE: BD=DC.

B L . -_ _----:~-----"C ANALYSIS: Here we already

D have two triangles involving
Fig. 3 BD and DC.
22
 Prove that these triangles are equal. You may use any
of the three assumptions and also Theorem A.
In Theorems A and B we have assumed, without saying
so, that the line which bisects angle A actually meets
line BC between Band C. This seems quite obvious as we
look at Figs. 2 and 3 and hardly worth mentioning. To be
strictly logical, however, we ought not to assume this
without listing it with our other assumptions. It has no
special standing because it appears to be obvious. For
the sake of simplicity, however, we usually ignore such
logical refinements. We mention this one here in order
to emphasize the distinction between statements that our
experience says are "obvious" and statements that are log-
ically "true." For occasionally we may work with assump-
tions like those in Exercises 2-4 on page 19, which are
directly contrary to our experience. Strictly, we may rec-
ognize as "true" only the propositions that we expressly
assume and the theorems that can be derived from them.
Theorem C. If two sides of a triangle are equal, the
line joining the corner (or vertex) between the equal

GIVEN: Triangle ABC (Fig. 4)

in which AB = AC and BM = MC.
TO PROVE: L BAM = L CAM.
/1\
sides and the mid-point of the third side bisects the
angle between the equal sides. A

ANALYSIS: Here we have two

triangles involving angles BAM B M C
and CAM, in which three sides of Fig. 4
one triangle are equal respectively to three sides of the
other triangle. We have no assumption and no theorem
as yet to tell us that under these conditions two triangles
are equal. But one of the theorems we have just proved
tells us enough to prove these triangles equal.
Complete the proof.
23
 EXERCIS El

1. In Fig. 5 line PM is perpendicular to line AB at its

mid-point M. Prove that PA =PB.
2. State a theorem suggested by Fig. 6, in which
AB=AC and BD = CD. Your statement of the theorem
may be in terms of the diagram. Prove your theorem.
A

B ~--------;>c

M D
Fig. 5 Fig. 6

3. State a second theorem suggested by Fig. 6 and

prove it.
4. State a theorem sug- A
gested by Fig. 7, in which
AB =BD and AC=CD.
Prove your theorem.
5. Point out what is B~---------7C
given and what is to be
proved in each of the fol-
lowing propositions. You
can do this without know- D
ing the meaning of every Fig. 7
term.
(a) If two angles of a triangle are equal, the sides oppo-
site these angles are equal.
24
 (b) If a quadrilateral has three right angles, its fourth
angle is a right angle also.
(c) If two sides of a quadrilateral are equal and par-
allel, the quadrilateral is a parallelogram.
(d) A radius perpendicular to a chord of a circle bisects
the chord.
(e) The sum of the angles of a triangle is 180 degrees.
(f) If Bobby was alone in the house between 3 and 4
in the afternoon, then it was he who took the cookies out
of the cake box.
(g) If your dog is barking, there is a stranger on the
premises.
6. Reword the following propositions in the "If . . .,
then ... " form.
(a) Equal chords of a circle are equally distant from
the center of the circle.
(b) The opposite angles of a parallelogram are equal.
(c) A hungry baby cries.

What have we accomplished so far? We have acquired

a notion of what it means to prove a proposition and have
recognized the need for certain assumptions, definitions,
and undefined terms. But the three assumptions on
page 20 are not enough to enable us to prove the ordinary
theorems of elementary geometry. So we shall begin
again in Chapter 2 with five new assumptions which we
shall adopt as the basis of our geometry. We shall indi-
cate the terms we shall take as undefined and shall intro-
duce definitions of other terms as we require them. In
the later chapters we shall consider and prove a large
number of important and interesting geometric proposi-
tions, remembering that each new one we prove may be
used to help in the proof of some later proposition. There
will be opportunity also to apply our increasing ability
in demonstration to propositions from real life.
25
 Before we turn to this fuller treatment of geometry,
however, it will be helpful to consider one or two inter-
esting questions of logic which are just as important for
the arguments and discussions of everyday life as for
propositions in geometry.

CONVERSE PROPOSITIONS

Consider the two propositions that are given below.

If you interchange the hypothesis and the conclusion in
the first proposition, you get the second one. Notice
that you do this by interchanging the ideas rather than
the precise words of the hypothesis and the conclusion.
1. If two sides of a triangle are equal, the angles
opposite these sides are equal.
2. If two angles of a triangle are equal, the sides
opposite these angles are equal.
The second proposition is called the CONVERSE of the
first, and the first proposition is likewise the converse of the
second. Each proposition is the converse of the other.
Frequently, if a proposition has been proved true, its
converse will also be true. You cannot assume, however,
that this is always the case. Sometimes the converse
will prove to be false. Assuming the truth of a converse
is one of the chief causes of faulty reasoning, as the follow-
ing incident shows.
On the evening that a boat sailed from Liverpool an
English lady came aboard and went directly to her cabin
without meeting any of her fellow passengers. The next
morning she complained to the deck steward that she
could not get to sleep till long after midnight because of
"those noisy Americans" right outside her cabin. She
jumped to the conclusion-not necessarily true-that
since some Americans call attention to themselves by
26
their noisy conduct while traveling, all who do so must
be Americans.
The converses of the following propositions are not true.
1. If a straight line goes through the center of a
circle, it cuts the circle in two distinct points.
2. If a circle is cut by two parallel lines, the arcs
between the lines are equal.
3. If you do not leave home on time, you are late
to school.
4. Every point on one rail of a street-car track is
17 feet from the trolley wire.
We may state the converse of the fourth proposi-
tion as follows: Every point that is 17 feet from
the trolley wire lies on one rail of the car track.
This is not true because there are many different
points on an overhanging elm tree which are also
17 feet from the trolley wire.
Very often a proposition is so worded that it requires
thought to state the converse proposition correctly. This
is true especially when a word or phrase belongs properly
both to the hypothesis and the conclusion but actually
appears in only one of these, or in neither. In all such
cases it is helpful to state the original proposition in the
form "If A ..., then B ...," adding or repeating phrases
as needed, from which it is easy to write the converse
proposition "If B ..., then A .... "
Consider, for example, the proposition "If two sides
of a triangle are equal, the angles opposite these sides
are equal." Here the triangle idea obviously belongs to
the conclusion as well as to the hypothesis. Again, in
the proposition "The diagonals of a parallelogram bisect
each other," the quadrilateral idea belongs to both hypoth-
esis and conclusion although mentioned in neither. The
latter proposition and its converse can be stated as fol-
27
lows: "If a quadrilateral is a parallelogram, the diagonals
of the quadrilateral bisect each other; and conversely, if
the diagonals of a quadrilateral bisect each other, the
quadrilateral is a parallelogram. "

EXERCISES

Write the converses of the following propositions and

state in each case whether you think the converse is
true or false.
1. If all three sides of a triangle are equal, the three
angles of the triangle are equal also.
2. If all four sides of a quadrilateral are equal, the
quadrilateral is a parallelogram.
3. If two triangles are equal, the angles of the two
triangles are respectively equal.
4. If two rectangles are equal, the diagonals of one
rectangle are equal to the diagonals of the other.
5. If dew has fallen, the grass is wet.
6. If the milkman has come, there are three bottles
of milk on the back porch.
7. If Aunt Marian is coming, we shall have waffles
for supper.
8. If the tree is dead, it has no sap in it.
9. A squirrel is an animal having a thick bushy tail.
10. A hungry baby cries.
11. Every point in line AB is a point in line ABC.

A proposition and its converse are often combined in

one statement by means of the expression .. If and only
if," or equivalent phrasing. When you meet such a
proposition, first separate it into its two component
28
propositions. For example, you may separate the state-
ment "Two angles of a triangle are equal if and only if
two sides of the triangle are equal" into these two propo-
sitions:
1. If two sides are equal, two angles are equal.
2. If two angles are equal, two sides are equal.
The proposition "Two angles of a triangle are equal only
if two sides are equal" is another way of saying "If two
angles are equal, two sides are equal." In other words,
the propositions "Only if A . . ., then B . . ." and "If
B . . ., then A . . ." are equivalent. That is why the
proposition "If A . . ., then B . . ." and its converse "If
B . . ., then A . . ." can be compressed into the single
statement "If and only-ifA ..., then B ...." These ideas
are discussed again in Chapters 3 and 9. You need not
puzzle over them any more now. You will learn that the
proof of a statement beginnin g "If and only if . . ." re-
quires the proof of two theorems, one of which is the
converse of the other.

FAULTY REASONING

In proving geometric propositions you must always be

alert to avoid faulty reasoning. The technical term for
faulty reasoning is the Latin phrase non sequitur, mean-
ing It does not follow. "It is 10 feet from A to Band
7 feet from B to C; therefore it is 17 feet from A to C"
is a non sequitur: It does not follow. There is nothing
in the statement to show that A, B, and C are in a straight
line; if they are not, then the distance from A to C will
be less than 17 feet. Again, to argue that either John
or Henry broke my front window, because I saw them
playing ball in the street in front of my house at 3 P. M.
and found my window broken at 5 P. M., is also a non
sequitur. They may have done the damage, but I cannot
29
prove it without more evidence. As already pointed out,
one of the chief sources of faulty reasoning is the confusion
of proposition and converse.

EXERCISES

Point out the errors in reasoning in these exercises:

1. All roads going west lead to Indiana. This road
goes south and therefore does not lead to Indiana.
2. Margaret: "I think your answer to the fifth prob-
lem is wrong."
Helen: "Well, I guess I ought to know. Didn't my
mother spend an hour on it last night?"
3. Mother: "No, David, you have had all the ice-
cream that is good for you."
David: "But, Mother, when I had typhoid fever, the
doctor- said I could have all the ice-cream I wanted."
4. "There, now, the cabbage has burned and stuck
to the kettle! I never did have any use for a gas stove! "
5. "For the past nine years I have had dizzy spells
and pains in my back. Recently I bought a bottle of your
Liquid Panacea and have not had a sick day since."
ANSWER: The fact that he was taking something for
his trouble may in itself have helped the man to forget
his aches and pains. Or possibly this particular patent
medicine may actually have deadened his sensibility to
pain for the time being, while all the time laying the
foundation for more serious trouble later on.
6. The drinking of tea is a strain on the system and
shows itself in deep lines on each side of the mouth. For
it is well known that Arctic explorers drink a great deal
of tea when in the frozen north, and they all have those
deep lines around their mouths.
30
 7. A man proved to his own satisfaction that changes
in temperature have no effect on the length of a steel bar.
For, measuring the bar with a steel ruler on the hottest
and coldest days of the year, he found the length of the
bar to be always the same.
8. Army tests during the World War of 1914-1918
showed that seventy-nine per cent of the people of the
United States are below average mentally.
9. "Let's see. We won from Vernon 15 to 0, and from
Aggie 9 to 2; we beat the Navy 5 to 4, and lost to Yale
2 to 3. Just as I thought-a bit over-confident! "
10. A traveler reported that a coin had recently been
unearthed at Pompeii bearing the date 70 B. C.
Another common error in reasoning is called .. begging
the question" (in Latin, petitio principii). A glaring ex-
ample of this occurs in the following attempt to prove the
proposition that if one side of a triangle is bisected by the
perpendicular from the opposite vertex, the other two
sides of the triangle are equal.
c
GIVEN: Triangle ABC (Fig. 8) in
which CD is perpendicular to AB,
and AD = DB.
TO PROVE: AC=BC.
PROOF: In triangles ACD and BCD,
L ADC = L BDC, because AL..-----,'------'B
CD is perpendicular to AB, D
Fig. 8
AD =DB (Given),
L CAD = L CBD, b~ec'two sides of a trian-
gle are equal, the an opposite these sides are
equal.
Therefore triangle ACD equals triangle BCD, because
two triangles are equal if a side and two adjacent angles
31
of one are equal respectively to a side and two adjacent
angles of the other.
Therefore A C = BC, being corresponding parts of equal
triangles.
The fault in this argument is in the third step. In this
step we assume that we have a triangle with two sides
equal. This, however, is what we are trying to prove.
Such an error is called "begging the question."
There is a logical proof for this theorem. Complete the
proof correctly.
We know how illogical it is to beg the question in an
argument, and we avoid it in all obvious instances. Usu-
ally when we do this sort of thing the error is not so
easily detected as in the example above. We shall have
to be very careful, therefore, to make sure that in our
proofs we are not making use-even though quite indi-
rectly-of the proposition we are trying to prove.
Sometimes it is the diagram and not the argument that
is at fault. Either the diagram does not fulfill all the
conditions stated in the proposition, or a construction
line has been drawn in a misleading way. In that case
the reasoning in the proof may be correct yet prove
nothing so far as the proposition is concerned, because
the reasoning is based on an incorrect diagram. Plausible
c but incorrect constructions under-
lie some of the well-known geo-
metric fallacies. For example,
the diagram in Fig. 9 is often
used to "prove" the proposition
that all triangles are isosceles.
In this diagram the line perpen-
dicular to AB at its mid-point M
A B must meet the bisector of angle
ACB at some point O. The dia-
32
gram is distorted slightly to make 0 fall inside the tri-
angle; and if this is accepted, the rest of the argument-
not given here-is valid. Actually, however, this point 0
belongs outside the triangle, and the fallacy is revealed.
Even an accurate construction may sometimes mislead
us. Who would guess that in Fig. 10 the lines AB and
CD are parallel or that EF and GH are equal? It is not
safe to trust appearances.

A=-~B
C::::==~D ( )
H
G
Fig. 10

In drawing diagrams to help prove theorems we must

be careful to make the figures as general as possible. If
we are asked to prove something about a triangle, then
we should not draw a triangle with two sides apparently
equal. The phrase .. a triangle" means .. any triangle."
If two sides of the triangle in our diagram appear to be
equal, we may be led by this diagram to prove the proposi-
tion only for the special case of an isosceles triangle instead
of for the general case of any triangle.

INDIRECT METHOD

Logically it is just as convincing to prove that a con-

clusion cannot be wrong as to prove directly that it must
be right. When, therefore, we :find ourselves unable to
prove directly that a certain conclusion is right, we can
sometimes do what is equivalent, that is, show that all
other possible conclusions are wrong. The following
incident illustrates this method of reasoning.
I am awakened during the night by the clock while it
33
is striking. I hear the clock strike only six times, but by
the following reasoning I know that it is just eleven o'clock.
It cannot be 9 or 10 o'clock, because there is a light in the
Swains' house. Their house has been closed for a week
while they were out of town, and they were coming back
on the 10:15 train tonight. It cannot be midnight, be-
cause I just heard a street-car go down the hill, and the
last car goes by here at 11:30.
Now let us see how such reasoning may be used in a
geometric proof. Suppose, for example, that we have
already proved that if two sides of a triangle are unequal,
the angles opposite these sides will be unequal and the
greater angle will be opposite the greater side; and suppose
further that we are now asked to prove the converse of
the above, namely, that if two angles of a triangle are
unequal, the sides opposite these angles will be unequal
and the greater side will be opposite the greater angle.
C GIVEN: Triangle ABC (Fig. 11)
in which angle A > angle B. *
TO PROVE: BC > CA.
ANALYSIS: If BC is greater than
A'-------~B CA, then by the preceding prop-
Fig. 11
osition angle A must be greater
than angle B. But it was given at the outset that angle
A is greater than angle B. At first thought, therefore,
it might appear that we could simply reverse the steps
here and have a perfectly good direct proof. But we have
not yet shown that it is necessary for BC to be greater
than CA in order that angle A shall be greater than angle
B. For it might possibly be true that angle A could be
greater than angle B when BC was equal to CA or even
less than CA. So we must consider these two cases also.
*The symbol < means less than, and the symbol > means greater than.
In each case the lesser quantity is written at the small (closed) end of
the symbol, and the greater quantity is written at the large (open) end.

34
 If BC were equal to CA, then angle A would have to
be equal to angle B, but this is contrary to what was given.
If BC were less than CA, then by the preceding proposi-
tion angle A would have to be less than angle B; and this
also is contrary to what was given.
But BC must be greater than, equal to, or less than CA;
and we have just shown that it cannot be either equal to
or less than CA. The only possibility remaining is that
BC shall be greater than CA.
Sometimes, when we cannot make a definite and
conclusive analysis of a proposition, we can analyze it in
such a way that we exhaust all possible cases. All these
partial analyses taken together constitute the proof, which
cannot be stated directly. This is called the INDIRECT
METHOD. It is perfectly sound logically, but frequently
seems unsatisfactory because of its very indirectness. It
is often called the method of reductio ad absurdum because
by it every possibility except one is shown to be absurd
and contrary to previously established propositions.

REFUTATION

In considering a question from real life for which we

are able to give a direct proof, it is often wise to add to the
direct proof a refutation of each contention of our oppo-
nent. It is not logically necessary to do so; but it adds to
the force of our argument if we can show not only that
we are right, but also that our opponent is wrong.

GEOMETRY AS AN IDEAL LOGICAL SYSTEM

In solving a problem from everyday life, we have no

method that carries us inevitably to one answer, even
though we present all the facts as logically as possible.
Instead we are obliged to weigh one fact against another,
35
to consider all alternatives, and to choose the most likely
conclusion. But even when all the facts and figures are
marshaled in order, we have at best only a most probable
answer, an answer that would be right in the majority of
cases though wrong in the case of many individuals.
The main thing geometry gives us is the ideal of a logi-
cal system and of precise thinking, and some acquaintance
with the language in which logical arguments are usually
expressed. The answer to a problem in actual life can
often be obtained by further investigation of the actual
facts, while in geometry it can always be obtained by
reasoning alone.

36
Maps of airplane routes illustrate the first assump-
tion of our geometry: Number dilierences measure
distances. In the map above, the number shown
Ior each city is its distance in miles by plane from
New York City.
Any ligure can On the nexl page we shall begin
be reproduced a discussion 01 the basic as-
either exactly or sumptions underlying our geom-
on any enlarged etry. Before we discuss these
or diminished assumptions from a strictly loq-
scale. The pho- ical point of view. let us pause
tographic en- for a moment to see how some
larger pictured of them rellrle to lile about us,
bere makes use as suggesled in the pictures OD
of this idea. this page.

Surveyors make frequent use of another assump-

tion of our geometry: Number differences measure
angles.
CHAPTER 2

The Five Fundamental Pl'inciples

WE HAVE LEARNED in Chapter 1 what consti-

tutes a good proof and have learned to distinguish between
good and faulty reasoning. We have seen that we can-
not prove propositions in geometry without first of all
making a careful statement of just what we are assuming.
We have seen the need also for certain definitions and
undefined terms. These things we have learned from our
consideration of only a few geometric propositions. We
could have gone on to prove other propositions. But
eventually we should have discovered that we needed
more assumptions, including a few of a more general na-
ture, to give us an adequate basis for geometry.
In this chapter, therefore, we start afresh and make a
careful statement of the assumptions underlying our
geometry. We shall need only five and shall refer to them
usually as the five fundamental principles. These five
assumptions are quite different from those we started
with on page 20. Like those, these have to do with points,
lines, distances, angles, and triangles. But, in addition,
these new assumptions involve the laws of number* that
underlie arithmetic and algebra.
*These laws of number are listed for convenience at the end of the
book and are intended more for the teacher than for the student.
38
 With the help of these five assumptions we shall prove
as many geometric propositions as possible. Any such
statement, once proved, we can use to help in proving
still other propositions. Strictly, we shall be concerned
only with propositions concerning plane figures, for this
is a plane geometry that we are building. Consequently
our propositions will apply only to figures in a plane sur-
face unless specifically stated otherwise. *
Any definitions that we need will be given as the need
for them arises. Certain terms, namely, number, order,
equal, point, straight line, distance between two points, and
angle between two lines, we shall take as undefined terms.
We shall need also those undefined terms commonly
employed in every sort of logical reasoning, as, for ex-
ample, is, are, not, and, or, but, if, then, all, every. The
word line will ordinarily be understood to mean a straight
line. Part of our undefined notion of straight line and
of plane is that each of these is a collection of points;
also, that a straight line through any two points of a plane
lies wholly within the plane. We shall assume also that
a straight line divides a plane into two parts, though it is
possible to prove this.
We were not obliged to assume this particular list of
five fundamental principles. Many other lists are possi-
ble. Some of your friends may be studying geometry
from books quite different from this one. In such books
the proof of a certain proposition will look quite different
from the proof given in this book. Their proof follows
just as logically from their assumptions as our proof fol-
lows from our assumptions. The correctness of a proof
or of any other course of reasoning cannot be judged
independently of the assumptions on which it rests. We
like our assumptions ,because they are as simple and rea-
*We shall not attempt to provide a rigorous foundation for the occa-
sional references to solid geometry that we shall wish to make.

39
sonable as any others and make the proofs of the other
propositions in geometry easier for the most part. Con-
sequently we can prove easily many interesting proposi-
tions that others would call very hard.
In the following pages we shall discuss the five princi-
ples or assumptions, together with the related ideas that
we take as the basis of our geometry. Read these dis-
cussions carefully but without feeling that you must
study them laboriously. The language may seem strange
and new to you, but the ideas will be familiar.

PRINCIPLE 1

Our first principle deals with points and lines and with
the notion of distance between points. It is called the
Principle of Line Measure and tells us in effect that we
can measure the distance between two points by means
of a scale, or ruler, just as we have always done. The
ruler may have a scale of inches or centimeters or other
units of length marked off on it. If we like, we may hold
it upside down while measuring distances; it does not mat-
ter. All this implies that a line consists of a multitude
of points each one of which can be tagged with a differ-
ent number. We can say all this more briefly as follows.
Principle 1. LINE MEASURE. The points on any
straight line can be numbered so that number differ-
ences measure distances.
2.5 3.5 4 5.25
I I J I
A B C D
Fig. 1

You need not memorize this statement. You can refer

to it simply as the Principle of Line Measure. The idea
itself is obvious enough. For example, Fig. 1 shows four
40
points, A, B, C, and D, on a straight line. These four
points and all the other points on the line may be num-
bered in order, and then we can say that the distance AB
is equal to the difference between the numbers correspond-
ing to A and B. In similar fashion we can measure the
distance BC, the distance AC, and so forth. Instead of
actually putting the numbers on the line, it is easier to
lay a ruler, already marked, along the straight line. In-
stead of writing "the distance BC," hereafter we shall
write simply BC or CB. "The distance BC," "the length
BC," "the. distance CB," "the length CB," "BC," and
"CB" shall all have the same meaning; the order of the
letters has no significance.

EXERCISES

1. Find the distances AB, BC, CD, AC, BD, and AD

in Fig. 1 on page 40 and show numerically that:
(c) AB+BC=AC
Cb) AB+BC+CD=AD
~) AD=AB+BD=AC+CD

2. (c) CD is how many times as long as BC?

Cb) If the numbers attached to the points A, B, C, D
in Fig. 1 were changed to represent numbers of centi-
meters instead of inches, would AB still be twice as long
as BC?
3. How many degrees is it from the freezing-point of
water to the boiling-point of water as measured on
(a) the ordinary Fahrenheit thermometer?
(b) the centigrade thermometer?
4. (c) Ruth is 4! feet tall, and John is 5i- feet tall.
John is how much taller than Ruth?
Cb) Ruth's height is what fractional part of John's
height?
41
 5. (a) Eleanor is 54 inches tall, and Henry is 63 inches
tall. Henry is how much taller than Eleanor?
(b) Eleanor's height is what fractional part of Henry's
height?
6. (a) Paul is 160 centimeters in height, and Virginia
is 137 centimeters. Paul is how much taller than Virginia ?
(b) Virginia's height is what fractional part of Paul's
height?
Although it makes no difference what particular units
we use, we must employ the same units throughout any
piece of work.
Fig. 2 shows what happened when four different pupils
attempted to measure the distance EG on a certain straight
line. They all used the same scale to measure this dis-
tance. Did they all get the same result?

7
i .F , 8 q
i
G
10
i ,
11
i .I
l, , ,1 1 , t .t .f .. I
F G
~
-2
'I
-I
. 0
i
F
,
•I O!
i
G
H r
3
, i .
4
.i
If. ~ f ·' , ! " F9 . I- '(g f- , J- , r
Fig . 2
The Principle of Line Measure (Principle 1) tells us
that the distance EG is measured by the difference be-
tween the numbers corresponding to E and G. Strictly
speaking, this difference has no sign. If we like, however,
we can distinguish between .. the distance EG" and .. the
directed distance EG," defining the latter as the number
corresponding to G minus the number corresponding to E.
This "directed distance EG," the symbol for which is EG,
42
will be positive or negative: positive when the numbers
increase (algebraically) as we go from E to G, and nega-
tive when the numbers decrease (algebraically) as we go
from E to G. We see, moreover, that regardless of the
way in which the line is numbered, EG= -GE.
Ordinarily, however, we shall not concern ourselves
with such distinctions. The distance between two points,
such as E and G, shall be simply the numerical difference
between the numbers corresponding to E and G. That
is, the distance EG (Fig. 2) is 4.2 in each of the four cases
illustrated; and, similarly, the distance GE is also 4.2.
We can see from Principle 1 that if a point Q on a line
is numbered 7, then there are two distinct points on the
line at a distance 2 from Q. These points correspond to
the numbers 7 -2 and 7 +2. For every point Q on a
line there are two and only two distinct points on the line
at a distance d from Q. If Q has the number q, these
two points will be numbered (q-d) and (q+d).
NOTION OF BETWEENNESS FOR POINTS ON A LINE. As
stated in Principle 1, the points on an endless straight line
can be numbered so that number differences measure dis-
tances; there are various ways in which this can be done.
Let us suppose that by one method of numbering the points
on a straight line the number 3 corresponds to the point
A and the number 5.2 corresponds to the point C, as
shown in Fig. 3. Then any point whose number lies be-
tween 3 and 5.2 will lie between A and C on the line.

A B C
I I I
3 3.8 S.2
Fig. 3

Any point B lying on the line through points A and C

is said to be BETWEEN A and C if the numbers corresponding
to A, B, and C occur in order.
43
 That part of the endless line through A and C which con-
tains A and C and all the points between them is called the
LINE SEGMENT AC.
If the point B corresponds to the number 3.8 (Fig. 3),
then that part of the line which contains Band C and all
the points whose numbers lie between 3.8 and 5.2 is called
the line segment BC. The words "line segment" mean
literally "a part cut out of the line." Strictly speaking,
"the line A C" is the endless line through points A and
C, and we should be careful to call that part of the line
which lies between A and C "the line segment AC." But
often, when it causes no confusion, we say "line AC"
for short when we really mean "line segment AC."
If AB =BC, B is said to BISECT the line segment AC. B is
also called the MID-POINT of the line segment AC.

PRINCIPLE 2

Our second principle also deals with points and lines.

This principle, which requires no explanation, may be
stated as follows.
Principle 2. There is one and only one straight
line through two given points.
This line is to be thought of as endless, even though
our diagrams show such lines as having two ends, as in
Fig. 3 on page 43.
INTERSECTION OF Two LINES. By means of Principle 2
we can prove at once that two distinct straight lines
cannot have more than one point in common. In order
to prove this, let us see what would happen if the two
straight lines had two points in common. There would
then be two different straight lines through these two
points, which is contrary to Principle 2. Therefore two
44
distinct straight lines cannot have two points in common,
or three, or four, or any larger number.
When two lines have a point in common, we say that they
INTERSECT.
We have just proved that two straight lines intersect
at one point or not at all. If they intersect, we call the
point that they have in common their point of intersection.

PRINCIPLE 3

We now have established the Principle of Line Measure

and have considered distances and lengths. Next we
shall formulate the Principle of Angle Measure. Since
our notion of angle is bound up in the notion of half-line,
we shall first explain what we mean by a half-line.

P
I •
I I I I I •
5.2 6.0 7.0 8.0 9.0
.. I I I I
3.0 4.0 5.05.2
Fig. 4

If we select a point P anywhere on an endless straight

line, we may think of this point as dividing the straight
line into two HALF-LINES each of which has P as an end-
point. Since (by Principle 1) the points of this endless
straight line can be numbered so that number differences
measure distances, we may define its two half-lines as
follows: One half-line with end-point P is made up of
the end-point P and all points whose numbers are greater
than the number corresponding to P; the other is made
up of the end-point P and all points whose numbers are
less than the number corresponding to P. Each of these
half-lines has but one end-point: Either half-line may be
considered by itself alone, as indicated in Fig. 4.
45
 If two half-lines have the same end-
point (Fig. 5), they are said to form two
angles. When we speak of the angle be-
Fig. 5
tween V A and VB, we ordinarily think of
the lesser" of these two angles. This
angle is usually referred to as the angle AVB, in which
the middle letter always represents the end-point which
the two half-lines have in common. This point V is called
the vertex of the angle. The half-lines VA and VB are
called the sides of the angle. A and B serve simply to dis-
tinguish the two sides of the angle; they represent any point
(other than V) on their respective half-lines. We shall not
make any distinction between angle A VB and angle BVA;
both expressions will ordinarily denote the lesser angle
formed by the half-lines V A and VB.
When two half-lines with a common B v A
end-point V together make an endless
Fig. 6
straight line, as in Fig. 6, each angle
formed by the two half-lines is called a STRAIGHT ANGLE.
Our third principle concerns the measurement of angles.
It says in effect that angles can be measured by means of
a protractor in the way that we have learned to measure
them. If, for example, we should take a wheel of twelve
spokes and mark the numbers 30, 60, 90, 120, . " 360 in
order on the rim, putting one number at the end of each
spoke, we could say that the measure of the angle between
the 90 spoke and the 150 spoke would be 60. This would
still be true if we had used the numbers 31, 61, 91,121, ...
361, or if we had used another scale which did not suggest
the customary unit for the measurement of angles, the
degree. Now we shall say all this more briefly.

*This word "lesser" has no meaning from a strictly logical point of

view until we have discussed angle measure. A valid distinction between
the two angles that are formed by two half-lines having the same end-
point can be made with the help of the idea of "betweenness."

46
 Principle 3. ANGLE MEASURE. All half-lines having
the same end-point can be numbered so that number
diHerences measure angles.
For example, Fig. 7 shows five
E
half-lines having the end-point
o in common. These five half-
lines and all the other half-lines
that have 0 as their end-point
can be numbered in order, and
then we can say that the measure
of the angle between any two of
these half-lines is equal to the
difference between their num-
bers. * For convenience in read-
ing we shall arrange these num-
bers around a circle drawn with
o as its center and shall letter
the points where the circle cuts the half-lines. It must
be emphasized, however, that the numbering of the half-
lines is independent of any circle. Logically, the circle
may be dispensed with; it is introduced only for conve-
nience. The angle between the half-lines OA and OB has
the measure 40 -10, or 30. The angle between the
half-lines OB and OC, usually read "the angle BOC,"
has the measure 50 -40, or 10. What is the measure of
angle COD? Of angle AOC?
"The angle AOB," "the angle BOA," "LAOB," and
ee L BOA" shall all have the same meaning; the order of
the letters has no significance.

*This idea that all the half-lines having the same end-point can be
numbered should not be confused with the idea given in the definition of
a half-line, namely, that all the points on a half-line can be numbered.
The spokes of a wheel may be numbered in turn, and then the points on
each individual spoke may also be numbered.
We shall use the word "angle" to denote not only a geometric figure
formed by two half-lines having the same end-point, but also the measure
of that figure. Though ambiguous, this will cause no confusion.
47
 Since the measure of angle AOC (Fig. 7) equals the
measure of angle AOB plus the measure of angle BOC,
we can say that angle AOC equals angle AOB plus angle
BOC; or, more briefly, L AOC = L AOB + L BOC. And
since the measure of angle AOC equals four times the
measure of angle BOC, we can say that LAOC=4LBOC.
If L AOB = L BOC, half-line OB is said to bisect the
angle AOC, and OB is the BISECTOR of angle AOC.

EXERCISES

In Fig. 7 on page 47 show that

1. LAOD=LAOB+LBOC+LCOD.
2. LAOD=LAOC-LBOC+LBOD.
3. LBOE = L AOC + LBOD + L COE- LAOB - L BOC-
LCOD.
A few of the endless variety of ways in which half-lines
can be numbered so that number differences measure angles
are shown in Figs. 8-11. Half-lines are customarily num-
bered counter-clockwise with positive numbers. This is
merely for convenience and is not absolutely necessary;
for we could just as well agree to number the same half-
lines clockwise with positive numbers, or, as shown in
Fig. 9, clockwise with negative numbers.
90

180 - - - - - - I l t E - - - 960

270
Fig. 8
48
 Ordinarily we shall have no need to
continue our numbering after com-
pleting the circuit once. If we like,
however, we may continue our num-
bering indefinitely; angle KOL (Fig.
9) will still have the measure 30,
whether it be regarded as 150 -120, 300
or 510-480, or (-210)-(-240). Fig. 10
We could indeed consider the meas-
ure of angle KOL to be 510 -120, or 1600
30+360; or even 30+n· 360 where
n=0,1,2,3, ... or -1, -2, -3, ....
It is not easy to do this and avoid con- 3200--/---'0,6400
fusion, however. To be strictly accu-
rate, we ought to introduce the idea
of the "directed angle KOL," defining 4800
it as "the number of the half-line Fig. 11
OL minus the number of the half-line
OK." We ought, moreover, to indicate that when this
difference is a positive number, the directed angle KOL
is to be considered counter-clockwise; and when negative,
the directed angle KOL is to be considered clockwise.
The measure of each of the corresponding directed angles
LOK would be the negative of each of the foregoing, respec-
tively. Usually we shall not concern ourselves with such
distinctions but shall take as the measure of the angle be-
tween two half-lines the smallest numerical difference of
the numbers of the half-lines.

PRINCIPLE 4

The commonest method of numbering half-lines so

that number differences measure angles is the method
shown in Fig. 8 on page 48, where °
and 360 serve to
number the same half-line. In this case the unit of angle
49
measure is called a DEGREE. A precise definition of this unit
of angle measure, which is written 1 0, is that it is the measure
of l~O of a straight angle. Strictly, however, we have no
right to use this definition without first assuring ourselves
that all straight angles have the same measure. We
could prove this as a theorem if we should introduce Prin-
ciple 5 at this point to help us; but the proof is somewhat
long and a bit unusual in character. Consequently, in-
stead of proving it as a theorem, we shall take it as an
assumption. So we have
Principle 4. All straight angles have the same
measure.
In using a degree as the unit of angle measure we ob-
serve that an angle may be considered to have many
measures that differ by multiples of 360°. Ordinarily,
however, we shall consider the measure of a lettered angle,
such as LKOL in Fig. 9 on page 48, to be less than 360°.
An angle of 90 degrees is called a RIGHT ANGLE. Angles
of less than 90 degrees are called ACUTE ANGLES, and angles
of more than 90 degrees and less than 180 degrees are called
OBTUSE ANGLES. qO
If two lines meet at a point 0 ""
so that the angle between two of
their half-lines has the measure
90°, the lines are said to be PER-
PENDICULAR. If, for example,
the lines LL' and MM' in Fig.
12 meet at 0 so that angle
LOM =90°, the lines LL' and
MM' are said to be perpen- Fig. 12
dicular. Moreover, the angles MOL', L'OM', and M'OL
will also be right angles. For since LL' is a straight line,
angle LOL' will be a straight angle, or 180°. The half-
line OL' will in this case be numbered 180, and angle
MOL' will have the measure 180 -90, or 90°.
50
 EXERCISES

1. Show that angles L'OM' and M'OL in Fig. 12 are

also right angles.
2. Through how many degrees does the minute-hand
of a clock turn in going from "ten after" the hour to
"twenty-five after"? From "ten after" to "twenty
after"? From 6:05 to 6:15? From 6:15 to 7:05? From
6:05 to 7:05?
3. Through how many degrees does the minute-hand
of a clock turn in going from 8:10 to 9:20? From 10:50
to 2:35? From 3:13 to 3:51?
4. What time will it be when the minute-hand has
turned 72 degrees from its position at 8:19 o'clock?
5. What time will it be when the minute-hand has
turned 726 degrees from its position at 11:47 P. M.?
6. If in Fig. 5 on page 46 the lesser angle AVB is
117°, how large is the greater angle A VB?
If two endless straight lines
AB and CD intersect at V, they C
may be considered as forming
four half-lines. See Fig. 13. o
7. If in Fig. 13 half-line Fig. 13
V A is numbered 45, how will
half-line VB be numbered? (Remember that we are
measuring angles in degrees.)
8. In general, if one half-line V A of an endless straight
line AB is numbered r, how will the other half-line VB
be numbered?
9. If in Fig. 13 half-line V A is numbered 0, 360,
and LAVC=132°, how will half-lines VC, VB, and VD
be numbered?
51
 10. If in Fig. 13 half-line VA is numbered a, a +360,
and LAVC=ro, how will half-lines VC, VB, and VD be
numbered?
11. If in Fig. 13 LAVC = 125.8 0, how large is L CVB ?
LBVD? LDVA? What is the sum of these four angles?
~- /
12. If in Fig. 13 LAVC=so, how large is LCVB?
L BVD ? L DVA? What' is the sum of these four angles?
The angles AVC and BVD in Fig. 13 are sometimes
called VERTICAL ANGLES.
13. Name another pair of vertical angles in Fig. 13.
From Ex. 10 and 12 it follows that vertical angles are equal.
14. If in Fig. 13 L A VC were equal to L CVB, how
large would each angle be?
*15. Show that the lines bisecting angles A VC and eVB
(Fig. 13) are perpendicular.
16. If in Fig. 13 the lesser angle AVC has the measure
so, how large is the greater angle AVC?
In the above exercises we have been using the degree
as the unit of angle measure; we defined it as the measure
of an angle that is 1 Ao of a straight angle. Why should
the measure 180 degrees be assigned to a straight angle,
rather than the measure 5, 6, or 50? The answer is to
be found in the history of our civilization. It seemed
natural to the early inhabitants of Mesopotamia that
they should count on their fingers. They then gradually
formed the habit of grouping things by tens. They en-
countered many difficulties in dealing with fractions,
however, and were obliged to resort to fractions that
had easily divisible denominators. In order to express
fractional parts, therefore, they employed twelfths and
*To THE TEACHER: The exercises are important for their content and
for the development of the subject. None should be omitted without
careful consideration. Those marked with a star are of especial importance.

52
sixtieths, rather than tenths. Our present practice re-
veals traces of this in our foot of 12 inches, our Troy
pound of 12 ounces, our day of 24 hours, our hour of 60
minutes, and our minute of 60 seconds. It required
centuries before the Hindu-Arabic numerals became es-
tablished, and it was many more centuries before the
decimal point and decimal fractions were invented. The
invention of decimal fractions made it no longer necessary
or desirable to employ units subdivided into twelfths and
sixtieths; in fact, the decimal system lends itself better
to the use of units of measure that are divided into tenths,
hundredths, thousandths, and so forth, as exemplified
by the metric system. It was this idea that led the French
to divide the straight angle into 200 equal parts, called
grades (pronounced grahd) , so that their measure of a
right angle is 100 grades. See Fig. 10, page 49. Artillery-
men often use a unit of angle measure called the mil,
such that a straight angle has 3200 mils. See Fig. 11,
page 49.
Throughout any piece of work, of course, we must use
the same units of angle measure.

EXERCISES

Express each of the following in two other systems of

angle measure. (90 degrees = 100 grades = 1600 mils)
1. 30 0 2. 135 0
3. 25 grades 4. 60 grades 5. 100 mils
NOTION OF BETWEENNESS FOR
HALF-LINES WITH COMMON END-
POINT. As we have just learned, 0 ~:::--­
there are various methods of
numbering half-lines in angle
measure. Let us suppose that in
one method of numbering the Fig. 14
53
 number 41 corresponds to the half-line OA and the number
78 corresponds to the half-line OC, as shown in Fig. 14
on page 53. Then any half-line whose number lies be-
tween 41 and 78 will lie between OA and OC. This is just
like the notion of betweenness with respect to points on
a straight line, as explained on page 43.
B There can be only two half-lines
OB and OB' that make with the
half-line OA an angle equal to 30°.
O~--7-----+A See Fig. 15. This follows imme-
diately from the Principle of An-
gle Measure (Principle 3) by a
course of reasoning like that used
B' in the second paragraph on page
Fil]. 15 43. For while there are infinitely
many ways of numbering half-lines so that number dif-
ferences measure angles, these infinitely many ways of
numbering differ among themselves in only three re-
spects: (1) as to the unit used; (2) as to the beginning
point of the scale; (3) as to whether the numbering shall
be counter-clockwise or clockwise. In this case we have
specified that the unit to be used in numbering shall be
the degree; and since we are concerned only with the dif-
ferences between numbers, the beginning point of the scale
is of no consequence. So, whether the numbering be
counter-clockwise or clockwise, we get the same two half-
lines, OB and OB'.

B
--r- F" 16
Iq.
0
Similarly, for all values of n be-
A tween 0 and 180, there can be only two
half-lines, one on each side of OA, that
make with OA an angle of n degrees.
Thus there are only two half-lines, one
on each side of OA, that make with OA an angle of 90
degrees. Therefore there can be but one line perpendicular
to the line AB at the point 0 (Fig. 16).
54
 GEOMETRIC FIGURES

Thus far the assumptions of this geometry have dealt

with only the most elementary ideas concerning points,
lines, and angles. In order to develop a complete system
of geometry, we must be able to deal with geometric fig-
ures that involve points, lines, and angles in a somewhat
more complicated manner. For this purpose we shall
need to define a few of the simplest of these more com-
plicated arrangements of points, lines, and angles. We
shall also need to assume a basic principle concerning
them.
First we shall define the terms that we shall need. In
Fig. 17 we say that the line segments AB, BC, CD, . . .
joining the points A, B, C, D, . . . form the BROKEN LINE
ABCD . . " We give the name POLYGON to a broken line in
which the first and last points are the same. See Fig. 18.
We call the points A, B, C, D, ... the vertices of the
polygon; we call the line segments AB, BC, CD, ... the
sides of the polygon; and we call the interior angles ABC,
BCD, CDE, ... the angles of the polygon.
Almost all the polygons that we shall meet in our work
will have every angle less than 180°. Such polygons are
sometimes called convex polygons in order to distinguish
them from the unusual type that is shown in Fig. 23 on
page 60.
E
F

E
o

C C
Fig. 17 Fig. 18
55
 We call a three-sided polygon a triangle and a four-
sided polygon a quadrilateral. How many sides has a
pentagon? A hexagon? A heptagon? An octagon'?
A decagon?

EXERCISES

1. Construct with ruler and protractor the polygon

ABCDEA, given AB=2 in., LABC=131°, BC=2! in.,
LBCD=94°, CD=1! in., LCDE=1l6°, DE=3 in.
2. Measure EA in the polygon of Ex. 1. Measure also
angles DEA and EAB and find the sum of the five angles
of the polygon. (This sum should be 540 0.)
3. Using a ruler marked in centimeters and a protrac-
tor, construct the triangle ABC, given AB =7.5 cm.,
LABC=70°, and BC=8.2 cm. Find the length of CA
and the number of degrees in each angle of the triangle.
How many degrees are there in all three angles together?
4. A traveler goes 4 miles due east, then north 10°
east (that is, 10° east of north) for 5 miles, then N 74 ° E
for 5 miles, then S 12 ° E for 4~ miles, then SW for 2
miles, then E 8 ° S for 3 miles, then N 40 ° E for 3~ miles.
How far is he from his starting-point? (Make a drawing
to scale to find the answer.)
5. A fishing schooner is bound for Gloucester, which is
20 miles away and in the direction N 12° W from the
schooner. The captain cannot head his vessel in that
direction, however, because the wind is against him. So
he sails N 10° E for 15 miles; then turns and heads
W 10° S. How far should he continue on this second
course so that when he "comes about" again and sails
N 10° E he will be heading direct for Gloucester? How
far will he have sailed in all? (You will need to make an
exact drawing to find the answer.)
 PRINCIPLE 5

Now we need to define similar figures because the fifth

principle that we shall take for granted involves such
figures. Two polygons that have their corresponding
angles equal and their corresponding sides proportional
are called similar polygons.
Two geometric figures are SIMILAR if all corresponding
angles are equal and all corresponding distances are pro-
portional. The order of the angles and sides in one figure
may be either the same as, or the reverse of, the order of
the corresponding angles and sides in the other figure, as
shown in Fig. 19. Notice that corresponding vertices
(corners) in all three of the similar triangles in this figure
are marked with the same letter. Are the vertices lettered
in counter-clockwise order in all three triangles? Which
two triangles have their corresponding vertices in the
same order? Are the corresponding vertices in the other
triangle in the reverse order?

e"

B'
B'~A'
Fig. 19

When we say that all corresponding distances in poly-

gons ABCDE and A'B'C'D'E' are proportional, we mean
that every side and every diagonal in polygon ABCDE is,
say, 3 times as long as the corresponding side or diagonal
in polygon A'B'C'D'E'. We call the 3 the FACTOR OF
PROPORTIONALITY. It tells us how the distances in poly-
gon ABCDE compare with those in polygon A'B'C'D'E'.
57
We can express this comparison as a proportion in two
ways. We may write AB=3·A'B', BC=3·B'C', AD=
. AB BC AD
3 ·A'D'· or we may write - - = - - = - - . Notice that
, A'B' B'C' A'D'
the second way merely says that the corresponding dis-
tances are in proportion; it does not show the factor of
proportionality, 3. In order to include the idea that AB
is 3 times A'B', we must indicate that one of these frac-
tions is equal to 3.
The two proportions shown above may be used to
state the relation between the corresponding distances
of any two similar polygons if instead of using 3 as the
factor of proportionality we use k, where k may be any
number. * We write, then, AB=k·A'B', BC=k·B'C',
AB BC AD
AD=k·A'D' or else - - = - - = - - =k.
A'B' B'C' A'D'
The fifth and last principle that we shall take for
granted involves similar triangles. Since Principle 5
deals with the first of three closely related situations of
this sort, we shall refer to it as Case 1 of Similarity. We
shall consider Cases 2 and 3 in the next chapter.
Principle S. CASE 1 OF SIMILARITY. Two triangles
are similar if an angle of one equals an angle of the
other and the sides including these angles are propor-
tionaL

B" - - ' - - - - - -..... C B/£-..L.-------~C'

Fig. 20
*This number k can be any real number, rational or irrational.

58
 In triangles ABC and A'B'C' in Fig. 20,
if LA'B'C' = LABC, A'B' =k·AB, and B'C' =
k.BC,
then C'A'=k·CA, LB'C'A' = LBCA, and
L C'A'B' = L CAB.
It follows, therefore, that in assuming Case 1 of Simi-
larity we are assuming, in effect, that a given triangle can
be reproduced anywhere, either exactly or on any enlarged
or diminished scale. The same is true of polygons; for
a polygon can always be thought of as being composed
of a certain number of triangles. See Fig. 21.
D'
p R"\j"",>( $"
o C' / ,
s p/Q/' p"

Q'
B
R

Fig. 21
We shall find Principle 5 (Case 1 of Similarity) very
helpful when we wish to prove that certain angles are
equal or that a certain line segment is some multiple of
another. When the factor of proportionality is 1, we can
use Principle 5 to prove that two line segments are equal.
Tuo similar triangles in which k is 1 are called EQUAL
TRIANGLES because their corresponding sides and angles
are equal. Other books on ~eometry often refer to equal
triangles as "congruent" triangles. They do this to in-
dicate not only that corresponding sides and angles are
equal, but also that this equality can be shown by moving
one triangle and fitting it on the other. They define
59
"congruent" in terms of the undefined ideas of "move"
and "fit." The logical foundation of our geometry is
independent of any idea of motion. *

EXERCISES

1. In triangle ABC, AB=6, BC=8, and LABC=62°.

In triangle A'B'C', A'B' =9, B'C' =12, and LA'B'C' =62°.
C' A' is how many times as long as CA?
2. In triangles ABC and A'B'C', A'B' =3AB, B'C' =
3BC, and LA'B'C' = LABC. What can you say about
C'A' and CA? About LB'C'A'?
3. By means of a ruler, marked or graduated either
in inches or centimeters, and a protractor, enlarge the
triangle ABC (Fig. 22) in the ratio 3 to 2. First draw
A'B'=~AB; then make LA'B'C'=LABC, and draw
B'C'=!BC.

A
Fig. 22 Fig. 23

Hereafter we shall usually call a marked ruler-however

it may be graduated-a scale. In particular we may refer
to an inch-scale or a centimeter-scale. A plain ruler
without graduations we shall call an unmarked ruler, or a
straightedge.
*Later, when we wish to link our geometry with problems of the physi-
cal world about us, we shall simply take as undefined the idea of motion
of figures (without change of shape or size). It is possible, however, to
develop the idea of motion in terms of number. See Chapter 8, pages
228-231, and Chapter 9, page 242.

60
 4. Reproduce the polygon in Fig. 23 on page 60 by
means of a drawing so that it will be enlarged in the ratio
5 to 4.
1
5. Draw a triangle on any
convenient sphere (a tennis
ball willdo).* Then extend two
of the sides until each of these
sides is double its original
length, as shown in Fig. 24.
What can you say about the
third side and the other two
angles? Do this for several
triangles. Fig. 24
6. Principle 5 is not true for triangles on a spherical
surface. Can Principles 1 and 3 be so modified as to ap-
ply to figures on a sphere?
The straight line joining any two
non-consecutioe vertices of a polygon
is called a DIAGONAL of the polygon.
B *7. Prove that if two convex
D'
quadrilaterals are similar they can

/\
be divided into triangles SO that

A~C
.. corresponding triangles will be sim-
ilar. That is, show that a pair of
corresponding triangles has an an-
s' gle of one equal to an angle of the
Fig. 25
other and that the sides including
these angles are proportional. See Fig. 25.
"The sides of this triangle will be arcs of circles wbese eenters are at
the oenter of the ,s ph ere. Such circles 011 .8 sphere are called "great
circles" to distinguish then>. from "lDDlill circles." By Ioo~ at 8 globe
showing the Ql8P of the world, you can easily see that the Equator and
the meridiana are p-eat circles, while the Arctic Circle and the Tropic
of Cancer are gmall circles.
The angle between two sides of a spherical triangle is the same Il.8 the
angle between tangents drnwo to these sides at tne point where they
intersect to form the vertex.
61
 8. Prove the theorem
stated in Ex. 7 if the quad-
rilaterals are not convex, as
H
in Fig. 26. Does it make
any difference whether we
use diagonals EG, E'G' or
diagonals FH, F'H'?
E *9. Prove that if two
Fig. 26 convex quadrilaterals can be
divided into triangles so
that corresponding triangles are similar the quadrilaterals
will be similar.
10. Prove the theorem stated in Ex. 9 if the quadri-
laterals are not convex.
*11. Prove that if two polygons are similar they can
be divided into triangles so that corresponding triangles
will be similar. Suggestion: What must we know in order
to prove triangles ACD and A'C'D' in Fig. 27 similar?
Can we prove A'C'=k·AC and C'D'=k·CD? Can we
prove that LA'C'D'=LACD?
*12. Prove that if two polygons can be divided into
triangles so that corresponding triangles are similar the
polygons will be similar.
A

F F'

D'
D
Fig. 27
62
 13. Notice how points have been selected along the
curved line showing a man's head in Fig. 28. The points
have been connected by straight lines to form a broken
line. Enlarge this broken line in the ra-
tio 2 to 1, using very light pencil lines.
Then sketch the enlarged profile of the
head in ink. If you prefer, substitute a
picture from a magazine, copying the an-
gles by pricking through the points with a
pin. Using a protractor on a small draw-
ing is very awkward. Fig. 28
14. Enlarge another picture in the ratio 3 to 2.
15. Reduce another picture in the ratio 1 to 2.
*16. In Fig, 29 prove that any point I
r
,P
,
P in the line perpendicular to AB at I
,: \ ,

its mid-point M is equally distant from ,: \

A and B. What else can you prove I
,/ \ ,

to be true about the figure? ,/ \

A I ,

PM is called the PERPENDICULAR M B

BISECTOR of AB. Fig. 29
*17. In triangle ABC lines are drawn joining the mid-
points of the three sides. Prove that three of the four
small triangles so formed are similar to the triangle ABC.
18. What would you need to know in order to prove
the fourth small triangle sim-
ilar to triangle ABC? B
19. In Fig. 30 find the dis-
tance between the points A A
and B separated by a pond
without actually measuring
the distance AB. Prove that
your method is correct. Fig. 30
63
 *20. In Fig.
31, AB' = 1.5AB and AC' = 1.5AC.
B'C'
Find the ratio BC'
BB'
To find the ratio AB (Fig. 31), we need only ob-
BB' AB'
serve that BB' =AB' -AB; and hence AB = AB -1, or
A in this case !-1, or!. This is a general
method of great importance; we shall
frequently find it useful.
AB' 5 BB'
*21. If in Fig. 31, AB 3' find AB'

AB' -1.2,
*22 • If'ill F'19. 3 1, AB - BB'
fin d AB'

B' c AB' n BB'

Fig. 31 *23. Given AB = m' find AB'

*24. Find the ratio ~~ in Fig. 31, remembering that

Ex. 20 above gives important information about the figure.
B'C'-BC
*25. Find the ratio BC (Fig. 31).

*26. AB _AC F'

Prove that BB' - CC' ( Ig.31).

*27. Given ~~' =~ (Fig. 31), how could we find the

AB'
ratio AB? (Note that AB' =BB' +AB.)
.. BB' 2 AB'
*28. If FIg. 31, AB =3' find AB'
ill

BB' 1 AB'
*29. If in Fig. 31, AB 5' find AB'
BB' n AB'
*30. Given - =-, find the ratio AB .
AB m
64
 *31. If in Fig. 32, MN divides p

PQ and PR so that ~=~, it fol-

lows at once that ~ = c!.; for recip-

a c
rocals of equal numbers are equal.
Prove this by multiplying each
side of the given equation by bd R
and then dividing each side of the Q
resulting equation by an appropri- Fig, 32
ate number.
If four numbers are in proportion so that the first is
to the second as the third is to the fourth, then the second
is to the first as the fourth is to the third.
a b
*32 • I f 'ID F'19. 'I<:12 , ~b -- d'
~ prove that ~ = d' Use the
method suggested in Ex. 31.
If four numbers are in proportion so that the first is
to the second as the third is to the fourth, then the first
is to the third as the second is to the fourth.
*33. If'ID F'19. 32, ~-~
b - d' prove t h at a+b_c+d
b - d . Sug-
gestion: Add 1 to each side of the given equation.
*34. .. ~_~
If ID FIg, 32, b - d' prove that
a+b_c+d
a - c .

If four numbers are in proportion so that the first is to

the second as the third is to the fourth, then the sum of
the first and second is to the first (second) as the sum of
the third and fourth is to the third (fourth). Also, if a
line MN divides the sides PQ and PR of triangle PQR
(Fig. 32) so that the corresponding segments of each side
are in proportion, then each side is to either one of its
segments as the other side is to the corresponding segment.
65
 . PQ PR MQ NR
*35. If in FIg. 32, PM= PN' prove that PM= PN'
., a+b c+d b d
That grven - - = - - , prove that
18, - = -. Suggestion:
a c a c
Subtract 1 from each side of the given equation.
* .. PQ _PR PM PN
36. If ID FIg. 32, MQ - NR' prove that MQ NR'
. . e f e-b f-d
That 18, given b= d' prove that -b- = d'
If four numbers are in proportion so that the first is to
the second as the third is to the fourth, then the first
minus the second is to the second (first) as the third minus
the fourth is to the fourth (third). Also, if a line MN
divides the sides PQ and PR of triangle PQR (Fig. 32)
so that each side is to either one of its segments as the
other side is to the corresponding segment, then the cor-
responding segments are in proportion.
When we say that MN divides two sides, PQ and PR,
of triangle PQR proportionally, we mean not only that
the corresponding segments are in proportion, but that
both sides and either pair of their corresponding segments
are in proportion.
* ' ~_~_~_ a+c+e+ _~
37. GIven b - d- f-"" prove that b+d+f+ - b'

Let k=~=~=l="" and write a=kb, c=kd, e=kf, .

In a series of equal fractions constituting a continued
proportion, the sum of two or more numerators is to the
sum of the corresponding denominators as any numerator
is to the corresponding denominator.
The PERIMETER of a polygon is the sum of all its sides.
*38. Prove that the perimeters of two similar polygons
have the same ratio as any two corresponding sides.
66
 SUMMARY

Let us state again the principles and the related ideas

explained in this chapter and list the terms defined.
1. Line Measure. The points on any straight line can
be numbered so that number differences measure
distances.
The distance AB we write as AB or BA; AB =BA.
The directed distance AB, or simply AB, is the
number corresponding to B minus the number corre-
- -
sponding to A; AB = -BA.
DEFINITIONS: between, line segment, bisect, mid-point
2. There is one and only one straight line through two
given points.
Two distinct straight lines cannot have more than
one point in common.
DEFINITIONS: intersection of two lines, half-line, vertex (of
angle), side (or angle), straight angle
3. Angle Measure. All half-lines having the same end-
point can be numbered so that number differences
measure angles.
The angle between AO and BO we can write as
LAOB or as LBOA; LAOB=LBOA.
DEFINITION: bisector of angle
The directed angle AOB is the number correspond-
ing to OB minus the number corresponding to OA.
DEFINITION: degree
4. All straight angles have the same measure (180°).
DEFINITIONS: right angle, acute angle, obtuse angle, perpen-
dicular, vertical angles, broken line, polygon,
similar figures, factor of proportionality.
"Proportion" is used without definition, its
meaning being assumed from arithmetic.
67
 5. Case 1 of Similarity. Two triangles are similar if an
angle of one equals an angle of the other and the
sides including these angles are proportional.
A given triangle can be reproduced anywhere,
either exactly or on any enlarged or diminished scale.
DEFINITIONS: equal triangles, diagonal (of a polygon), per-
pendicular bisector, perimeter (of a polygon)

EXERCISES

1. In Fig. 33 what is the distance AB? The dis-

tance BA?
Ex. 2-8 refer to Fig. 33.
2. What is the directed distance BA ?
2.7 4.2 5.1 3. What is AB? BA?
I I I
A B C 4. Show that AC+CB = AB.
Fig. 33 5. Show that CB+BA =CA.
6. Show that CA +AB = CB.
A
7. What is line segment BC? 37
8. What is line segment BA ?
o
9. In Fig. 34 what is the C 161 ~_

angle AOB? What is the

180
angle BOA? Fig. 34
Ex. 10-12 refer to Fig. 34.
10. What are the directed angles BOC, COB, AOC, and
COA?
11. Show that directed L.BOC + directed L.COA =
directed L. BOA.
12. Number a half-line through 0 perpendicular to OA.
68
 13. A man is at Sylvania, a tiny hamlet in a dense for-
est 9 miles S. E. of Toggenburg. From Sylvania he fol-
lows a road running N 12° E for 5 miles,
S'
then turns and goes due west for 6 miles.
How far is he now from Toggenburg, and
in what direction?
si
14. Reproduce a map of Ohio in the
ratio 2 to 1 and show the principal cities.
/H
15. In Fig. 35 AB' = tAB and AC' =
. . BB' BC
tAC. Fmd the ratios AB and B'C"
ALeFig. 35

69
Mr. Farrell has just surveyed a plot of land for Mr. Krueger and is now in his
office using his field Doles to make a map of the plot. Since each angle measured
by his transit is likely to be slightly in error, he is checking his field notes and
d.istributing the errors as best he can among the several angles. His check
depends upon the theorem that states that the sum of the three angles of a
triangle is 180 degrees.
In the picture below, one man is holding the tape-line at a pcint IS feel from
the corner. The other man is holding it al a point 20 feet from the corner. If
these points are 25 feel apart, the corner is a right angle. This is an applica-
tion of the converse of !.he Pythagorean Theorem. The Pythagorean Theorem
is: In any right triangle the square of the hypotenuse is equal 10 the sum of the
squares of the other two sides.
CHAPTER 3

The Seven Basic Theorems

By MEANS OF the five assumptions of the pre-

ceding chapter, Principles 1-5, we shall proceed to prove
seven fundamental propositions, or theorems, which we
shall call Principles 6--12. Taken together, these twelve
principles will enable us to prove all subsequent propo-
sitions in geometry.
Although we can prove all seven of these new princi-
ples, we shall prefer to take four of them for granted
without proof at this time. These are Principles 6, 7,
8, and 11. Most people would grant immediately the
truth of these four principles, and it is always irksome to
go through the form of proving what seems to be obvious.
At the end of our study of demonstrative geometry, when
we have had much more experience in proving theorems, we
shall see why it is interesting to discover how few assump-
tions we really need as a basis for our geometry. We
shall not object then to proving what seems to be obvious.
So although the proofs of these four principles are given
in this chapter in their proper places, we shall skip them
at this time, returning to them when we get to Chap-
ter 10. By taking these four principles as assumptions for
the time being, we can prove the propositions in the exer-
71
cises in Chapter 3 and can prove also Principles 9, 10,
and 12.

PRINCIPLE 6

Principle 6 is called Case 2 of Similarity. Compare it

with Principle 5 to see how Case 2 of Similarity differs
from Case 1. Omit the analysis and proof of Principle 6
for the present. You will be asked to consider them later.
Principle 6. CASE 2 OF SIMILARITY. Two triangles
are similar if two angles of one are equal to two angles
of the other.
e"
,
,,
., r
,,
,
, '
r
e"
, , "
"
"'
I

,"
I
(I

I,
/,
I

,,/ ,,"
"./
,/,,/
/
/
.:
'

11,:/'

AL·---------~B'

Fig. 1

GIVEN: Triangles ABC and A'B'C' (Fig. 1) in which

LA=LA' and LB=LB'.
TO PROVE: Triangle A'B'C' similar to triangle ABC.

ANALYSIS: It is evident that we must in some way make

the proof of this theorem depend on Case 1 of Similarity
(Principle 5). To apply this principle directly, we should
need to know the, relations between sides including corre-
sponding angles; but we are told nothing about the sides
of these two triangles, and we can see that Principles
1,2,3, and 4 offer nothing helpful on this question. Prin-
ciple 5 at least has to do with triangles and tells us one
way of knowing when two triangles are similar.
72
 We cannot apply this principle directly, but perhaps
we can apply it indirectly. Let us try.
PROOF: Since nothing at all has been said about the
sides of either triangle, we can assume that A'B' =k· AB,
where k may be any positive number whatsoever.
Layoff on B'C' (extended beyond the point C' if neces-
sary) the length B'C" equal to k ·BC; we do not know
where C" will fall with respect to C'. By Case 1 of Simi-
larity, the triangles ABC and A'B'C" are similar, and
LBAC=LB'A'C". But LBAC=LB'A'C' (Given).
Therefore LB'A'C" = LB'A'C', and C" must lie on A'C'
as well as on B'C'. Since these two lines can intersect
in not more than one point, it follows that C" must coin-
cide with C'.
Therefore B'C' =k·BC, and triangles ABC and A'B'C'
are similar.
In other words, if in triangles ABC and A'B'C', LA' =
LA, LB'=LB, and A'B'=k·AB, then B'C'=k·BC,
C'A'=k· CA, and LC'=LC.

EXERCISES

/1
1. If two triangles have two angles of the one equal
to two angles of the other, the third angles are equal also.
Why?
C
2. In triangle ABC (Fig. 2), AB =
6, LA =40°, and LB = 100°. In tri-
angle A'B'C', A'B' =9, LA' =40°, and
LB'=100°. How long is A'C' com-
pared with AC? How big is L C'
compared with L C? A B
Fig. 2
3. In triangles KLM and K'L'M',
LK = LK', L M = L M', and KM = 1.3 K'M'. Compare KL
and K'L'; LM and L'M'.
73
 4. Using a ruler marked in inches and a protractor,
enlarge the triangle ABC (Fig. 2 on page 73) in the
ratio 5 to 4. First draw A'C' equal to tAC; then make
LA'=LA and make LC'=LC.

~
4 5. What is the length of
a the unmarked line in Fig. 3?
8. 3 6. If a 10-foot vertical pole
Fig. 3 casts a 6-foot horizontal shad-
ow, how high is a tree that at the same time casts
a 15-foot shadow?
7. Fig. 4 shows a 24-foot ladder leaning against
a house with the foot of the ladder 5 feet from the
house. How far from the side of the house is the
rung that is 7 feet from the foot of the ladder?
8. Fig. 5 shows how a water pipe is being laid 7'
under the foundation of a building. The trench for 5'
the pipe meets one wall of the building at an angle
of 25° and 10 feet in from the corner. How would Fig. 4
you locate the point B where
"8 '_._ the pipe emerges? Prove that
.-___ you are right. Would your
"
10' "A~ method work if the angle at
~ corner C were not a right
Bg.5 angw?
9. A 10-foot vertical pole casts a 6-foot horizontal
shadow. Find the angle of elevation of the sun by means
of a table of tangents.
The line from a vertex of a triangle perpendicular to the
opposite side is called an ALTITUDE of the triangle.* We
also use the word "altitude" to mean the length of such a
line, but we shall do this only when there is no likelihood
of confusion.
*We shall assume, in anticipation of Principle 11, that there is only
one such perpendicular from each vertex.

74
 *10. Prove that in triangle c
ABC (Fig. 6), bh =ck, where h
and k are the altitudes on sides
band c respectively. Sugges-
tion: Look for a pair of similar
triangles. A'--~F=-----~B
c
*11. Prove the proposition Fig. 6
in Ex. 10 when one of the angles of the triangle is a right
angle. Prove this same proposition when one of the an-
gles is obtuse. Draw a figure in each case.
*12. The preceding proposition can be generalized to
include all three altitudes, as follows: ag = bh = eh, That
is, the product of an altitude and the corresponding side
of a given triangle is constant for the triangle. Prove it.
13. Draw a triangle on any convenient sphere (a tennis
ball will do). * Then 011 the same sphere draw a second
triangle having one side three times as long as a side of
the first triangle. Make the angle at each end of this side
in the second triangle equal to the corresponding angle in
the first triangle. Will these two triangles be similar?
14. Does Principle 6 (Case 2 of Similarity) apply to
triangles on a spherical surface?

PRINCIPLE 7

The truth of the principle stated below seems so ob-

vious that you may omit the analysis and proof for the
present. You will be asked to consider them later.
Principle 7. If two sides of a triangle are equal,
the angles opposite these sides are equal; and con-
versely, if two angles of a triangle are equal, the sides
opposite these angles are equal.
*See note for Ex. 5, page 61.

75
 C GIVEN: Triangle ABC (Fig. 7) in which
AC=BC.
TO PROVE: L CBA = L CAB.
ANALYSIS: The Principle of Angle Meas-
ure (Principle 3) will not apply here be-
A ' - - - -...... B cause the half-lines that form the angles
CBA and CAB are not numbered; and
Fig. 7
Cases 1 and 2 of Similarity have to do with
two triangles. In this special case, however, we may re-
gard the triangle ABC in two different ways Q
because of the fact that AC=BC. In general,
a broken line PQR (Fig. 8) is not the same as
the broken line RQP; for the first distance, PQ,
of PQR will not ordinarily be equal to the first
distance, RQ, of RQP; nor will the second dis-
tances ordinarily be equal, either. If PQ
equals RQ, however, we can apply Case 1 of R
Similarity; the factor of proportionality, k, is l. Fig. 8

PROOF: The given triangle may be regarded in two ways:

as the triangle ACB and as the triangle BCA (Fig. 9).
C C In triangles ACB and
BCA respectively,
AC=l·BC (Given),
LACB = LBCA (For
each represents the same
angle between the same
A ' - - - -...... B A B two line segments),
Fig. 9 and CB =l:CA (Given).
Therefore L CBA = L CAB (Case 1 of Similarity).
To prove the converse, we proceed as follows.
GIVEN: Triangle ABC (Fig. 7) in which L CAB = L CBA.
TO PROVE: BC=AC.
76
 ANALYSIS: We may regard triangle ABC in two ways
again, this time making use of Case 2 of Similarity.
PROOF: In the triangles
CAB and CBA respectively c c
(Fig. 10),
L CAB = L CBA (Given),
AB=BA,
and LABC=LBAC
(Given). AI......J.-----'''--->B AL....JJ--........... B
Therefore BC = AC (Case Fig. 10
2 of Similarity f
This theorem affords us a fourth method of proving two
distances equal or two angles equal.
A triangle with two sides equal is called an ISOSCELES tri-
angle. The word "isosceles" means "equal legs."

EXERCISES

*1. Prove that if all three sides of a triangle are equal,

the three angles of the triangle are equal also.
GIVEN: Triangle ABC in which AB =BC=CA.
TO PROVE: LA = LB= LC.
PROOF: Now prove that the theorem is true. You should
be able to do this without help.
*2. Prove that if all three angles of a triangle are equal,
the sides of the triangle are equal also.
A triangle in which all three sides are equal is called an
EQUILATERAL triangle. Since its three angles are also
equal, such a triangle is also said to be EQUIANGULAR.
3. In Fig. 11 on page 78 two isosceles triangles,
ABD and CBD, have a side BD in common. Prove that
LABC=LADC.
77
 B B

A c c
o
o
Fig. 11 Fig. 12
4. In Fig. 11 prove that a line drawn through A and C
bisects L BCD.
5. Two isosceles triangles, BKD and BCD (Fig. 12),
have a side BD in common. Prove that LKBC=LKDC.
B

Bf----f-=------....:::;.C

o
Fig. 13 Fig. 14

6. In Fig. 13 Lp = Lq. Prove that AB =BC.

7. In Fig. 14, AB=BD and AC=CD. Prove that
L BAC = L BDC, that L ABC = L DBC, and that AD is
perpendicular to BC.
8. Is Principle 7 true of triangles on a spherical surface?

PRINCIPLE 8
Principle 8 (Case 3 of Similarity) is presented on page
79. Omit the proof of Principle 8 for the present, since
you will be asked to consider it later. Compare Princi-
ples 5, 6, and 8 to get clearly in mind how Cases 1, 2,
and 3 of Similarity differ. Thes s three cases supply three
important methods of proving triangles similar.
78
 Principle 8. CASE 3 OF SIMILARITY. Two triangles
are similar if their sides are respectively proportional.
GIVEN: Triangles ABC and A'B'C' (Fig. 15) in which
A'B'=k·AB, B'C'=k·BC, and C'A'=k·CA.
TO PROVE: Triangle A'B'C' similar to triangle ABC.

A~B
c' c'
,
,
,,
,
A~,,-,----...;...-.,....-4/ S'
" , A"" " .
:,:

""""" ,, ........... I
" ,
..... I
<, :/
J
............. \ :,'

....." ........................ \ :
C
............... '\:

Fig. 15
'e"
ANALYSIS: All we need to do in order to prove this prop-
osition is to show one pair of corresponding angles equal,
for we can then make use immediately of Case 1 of Similar-
ity. But none of the principles already established would
appear to be of any help in this respect, unless possibly
we can manage to apply the one that we have just proved.
Let us try that.
PROOF: On the side of A'B' opposite from C' construct
the angle A'B'C" equal to angle ABC, and layoff B'C"
equal to k·BC. Draw C"A'.
By applying Case 1 of Similarity to triangle A'B'C"
and triangle ABC, we see that LA'C"B' = LACB, and
A'C" =k·AC. Show this in detail.
79
 We shall show that angle A'C"B' = angle A'C'B', and
hence that angle ACB = angle A'C'B'. Draw C'C".
In triangle A'C'C" we know that
A'C" =k·AC (Just proved),
and A'C' =k·AC (Given).
Therefore A'C' =A'C", and LA'C'C" = LA'C"C' (By
Principle 7).
In triangle B'C'C"
B'C' =k·BC (Given),
and B'C" =k·BC (By construction).
Therefore B'C'=B'C", and LB'C'C"=LB'C"C' (By
Principle 7).
Therefore LA'C'B', which is the sum of (difference
between) LA'C'C" and LB'C'C", is equal to LA'C"B',
which is the sum of (difference between) LA'C"C' and
LB'C"C'.
But we have already proved that LA'C"B' = LACE.
Therefore LA'C'B' = LACB also.
By applying now Case 1 of Similarity to triangles ABC
and A'B'C', it follows that these triangles are similar.
In other words, if in triangles ABC and A'B'C', A'B' =
k·AB, B'C'=k·BC, and C'A'=k·CA, then LA'=LA,
LB'=LB, and LC'=LC.
Discuss the case when B' happens to lie on C'C".
In general, Principles 5, 6, and 8 have to do with similar
triangles; in the special case k = 1, however, these princi-
ples have to do with triangles which are not only similar
but also equal in all respects.

EXERCISES

1. If every line in Fig. 16 on page 81 is made three

times as long, which angles will remain unchanged? Which
angles can vary in size? Why?
80
 Fig. 16 Fig. 17
2. If three sticks are nailed together to form a
triangle with only one nail at each vertex, as shown
in Fig. 17, will such a triangle be rigid? Try it and
see. Why should this be so?
3. Mr. Lee's front gate was sag-
ging; so he braced it with a diag-
onal strut, as shown in Fig. 18.
Why did this help? What mathe-
matical principle was used ?
4. Five sticks are nailed together
Fig. 18
to form a pentagon; there is only one
nail at each vertex. How many cross-braces from corner
to corner do you need to make the figure rigid? In how
many ways can you do this?
*5. Prove that the line drawn c
from the vertex of an isosceles
triangle to the mid-point of the
opposite side bisects the angle at
the vertex and is perpendicular to A~-----r..---------"B
M
the opposite side. That is, given
Fig. 19
triangle ABC (Fig. 19), in which
AC=BC and AM=MB, prove LACM=LBCM. Also
prove LBMC=90°.
*6. Consider Ex. 5 in connection with Ex. 16, page 63,
and then prove the following proposition: Every point
in the perpendicular bisector of the line segment AB is
equidistant from A and B; and conversely, every point
that is equidistant from A and B lies in the perpendicular
bisector of AB.
81
 7. Draw a triangle with
three equal sidea-all small-
on a large globe (or a tennis
ball). Measure its angles as
best you can with a protrac-
tor. Now enlarge the triangle,
keeping the sides all equal,
so that it reaches from equa-
tor to pole. What is the mesa-
~ . ~ ~ m ~ an~ m ~ ~oo

Fig. 20 triangle?
8. Does Principle 8 apply to triangles on a sphericcl
surface?

pal.ClIPIo • •

The truth of the next principle is not 80 obvious as

that of Principles 6, 7. and 8. Principle 9 is stated for
you below. and then part of the proof is di.scuased. You
are asked to complete the proof.
Principle 9. The sum of the three angles of a trio
angle is 180°.
c

GIVEN: Triangle ABC (Fig. 21).

TO PBOVE: LA+LB+LC=I80°.
 ANALYSIS: In Ex. 17, page 63, we were unable to prove
one of the four small triangles (namely, triangle KLM
in Fig. 21) similar to triangle ABC because we had not
at that time proved Case 3 of Similarity. With Case 3
to help us we can now show that L. KLM = L. C, and so
prove this very important principle concerning the sum of
the angles of a triangle.
PROOF: Let K, L, and M be the mid-points of BC, CA,
and AB respectively. *
In triangles MBK and ABC,
MB = !AB (By construction),
L. MBK = L. ABC,
and BK = !BC (By construction).
Therefore MK = !AC and L. BMK = L. A (By Case 1
of Similarity).
By using triangles AML and ABC, you can prove in
similar manner that ML = !BC and L. LMA = L. B. Prove
this. Also prove that LK = !AB.
Since the sides of triangle KLM have been shown
to be equal respectively to one-half the sides of trian-
gle ABC, it is clear (from Case 3 of Similarity) that
L.KML=L.C.
We have shown that L.A=L.BMK, L.C=L.KML, and
L.B=L.LMA.
Therefore L.A+L.C+L.B = straight angle BMA =180°.
We can illustrate the fact B
that the s~ of the angl~ of 3~ ,
a triangle 18 180° by movmg a ,/-" <,
pencil around any triangle in • 2~:/
the way shown in Fig. 22. ~ ~
"""
The pencil is first placed in I 6
..
position i ro t a ted
1L Then 1it 18 Fig. 22
counter-clockwise through angle A to position 2. Next
the pencil is moved along line AB to position 3. It is
*We know by Principle 1 that these mid-points exist and can be found.
83
rotated through what angle to reach position 4? Along
what line is it then moved to reach position 5? Through
what angle is it rotated to reach position 6? Is the pen-
cil now in the same line as at the start? Through how
many degrees has it turned?
We could also prove the converse of Principle 9, namely,
that if we have three angles whose sum is 1~1)° there is a
triangle having these three angles. The proof is not
difficult; but it is quite long, and we shall not stop for it.
A triangle all of whose angles are acute is called an ACUTE
TRIANGLE.

A triangle one of whose angles is a right angle is called a

RIGHT TRIANGLE.

A triangle one of whose angles is obtuse is called an

OBTUSE TRIANGLE.

EXERCISES

1. Prove that triangle KLM in Fig. 21, page 82, is

equal to each of the triangles AML, MBK, and LKC.
B *2. Prove that in triangle

~
ABC (Fig. 23) the exterior an-
gle BCD is equal to the sum of
A the two remote interior angles,
C 0 A and B.
Fig. 23 3. Prove that the sum of
the angles of a quadrilateral is 360°. Suggestion: Divide
the quadrilateral into two triangles.
4. Prove that the sum of the angles of a pentagon is
3 times 180°, or 540°.
5. Prove that the sum of the angles of a hexagon is
4 times 180°, or 720°.

84
 *6. Prove that the sum of the angles of a convex poly-
gon of n sides is (n-2) 180°.
A polygon in which all sides are equal is called an EQUI-
LATERAL POLYGON.

A polygon in which all angles are equal is called an

EQUIANGULAR POLYGON.

Any polygon that is both equilateral and equiangular is

called a REGULAR POLYGON.
7. How many degrees are there in each of the angles
of a regular pentagon?
8. How many degrees are there in each of the angles
of a regular hexagon?
9. How many degrees are there in each of the angles
of a regular octagon?
*10. How many degrees are there in each of the angles
of a regular polygon of n sides?
11. Each angle of a regular polygon is 144°. How
many sides has it?
*12. Prove that two right triangles are similar if an
acute angle of one is equal to an acute angle of the other.
In a right triangle the side opposite the right angle is called
the HYPOTENUSE. We also use the word "hypotenuse"
to mean the length of this side, but we shall do this only
when there is no likelihood of confusion.
*13. Prove that two right triangles are equal if the
hypotenuse and an adjacent angle of one are equal re-
spectively to the hypotenuse and an adjacent angle of
the other.
A number m is the MEAN PROPORTIONAL between two
a m
other numbers a, b when - = _. that is, when m2 = ab.
m b'
8S
 Fig. 24
~
A~~B
-----o----c-=
Fig. 25

*14. Prove that the altitude on the hypotenuse of a

right triangle is the mean proportional between the seg-
ments of the hypotenuse. That is, in Fig. 24 prove
that h 2 =mn.
*15. In the right triangle ABC in Fig. 25, CD is
drawn perpendicular to AB. Prove that b2 =cm and that
a 2=cn.
16. The altitude on the hypotenuse of a right triangle
divides the hypotenuse into segments that are 5 inches
and 8 inches long. Find the length of the altitude on
the hypotenuse and the length of the other two sides of
the triangle.
17. The sides including the right angle of a right tri-
angle are 5 inches and 12 inches long. Find the length
of the altitude and of the segments into which it divides
the hypotenuse. Suggestion: Of the basic principles that
have been considered so far in this book, only those con-
cerning similar triangles can be of any help here. In
fact, almost every exercise in this book is based either
immediately or ultimately on similar triangles.
18. The altitude on the hypotenuse of a right triangle
divides the hypotenuse into segments that have the ratio
1 to 3. Find the ratio of the other two sides of the triangle.
19. If in Ex. 18 the segments have the ratio 1 to k,
find the ratio of the other two sides.
86
 20. If in Ex. 18 on page 86 the segments have the ratio
pto q, find the ratio of the other two sides.
21. The sides including the right angle of a right tri-
angle have the lengths a and b. Find the length of the
altitude and the ratio of the segments into which it di-
vides the hypotenuse.
An EXTERIOR ANGLE of a convex polygon is the angle be-
tween the prolongation of one side of the polygon and the
next succeeding side.
*22. Measure carefully the exterior angles of the irreg-
ular 5-sided polygon in Fig. 26. Then draw an irregular
6-sided polygon and measure its exterior angles carefully.
Do the same for an irregular
7-sided polygon. Are you
ready now to state a theorem
concerning the sum of the
,
exterior angles of any convex r

polygon? See if you can

prove your theorem, being
careful to note that the sum
of corresponding interior and
exterior angles at a vertex fig. 26
is always equal to 180°.
23. A man owns an ir-
regular field of eight sides,
ABCDEFGH, as shown in
Fig. 27. By means of a tran-
sit he measures the angles at
B, C, D, . . . H, as indicated
in the diagram. He checks
his work by measuring the ex-
terior angle at A. What should
Fig. 27 this angle at A equal?
87
 PRINCIPLE 10

Although the truth of the next principle seems obvious,

do not take it for granted. Study the proof carefully.
Principle 10. All points equidistant from the end-
points of a line segment, and no others, lie on the per-
pendicular bisector of the line segment.
Line segment AB and any point P such that
GIVEN:
AP =BP. See Fig. 28.
TO PROVE: (1) P lies on the perpendicular bisector
of AB.
(2) Any point Q on the perpendicular bisector of
AB will be equidistant from A and B.

p Notice that the statement "All points

equidistant . . . , and no others, lie on
the perpendicular bisector" also means
"If and only if a point is equidistant
. . . , it lies on the perpendicular
bisector." We have seen (page 28) that
such a statement is equivalent to a prop-
osition and its converse.
Q
Fig. 28 ANALYSIS: To prove that P lies on the
perpendicular bisector of AB, we may not
draw a line from P perpendicular to AB and show that the
mid-point of AB lies on this perpendicular; for we need
Principle 11 before we can do this. We may, however,
connect P and the mid-point M of AB and show that PM
is perpendicular to AB.
PROOF: (1) Draw PM from P to the mid-point M of
AB. In triangles AMP and BMP, AP =BP, AM = BM,
and MP=MP; so LAMP = LBMP. Why? Each of
these angles is a right angle. Why? So PM is the per-
pendicular bisector of AB.
88
 (2) We must now show that this perpendicular bisector
contains no points that are not equidistant from A and B.
Let Q be any point on the perpendicular bisector PM,
however far extended. Then QA =QB. Why?

PRINCIPLE 11

The truth of the next principle seems obvious; so omit

the proof now. You will be asked to consider it later.
Principle 11. Through a point not on a line there
is one and only one perpendicular to the line.
GIVEN: Line l and point P p
not on l. See Fig. 29. I
/"'" ,

TO PROVE: (1) There can b e , '

,/ <,
<,
one perpendicular to t through / "~"~I
P. A\ //B ~
\ ","
(2) There can be only one \, ,/ '
such perpendicular. \ ,/
p'
ANALYSIS: We know from Fig. 29
the Principle of Angle Measure
(Principle 3) that at every point of l there can be one and
only one perpendicular to l; but we have no assurance
that a given point P not on [lies on anyone of these per-
pendiculars. In order to prove this we must rely on one
or more of the preceding principles or on theorems that we
have met in the exercises. Of all of these, Principle 10
seems most likely to be helpful. Let us try that first.
PROOF: (1) Let A and B be any two distinct points
on l. Draw PA. Then construct angle P'AB equal to
angle P AB in such a manner that P and P' lie on oppo-
site sides of l. Make PIA =PA. Draw PB and P'B.
From Principle 5 (Case 1 of Similarity) we see that
triangles PAB and P'AB are similar and that PB=P'B.
89
Since A is equidistant from P and P', and B is also, line l
must be the perpendicular bisector of PP'. There is,
therefore, at least one perpendicular to l through P.
(2) Now let us assume that there are two lines
through P both perpendicular to the line l, one meeting
l at the point D and the other meet-
ing l at the point E. See Fig. 30.
P Since two angles of the triangle PDE
must be right angles, the third an-
gle, LDPE, must be 0° in order that
the sum of all three angles shall be
D E 180°. Thus the lines PD and PE must
.e coincide and there cannot be two dis-
Fig. 30 tinct perpendiculars from P to l.

PRINCIPLE 12

The next principle is an interesting and very important

one that was known to mathematicians as long ago as
2600 B. c. Study the proof of this principle carefully.
Principle 12. THE PYTHAGOREAN THEOREM. In any
right triangle the square of the hypotenuse is equal to
the sum of the squares of the other two sides; and con-
versely. B
GIVEN: Triangle ABC (Fig. 31) in which
LC=900.
TO PROVE: (AB)2 = (AC)2 + (BC)2, or c2 = c a
b2
+a2
•

ANALYSIS: We cannot analyze this prop- AL.--...,..--..JC

osition by assuming that the conclusion is b
true and showing therefrom that L C must Fig. 31
be a right angle. The squared numbers suggest that we
might try to find a series of mean proportions. The
90
proof of this proposition was probably not arrived at in
that way, however. More likely the proof was established
in the same way that the proposition itself was discovered,
namely, by successive generalizations based on observa-
tion and contemplation of many special cases.
There are many methods of proving this theorem. The
following special example shows the method we shall follow.
In Fig. 32 notice that we can enlarge the right triangle
A to form triangle B and also triangle C. The sides of
triangle B are how many times as long as the correspond-
ing sides of triangle A? How do the sides of triangle C
compare with those of triangle A? If we place triangles
Band C together so that their equal sides coincide, we
can form a right triangle that is similar to each of these
two triangles. The sides including the right angle in
this composite triangle are x times the corresponding
sides of triangle A. But we could have enlarged triangle
A directly to form a triangle with each side x times as
large as the corresponding side of triangle A, as shown
by triangle D in Fig. 32. Since triangle D is just like
the composite triangle above it, we see that x 2 = 9 + 16
and x = 5. Thus the hypotenuse of triangle A is 5, and
52 =3 2 + 4 2 •

~
~4
3

9 16

~12 r>.
4x 16
C

9 12 x2
Fig. 32
 PROOF: Let the lengths of the sides of the given tri-
angle ABC be a, b, c, as shown in Fig. 33.
This triangle may be enlarged so that each side of
the new triangle A'B'C' is b times as large as formerly.
See triangle A'B'C' in Fig. 33.
Now construct triangle B'C'D' so that L C'B'D' = LA
and L B'C'D' =90°. See Fig. 33. It follows from Case
2 of Similarity that each side of triangle B'C'D' is a
times the corresponding side of triangle ABC.

e'
e

A
~a
b C p/, 0'

Fig. 33

Now prove that LA'B'D'=90°. Since LA'B'D'=LC

(Why?), and since LA' = LA by construction, two angles
of triangle A'B'D' are equal respectively to two angles of
triangle ABC, and therefore triangles A'B'D' and ABC
are similar, by Case 2 of Similarity.
But A'B' =cb =c·AC, indicating that the factor of
proportionality is c.
Therefore A'D' =c·AB, or c2 •
But A'D' is also equal to b2+a2•
Therefore c2 = b2 +a2 •
To prove the converse of this proposition, we proceed
as follows.
GIVEN: Lengths a, b, c such that c2 = b2+a 2•
TO PROVE: There is one and only one right triangle
having these lengths for sides.
92
 PROOF: Construct a triangle ABC such that AC=b,
LC=90°, and CB=a.
Then (AB)2 =b 2+a2. (Why?)
But c2=b2+a2 (Given).
Therefore (AB)2 =c2, and AB =c.
So there exists at least one right triangle with sides
a, b, c. If more than one such triangle exists, these tri-
angles must be equal, for if they are unequal they violate
Principle 8.
Several propositions follow so immediately from the
Pythagorean Theorem that almost no proof is required
to establish them. Any such proposition is called a
COROLLARY of the parent theorem.

Corollary 12a. If the hypotenuse and another side

of two right triangles are in proportion, the two triangles
are similar.
s'
GIVEN: Triangles ABC and
A'B'C' (Fig. 34) in which
LC'=LC=90°, c'=k·c, and
a'=k·a. a
TO PROVE: Triangles ABC
and A'B'C' similar.
AL...-...,.--'C AL..--;-r----J
PROOF: If we simply show b
Fig. 34
that b' =k·b, it follows from
Case 3 of Similarity that the triangles are similar.
b'2=C'2_a'2 (By the Pythagorean Theorem).
But C'2 -a'2 =k2c 2-k 2a 2=k 2(C 2-a2),
and c2 - a 2 = b2 (By the Pythagorean Theorem).
Therefore b'? =k2·b2 and b' =k·b.

Corollary 12b. Two right triangles are equal if the

hypotenuse and another side of one are equal respec-
tively to the hypotenuse and another side of the other.
93
 Corollary 12c. The sum of two sides of a triangle
is greater than the third side.

B B
I
I
I
I
I
I
I
I
I

A L---=-----~C A <tt::.....----c..L.------J 0
Fig. 35

GIVEN: Triangle ABC (Fig. 35).

TO PROVE: AB+BC>AC.
PROOF: Through B draw BD perpendicular to AC and
meeting AC, or AC extended, at D.
(AB)2=(AD)2+(BD)2 (By the Pythagorean
Theorem).
Therefore (AB)2> (AD)2, and AB>AD.
Similarly BC> DC.
Therefore AB+BC>AD+DC,*
and AB+BC>AC.
Show that this proof holds when D falls on A or C;
also when A is between D and C, and when C is between
A andD.
*To THE TEACHER: As stated in the Preface, this geometry takes for
granted the Laws of Number, meaning thereby the fundamental relations
between real numbers and the operations involving real numbers. These
all seem reasonable to the student from his previous experience in arith-
metic and algebra, though he has probably never formulated them def-
initely and perhaps would hardly recognize these reasonable ideas of his
if he should see them stated as mathematicians state them. There is
little to be gained by asking the student to adopt these technical expres-
sions at this time. It is better for him merely to agree, as here, that
common sense demands that AB +BC shall be ~ater than AD +DC.
It is to be hoped, however, that the student will become increasingly
curious about the foundations of the system of real numbers, of which he
makes daily use. For convenience, therefore, these fundamental ideas
are listed at the back of the book. The particular "law" that bears
on the addition of inequalities is the next to the last in this list.

94
 Corollary 12d. The shortest distance hom a point
to a line is measured along the perpendicular hom the
point to the line. p
GIVEN: Point P, line AB, and PD per- "
pendicular to AB. See Fig. 36. !,
,
TO PROVE: PD is less than any other /
line through P to AB, such as PE.
,
i
PROOF: (PE)2=(PD)2+(ED)2 (By the I
Pythagorean Theorem). A---=Ef---:!D~8
Therefore (PE)2 > (PD)2, and PE >PD. Fig. 36
Hereafter when we speak of the DISTANCE FROM: A POINT
TO A LINE, we shall mean the perpendicular distance, for
example, PD in Fig. 36. The point D in Fig. 36 is called
the foot of the perpendicular from P to AB.
Corollary 12e. Of two oblique lines drawn from a
point to a line, the more remote is the greater; and
conversely.
GIVEN: Point P, line AB,
PD perpendicular to AB, and
FD >ED. See Fig. 37.
TO PROVE: PF>PE.
d p

Supply the complete proof.

A-~-~--~-B
Also supply the complete proof F E D
of the converse. Fig. 37

EXEaCUES

1. Find the hypotenuse of a right triangle, given the

other sides as in (a) to (P) on the next page. Limit your
answers to significant figures. *
*This means that the answer should be stated to the same degree of
accuracy as the numbers that are given.

95
(a) 3, 4 (e) s, S (i) 1, V4 (m) p2_ q2, 2pq
(b) 21,28 if) 1, V2 (j) 1, VS (n) 14, 9
(c) 20,48 (g) 1, VS (k) 1, Vii (0) 6.2,9.5
(d) 1, 1 (h) s, sV3 (1) 1, vn (P) 272,403
2. Given the hypotenuse and another side of a right
triangle as in (a) to (k) below, find the third side. Limit
your answers to significant figures.
s
(a) 17,8 (d) ~1 (g) s, 2 (j) 9.4,3.5

(b) 2, 1 (e) 2s, s (h) s~s (k) 204, 111

(c) 2, V3 (f) 2s,sV3 (i) 18, 13
3. The road from A to B goes due east for 17 miles
and then goes due north for 11 miles more. How far is
it from A to B in a straight line?
A
.. H

30 '\
....
.
\
\
\
M \
\

.
\
\
'.
'.
60· 90· -----i,...---~~c K bO° 60~' L
S " o
Fig. 38

*4. By means of the diagrams in Fig. 38 prove in two

ways that in a 30°-60° right triangle the shortest side is
equal in length to half the hypotenuse.
*5. Prove that a right triangle in which the shortest
side is half the hypotenuse is a 30°-60° right triangle.
Try to do this in two ways.
*6. Prove that the lengths of the sides of a 30°-60°
right triangle are in the ratio 1 : V3 : 2.
96
 *7. Prove that a triangle whose sides are in the ratio
1 : vS: 2 is a 30°_60° right triangle.
8. In triangle ABC, AB = 5, BC = 12, and CA = 13.
How many degrees are there in L ABC?
9. In triangle DEF, DE =6 =EF, and FD =6v2.
How many degrees are there in each of the three angles
of the triangle?
10. In triangle GRK, GH =4, HK =4V3, and KG=8.
How many degrees are there in each of the three angles
of the triangle?
11. A certain box is 12 inches long, 4 inches wide, and
3 inches high. How long is the diagonal on each of
the six faces of the box?
12. Find the length of the diagonal that passes through
the center of the box in Ex. 11.
*13. Show that a triangle with sides p2_ q2, 2pq, and
p2+q2, where p and q are any positive whole numbers you
like, provided p is greater than q, is a right triangle.
14. Find the numbers p and q that lead to the 3, 4,
5 right triangle.
15. Find the numbers p and q that lead to the 5, 12,
13 right triangle.
16. Make a table showing ten triplets of numbers that
are the sides of right triangles.
17. Using the method described in the analysis of the
Pythagorean Theorem (Principle 12), show that the right
triangle having its two shorter sides equal to 5 and 12
has a hypotenuse of 13.
18. Show how you would derive Corollary 12c from
Corollary 12d, in case the latter had been stated first.
*19. Prove the Pythagorean Theorem by means of the
relations established in Ex. 15, page 86.
97
 Trace this alternate proof of the Pythagorean Theorem
back through Principles 11 and 9 and other principles to
Principle 5. Show similarly that the proof of the Py-
thagorean Theorem given on page 92 also depends ul-
timately upon Principle 5.
*20. Prove that the difference between two sides of a
triangle is less than the third side. Suggestion: Use
Corollary 12c.
21. In Fig. 37, page 95, prove that LDEP>LDFP.
22. Without using the Pythagorean
Theorem prove that the hypotenuse of
an isosceles right triangle will have the
length V2 if each of the equal legs has the
length 1. Suggestion: Consider the simi-
lar triangles in Fig. 39.
Fig. 39
23. The ancient Greeks regarded the
Pythagorean Theorem as involving areas, and they proved
it by means of areas. We cannot do so now because we
have not yet considered the idea of area. Assuming for
the moment, however, the idea of the area of a square,
use this idea instead of similar triangles and proportion
in Ex. 22 above to show that x = V2:"

SUMMARY
6. Case 2 of Similarity. Two triangles are similar if two
angles of one are equal to two angles of the other.
DEFINITION: altitude of a triangle

7. If two sides of a triangle are equal, the angles oppo-

site these sides are equal; and conversely, if two angles
of a triangle are equal, the sides opposite these angles
are equal.
DEFINITIONS: isosceles, equilateral, equiangular
8. Case 3 of Similarity. Two triangles are similar if
their sides are respectively proportional.
98
 9. The sum of the three angles of a triangle is 180°.
DEFINITIONS: acute triangle, right triangle, obtuse tri-
angle, regular polygon, hypotenuse, mean pro-
portional, exterior angle of a convex polygon
10. All points equidistant from the end-points of a line
segment, and no others, lie on the perpendicular
bisector of the line segment.
11. Through a point not on a line there is one and only
one perpendicular to the line.
12. The Pythagorean Theorem. In any right triangle the
square of the hypotenuse is equal to the sum of the
squares of the other two sides; and conversely.
DEFINITION: corollary
12a. If the hypotenuse and another side of two right
triangles are in proportion, the two triangles are
similar.
12b. Two right triangles are equal if the hypotenuse
and another side of one are equal respectively
to the hypotenuse and another side of the other.
12c. The sum of two sides of a triangle is greater than
the third side.
12d. The shortest distance from a point to a line is
measured along the perpendicular from the point
to the line.
DEFINITION: distance from a point to a line
12e. Of two oblique lines drawn from a point to a
line, the more remote is the greater; and con-
versely.
When we wish to prove two distances equal, we shall
rely on Principles 1, 5, 6, 7, 10, 12, and 12b, and on Ex. 13,
page 85.
When we wish to prove two angles equal, we shall rely
on Principles 3,5,6, 7, 8, 9, and 12b.
99
 EXERCISES

When an "original" proposition baffles you, draw an

exact figure; then state as carefully as you can exactly
what you can prove and what you cannot prove. This
is the method of the scientist.
1. The perimeters of two similar polygons are 19
inches and 33 inches. If a side of the first polygon is 4
inches, how long is the corresponding side of the second?
2. The sides of a polygon are 3.1 cm., 2.7 cm., 4.6
cm., 4.4 cm., 5.0 cm., and 2.2 cm. Find the perimeter
of a similar polygon whose longest side is 7.0 cm.
3. The perimeter of an isosceles triangle is 21, and
one of the equal sides is ! the third side. Find the three
sides.
4. Enlarge the spiral in Fig. 40 in the ratio 3 to 2,
noting that in general the distance OP is proportional to
LAOP. In Fig. 40 LAOB=30°, OB=l in.; LAOC=
60°, OC=i in.; LAOD=90°, OD=i in.; LAOE=120°,
OE = t in., etc.

--+----~ ---------.--A·

Fig. 40

5. Prove that if alternate vertices of a regular hexa-

gon be joined by straight lines, the triangle formed will
have each angle equal to 60°.
100
 6. The sides of a regular pentagon are extended to
form a five-pointed star. Find all the angles of the star.
7. Find all the angles of a regular six-pointed star.
8. The sides of a regular polygon of n sides are ex-
tended to form a star. Show that the angle at each point
n-4
of the star is --(180°).
n
9. From the mid-point of the hypotenuse of a right
triangle perpendiculars are drawn to the other two sides
of the triangle. Prove that these lines are perpendicular
bisectors of the sides.
10. Prove that in any right triangle the mid-point
of the hypotenuse is equidistant from all three vertices.
11. Prove that in any right triangle the point of in-
tersection of the perpendicular bisectors of the two
shorter sides is the mid-point of the hypotenuse.
12. Find the length of the diagonals of a cube one edge
of which is s.
H G
13. Prove that diagonals AG
and CE of the cube in Fig. 41
E
/1 I
form angles that are not i
equal to any angle formed i
-r7---
I
by diagonals AC and BD of I

the square ABCD. }?L------- c

14. Prove that any pair of A ,-.,-,,-
diagonals of a cube meet at B
the same angle. For example, Fig. 41
show that the angle formed
by AG and EC in Fig. 41 is equal to the angle formed
by EC and HB.
15. Find the angle between the diagonals of a cube.
(Use trigonometric tables.)
101
 16. Prove that of all the straight lines that can be
drawn from the vertex G of the cube in Fig. 42 to points
in the opposite face ABCD, the line that makes the
smallest angle with the face ABCD is the diagonal GA.
See Ex. 21, page 98.
H

F
E I

! ,,
,,
: ,,
, , , ,,
I

:, Q

18
B
24 40

Fig. 43

17. In the house shown in Fig. 43, how far is it from

A to B?
18. Find angle APQ in the house shown in Fig. 43.
This angle is called the angle of pitch of the rafters.
19. Each slanting edge of a pyramid is 6 inches long;
the base is a square 4 inches on a side. Find the alti-
tude of the pyramid.
20. A tomato can is 5 inches high and 4 inches in diam-
eter. How far is it from the center of the can to a point
on the rim?
21. How far from A is the center of the endless broken-
line spiral of Fig. 44 on the next page? Prove that you are
right. Suggestion: Calculate the directed distances AC,
CE, EG, GI . . . and note that the sum of the infinite
series of steps, AC+CE+EG+GI + ... , yields the dis-
tance from A to the point in question. You can easily
learn how to find the sum of an infinite series of this
102
sort with alternating signs by turning to an algebra text,
1 1 1 1 5
For example, 1- 5+25-125+'" 1+! =6'

300

400 B
Fig. 44

103
 10 5 o 2
This diagonal scale gives us I
lengths in inches, tenths, and I
hundredths. For example, 2
PO = 2.76 inches. The con- 4
struction of the scale is based
on this theorem: Two or more 6
transversals are cut into pro-
portional segments by a sys- 8
tern of parallels.

Notice the plan followed in naming the streets and the avenues of Parkton. The
streets and avenues of this city form a rectangular network.
¥{},fTII / W RTN .rr.+-l----'I-+-+-+-I--I--1-+-+-t-l
NO/lTI{ TN/IW SI. -l--1-.....+--i....,...l--I--+---+r+-+-t"-'H
N()/lrN .J£C't>NP st:
/fO/lTN FIIIST .IT.
CHAPTER 4

Pal'allel Lines and Netwol'ks

THE MAJORITY OF geometric relations cluster

around the ideas "equal" and "similar." That is why
the simplest notions about equal and similar triangles
are taken as the basis of this geometry. From these
simplest notions we derive the more complicated relations
of geometry.
Principles 10, 11, and 12 in Chapter 3 state important
relationships about perpendiculars and about right tri-
angles. In this chapter we shall learn more about per-
pendiculars. We shall also learn about parallels, which
are closely related to perpendiculars.

PARALLEL LINES

Long before you began this course in demonstrative

geometry you had learned to think of "parallel lines"
as lines which lie in the same plane and do not meet,
however far extended. Probably it never occurred to
you to inquire, first of all, whether such lines exist or not.
In this development of geometry, however, we prefer
to make sure that such lines exist before we define them
or discuss any of their relationships. Consequently our
105
first theorem in this chapter, Theorem 13, states that
through a given point not on a given line there is one and
only one line which does not meet the given line. Then,
having proved this theorem, we describe such lines, by
definition, as parallel. In general we prefer not to define
anything until we have first shown that it exists. How-
ever, to follow this practice without exception throughout
our study of geometry would make us consider many
difficult and annoying details. It is desirable, neverthe-
less, to mention this ideal and to illustrate it with this
theorem.
In other geometry textbooks the proposition stated in
Theorem 13 is taken as an assumption. It is often called
the Parallel Postulate. By means of it these other books
prove the propositions concerning similar triangles and
the sum of the angles of a triangle. We have assumed
instead a proposition concerning similar triangles. We
have called this proposition Case 1 of Similarity (Principle
5). By using this principle we can prove, or deduce, this
proposition concerning parallels. As in the case of Prin-
ciples 6, 7, 8, and 11, the proof of Theorem 13 may be
omitted at this time; we shall return to it in Chapter 10.
A glance at the proof reveals that it depends in part
upon Principle 11, which was proved by means of Princi-
ples 5 and 9. Principle 9, in turn, was proved by means
of Principles 5 and 8; while Principle 8 depends upon Prin-
ciple 7, and Principle 7 upon Principle 5. So Theorem 13
is based fundamentally upon Principle 5. Our geometry
needs to assume only five fundamental propositions be-
cause these five are very powerful, as we have just observed
in the use of Principle 5.
These theorems on parallels and perpendiculars are
stated for the two-dimensional cases only. The exercises
afford opportunity for the extension of these principles
to three dimensions.
106
 Theorem 13. * Through a given point not on a given
line there is one and only one line which does not meet
the given line.

- P

0
---- Q
IT\.

n.

t
toS

Fig. 1

GIVEN: See Fig. l.

Line l and point P not on l.
TO PROVE: (1) There is at least one line through P
which does not meet line l.
(2) There can be not more than one such line through P.
ANALYSIS: The words "one and only one" are familiar
to us from our experience with perpendiculars; so it is
natural to depend on perpendiculars in our efforts to
prove the first part of this theorem.
PROOF: (1) There is one and only one line through P
which is perpendicular to line l (by Principle 11); call it
PD. And there is one and only one line through P which
is perpendicular to PD (by Principles 3 and 4); call it m.
Lines l and m are both perpendicular to PD and so cannot
meet; for if they had a point in common, we should have
two lines through that point both perpendicular to P D,
and that is impossible (by Principle 11).
Therefore, line m does not meet line l, and there is at
least one line through P which does not meet l.
*The five fundamental assumptions and the seven basic theorems in
Chapters 2 and 3 are called principles because they are the backbone of our
geometry. For convenience these twelve principles and the subsequent
theorems are numbered consecutively.

107
 (2) It is necessary now to prove that any other line
through P must meet l.
Let n be a line through P which makes with PD an
angle less than 90°. From a point Q on n (other than P)
draw a perpendicular to PD meeting it at R. In Fig. 1,
R is shown between P and D, but this is not necessary;
R can be any distance from P and on either side of P.
Measure the distances PR, RQ, and PD. From these
measurements compute the distance DB such that
PR PD
RQ = D S· Then from D measure off the distance DS
on line 1 and draw PS.
By Case 1 of Similarity (Principle 5) we know that
triangle PDS is similar to triangle PRQ. Consequently
L DPS is equal to L RPQ, and lines PS and n coincide.
Therefore n must meet l, and there is only one line through
P which does not meet the given line.
Lines in the same plane that do not meet, however far
extended, are said to be PARALLEL.
Corollary 13a. If a line meets one of two parallel
lines, it meets the other also.
For otherwise we should have two lines through a
point parallel to a third line.
Corollary 13b. If two lines are parallel to a third
line, they are parallel to each other.
For if they were not parallel they would meet, and we
should have two lines through a point parallel to a third
line.
All the lines parallel to a given line are parallel to each
other. Together with the given line they form a SYSTEM OF
PARALLELS, in which every line is parallel to every other line.
All lines parallel to any line of the system are members of
the system.
108
 A line that cuts a number of other lines is called a TRANS-
VERSAL of those lines.
Theorem 14. If a transversal meets two or more
lines at the same angle, the lines are parallel.

B
HI
IX 18 0
-
a C

Q_ ~rn~_--=-
J a
-----=f----;:---
E
-R
0

n
,1"'-'
K a
F
1"'-'
V
G

Fig. 2
GIVEN: The lines l, m, n cut by the transversal TV in
the points H, J, K respectively so that L CHT = L EJT =
LGKT=LBHV=LDJV=LFKV=a. See Fig. 2.
TO PROVE: l, m, and n parallel.
PROOF: If 1 and m meet at Q, the sum of the angles of
the resulting triangle HJQ is more than 180°, which is
impossible. Similarly, if 1 and m meet at R on the op-
posite side of the transversal, the sum of the angles of the
resulting triangle HJR is more than 180°, which again is
impossible. Since 1 and m cannot meet, they must be
parallel.
In similar manner m and n can be proved parallel, and
so l, m, and n are parallel.
NOTE: Sometimes this theorem is more easily applied
if stated in the following alternative form: If a trans-
109
 versal meets two lines so that the sum of the interior angles
on the same side of the transversal is 180°, the two lines
are parallel.
Corollary 140. Lines perpendicular to the same
line are parallel.
This was proved in the first part of the proof of Theo-
rem 13. It is also a special case of Theorem 14.
These perpendiculars form a system of parallels.
Theorem 15. A transversal meets each line of a
system of parallels at the same angle.
T

c
._. .!E=~---- -------
m
E
-~... ------

n
G

v
Fig. 3

GIVEN: The parallel lines l, m, and n cut by the trans-

versal TV in the points H, J, K respectively. See Fig. 3.
TO PROVE: LCHT=LEJT=LGKT=LBHV= LDJV
=LFKV.
PROOF: Construct through J the line m' so that LE'JT
= L CHT. According to Theorem 14, 1 and m' must
then be parallel. But 1 and m are given parallel. There-
fore m and m' must coincide (Why?), and LEJT must
equal LCHT.

L 110
 In similar manner we can prove that L CHT = L GKT.
It follows immediately that L BHV = L DJV = L FKV.
NOTE: This theorem gives us a new and important
method of proving angles equal. It enables us to prove
also that the sum of two angles such as L CHV and L EJT
in Fig. 3 is 180°.
Two angles whose sum is 180° are sometimes called
SUPPLEMENTARY angles. Two angles whose sum is 90°
are sometimes called COMPLEMENTARY angles.
Corollary 15a. If a line is perpendicular to one line
of a system of parallels, it is perpendicular to every
line of the system.
Theorem 16. Two transversals are cut into propor-
tional segments by a system of parallels.
9
" u'
T/ \u
H

,W
,
..,,,
Fig. 4
GIVEN: The system of parallels AH ... BJ ... CK .•.
DL ... and the transversals TV and UW. See Fig. 4.
AB BC CD
TO PROVE: HJ = JK = KL'
111
 ANALYSIS: We can prove distances proportional by
means of similar triangles. To prove triangles similar,
we need equal angles, and the parallels cut by transversals
supply these. Joining the transversals will provide the
desired triangles.
If the given transversals happen to be parallel, as for
example TV and U'W' (Fig. 4 on page 111), we can obtain
the desired triangles by means of an auxiliary transversal
UW.
PROOF: Let 0 be the intersection of the transversals
TV and UW. Triangles OAH, OBJ, OCK, and ODL
have a common angle at 0 and equal angles at A, B, C, D
(Why?). Consequently these triangles are similar,
OA OB OC OD
and oiI= OJ= OK= OL;
whence OA =r·OH,
OB=r·OJ,
OC=r·OK,
OD=r·OL.
If we subtract each of the first three of these equations
from its successor, we obtain
OB -OA =r(OJ -OH),
or AB=r·HJ.
Likewise, BC=r.JK,
and CD =r·KL.
AB BC CD
In other words, HJ JK KL·
If the given transversals TV and U'W' are parallel, we
can use the auxiliary transversal UW to prove that
HJ=s·H'J',
JK=s·J'K',
and KL =s·K'L'.
112
 Consequently, AB = rs- H' J',
BC =rs·J'K',
CD =rs·K'L',
AB BC CD
and H'J' = J'K' = K'L "

EXERCISES

*1. In Fig. 3 on page 110 prove that L CHT= LFKV.

A quadrilateral the opposite sides of which are parallel is
called a PARALLELOGRAM.
*2. Prove that the opposite , C
sides of a parallelogram are equal.
Suggestion: A diagonal of the
parallelogram may be regarded
as a transversal. See Fig. 5. A'
*3. Prove that the opposite Fig. 5
angles of a parallelogram are
equal.
*4. Prove that the diagonals
of a parallelogram bisect each
other. See Fig. 6.
*5. Prove that if the opposite Fig. 6
sides of a quadrilateral are equal,
the figure is a parallelogram. Suggestion: How can you
prove two lines parallel? Draw one diagonal of the
quadrilateral and consider the two resulting triangles.
*6. Prove that if two sides of a quadrilateral are equal
and parallel, the quadrilateral is a parallelogram.
7. Prove the converse of Ex. 3, namely, that if the
opposite angles of a quadrilateral are equal, the quadri-
lateral is a parallelogram.
113
 8. Prove the converse of Ex. 4, namely, that if the
diagonals of a quadrilateral bisect each other, the quadri-
lateral is a parallelogram.
9. Prove that if the four sides of a parallelogram are
all equal, the diagonals of the parallelogram are perpen-
dicular.
10. Prove that if the diagonals of a parallelogram are
perpendicular, the sides of the parallelogram are all equal.
11. In parallelogram ABCD
(Fig. 7), AE =CG and BF=
DH. Prove that quadrilateral
EFGH is a parallelogram.
12. In Fig. 4 on page 111,
if AB = 4, BC = 2, CD = 3, and
Fig. 7 HJ = 3.6, find JK and KL.
13. In Fig. 4, if AB = 1.4 X CD, what can you say about
HJandKL?
14. In Fig. 4, if AB =BC = CD, what can you say about
HJ, JK, and KL?
15. A double-tracked railroad
crosses another double-tracked rail-
road as shown in Fig. 8. Tell all
you know about the distances and
angles in the :figure. Fig. 8
16. What is the value of the product rs in the last
sentence of the proof of Theorem 16? What is the re-
lation between r and s?
*17. Draw a :figure to show that the converse of Theorem
16 is not necessarily true. That is, show that if two trans-
versals are cut into proportional segments by a system of
lines, these latter lines need not be parallel.
114
 B

A,L-----------'S' AL.-------~C
Fig. 9 Fig. 10

18. Prove that if through the mid-point of one side of

a triangle parallels be drawn to the other two sides of
the triangle, the two smaller triangles so formed will
be equal.
19. The sides of triangle A'B'C' in Fig. 9 are parallel
respectively to the sides of triangle ABC. Given that AB =
5, BC=4, CA =6, and A'B' =8, find B'C' and C'A'.
*20. Prove that if a line is parallel to one side of a
triangle and intersects the other two sides, it divides
these two sides proportionally (Fig. 10). Try to prove
this in two ways: first, by means of similar triangles; sec-
ond, by drawing another line and then using Theorem 16.
*21. Prove that if a line divides two sides of a triangle
proportionally, it is parallel B
to the third side.
*22. Prove that the line join- D~-----,,,,,,E
ing the mid-points of two sides
of a triangle is parallel to the A,L------::--------"'-C
third side and equal in length F
to half of it. See Fig. 11. Fig. 11
A quadrilateral having two and only two sides parallel is
called a TRAPEZOID.
11S
 *23. In Fig. 12 prove that the
diagonals of a trapezoid cut off pro-
portional segments on each other.
*24. Prove that the line joining the Fig. 12
mid-points of the nonparallel sides
of a trapezoid is parallel to the parallel sides and equal
in length to half their sum. Suggestion: In Fig. 13 connect
H, the mid-point of AC, with E
and F. What relation does EH
bear to BC? To AD? What
relation does HF bear to AD?
To BC? What relation does
the line EHF bear to the
straight line EF? Why?
R>, *25. Prove that the bisector
\"'" of an interior angle of a tri-
. . "" angle divides the opposite side
\ ""'" B into segments that are propor-
\ tional to the adjacent sides.
\ Th' AS AB (F'
\ at IS, prove SC = BC ig.
I

~:"-------J!.---~ 14). Suggestion: Through A

C draw a line parallel to the
bisector BS, am! extend CB
to meet it at R.
0" *26. In Fig. 15, BT bisects

T~-----~C
~_Q the exterior angle ABD of the
triangle ABC. Prove that
TA AB
A ~=-

Fig. 15 TC BC'
In Ex. 25 above, the point S is said to divide AC in-
ternally into the segments AS and SC. In Ex. 26 the
point T is said to divide AC externally into the segments
AT and TC. These two theorems together state that the
116
bisector of an interior (exterior) angle of a triangle di-
vides the opposite side internally (externally) into seg-
ments that are proportional to the adjacent sides.
*27. Prove that the bisectors '
of corresponding interior and ~'"
exterior angles of a triangle are
perpendicular. See Fig. 16.
28. Prove that the lines Fig. 16
joining the mid-points of the
sides of a quadrilateral form a parallelogram whether or
not the four vertices of the quadrilateral are in the same
plane.
29. Perpendiculars are drawn to a random line from
the four vertices of a parallelogram. Express the length
of the perpendicular drawn to this same line from the
point of intersection of the diagonals in terms of the
lengths of the perpendiculars from the vertices.
Theorem 17. Perpendiculars to two perpendicular
lines are themselves perpendicular.
GIVEN: OA perpendicular to
OB, AC perpendicular to OA,
c
and BD perpendicular to OB. P D
BI---------,f'--
See Fig. 17.
TO PROVE: AC perpendicular
to BD.
PROOF: We must first show 0 A
that AC and BD have a point Fig. 17
in common. A C is parallel to
OB, because two lines perpendicular to the same line are
parallel. BD, since it meets OB at B, must meet AC at
some point P, for otherwise we should have two lines
through B parallel to AC.
117
 The transversal BD and the parallel lines OB and AC
form the equal angles OBD and APD. Consequently AC
and BD are perpendicular. Why?
Each angle of the quadrilateral AOBP is a right angle.
Such a quadrilateral is called a RECTANGLE.
Prove the following corollary.
Corollary 17a. The opposite sides of a rectangle
are parallel and equal.
A RECTANGLE is an equiangular .parollelogram; an equi-
lateral parallelogram is called a RHOMBUS. A parallelo-
gram which is both equiangular and equilateral is called a
SQUARE.

NETWORKS

RECTANGULAR NETWORK. We have seen that all the

lines perpendicular to a given line form a system of par-
allels. See Fig. 18. The lines perpendicular to two per-
pendicular lines will form two systems of parallels; by
Theorem 17 every member of one system will be perpen-
dicular to every member of the other.
v

.5
: 2

C x

Fig. 18 Fig. 19

The collection of lines perpendicular to two perpendicular

lines is called a RECTANGULAR NETWORK (Fig. 19). The
two given perpendicular lines are called the AXES of the net-
work; their intersection 0 is called the ORIGIN. Every line
118
perpendicular to either one of the axes belongs to the
network. Every point P in the plane lies on one and only
one line of each system of parallels in a rectangular net-
work.
Any pair of perpendicular lines each of which is per-
pendicular to an axis of the network may serve as axes of
the network, and then their intersection becomes the
origin. The network erected on the new axes will be
identical with the original network. The choice of the
particular pair of perpendicular lines which shall serve as
axes of the network is determined for the most part by
convenience and by the particular task in hand; this choice
of axes can be changed, if desired, during the course of a
demonstration.
No line not of the network can be parallel to any line
of the network; for if parallel it would then be a line of the
network.
COORDINATES. The distances PD and PC measured
along lines of the network (Fig. 19 on page 118) are the dis-
tances from point P to the axes; they are equal to OC and
OD respectively. The directed distances OC and OD locate
the point P in relation to the two axes; they are called
the COORDINATES of P.
If OC = 5 and OD = 3, the coordinates of P are the num-
bers 5 and 3. The coordinates of a point are often writ-
ten after the letter designating the point, like this:
P:(5, 3). In Fig. 19 notice that the coordinates of P
and of P' are shown in this way.
The axis OX is often called the x-axis, and the axis OY
is often called the y-axis, Hence the coordinate of P
which is measured along the x-axis is called the x-coordi-
nate of P; and the coordinate which is measured along
the y-axis is called the y-coordinate of P. In Fig. 19 the
x-coordinate of P is 5, and the y-coordinate is 3. What
119
is the z-coordinate of P'? What is the y-coordinate of P'?
Notice that the z-coordinate is always written before
the y-coordinate, For every point in a plane there are
two numbers or coordinates which locate the point on a
given network.
THE SLOPE OF A LINE. In Fig. 20 the coordinates of
the point P are a and b. Notice that the relative size of
a and b determines the shape of the rectangle CODP and

the inclination of the line OP to the axes. The ratio ~

a
is called the SLOPE of the line OP with respect to the x-
axis. If a =5 and b =3, then the slope of OP is ~, or
0.6. We could just as well say that the slope of OP with
a
respect to the y-axis is b' but ordinarily we shall think
of slopes with respect to the x-axis only.
If b =0, the slope of OP is 0. If a =0, we cannot speak
of the slope of OP with respect to the x-axis because we
cannot divide by zero.
y

o ----------------------,p
I
:,
I
I
I
R
b:I
I
I
I
I
I
a o

c E

Fig. 20

Every line parallel to OP, such as QR in Fig. 20, forms

an angle of the same size with the x-axis as OP forms.
This means that the right triangles QRE and OPC are
120
similar and that the slope of QR can be written either as
QE' takimg Q as ongm,
ER . . or as ba. W e see, there f ore, th a t
every line parallel to OP has the same slope as OP.

EXERCISES

1. Locate the following points on a rectangular net-

work, taking one-quarter of an inch or any other con-
venient distance as the unit of measurement: A:(3, 5);
B:(4, 2); C:(2, 3); D:(6.50, 2.75).
2. Draw a line through each of these points and the
origin and find its slope.
3. Locate each of the following points on your network:
E:( -5, 3); F:(5, -3); G:( -5, -3); H:( -4, 2);
1:(2, -5); J:( -2, -3.5); K:( -3.5, -2.5).
4. Find the distance from the origin to each of the
points mentioned in Exercises 1 and 3. (Use the Pythag-
orean Theorem.)
5. Compute the following distances: AC, BD, AG, EF,
EK, CJ, JK, ID, KD, JD. (Use the Pythagorean
Theorem.)
6. Draw a line through the origin and the point Hand
find its slope. Notice that one of the coordinates of H
is negative.
7. Draw the lines CA, EH, and HF and find the slope
of each of these three lines.
8. Compare the slopes of lines GK and BD. What is
the slope of line HB?
9. Pick out the line segment on your network that has
the steepest slope. Pick out a line segment on your
network that has no slope.
121
 Theorem 18. If two lines have a point in common
and have equal slopes, they must coincide.
GIVEN: Lines PQ and PR having equal slopes and pass-
ing through P. See Fig. 21.
TO PROVE: PQ and PR must coincide.
y'
L R
: I

y r--------
o

o
-:Q:
,
,

,
, 0 ,
o , '
o , '
p: : : t
------ --- - ---- - - - - , - .J __ - - --~-----x
; LM
o
o
o

---=+--------x
o
Fig. 21
ANALYSIS: To prove that these lines coincide, we must
show that they make the same angle with some line of
the network. We can prove angles equal by means of the
three Cases of Similarity; the equal slopes suggest sides
of right triangles in proportion and the advisability of
trying to apply Principle 5.
PROOF: If point P is not at the origin of the network
to which the slopes are referred, we have only to choose
P as a new origin and choose for new axes the lines of the
network which pass through P. Complete the proof.
THE EQUATION OF ALINE. The slope of the line through
the origin 0 and the point P is given in terms of the
coordinates of P. In Fig. 22 on the next page the slope
of OP is~.
a
But the slope of this line can be stated
equally well in terms of the coordinates (x, y) of any other
122
point on the line, such as the y
point V. That is, the slope
of DV is equal to the slope
of OP; for triangles LOP and ~ !
MOV are similar, by Case 2 i
of Similarity (Principle 6). It 'Ji
:
follows that ~ =~. This equa-
I

x a x
tion is called THE EQUATION Fig. 22
OF THE LINE OP. Any point
except 0 on OP must have coordinates (x, y) which satisfy
this equation, and by Theorem 18 any point whose
coordinates (x, y) satisfy this equation must lie on OP.
Thus the equation ~ = ~ is an algebraic way of saying that
x a
the ratios of the coordinates of all points except (0, 0) on
line OP are equal.
If the point 0 does not happen to be at the origin, it is
always possible to choose a new pair of axes for the net-
work so that the origin shall fall at O.
The equations of lines that
y d
are members of the network 11
)(
can be obtained directly with-
out using slopes. For exam- (a,b)
ple, in Fig. 23 notice the line
of the network that is parallel o
to the x-axis and passes
through the point (a, b). The Fig. 23
y-coordinate of every point
on this line is b; therefore the equation of this line is
y = b. Similarly, since the x-coordinate of every point
on the line through (a, b) perpendicular to the x-axis is
a, the equation of this line is x = a. The equation of the
line forming the x-axis is y = 0; the equation of the line
forming the y-axis is x = O.
123
 EXERCISES

1. Write the equation of the line through the origin

and the point (5, 4).
2. Write the equation of the line through the origin
and the point (-2, 3).
3. Rewrite the equation ~ = ~ so that it will be satis-
x a
fied by the coordinates of the origin (0, 0) and at the same
time avoid having a fraction with a zero denominator.

SYMMETRY. Two points, P and P', are said to be SYM-

METRIC WITH RESPECT TO A LINE if the line is the perpen-
dicular bisector of PP'. The line is called the AXIS OF
SYMMETRY.

A A Notice what happens when

we fold the geometric figure
shown in Fig. 24 along the line
AB. One-half of the figure
then coincides with the other
half. We say that this figure
is symmetric with respect to
the axis AB.
B B
A geometric figure is sym-
Fig. 24
metric with respect to an axis
if every point P of the figure (except points on the axis)
has a corresponding point P' in the figure such that PP'
is bisected perpendicularly by the axis.
An equilateral triangle has three axes of symmetry.
How many has a square? A rectangle? A regular penta-
gon? A regular hexagon?
Show by folding a figure that if two lines intersect,
the axes of symmetry of the figure bisect the angles be-
tween the lines.
An equilateral triangle is divided by an axis of symmetry
124
into two right triangles each of which is said to be sym-
metric to the other.
In three dimensions we can have a plane of symmetry
analogous to the axis of symmetry in two dimensions.
How many planes of symmetry has a brick? A cube?
A man? Is there any feature in which two symmetric
triangles on a sphere differ from two symmetric triangles
on a plane?
Figure 25 has no axis of symmetry. If, how- ~
ever, we rotate this figure in the plane of the
paper about the point 0, it coincides from time 0
to time with its original position. We say
that this figure is SYMMETRIC WITH RESPECT Fig. 25
TO THE point O. The point 0 is called the
CENTER OF SYMMETRY of the figure.
Has an equilateral triangle a center of symmetry? Has
a square? A rectangle? A regular pentagon? A regular
hexagon? A brick? A cube?
Bring to class pictures of buildings, church windows,
formal designs, and window tracery which show various
kinds of symmetry. Look for examples of symmetry in
nature. Look in a dictionary, an encyclopedia, or a book
on trees for pictures of mulberry and sassafras leaves. If
you can find pictures of twigs with several leaves on them,
notice in what ways they illustrate symmetry and in
what ways they illustrate lack of symmetry. Copy the
pictures to show to the rest of the class.
Using as a pattern the definition of symmetry with re-
spect to an axis given on page 124, state the definition of
symmetry with respect to a point in such a way that it
will apply to geometric figures with complicated boun-
daries, such as the block letter S shown in Fig. 26 on
page 126.
Three or more points are said to be COLLINEAR if they all
lie on the same straight line. We sometimes say that such
125
points have a line in common. Three or more lines are
said to be CONCURRENT if they all pass through the same
point. We sometimes say that such lines have a point
in common.

EXERCISES

1. Designers of ornaments make frequent use of axial

symmetry, central symmetry, and the close relation of
a figure to a network. How many axes of symmetry has
each of the seven figures below? Which ones have sym-
metry with respect to a point? Which ones show close
relation to a network?

Ou
Fig. 26

2. The leaf pictured in Fig. 27 is

from poison-ivy. What is there about
the shape of poison-ivy leaves that
would help you identify this plant
outdoors?
*3. Prove that if three or more
lines are concurrent, they cut off pro-
portional segments on two parallel lines.
Fig. 27 See Fig. 28 on the next page.
126
 p

Ar--lF---'I;C

It. s c' s' c'

nq.28 nq.29
*4. Prove that if three lines cut off proportional seg-
ments on two parallel lines, they are either parallel or
concurrent. Suggestion: In Fig. 29 assume that AA' and
BB' meet at P and that BB' and CC'meet at Q. In order
to prove that P and Q coincide, you must do more than
PB QB
prove that PB' = QB'· You must go further and prove
PB QB . .
that BB' = BB'· In this connection look again at Ex-
ercises 20-38, pages 64-66.
*5. Prove that if two triangles have their sides re-
spectively parallel, they are similar.
*6. Prove that if two similar triangles have their sides
respectively parallel (Fig. 30), the lines AA', BB', CC'
joining corresponding vertices are concurrent. This point
of concurrence is sometimes called the "center of simili-
tude" of two triangles.

127
 7. There is one exception to the proposition in Ex. 6
on page 127. What is it? What about AA' and BB' in
this case? AA' and CC'?
8. Prove the proposition in Ex. 6 when the point of
concurrence lies between the triangles. See Fig. 3I.
i; /1 e
9. Two lines I and m (Fig.
/! ": 32) intersect at an inaccessible
P
/ i
( ,
,/ \
!
point. It is desired to draw
I

" : '- : through a given point P a line

\J \ I
'; " I
m which if prolonged would pass
Fig. 32 through the intersection of I
and m. Show how this can
be done, assuming that you have a device for drawing a
line parallel to a given line.
10. While walking north on Main Street, Fred Harris
spies John Reed driving south in a car at 15 miles an hour,
just before an elm tree near the curb hides the car from
his view. Fred does not want John to see him. How
fast must Fred continue walking north in order to keep
hidden by the elm tree, if the tree is four times as far
from John as from Fred?
11. Prove that the perpendicular bisectors of the sides
of a rectangle meet at the point of intersection of the
diagonals.
12. Three planes ordinarily intersect in a point, as, for
example, the floor and two adjacent walls of a room. Under
other conditions three planes may have a line in common.
Explain the conditions under which three planes can
intersect (two at a time) in three lines; in two lines. When
will the planes have no point in common?
In Exercises 13-20 the word "Show" is used instead of
"Prove" because in these exercises you are expected prin-
cipally to see the relations between the points, lines,
128
and planes involved and are not required to give the care-
ful sort of explanation and justification ordinarily ex-
pected of you.
13. Show that if two lines are parallel, every plane con-
taining one of the lines, and only one, is parallel to the
other. Suggestion: Use the indirect method.
14. Show that two planes perpendicular to the same
line must be parallel. Suggestion: Suppose they have a
point in common.
15. Show that if two parallel planes are cut by a third
plane, the lines of intersection are parallel. Suggestion:
Use the indirect method.
16. Show that if two lines are cut by three parallel
planes, their corresponding segments are proportional.
See Fig. 33. V

o
Fig. 33 Fig. 34
17. Show that if a pyramid is cut by a plane parallel
to the base, the lateral edges and the altitude are divided
proportionally, and the section is a polygon similar to
the base. See Fig. 34.
129
 18. Show that if each of two intersecting lines is par-
allel to a given plane, the plane of these lines is parallel
to the given plane. Suggestion: Use the indirect method.
Two lines that do not meet and are not in the same
plane are called SKEW LINES.
19. Show that through either of two skew lines it is
possible to pass one plane, and only one, which is parallel
to the other line. Suggestion: Through any point of one
of the given lines draw a line parallel to the other given
line.
20. Show that through a given point in space one
plane, and only one, can be passed parallel to each of two
skew lines, or else parallel to one line and containing the
other.
21. See if you can convince yourself that between any
two given skew lines there is one common perpendicular,
and only one. Suggestion: Consider:first a random plane
parallel to the two given skew lines. Then consider the
relation of this plane to all lines that are perpendicular
to either of the two skew lines.

SUMMARY

13. Through a given point not on a given line there is

one and only one line which does not meet the given
line.
DEFINITION: parallel lines
13a. If a line meets one of two parallel lines, it meets
the other also.
13b. If two lines are parallel to a third line, they are
parallel to each other.
DEFINITIONS: system of parallels, transversal
130
14. If a transversal meets two or more lines at the same
angle, the lines are parallel.
14a. Lines perpendicular to the same line are parallel.
15. A transversal meets each line of a system of parallels
at the same angle.
DEFINITIONS: supplementary angles, complementary angles

15a. If a line is perpendicular to one line of a system

of parallels, it is perpendicular to every line of the
system.
16. Two transversals are cut into proportional segments
by a system of parallels.
DEFINITIONS: parallelogram, trapezoid
17. Perpendiculars to two perpendicular lines are them-
selves perpendicular.
DEFINITION: rectangle
17a. The opposite sides of a rectangle are parallel and
equal.
DEFINITIONS: rhombus, square; rectangular network, axes,
origin, coordinates, slope of a line
18. If two lines have a point in common and have equal
slopes, they must coincide.
DEFINITIONS: equation of a line; symmetry with respect to a
line, axis of symmetry, symmetry with respect
to a point, center of symmetry; collinear points,
concurrent lines

131
The b uilding shown above is Westminster Abbey, th e most famous church in
England. Much of the beauty of this building is derived trom geometric figures.
The insert shows a design based on tangent circles which is used. on the £ront of
the building.

The picture below shows a footbal1 team attempting to score by a kid. The ac-
companying diagram shows thal Lhe angle between the goal posts is Lhe same
whether the kicker is near the side of the field on the 2().yard line or midway
between the sides of the field on the 40-yard line. This diagram illustrates
the theorem that all inscribed angles having the same aJ'C are equal.
(()Ol. GQAl.
"'ll:ST POST

~~...:==:m::=== ~=:';; J'

Sl) l== = = = = = = = = =;SI1

CHAPTER 5

The Circle and Regular Polygons

IN THE PRECEDING CHAPTERS we have con-

sidered only straight lines and figures made up of straight
lines. We turn now to the simplest of all curved lines, the
circle. We shall study its properties and its relation to
straight lines and to figures made up of straight lines,
especially polygons.
In a plane all the points at a given distance from a given
fixed point are said to form a CIRCLE. ", .. '--- ..
The fixed point 0 is called the CENTER,' "
of the circle, and the distance r is called;' I/" I" / \

the RADIUS (Fig. 1). \ 0 ;

Every point at a distance r from 0 \" ,/
is said to be on the circle. Every point ''-------
at a distance less than r from 0 is said Fig. 1
to be inside the circle, and every point at a distance greater
than r from 0 is said to be outside the circle.
If the center of the circle be taken as the origin of a
rectangular network, it follows from the Pythagorean
Theorem (Principle 12) that the coordinates (x, y) of
every point P of the circle will satisfy the equation
x 2+y2 = r 2. This equation is the EQUATION OF THE CIRCLE.
Every circle with center 0 has an equation of this sort,
with a different value of r for each circle.
133
 y On any half-line with end-
point 0 there is a point at the
distance r from O. This point is
on the circle with center 0 and
\, o X radius r. We may select one
,
such half-line-for example, OX
'.
in Fig. 2-as a reference line
from which to measure the an-
Fig. 2
gles to all other such half-lines.
If we measure these angles in degrees, then on every half-
line which makes an angle of between 0 and 360 degrees
with OX there is a point of the circle.
All the points of the circle which lie on half-lines bearing
numbers from p to q* are said to form an ARC PQ of the
circle. The word "arc" comes from a Latin word mean-
ing "bow." In Fig. 3 arc PQ corresponds to angle POQ.
Angle POQ is called a CENTRAL ANGLE because its vertex
q~ is at the center of the circle.
Q In Fig. 3 notice that the half-lines
. > : ---~, OP and OQ form two angles whose
,/ \. 0 sum is 360°. Ordinarily when we
( 0 lX speak of angle POQ we refer to the
... / lesser of these two angles; only rarely
\",,,/ do we mean the greater angle. Simi-
-'---., larly, when we speak of the arc PQ,
Fig. 3
we ordinarily mean the arc that cor-
responds to the lesser central angle POQ; but occasionally
we mean the arc that corresponds to the greater central
angle. Except for the end-points P and Q, all the points
of the first arc PQ-sometimes called the MINOR ARC-
are distinct from the points of the second arc PQ-some-
times called the MAJOR ARC. If the two central angles
POQ are equal, each of the two corresponding arcs PQ
is called a SEMICIRCLE.
*Or, in certain cases, from pto 0 and from 360 to q; or from pto 360
and from 0 to q.
134
 For convenience we shall refer to two arcs as EQUAL
ARCS* if their circles have equal radii and if their central
angles are equal. It is obvious geometrically that equal
arcs have equal lengths, but we shall post- B
pone till Chapter 7 all questions relating ~ p
to lengths of curves. /
In Fig. 4 a point P of the arc AB is 0/ A
said to bisect the arc if the central angles
AOP and POB are equal. P is called the
MID-POINT OF THE ARC. Fig. 4
Circles which have equal radii are called EQUAL CIRCLES.

EXERCIS El

1. The circles whose radii are given below have their

centers at the origin of a rectangular network. Write the
equation of each circle.
(a) 2 (b) 5 (c) 3.1 (d) i
2. Find the radius of each circle whose equation is
given below.
(a) X2+y2=9 (c) x 2+y2=3.61
(b) X2+y2=8 (d) 4x 2+4y2=9
100
3. How many points are there
whose coordinates satisfy the equa- 35
tion X2+y2=O?
4. How many points are there
~---lr-:--O,360
whose coordinates satisfy the equa-
tion X2+y2 = -4?
5. Pick out all the pairs of equal
F
arcs you can find in Fig. 5.
270
6. How would you locate the Fig. 5
point bisecting arc BE in Fig. 5?
*The word "equal" here is taken to mean "equal in all respects," or
"congruent." See page 59.
135
 A straight line segment joining two points of a circle
is called a CHORD. See Fig. 6.
A chord which passes through the center of the circle
is equal in length to twice the radius; this length is called
the DIAMETER of the circle. The word "chord" comes
ARC
from the Greek word for "string." Look

~
in the dictionary for the origin of the words
"radius" and "diameter." As indicated
CHORt>
on page 15, we shall use the words "radius"
Fig. 6 and "diameter" to denote certain lines
as well as their lengths, when to do so will cause no
confusion.
Now let us see just how the chords of a circle may vary
in length. A chord of a circle can never be longer than
2r, although it may be equal to 2r. What do we call a
chord that is equal to 2r? No chord can be so short that
its length is equal to zero. The two points of a circle
which form the end-points of a chord may be as near as
we like, making the chord as short as we please. No
matter how small a number you name, we can always find
a chord whose length is less than the number; but we
cannot find any chord whose length is zero.
Theorem 19. In the same circle, or in equal circles,
equal chords have equal arcs; and conversely.
(1) GIVEN: Circle 0 (Fig. 7) in which AB = CD.
C TO PROVE: Arc AB = arc CD.
Analyze and prove this theorem.
Suggestion: Use Case 3 of Similarity
A (Principle 8) and the definition of
equal arcs.
(2) GIVEN: Circle 0 (Fig. 7), in
which arc AB = arc CD.
Fig. 7 TO PROVE: AB = CD.
136
 Now analyze and prove the converse of the theorem.
Suggestion: Use the definition of equal arcs and Principle 5.

EXERCISES

*1. On a circle there are several points, A, B, C, D, E,

. . . equally spaced. Prove that AC, BD, CE, . . . are
equal chords. Prove also that AD, BE, ... are equal.
*2. Prove that the line joining the center of a circle to
the mid-point of a chord is perpendicular to the chord.
*3. Prove that a diameter perpendicular to a chord
of a circle bisects the chord and the corresponding arcs.
*4. Prove that in the same circle (Fig.
8), or in equal circles, equal chords are
equidistant from the center. Suggestion:
Use the Pythagorean Theorem.
*5. Prove that in the same circle, or
in equal circles, chords equidistant from
the center are equal. Fig. 8
*6. Prove that if in the same circle, or in equal circles,
two chords are unequal, the shorter is at the greater dis-
tance from the center.
7. Successive arcs are marked off on a circle so that
each arc has a chord equal in length to the radius. Prove
that the sixth arc ends at the point where the first arc
begins.
8. Prove that six dimes will just fit around the rim of
a seventh dime so that each of the six outside dimes will
just touch three other dimes. Suggestion: Connect the
centers of neighboring dimes by straight lines.
An endless straight line passing through two points of a
circle is called a SECANT. Notice that every chord is a
particular segment of a secant.
137
 The secant can have only two points
in common with the circle. In Fig. 9
these points are A and B. If there
were a third point C on the secant at
a distance r from 0, then (DCF would
equal r 2 - (ODF, where D is the foot of
Fig. 9 the perpendicular from O. But (AD)2
= r2- (OD) 2 = (DB)2. Therefore (DC)2
must equal both (DB)2 and (DA)2, and hence C is not
distinct from both A and B (by Principle 1 and the second
paragraph on page 43).
When a line and a circle have two points in common, we

.r:
say that the line and the circle INTERSECT. The points
they have in common are called the points of intersection.
A straight line having but one point
in common with a circle is called a
" \ ------- "\ TANGENT. * See Fig. 10. The com-
I ' ,

" \ \ mon point is called the POINT OF

:
\
\
0
:
; TANGENCY, or POINT OF CONTACT.
\ / The line is tangent to the circle, and

0
",- // the circle is tangent to the line, at the
Fig. 10 point of tangency.
If the sides of a poly-
gon are chords of a cir-
de, the polygon is said
to be INSCRIBED in the
circle; the circle is said
to be CIRCUMSCRIBED
about the polygon. Inscribed Polygon Circumscribed Polygon
If the sides of a poly- Fig. 11
gon are tangent to a
circle, the polygon is said to be circumscribed about the
circle; the circle in this case is said to be inscribed in the
polygon. See Fig. 11.
*1t is understood, of course, that the line lies in the plane of the circle.

138
 Theorem 20. A line perpendicular to a radius at
its outer extremity is tangent to the circle.
GIVEN: Circle 0, radius OT,
and line I perpendicular to OT
at T. See Fig. 12.
t
TO PROVE: Line I has but one
point in common with the circle.
PROOF: Let U be any point on
I other than T. Then (OU)2 =
(0T)2+(TU)2. This means that
OU> OT and that U is outside Fig. 12
the circle. Therefore every point
of line I except T is outside the circle, and I has but one
point, T, in common with the circle. In other words,
line I is tangent to the circle.
Theorem 21. Every tangent to a circle is perpen-
dicular to the radius drawn to the point of contact.
GIVEN: Circle 0 and line I
tangent to the circle at T.
See Fig. 13.
TO PROVE: Line I is per-
pendicular to OT.
ANALYSIS: In proving
Theorem 20 we used the
given perpendicular relation Fig. 13
and the Pythagorean Theo-
rem to show that every point on I except T was outside
the circle and therefore that I had only one point in com-
mon with the circle. In proving the converse theorem
we may be able to reverse these steps. Starting with the
given idea, only one point in common with the circle, we
must try to prove that every point on I except T is out-
139
side the circle, and so prove that OT is perpendicular to
I. In proving this last step we cannot use the Pythago-
rean Theorem directly because now the perpendicular rela-
tion is in doubt. But there is a corollary of the Pythago-
rean Theorem that connects perpendicularity with the
idea of shortest distance from a point to a line, and we
may be able to use that here. Evidently then the proof
depends upon our ability to show that T is the nearest
point of line 1 to O. We can do this by the indirect
method, showing that if T were not nearer to 0 than any
other point of 1 we should have a contradiction.
PROOF: Let U be any point of 1 other than T.
(1) OU cannot equal OT, for then 1 would have two
points in common with the circle.
(2) OU cannot be less than OT, for if it were, some point
of 1 other than T would be nearest to O. Call this nearest
point Q. Then OQ would be perpendicular to 1 (Corollary
12d), and there would be a second point T' on 1 at a dis-
tance QT from Q (page 43). This would make OTt equal to
OT, and 1would have two points in common with the circle,
which is impossible.
(3) Therefore OU must be greater than OT, and OT
is the shortest distance from 0 to l. It follows from
Corollary 12d that OT and 1 are perpendicular.
Corollary 21a. There is only one tangent to a circle
at any given point of the circle.
For otherwise there would be at least two distinct per-
pendiculars to OP at P, which is impossible.

EXERCISES

*1. Prove that a perpendicular to a tangent at the

point of tangency passes through the center of the circle.
140
 *2. Prove that a perpendicular from the center of a
circle to a tangent passes through the point of tangency.
In Fig. 14 arcs AC and BD lie between lines AB and CD.
We say that lines AB and CD INTERCEPT arcs AC and BD.

Fig. 14 Fig. 15

*3. Prove that two parallel secants intercept equal arcs

on a circle. Suggestion: In Fig. 15 draw MOM' perpendic-
ular to AB and show that LAOC is equal to LBOD.
*4. Prove that a secant and a tangent parallel to it
intercept equal arcs on a circle.
*5. Prove that two parallel tangents intercept equal
arcs on a circle.
6. Prove that every parallelogram inscribed in a circle
is a rectangle.
7. Prove that every trapezoid inscribed in a circle
is isosceles.
*8. Prove that if two tan-
gents to a circle intersect,
they make equal angles with
the line joining the point of
intersection to the center, and
their segments from the point
of intersection to the points
of tangency are equal. See
Fig. 16. Fig. 16
141
 9. In Fig. 17 a quadrilateral
is circumscribed about a circle.
Prove that the sum of one pair of
opposite sides is equal to the sum
of the other pair.
10. Draw lines from the ver-
tices of the quadrilateral in Fig. 17
Fig. 17
to the center of the circle and see
if you can discover a relation between the central angles.
Prove it.
11. In Fig. 18 a hexagon ABCDEF is circumscribed
about a circle. Prove that AB+CD+EF=BC+DE+FA.
12. Could you prove a theorem E D
similar to the one in Ex. 11 for a
polygon of eight sides circumscribed
about the circle? For a polygon of F
c
ten sides? For a polygon of eleven
sides?
State your conclusions in as general A
terms as possible. Fig. 18
The straight line that contains the centers 0 and 0' of two
circles is called the LINE OF CENTERS of the two circles.
13. Draw diagrams to show that if the straight line
segment 00' joining the centers 0 and 0' of two circles
is greater than the sum of the radii, or less than the differ-
ence of the radii, the circles have no point in common.
Show similarly that if 00' is equal to the sum of the radii,
or to their difference, the two circles have one and only
one point in common. This common point must lie on
00' or on 00' extended, for otherwise Corollary 12c would
be violated. Show finally that if 00' is less than the sum
and greater than the difference of the radii, the circles
have at least two points in common. In no case of this
sort can a point common to the two circles lie on 00' or
142
on 00' extended; and corresponding to each common
point P there must be a second point Q such that P and
Q are symmetric with respect to the line 00'.
*14. Prove that if two circles have two points in com-
mon, the line of centers is the perpendicular bisector
of the line segment joining these two points.
*15. Prove that two circles cannot have more than two
points in common. Suggestion: Use the indirect method
and Ex. 14.
When two circles have two points in common, we say that
THE TWO CIRCLES INTERSECT. The points that they have in
common are called the points of intersection, and the line
segment joining these points is called the COMMON CHORD
of the two circles.
If two circles are tangent to the same line at the same point,
the circles are said to be tangent to each other.
*16. Prove that if two circles are tangent to each other,
the line of centers passes through the point of contact
(Fig. 19).

Fig. 19

If the point of contact of two tangent circles lies between

the centers, the circles are said to be TANGENT EXTERNALLY;
if the point of contact does not lie between the centers,
the circles are said to be TANGENT INTERNALLY.
In Fig. 19 which two circles are tangent externally?
Which two circles are tangent internally?
143
 A line which is tangent
to two circles is called a
COMMON INTERNAL TAN-
GENT if it has a point in
common with the line seg-
ment joining the two cen-
Fig. 20 ters; if it has not, it is called
a COMMON EXTERNAL TANGENT. See Fig. 20.
Circles that are tangent internally have a common ex-
ternal tangent; whereas circles that are tangent externally
have a common internal tangent and two common ex-
ternal tangents.
17. Illustrate by diagrams the relative positions of
two circles which satisfy in turn each of the following
conditions.
(a) Having two common external tangents and two
common internal tangents.
(b) Having two common external tangents and one
common internal tangent.
(c) Having two common external tangents and no
common internal tangent.
(d) Having one common external tangent and no com-
mon internal tangent.
(e) Having no common tangent.
18. Two circles are tangent externally. Their diam-
eters are 4.86 inches and 3.12 inches. Find the distance
between the centers of the circles.
19. Two circles having the same diameters as those in
Ex. 18 are tangent internally. Find the distance 'between
the centers of these circles.
20. Three circles with diameters of 5.2 inches, 3.6
inches, and 4.4 inches are externally tangent, each to the
other two. Find the perimeter of the triangle formed by
joining the centers.
144
 21. For each of the cases in Ex. 17 state a relation
which must hold between the length of the line segment
joining the centers and the sum or difference of the radii.
22. What is the axis of symmetry in each case in Ex. 17?
23. Prove that if two circles are tangent either exter-
nally or internally at T, tangents to both circles from
any point except T of the common tangent are equal.
24. Prove that if two circles are tangent extemally,
their common internal tangent bisects both common
external tangents.
25. Prove that the common external tangents of two
circles meet on the line of centers.
26. Prove that the common internal tangents of two
circles meet on the line of centers.
An angle whose vertex is on a circle, and whose sides
are chords, is called an INSCRIBED ANGLE.
Theorem 22. An inscribed angle is equal to half
the central angle having the same arc. *

B A B

A
CASEI CASE 2 CASE 3
Fig. 21

GIVEN: Angle ABC inscribed in a circle with center 0;

central angle ADC. See Fig. 21.
TO PROVE: LABC=!LAOC.
*In referring to this theorem you may find it convenient at times to
employ a wording which, though not quite accurate, is common in other
texts, namely: "An inscribed angle is measured by half the intercepted
arc."

145
 Case 1. When one side of the inscribed angle goes
through O.
PROOF: LABC+LBCO+L COB =180° (By Theorem 9),
and LAOC+LCOB=180°. (Why?)
Therefore LABC+LBCO= LAOC.
But L ABC = L BCO. (Why?)
Therefore 2L ABC = L AOC,
and LABC=!LAOC.
Case 2. When 0 lies within the angle ABC. *
PROOF: Draw through Band 0 the chord BD. This
chord divides ABC into two parts each of which falls
under Case 1. Now complete the proof.
Case 3. When 0 lies outside the angle ABC. *
PROOF: Draw through Band 0 the chord BD. Com-
plete the proof.
Corollary 22a. Equal angles inscribed in the same
circle have equal arcs.
Corollary 22b. All inscribed angles having the same
arc are equal. See Fig. 22.
Corollary 22c. Every angle "inscribed in a semi-
circle" is a right angle. See Fig. 23.

Fig. 23
*The expressions "within the angle" and "outside the angle" can be de-
fined precisely by means of the idea of "betweenness," but their mean-
ing here is obvious from the diagrams in Fig. 21 on page 141>.

146
 EXERCISES

1. Prove that if a quadrilateral has its vertices lying

in a circle, its opposite angles are supplementary (that is,
add up to 180°).
2. Prove that an inscribed triangle is a right triangle if
one side passes through the center of the circle.
3. Through one of the points
of intersection of two circles chords
are drawn through the centers of
the circles. Prove that the line join-
ing the ends of these chords passes
through the other point of inter-
Fig. 24
section of the circles. Suggestion:
In Fig. 24 prove that CBD is a straight line.

Fig. 25
4. Through each of the two points of intersection of
two circles a line is drawn. The two lines so drawn are
terminated by the circles. Prove that the chords joining
the corresponding ends of the two lines are parallel. Prove
this for both cases shown in the diagrams in Fig. 25.
*5. Prove that an angle formed by two intersecting
chords of a circle is equal to half the 0
sum of the central angles having the
same arcs as the given angle and the
equal angle opposite it. Suggestion:
Draw CB (Fig. 26) and prove first
that L APC is equal to the sum of
two inscribed angles. Fig. 26
147
 *6. Prove that an angle
formed by two secants inter-
P secting outside a circle is equal
to half the difference of the
central angles corresponding
to the arcs intercepted by the
Fig. 27 secants. Suggestion: Draw CB
(Fig. 27) and prove first that L APC is equal to the differ-
ence of two inscribed angles.
*7. Prove that an angle formed by a tangent and a
chord of a circle (Fig. 28) is equal to half the central
angle having the same arc as the chord.

A~P
Fig. 28 Fig. 29

*8. Prove that an angle formed by a tangent and a se-

cant (Fig. 29) is equal to half the difference of the central
angles corresponding to the intercepted arcs. Suggestion:
Make use of Ex. 7.
*9. Prove that an angle formed
by two intersecting tangents is
equal to 180 0 minus the central
angle having the same minor arc.
See Fig. 30.
10. Prove that the angle formed
Fig. 30
by two intersecting tangents can
be expressed in the same way as the angle between two
secants that intersect outside a circle, that is, as equal to
half the difference of the central angles corresponding to
the intercepted arcs.
148
 11. If in Fig. 26 on page 147 arcs AC and BD have cen-
tral angles of 71 ° and 56 ° respectively, how many degrees
has angle APC?
12. If in Fig. 26 arcs BC and AD have central angles
of 203° and 38° respectively, how many degrees has angle
APC?
13. If in Fig. 26 L APC = 64 ° and arc BD has a central
angle of 59°, how many degrees has the central angle of
arc AC?
14. If in Fig. 26 D, and consequently also P, coincides
with B, show that the inscribed angle ABC can be re-
garded as a limiting case of the angle between two inter-
secting chords.
15. If in Fig. 27 on page 148 arcs AC and BD have cen-
tral angles of 94 ° and 39 ° respectively, how many degrees
has angle APC?
16. If in Fig. 27 LAPC=29° and arc AC has a central
angle of 92°, how large is the central angle of arc BD?
17. If in Fig. 27 D, and consequently also P, coincides
with B, show that the inscribed angle ABC can be re-
garded as a limiting case of the angle between two secants
that intersect outside a circle.
18. Test the theorem of Ex. 7, page 148, by the case in
which the angle TOB is 90°; by the case in which it is 180°.
19. If in Fig. 29 on page 148 arcs TA and TB have cen-
tral angles of 76° and 51 ° respectively, how many degrees
has angle TP A?
20. If in Fig. 29 LTPA =13° and arc TA has a cen-
tral angle of 78 0, how large is the central angle of arc TB?
21. If in Fig. 30 on page 148 the major arc ST has a
central angle of 223 0, how many degrees has angle SPT?
149
 22. If in Fig. 30 L 8PT = 42.2°, how large are the cen-
tral angles of the major and minor arcs 8T?
23. Show that the theorem in Ex. 8, page 148, can be
regarded as a limiting case of the theorem in Ex. 6 on the
same page.
24. Show that the theorem in Ex. 7, page 148, can be
regarded as a special case of the theorem in Ex. 8 on the
same page.
25. Show that the theorem in Ex. 10, page 148, can
be regarded as a limiting case of the theorem in Ex. 8 on
the same page.
26. In Fig. 31 prove that the perpen-
dicular PD from any point P on a circle
to a diameter* AB is the mean propor-
tional between the segments of the diam-
eter. Suggestion: Use Corollary 22c and
Fig. 31 Ex. 14, page 85.
27. Chords PA and PB are drawn from any point P
on a circle to the extremities of a diameter AB, and D
is the foot of the perpendicular from P to AB. Prove
that (PA)2=ADXAB and (PB)2=DBXAB.
28. If in Fig. 31 AD =2 and AO=4, find PD.
29. If in Fig. 31 PD =3 and AD =2, find AO.
30. If in Fig. 31 PD =3 and PO=4, find AD.
31. If in Fig. 31 AD=3 and DB=5, find PA and PB.
32. If in Fig. 31 AD =2 and AO=4, find PA and PB.
33. If in Fig. 31 PA =3 and AD =1.5, find AB and PB.
34. If in Fig. 31 PA =4 and PB =6, find AD and PD.
*The word "diameter" here means the chord through the center of
the circle, rather than its length. The word is frequently used in this
sense when there is no cause for misunderstanding. The word "radius"
is often used in a similar manner to denote the line rather than its length.
On the other hand, we use "perpendicular" here to denote the length rather
than the line.

150
 *35. Prove that if two chords in a circle intersect, the
product of the segments of one is equal to the product of
the segments of the other. Suggestion: Show that tri-
angles PAC and PDB in Fig. 32 are similar.

k.-------7r---~p

Fig. 32 Fig. 33

AC PA PC
*36. Prove that in Fig. 33 DB = PD = PB and, conse-
quently, that PAxPB=PDxPC.
*37. Prove that if from a point p
outside a circle a secant and a
tangent are drawn, the tangent
is the mean proportional be-
tween the whole secant and its
external segment. See Fig. 34. Fig. 34
In cases of this sort we find
it convenient to refer to the lengths PT and PB in Fig.
34 by the abbreviated expressions" tangent" and .. secant"
respectively, instead of using much longer expressions
to describe the lengths of these particular line segments.
*38. Prove that if from a fixed point outside a circle a
secant is drawn, the product of the secant times its external
segment is constant in whatever direction the secant is
drawn.
39. If in Fig. 32 AP=4, PB=5, and CP=7, find PD.
40. If in Fig. 32 AP = 3.2, AB = 7.1, and PD = 2.6,
find CD.
41. If in Fig. 33 AP=l1, BP=7, and CP=6, find DP.
51
 42. If in Fig. 33 AB = 4, BP = 8, and DC = 5, find CP.
43. If in Fig. 34 BA =4 and AP =6, find TP.
44. If in Fig. 34 TP=8 and BA =4, find AP.
45. If in Fig. 34 TP = 7.5, what will be the product of
any secant times its external segment?
*46. Prove that if two lines AB and CD intersect a
circle in the four points A, B, C, and D and have point P
in common, then PA XPB =PCXPD whether P be in-
side or outside the circle.
The theorem in Ex. 46 summarizes the theorems of
Exercises 35, 36, and 38 on page 151. They may be
generalized in somewhat different language as follows:
The product of the distances from a given point to two
points lying on a circle and collinear with the given
point is independent of the direction of the joining line.
47. Show that the equation in Ex. 46 can be regarded
as true even in the limiting case when one of the secants
becomes a tangent; also when both secants become tan-
gents.
Theorem 23 concerns regular polygons. These were
defined on page 85.
Theorem 23. A circle can be circumscribed about
any regular polygon.
GIVEN: Regular polygon ABCD
9 . . .. See Fig. 35.
0: ._--P
--- +-
TO PROVE: A circle can be cir-
cumscribed about ABCD ....
ANALYSIS: The main problem is
C to find the center of a circle which
Fig. 35 passes through A, B, C, D, . . . .
That is, we must find a point
which is equidistant from A, B, C, D, . . .. Let us see
first of all if we can find a point which is equidistant from
152
A and B; then see if we can find a point equidistant from
A, B, and C; from A, B, C, and D; and so forth.
PROOF: We already know (by Principle 10) that all
the points equidistant from A and B lie on the perpen-
dicular bisector PM of AB. Any point of PM can serve as
center of a circle through A and B; and similarly, if QN
is the perpendicular bisector of BC, any point of QN can
serve as center of a circle through Band C. Therefore
0, the point of intersection of PM and QN, will be the
center of a circle through A, B, and C. We know that
PM and QN must intersect; for if they were parallel, each
would be perpendicular to both AB and BC (by Corollary
15a), and we should have two lines through B perpendic-
ular to the same line, which is impossible (by Principle
11). This 'assumes, of course, that AB and BC lie on dif-
ferent lines; that is clearly so because angle ABC, at a
vertex of the regular polygon, must be different from 180°.
Since PM and QN have but one
point of intersection, there is one _,_...
0
__
[ ---7\~"'--

and only one circle through A, B, A .-- :' \, ----. D

r ,
and C. ,, , ,,
,
We must now show that D lies , ,
on this circle through A, B, and C.
Draw OA, OB, OC, and OD (Fig. 36).
In triangles OBA and OCD, OB = OC (Why?)
and BA = CD. (Why?)
Moreover, LCBA=LBCD (Why?)
and LCBO=LBCO. (Why?)
Therefore L OBA = L OCD.
Therefore OA =OD (Why?) and D lies on the circle
through A, B, and C.
In similar manner we can now prove that E, F, ...
must lie on the circle through A, B, C, and D.
153
 Theorem 24. A circle can be inscribed in any
regular polygon.
GIVEN: Regular polygon ABCD
. . .. See Fig. 37.
TO PROVE: That a circle can be
inscribed in ABCD ....
PROOF: Let 0 be the center of
the circle circumscribed about
polygon ABCD . . .. The sides
Fig. 37
of the polygon are equal chords
of this circumscribed circle and are therefore equally
distant from the center O. See Ex. 4, page 137, or use
Principles 10 and 12 directly.
Consequently a circle having 0 as center and radius
equal to the perpendicular distance r from 0 to a side of
the polygon will be tangent to each side of the polygon
(by Theorem 20). This circle is therefore inscribed in
the polygon.
The common center 0 of the inscribed and circumscribed
circles is often called the CENTER OF THE POLYGON.

EXERCISES

*1. Prove that through three points not on a straight

line there is one and only one circle. That is, prove
that a circle can be circumscribed about any triangle.
2. Prove that the line joining the center of a regular
polygon to a vertex of the polygon bisects the angle at
the vertex.
*3. Prove that an equilateral polygon inscribed in a
circle is a regular polygon.
4. Draw two examples of inscribed equiangular poly-
gons that are not regular.
154
 *5. Prove that an equiangular polygon circumscribed
about a circle is a regular polygon.
6. Draw two examples of circumscribed equilateral
polygons that are not regular.
*7. Prove that if a circle is divided into any number
of equal arcs, the chords of these arcs form an inscribed
regular polygon.
*8. Prove that if a circle is divided into any number
of equal arcs, the tangents at the points of division form
a circumscribed regular polygon.
*9. Prove that lines drawn from each vertex of an
inscribed regular polygon to the mid-points of the adja-
cent arcs form an inscribed regular polygon of double the
number of sides.
*10. Prove that tangents at the mid-points of arcs be-
tween adjacent points of contact of the sides of a circum-
scribed regular polygon form with the sides of the given
polygon a circumscribed regular polygon of double the
number of sides.
*11. Prove that two regular polygons of the same num-
ber of sides are similar. Suggestion: Show angles equal
and corresponding sides proportional.
12. Given a square of side 5 inches, compute the radius
of the circumscribed circle.
13. Given a circle of radius 7 inches, compute the side
of the inscribed square.
14. Given an equilateral triangle of side 4 inches, com-
pute the radius of the circumscribed circle.
15. Given a circle of radius 7 inches, compute the side
of the inscribed equilateral triangle.
16. Given a circle of radius 5, compute the perimeter
of the circumscribed equilateral triangle.
155
 SUMMARY

DEFINITIONS: circle, center, radius, equation of circle, arc,

central angle, minor arc, major arc, semicircle,
equal arcs, mid-point of arc, equal circles,
chord, diameter
19. In the same circle, or in equal circles, equal chords
have equal arcs; and conversely.
DEFINITIONS: secant, intersection of line and circle, tan-
gent, point of tangency, point of contact, in-
scribed and circumscribed polygons
20. A line perpendicular to a radius at its outer extremity
is tangent to the circle.
21. Every tangent to a circle is perpendicular to the radius
drawn to the point of contact.
21a. There is only one tangent to a circle at any given
point of the circle.
DEFINITIONS: line of centers, intersection of two circles,
common chord, tangent circles, common in-
ternal tangent, common external tangent, in-
scribed angle
22. An inscribed angle is equal to half the central angle
having the same arc.
22a. Equal angles inscribed in the same circle have
equal arcs.
22b. All inscribed angles having the same arc are
equal.
22c. Every angle "inscribed in a semicircle" is a right
angle.
23. A circle can be circumscribed about any regular poly-
gon.
24. A circle can be inscribed in any regular polygon.
156
 EXERCISES

1. Two circles are tangent externally at T and touch a

common external tangent at Rand S. Prove that an-
gle RTS is a right angle.
2. Consider what happens in Ex. 4, page 147, as the
two circles approach the position of internal tangency
or withdraw toward the position of external tangency.
Prove that if two circles are tangent, either internally
or externally, and if two lines drawn through the point of
contact are terminated by the circles, the chords join-
ing the ends of these lines are parallel. Prove this for both
cases, when the circles are tangent internally and when
they are tangent externally (Fig. 38).
In proving any theorem involving tangent circles it is
usually helpful to draw the common tangent.
I
I
I
I
I
I

Fig. 38

3. Two circles are tangent at T. Through T three

lines are drawn, cutting one circle in A, B, C and the
other in A', B', C' respectively. Prove that the triangles
ABC and A'B'C' are similar. Prove this if the circles are
tangent internally and if they are tangent externally.
4. Prove that if two circles are tangent internally, all
chords of the greater circle that are drawn from the point of
contact are divided proportionally by the smaller circle.
5. Two circles are tangent at T. From the ends A, B
of a diameter of one circle lines AT, BT are drawn cutting
157
the other circle at A', B' respectively. Prove that A'B'
is a diameter of the second circle. Prove this for both
cases, when the circles are tangent internally and when
they are tangent externally.
6. What interesting properties have the points P and
Q and the line segment PQ in Fig. 39? Prove that you
are right.

Q
Fig. 39 Fig. 40
7. Prove that the tangents to two intersecting cir-
cles from any point on the extension of the common chord
are equal.
8. Prove that the radius of the circle inscribed in an
equilateral triangle is equal to one-half the radius of the
circumscribed circle and to one-third the altitude of the
triangle.
9. In Fig. 40 two circles intersect at the points A
and B. Through A a secant is drawn at random, cutting
the circles at C and D. Prove that however the secant is
drawn, the angle DBC is constant.
10. Three circles, 0, P, and
Q (Fig. 41), are tangent exter-
nally at points A, B, and C,
and chords AB and AC are ex-
tended so as to cut circle Q at
DandE. ProvethatDEpass-
es through the center of circle
Q. Suggestion: Show LOAC=
Fig. 41 LCEQ and LPAB=LBDQ.
158
 11. When two perpendicular radii are A
extended outside a circle, as in Fig. 42,
they are cut at A and B by a tangent
to the circle. Prove that the other
tangents from A and B are parallel.
12. Prove that if two common external
tangents or two common internal tangents Fig. 42
are drawn to two circles, the segments
of the tangents between the points of contact are equal.
13. Prove that every equiangular polygon inscribed in
a circle is regular if the polygon has an odd number of sides.
Suggestion: Try first to prove this for an equiangular
polygon of 5 sides. Will your proof apply to a polygon of
6 sides? Of 7 sides?
14. Prove that every equilateral polygon circum-
scribed about a circle is regular if the polygon has an odd
number of sides.
15. Prove that if three cir-
cles intersect one another, c
their common chords are con-
current. See Fig. 43. Sugges-
tion: Two of these common
chords, say AB and CD, must
Fig. 43
meet at some point O. In the
special case that this point 0 is an end-point of each
of these two chords, it is the common intersection of
all three circles. The proof of the theorem for this special
case is obvious.
If now 0 has not this special position, it will not be
on any of the given circles. Join E to 0 and assume that
EO extended meets the circles that intersect at E in two
different points, P and Q. Prove that OP =OQ (see Ex. 35,
page 151), whence P and Q coincide.
159
 16. A plane cuts a cone at right angles to its axis.
What sort of curve is the intersection of the plane and
cone?
17. Describe the intersection of a plane and cylinder
when the plane is perpendicular to the axis of the cylinder.
If the plane cuts the axis at an oblique angle, the inter-
section is an ellipse. Describe the position in which you
must hold a fifty-cent piece under an overhead light in
order to cast a circular shadow on the floor; on the tilted
cover of a book. What positions of the coin will give an el-
liptic shadow on the floor? On the tilted cover of a book?
18. What sort of curve is formed by the intersection
of a plane and a sphere? Assuming the earth to be a per-
fect sphere, compare the size of any meridian and the
equator. The planes that cut the sphere at a meridian
or at the equator pass through the center of the sphere.
Such sections of the sphere are called "great circles."
What do you know about the centers of all great circles
of a sphere? What do you observe about the size of the
circles that form the various parallels of latitude on the
surface of the sphere? What can you say about the cen-
ters of all these circles? The sections of a sphere formed
by planes that do not pass through the center are called
"small circles."
19. Show that through any two given points on the
surface of a sphere an arc of a great circle can be drawn.
How must the two points be chosen if they can be con-
nected by the arcs of more than one great circle?
20. The shortest line that can be drawn on the surface
of a sphere, connecting two given points of the sphere,
is an arc of a great circle. Draw on a globe the great
circle air route between New York and Paris. Where
does it leave North America? Where does it first meet
Europe?
160
 21. The angle between two meridians is often thought
of as measured in degrees along the equator. The
meridian through Philadelphia meets the equator 75 0
west of the meridian that passes through Greenwich,
England. What is the difference in longitude between
Philadelphia and Greenwich? What is the difference in
longitude between these same two meridians at the
Arctic Circle?
22. What is the difference in time between Greenwich
and Philadelphia clocks?
23. The sides of a spherical polygon are arcs of great
circles of a sphere. Show that Ex. 11, page 155, is not
true of spherical polygons. Consider the case of equi-
lateral spherical triangles.

EXERCISES

You have gone far enough now in geometry to under-

stand the nature of a proof and to appreciate the impor-
tance of assumptions, definitions, and undefined terms
in a logical science. The following exercises require you
to consider underlying assumptions and to examine crit-
ically the reasoning that is employed. Point out all the
incorrect or doubtful statements that you can find.
1. Triangles JKL and PQR are equal because in
triangle JKL two sides and an angle opposite one of them
are equal respectively to two sides and an angle opposite
one of them in triangle PQR.
2. In the trapezoid ABeD
in Fig. 44 the line joining the
mid-points E and F of the non-
parallel sides is parallel to the Fig. 44
bases. This is shown as follows. Through E draw a
parallel to AB meeting BD at M; and similarly draw FM
161
I parallel to CD. FM will be paral\e\ to AB as well. Conse-
quently EMF is a straight line parallel to both bases of the
trapezoid.
3. Definition: Two lines are said to be parallel if
they are everywhere equidistant.
4. ... England expects every man to do his duty' is
a battle-cry that has gone down in history. It should
govern the mimic battles of the athletic field as well.
We would make no unreasonable demands. But we ex-
pect every team that represents this school to go down in
history as having won the majority of its games!" (Ap-
plause)
5. In the inquiry following the collapse in mid-air of
the Navy dirigible "Shenandoah" in an Ohio thunder-
squall, Mrs. Lansdowne testified as follows: .. I told him
[Captain Foley] I would emphasize a fact which the
court had evaded-that the 'Shenandoah' had been sent
on a political flight, despite Secretary [of the Navy]
Wilbur's denial. Captain Foley said I had no right to
say it was a political flight, as the taxpayers had a right
to see their property."
6. A salesman from the Seacoal Coke Company was
urging me to buy coke from his company at $12 a ton
rather than from the local gas works at $11 a ton.
"For," he argued, "while our coke costs more, at the
same time it yields 900 more heat units per ton than
does the gas works' coke."
7. Public-school graduates do better work in college
than graduates of private schools. Therefore the public
schools afford the better college preparation.
8. "Alumni are usually unanimous in expressing their
belief that the pursuit of outside activities is the best
training for a business career. And it is for such careers
162
that our colleges must now train their graduates, no mat-
ter what their fundamental purpose was one hundred
years ago. It is worth noting in passing that no less
important a figure in the business world than Blank,
who is president of one of the largest business enterprises
in the country, made a statement only last week at a
reunion on the campus that his greatest mistake while
here in school was his failure to get into activities."
Determine the assumptions underlying each of the fol-
lowing statements.
9. Advertisement: At last! The car with self-emp-
tying ash trays! The 1940 Sheraton!
10. Advertisement: 8 men out of 10 will choose gray
for their new fall hats. That's why grays predominate
in our stock.
11. You should invest in this Get-Rich-Quick Com-
pany; in so doing you take only the usual risk inherent in
any new business venture.
12. In 1924 our nation was urged to vote the Republi-
can ticket on the ground that never in our history had
we been so prosperous as during the Republican adminis-
tration from 1921 to 1924.
13. A member of the city council made a stirring plea
for the cancellation of all tax bills remaining unpaid for
more than five years. He based his appeal on the state-
ment that poor widows had all they could do to make
ends meet and that the city government should wish to
appear as protector rather than as oppressor of the un-
fortunate.

163
This photogyaph shows draHsmen at work in the drafting room of a large air-
plane factory on the Pacific coast. These men make frequent use 01 many 01 the
geometric constructions set forth in the next chapter. Your task in this chapter
will be to prove the correctness 01 these constructions,
CHAPTER 6

Constructions with Straightedge

and Compasses

WE CAN MAKE all the constructions necessary

to this geometry, or to any other elementary geometry,
by means of three instruments: a ruler marked in inches,
centimeters, or the like; a protractor; and a pair of com-
passes. The marked ruler, often called a scale, and the
protractor embody our fundamental assumptions about
numbering distances and angles as set down in Principles
1 and 3. We need the compasses in order to draw circles.
Architects and draftsmen, who are continually making geo-
metric constructions, find these instruments indispensable.
From the time of the ancient Greeks down to the present,
geometers have been fascinated by the question of what
constructions are possible with only two very simple instru-
ments: the straightedge, or unmarked ruler, and compasses.
This question is interesting also because of its intimate rela-
tion to algebra. Consider, for example, any geometric
construction in which we attempt to construct a desired
length, x, from its relation to given lengths, a, b, C, ••• ,
using only a straightedge and compasses. Whether or not
we can do so depends upon the algebraic relationship of
x to a, b, C, •••• We can construct the desired length x with
these two instruments whenever the relationship of x to
165
a, b, C, ••• involves ultimately only addition, subtraction,
multiplication, division, and the extraction of square
roots. In all other cases it is impossible to construct x
with the use of only a straightedge and compasses.
Thus with these two instruments we can construct a
length x equal to 3a+2b-Vlib, when a and b are known,
but we cannot construct a length x equal to~. In
general, it is impossible to divide a given angle into a
given number of equal parts by means of straightedge
and compasses alone. This constitutes the chief difference
between constructions that are possible with these two
instruments and constructions that are possible with scale,
protractor, and compasses.
First we shall consider constructions that are done by
means of the three instruments, scale, protractor, and com-
passes. Then we shall see how many of these are possible
when we use only the straightedge and compasses. Prob-
ably you are already familiar with some of these construc-
tions. Now, however, you can prove the correctness of
such constructions.
By means of the marked ruler or scale we can draw a
line through two points, measure a line segment, layoff a
line of given length, and divide a line segment into n equal
parts. Thus, if the line segment AB is to be divided into six
equal parts, we can use any scale we like to measure its
length, then take one-sixth of this length and lay it off five
times from A or B. Fig. 1 shows two ways of doing this.

Z IZ}
{~
4 6 8 10

I
10
I ,
13 16
I
19
I
22
I
ZS
I
A B
Fig. 1

The numbers corresponding to A and B may be given

to us, instead of being found by means of a scale. Thus
in Fig. 2 on the next page we are given the straight line
166
with the point A corresponding to 3;} and the point B
corresponding to 7V2. If we have to divide this line seg-
ment AB into six equal parts, we must find the numbers
corresponding to the five points of division. If these
numbers are to be found correct to four figures, we must
express 3;} and 7V2 with four-figure accuracy before we
subtract and divide by 6.
3 17 4.269 5.395 6.521 7.647 8.773 7V2
I I I I I I I
A B
Fig. 2

Similarly, if AB is to be divided into three parts propor-

tional to the given lengths 1, m, and n, we measure the
given lengths with the scale and layoff lengths equal to
the following fractional parts of AB:
1 m n
l+m+n' l+m+n' and l+m+n'
On a sheet of paper layoff lines equal in length to
AB, 1, m, and n, as given in Fig. 3. Then divide AB
into three parts proportional to 1, m, and n,

A B

m
n
Fig. 3

Another construction fre- q

quently needed in geometry
r
is to layoff the length that
s
is the fourth proportional to Fig. 4
three given lengths. That
is, given the three lengths q, r, and s in Fig. 4, we must
layoff the length t such that CJ. =~. After we have meas-
r t
167
ured the lengths q, r, and s, we can calculate the value of
t from the equation t = rs and then layoff this length on
q
any desired line.
Find the length of the fourth proportional to q, r, and s
in Fig. 4 on page 167.
The principles underlying the constructions which have
just been discussed can also be applied to angles by means
of the protractor. For example, we can divide a given
angle into seven equal parts, divide it also into n parts
proportional to n given angles, and find the fourth propor-
tional to three given angles.
PERPENDICULARS. To draw the perpendicular to a given
line at a given point of the line, we need only the pro-
tractor. When the given point P is not on the given line
AB, however, we may use the construction employed in
proving Principle 11. See Fig. 5.
To draw a line from P perpendicular to AB, first join P
to any point Q of AB. Construct QR so that LBQR
equals L BQP. On QR layoff QP' equal to QP. Then
pp' will be perpendicular to AB.
p

Fig. 6

PARALLELS. To draw the line through P parallel to AB,

first draw the perpendicular through P to AB by the previ-
ous construction, and then by means of a protractor draw
the perpendicular to this perpendicular at P. See Fig. 6.
168
 EXERCISES

In making the constructions called for in the following

exercises, do not mark any lines or other figures printed
in the book. First copy the given figure and then make
the construction on your own copy of the figure. Use
only scale and protractor in these exercises. In each case
you will have to decide whether to use an inch-scale or a
centimeter-scale.
1. Divide the line segment CD in Fig. 7 into five equal
parts. Use as finely divided a scale as you can obtain to
help you mark off the required points as accurately as
possible.
c o
Fig. 7

2. Divide line segment EF (Fig. 8) into six equal parts.

E F
Fig. 8

3. What numbers should be assigned to the points

which divide GH in Fig. 9 into four equal parts?
2V3 4~
.'1
G H
Fig. 9

4. Divide the line segment CD

l
in Fig. 7 into two parts proportional
m
to the two line segments 1 and m
Fig. 10
in Fig. 10.
5. Divide EF in Fig. 8 into three parts proportional
to the line segments r, S, and t in Fig. 11.
r s t
Fig. 11
169
 6. Find the fourth proportional to the three lengths
T, s, and t in Fig. 11 on page 169.
7. Find the fourth proportional to the three lengths
t, s, and r in Fig. 11.
8. Divide angle AOB (Fig. 12) into three equal parts.

O\---c }-E
o 0
Fig. 12 Fig. 13

9. Divide the angle AOB into parts proportional to

the angles COD and EOF shown in Fig. 13.
10. Find the fourth proportional .p
to the angles AOB, COD, and EOF.
11. In Fig. 14 draw the line
through P perpendicular to AB.
12. In Fig. 14 draw the line
Fig. 14
through P parallel to AB.
CIRCLES. So far we have considered only constructions
that require scale and protractor. Certain other construc-
tions that demand the actual drawing of a circle require
compasses in addition to these two instruments. We shall
not actually make such constructions at this time, how-
ever, because the most important of them will be done later
by straightedge and compasses alone; it will be evident
then how we ought to proceed in case we wish to use scale,
protractor, and compasses instead.
REGULAR POLYGONS. If you had to construct with
scale and protractor a regular polygon of 7, or of n, sides
such that each side would be equal to a given line segment
170
AB, you would need to recall what ~TOU have learned in
Exercises 6 and 10, page 85, about the angles of a regu-
lar polygon. But once you had discovered how large each
angle of the polygon would have to be, you would have
no trouble in completing the construction.
Also, if you had to inscribe a regular polygon of n sides
in a given circle, using only scale and protractor, you
would need only to consider the relation between the
sides of the polygon and angles at the center of the circle
in order to figure out how to make the construction.
It is clear that any construction involving the laying
off of lengths and angles can be made with scale and
protractor, and to any desired degree of accuracy. Thus
we can make the above two constructions concerning
regular polygons as accurately as we wish by means of
scale and protractor. But we cannot make these two
constructions with straightedge and compasses except in
certain special cases. For each of these constructions in-
volves the division of 180 0 or 360 0 into n equal parts, and
ordinarily we cannot divide an angle into n equal parts
with straightedge and compasses. As stated previously,
this constitutes the chief difference between constructions
that are possible with scale, protractor, and compasses
and those that are possible with only straightedge and
compasses.

EXERCISES

1. Using scale and protractor, A - - - - - - - B

construct a regular octagon with
each of its sides equal to AB in Fig. 15
Fig. 15.
2. Construct a regular polygon of nine sides with
each of its sides equal to AB in Fig. 15, using scale and
protractor.
171
 3. Inscribe a regular octagon in a given circle, using
scale and protractor.
4. Inscribe a regular polygon of nine sides in a given
circle.
From a practical standpoint, constructions with straight-
edge and compasses are neither more accurate nor less
accurate than constructions with scale and protractor.
Moreover, as stated above, there are some scale and pro-
tractor constructions that cannot be done by straightedge
and compasses. Theoretically, however, those construc-
tions that can be done by straightedge and compasses are
absolutely accurate.
From this point on in this chapter the constructions
that we shall consider will be done by means of straight-
edge and compasses.
To construct the perpendicular bisector of a
line segment.
, 'R
,~" ""\,
,, ,,

,,
,,,
" \,
,,
,
\

, I
:
\ :
I

\ \ ,/
'\'" ,/'
"
'; :R''
Fig. 17

GIVEN: Line segment AB (Fig. 16).

TO CONSTRUCT: The perpendicular to AB at its mid-
point.
ANALYSIS: Let us assume that the construction has
been performed, that PQ is the required perpendicular, and
172
see what we can learn from the completed figure. All the
points on PQ are equidistant from A and B (by Principle
10). We have, therefore, to establish two points that
are equidistant from A and B in order to determine the
line PQ.
CONSTRUCTION: With A as center and a radius greater
than !AB draw an arc. See Fig. 17 on page 172. With B
as center and the same radius draw a second arc.
The arcs intersect at the points R and R'. (See Ex. 13,
page 142.) The line through R and R' will be perpendicu-
lar to AB at its mid-point. Prove it.
Is it possible to choose too small a radius for the arcs?
Too large a radius?
In any construction involv-
ing the intersection of arcs you
X ~
.......---..
ought to try to have the arcs
cross at approximately right Fig. 18
angles. If you draw arcs that
cross like those in Fig. 18, you cannot be sure of the exact
location of the crossing. This is purely a practical mat-
ter. Theoretically, one sort of intersection is as good as
another.
To construct an angle equal to a given angle.
,
,,
'.
>::
\,
AL-------!-
\ \
A----_+_ .•
I

Fig. 19

GIVEN: Angle A (Fig. 19).

TO CONSTRUCT: An angle equal to L A with vertex at A'.
Complete the construction. Prove that your construc-
tion is correct.
173
 To bisect a given angle.
GIVEN: Angle A (Fig. 20).

TO CONSTRUCT: An angle
equal to !LA.
A =-----4- Complete the construction
Fig. 20 and prove that it is correct.

Through a given point, to draw the line that is

parallel to a given line.
E,
GIVEN: Line l and point P 'r <,
II " ,
not on l. Pl \'
TO CONSTRUCT: The line
i !
. . !F.'

I
I
through P parallel to l. clr
r

I "
Three methods of making I
I
I '
'
'
I \
the construction are discussed iD
AII
below. I
/t
First method: Through P Fig. 21
draw a random line t cutting l
at A (Fig. 21). Then construct an angle with vertex at P
and with one side lying along t so that the angle is equal
to, and corresponds to, one of the angles with vertex at A.
The other side of this angle establishes the parallel to l
through P. Why?
Second method: With any
convenient point 0 as center
(Fig. 22) draw a circle through
P intersecting l at A and B.
With B as center and AP as
radius draw an arc intersect-
(-~----~=--
ing the circle at Q. PQ will be
parallel to AB. Why? Sug-
Fig. 22 gestion: Show by construct-
174
"Q

Af............. .............S/
Fig. 23

175
 To divide a given line segment into parts pro-
portional to n given line segments.

A~---.:..r--~-+----~\~
,
'.,
,,
'.,
,
\,
,,
,
,,
,,
,,
Q ,
r ,,
R ,,
p ,,
,
,
q
s
r
\\
5
s
x
Fig. 24

GIVEN: Line segments AB, p, q, r, and s (Fig. 24).

TO CONSTRUCT: Points on AB which divide it into seg-
ments proportional to p, q, r, and s.
ANALYSIS: Let us assume that the construction has
been made and that H, J, K are the desired points. If
now the segments p, q, r, and s are laid off in order along
the line AX (drawn at random through A), then HP,
JQ, KR, and BB will all be parallel. Why?
CONSTRUCTION: If therefore we layoff the given seg-
ments p, q, r, and s in order along a line AX and draw
BB, it will be easy to construct the points H, J, and K.
How?
Complete the construction and prove that your con-
struction is correct.
176
 EXERCISES

1. How could the construction discussed on page 176

be used to divide a given line segment into n equal parts?
Divide a line 2 inches long into 5 equal parts by this
method.
2. Another construction for dividing a given line seg-
ment into n equal parts is shown in Fig. 25.

Fig.2S

CONSTRUCTION: With any convenient radius and with

A and B as centers draw two arcs intersecting in points
P and Q. Draw AP and extend it to a point R such that
AR is equal to (n-1)AP. Draw RQ. It intersects AB
at N, making BN equal to .1n of AB. Hence BN is one of
the required equal parts of AB. Why? Suggestion: Draw
BQ and use triangles BNQ and ANR.
177
 To construct the fourth proportional to three
given line segments.
k ( m

k K m M
A X
,,
" ,,

",,,,,
,,
\\
\\
,,
,

y
Fig. 26

GIVEN: Three line segments k, l, and m (Fig. 26).

TO CONSTRUCT: Line segment n such that; =;:.
ANALYSIS: Let us assume that n has been constructed.
If then k and m are laid off in order along the line AX,
and land n are laid off in order along AY, MN will be
parallel to KL. Why?
CONSTRUCTION: Draw any two intersecting lines AX
and A Y. On AX layoff lengths k and m, and on A Y lay
off length l.
Complete the construction and prove that it is correct.
To construct the perpendicular to a given line
at a given point of the line.
GIVEN: Line l and point P on l.
TO CONSTRUCT: The perpendicular to l at P.
CONSTRUCTION: Fig. 27 suggests the method to use.
Make the construction and prove that it is correct.
178
 9 Q

..............................
/ ....
/ •...•.. . -, 1-•

! \
R P s A P
Fig. 27 Fig. 28

The constructions shown in Figs. 28, 29, and 30 are

sometimes used in constructing a perpendicular to l at a
point P very near the edge of the paper. (In Fig. 30
point 0 is taken at random, and a circle with radius OP
is drawn.) Such constructions have little practical value,
but it is interesting to see why each of them is correct.
We shall do this in Ex. 5 on page 181.

....................................
Q

i..:·./·....
. Q ,/// Q
v /////,/

t -----f------,L-
A P
Fig. 29 Fig. 30

To construct through a
given point the perpendic-
ular to a given line.
GIVEN: Line l and point P.
TO CONSTRUCT: The perpen-
dicular to l through P.
CONSTRUCTION: Fig. 31 sug-
gests the method to use. Com-
plete the construction and prove
that it is correct. Fig. 31
179
 Which is easier, to make this construction with straight-
edge and compasses or with scale and protractor?
Show that when P lies on l this construction can still
be performed, and that it is equivalent to the construc-
tion shown in Fig. 27 on page 179.
To construct the mean proportional between two
given line segments.
GIVEN: Line segments a and b (Fig. 32).
TO CONSTRUCT: A line segment m such that: =:.
ANALYSIS: The construction

ClJ
of the fourth proportional to
m three given line segments gives
us no hint here. We have met
a mean proportional before in
a b Ex. 14, page 85, and in Ex. 26:
Fig. 32 page 150, however, and may
get a suggestion from these sources.
Complete the construction and prove that it is correct.
The length of the required mean proportional m satis-
ties the equation m 2 = ab or m = v'iib. In particular, if
b = 1, m = va. We may use this method, therefore, to
construct a line segment of length equal to .y5, or the like,
provided we know also the unit length.

EXERCISES

1. Given an arc of a circle, find 0,.-------, C

its mid-point. ---------------"'\,
I,
2. Given the rectangle ABCD !
and point E on AB (Fig. 33), con- !
struct a rectangle similar to ABCD AL----~:----'B
E
and with one side equal to AE. Fig. 33

180
 3. Given the unit length, construct line segments of
lengths V7 and V33.
4. Construct the fourth proportional to three line seg-
ments of lengths 5, 20, and 3 +0.
5. Prove the correctness of the constructions shown
in Figs. 28-30, page 179.
To construct the circle through three given
points.
GIVEN: Points A, B, C, not
on the same straight line. See
Fig. 34.
TO CONSTRUCT: The circle
passing through A, B, and C.*
ANALYSIS: Since the center
of the required circle must be
equidistant from A, B, and
C, we have to locate a point
satisfying this condition. We
have seen in Theorem 10 that Fig. 34
all points equidistant from the
ends of a line segment lie on the perpendicular bisector
of the line segment. Therefore the center of the circle
through A, B, and C must lie on the perpendicular bi-
sectors of AB, BC, and AC. Show that these three per-
pendicular bisectors meet in a point. This can best be
done by showing first that two of these meet in a point,
and then that their point of intersection lies on the third.
CONSTRUCTION: Fig. 34 suggests the method to use.
The work involved in constructing the perpendicular bi-
sectors can be shortened in this case by keeping the same
radius throughout, as shown in Fig. 34. Make the con-
struction and prove that it is correct.
*That there is such a circle has been proved in Ex. 1 on page 154.

181
 To circumscribe a circle about a given triangle.
This construction is equivalent to the preceding one.
Given an arc of a circle, to find its center.
An arc of a circle (Fig. 35).

A~
GIVEN:

TO CONSTRUCT: The center of the

circle.
ANALYSIS: The center, when found,
C
Fig. 35 will be equidistant from all points of
the arc, in particular from the three
points A, B, and C chosen at random. Where are all the
points that are equidistant from A and B? From Band C?
Make the construction and prove that it is correct.
To inscribe a circle in a given triangle.
C

A~-------::::~"':;"'---.::A.B

GIVEN: Triangle ABC (Fig. 36).

TO CONSTRUCT: A circle tangent to the three sides of
triangle ABC. *
ANALYSIS: Assume the construction performed. Then
the center 0 must be equidistant from AB, BC, and CA.
From this it follows that in the right triangles ADO and
AFO, LDAO= LFAO. Why?
*That there is such a circle can be proved by showing (1) that the
bisectors of any two angles of a triangle must intersect, and (2) that this
point of intersection is equally distant from the three sides of the triangle
and so can serve as center of the inscribed circle. We shall return to
this idea in Ex. 19 on page 256.

182
 That is, 0 lies on the bisector of angle BAC. Similarly
o lies on the bisectors of angles B and C.
CONSTRUCTION: Draw the
bisectors of the three angles,
A, B, and C. They will meet
at the center of the inscribed
circle. AL.-----....l..-:::::.....-:::::.....-
How would you construct a
circle tangent to one side of a
triangle and also tangent to the other two sides extended,
as in Fig. 37?
At a given point of a given circle to construct
the tangent to the circle.
GIVEN: Circle 0 and point T on circle
o (Fig. 38).
TO CONSTRUCT: The tangent to circle
Oat T.
ANALYSIS: When constructed, the
tangent at T will be perpendicular to
Fig. 38 the radius OT.
Make the construction and prove that it is correct.
Through a given point outside a given circle to
construct a tangent to the circle.
GIVEN:Circle 0 and point P outside circle O.
TO CONSTRUCT: A tangent
through P to circle O. p
ANALYSIS: Let us assume
that the construction has been
performed (Fig. 39). There
will be two tangents, PA and
PE. What do you know about
the size of angles PAO and Fig. 39

183
~BO? To find A, we must be able to construct a right tri-
angle POA having PO as hypotenuse and having one side
equal to the radius of the circle.
A/ ·······:;r..···· ··..•·· . CONSTRUCTION: Find the
mid-point M of OP (Fig. 40)
-*M--------\p and on OP as diameter draw
a circle cutting the given cir-
cle at A and B. Draw PA
\ .'
s···..........i:..· · · · · and PB.
Prove that these two lines
Fig. 40 will be tangent to circle O.
To construct the common tangents to two given
circles.

Fig. 41

GIVEN: Circles 0 and 0' with radii rand r' respectively.

See Fig. 41.

I 184
 TO CONSTRUCT: Common internal and external tan-
gents. See Exercises 17 and 21, pages 144 and 145.
CONSTRUCTION: With 0 as center construct a circle
with radius equal to r - r', Tangents from 0' to this
circle will be parallel to the common external tangents.
Why? What if rand r' are equal?
How would you construct the common internal tan-
gents? See the lower diagram in Fig. 41 on page 184.
Construct the common tangents and give a complete
proof to show that your construction is correct.

EXERCI SES

Draw three pairs of circles like those shown in Fig. 42.

For each pair you have drawn construct all the possible
common tangents.

Fig. 42

To construct a triangle when the three sides are

given.
GIVEN: Lengths l, m, and n
m
(Fig. 43).
TO CONSTRUCT: A triangle
having lengths l, m, and n for c
sides.

~
Construct the triangle.
Can the lengths be so chosen
as to render the construction A n B
impossible? How? Fig. 43
185
 To construct a triangle when two sides and the
included angle are given.
t GIVEN: Lengths 1 and m and angle A
m
(Fig. 44).
TO CONSTRUCT: A triangle having
lengths 1 and m for two of its sides
and having angle A included be-
tween them.
Fig. 44 Construct the triangle.

To construct a triangle when two angles and a

side are given.
GIVEN: Angles A and Band
length 1 (Fig. 45).
TO CONSTRUCT: A triangle
having two of its angles equal
respectively to A and Band
Fig. 45
having one side equal to 1.
CONSTRUCTION: Case 1. Angles A and B have side 1 in
common.
Case 2. Angles A and B do not have side 1 in common.
In this case the third angle can be found.
Construct the triangle and supply the proof.

To construct a triangle when two sides and the

angle opposite one of them are given.
GIVEN: Angle A and sides 1 and m. See Fig. 46 on the
next page. Notice that the given angle A may be an
acute, an obtuse, or a right angle, and that m may be
given less than, equal to, or greater than I.
TO CONSTRUCT: A triangle having two of its sides equal
to 1 and m and having angle A opposite side m.
186
 B B
:'

,
m/<
I
i
,-_~'
,/ ./

~~::==:~---~--,

Fig. 46

CONSTRUCTION: Construct an angle equal to angle A

and layoff on one side of the angle a length AB equal to 1.
With B as center and m as radius draw an arc.
Try to discover all possible cases, according as m is less
than, equal to, or greater than 1; and according as A is
acute, obtuse, or a right angle. Notice that this construc-
tion is impossible for a given angle A when m is much
shorter than 1. In some cases two triangles can be found
to satisfy the given conditions; in other cases, only one;
and in some cases, none at all. In two cases two trian-
187
gles seem at first to be possible; but closer examination
shows that one triangle contains, not angle A, but an an-
gle equal to 180° -A. Which are these two cases? To dis-
cover all possible cases you must adopt some systematic
procedure. The diagrams in Fig. 46 suggest one way of
doing this. You may prefer some other way.

exe a e rs as
Plato said, "The triangle which we maintain to be the
most beautiful of all the many triangles is that of which
the double forms a second triangle which is equilateral."
If we judge the beauty of a triangle by its power to fur-
nish other interesting geometrical figures by combination,
no other triangle compares with this favorite triangle of
Plato. Out of it can be built the figures shown in Fig. 47
and three of the five regular solids. See Figs. 48-50.

21
60·
I
30
13

Fig. 47

1. Construct a 30°_60° right triangle and construct

from that the diamond-shaped figure shown in Fig. 47.
2. A regular tetrahedron is a solid each of whose four
faces is an equilateral triangle. Construct one

MFig. 48
out of thin cardboard, with appropriate flaps
for pasting. See Fig. 48. Before folding along
an edge score lightly with a knife on the out-
side of the fold.
188
 3. The regular octahedron has eight faces, each an
equilateral triangle. Construct one out of thin cardboard,
with appropriate flaps for pasting. See Fig. 49. Make
each edge two inches long.

Fig. 49 Fig. 50

4. The regular icosahedron has twenty faces, each an

equilateral triangle. Construct one out of thin cardboard,
with appropriate flaps for pasting. See Fig. 50. Make
each edge I! inches long.
The first two of these regular solids, together with the
cube, were known to the ancient Egyptians; the Greeks
discovered the regular icosahedron and dodecahedron (see
Ex. 15, page 196). These five are the only regular solids
that there can be. See pages 219 and 220.
To trisect a right angle. B
GIVEN: Right angle AOB (Fig.
51).
TO CONSTRUCT: Two half-lines
from 0 which divide L AOB into
three equal parts.
CONSTRUCTION: With 0 as center C'
and any convenient radius draw an Fig. 51
arc intersecting OA at C and OB at
D. With the same radius and with Cas center draw an
arc intersecting the first arc at F. Locate E similarly, us-
ing D as center. OE and OF are the required half-lines.
Prove that the construction is correct.
189
 The right angle is one of the relatively few angles which
can be trisected by straightedge and compasses, whereas
any angle can be trisected by means of the protractor.
Here again we observe this important and significant
difference between the constructions which are possible
by straightedge and compasses and those which can be
performed by scale and protractor.
To inscribe regular polygons of six, three, and
twelve sides in a given circle.
D

A
Fig. 52

GIVEN: Circle with center O.

TO CONSTRUCT: A regular hexagon with its vertices on
the circle.
CONSTRUCTION: With any point A of the circle as cen-
ter, and with radius OA, draw an arc cutting the circle at
Band F. See Fig. 52. Do the same at Band F and con-
tinue until points C, D, and E have been located. These
six points will be the vertices of the inscribed regular
hexagon.
Supply the proof.
How would you inscribe a regular triangle in a given
circle? How would you inscribe a regular dodecagon?
To inscribe regular polygons of four, eight, and
sixteen sides in a given circle.
GIVEN: Circle with center O.
190
 TO CONSTRUCT: A square with its
vertices on the circle.
CONSTRUCTION: Draw any diameter
AB and construct its perpendicular bi-
sector, CD. See Fig. 53. ADBC is the
required square.
How would you inscribe a regular
octagon in a given circle? How would
you inscribe a regular polygon of
16 sides? Fig. 53

To inscribe regular polygons of five and ten

sides in a given circle.

,
:D
I /
',j,(
, " I .......

Fig. 54

GIVEN: Circle with center 0 and radius r.

TO CONSTRUCT: A regular pentagon with its vertices on
the circle; also a regular decagon.
CONSTRUCTION: Draw any diameter AB and construct
its perpendicular bisector, CD. See the first diagram in
Fig. 54. Find the mid-point, M, of OB and with M as
center and radius MC draw an arc intersecting AO at E.
CE is the length of a side of the inscribed regular penta-
gon. With C as center and radius CE we can locate the
191
vertex P of the pentagon. The other three vertices, Q, R,
and S, are now easily found.
We can inscribe a regular decagon in the same circle
by finding the mid-points of the arcs CP, PQ, QR, RS,
SC. Or we can proceed directly without the aid of the
pentagon, as follows.
With M as center and radius MO draw a circle cutting
CM at H. See the second diagram in Fig. 54. The length
CH is the side of the inscribed regular decagon. For
CH = CJ = m, and J is that point on CO which divides
the radius into two segments such that the longer seg-
ment is the mean proportional between the whole radius
and the shorter segment; and we shall see that this longer
segment m is the side of the inscribed regular decagon. *
For m+r =~ (from the similar
r m
triangles KCO and OCH); sub-
tracting 1 from each side gives us
m r-m
This division of the
r m
radius r into two parts m and r - m
such that m is the mean propor-
Fig. 55 tional between rand r - m is known
as "The Golden Section." The radius AO in Fig. 55 is
divided in this way, but so that the order of the parts
r - m and m is the opposite of their order in Fig. 54. If
now we make AF (Fig. 55) equal to m and draw EF, the
two triangles AEF and AFO will be similar (by Principle 5);
for they have angle FAO in common and the sides including
this angle proportional. Since triangle AFO is isosceles,
triangle AEF must be also, and AF =FE = EO. It follows
that LFAO=2(LFOA), and the sum of the angles of
*To THE TEACHER: The next paragraph provides the proof for this
decagon construction. The proof for the pentagon construction is derived
therefrom algebraically. Omit this proof if the students have not enough
facility in algebra to follow it.

192
triangle AFO equals 5(LFOA). Consequently LFOA =t
of 180° = lo of 360°, and AF is one side of the inscribed
regular decagon.
Since m 2+rm-r2=0 (Why?) we can find m, the side
. -r±v'r 2+4r2
of the decagon, In terms of r. We get m = 2 =
~(-1= V5); or, choosing the plus sign so that m shall be
positive, we have m=~(V5-1)=CH =CJ =CT (Fig. 54).
We wish now to find the length
of the side 2x (Fig. 56) of the in-
scribed regular pentagon, where
m is still the side of the decagon.
Since AF is the mean proportional
between AB and AG (Why?) we
have
(1) m 2=2r·y. Moreover, Fig. 56
(2) x 2= r 2_(r-y)2 (Why?)
and we have only to eliminate y between these two
equations.
C (6- 2v5)
.= 4~ (3 -v5);
2
From (1) we get y = m = 4
2r 2r
i
whence r-y=r- (3-V5) =rC+4V5).
Substituting this value for r-y in (2) we have
x 2=r2_r2(6+2 V5 ) =~ (10-2V5) and X= Z:v10-2v'5
16 16 4 '
Consequently the side 2x of the inscribed regular pen-
tagonis~VlO-2V5. Now compute the length CE yielded
by our original construction of the inscribed regular pen-
tagon and show that this, too, is equal to ~ v10 - 2V5.
There is an interesting relation between the sides of the
pentagon and decagon in Fig. 54, namely, that CP, CT,
193
and r are equal in length to the sides of a right triangle;
that is, (CP)2 = m 2+r2• Satisfy yourself that this is so.
Also show that OE = m and notice that this interesting
Pythagorean relationship is exemplified in triangle CEO.
Thus our original construction of the pentagon involved
the construction of m when we used the radius MC, equal
to ~+m, in order to locate E.

To inscribe a regular polygon of fifteen sides

in a given circle.
GIVEN: Circle with center 0 (Fig. 57).
TO CONSTRUCT: A regular polygon of
fifteen sides with its vertices on the circle.
CONSTRUCTION: Construct one side AC
of an inscribed regular hexagon and also
one side AB of an inscribed regular deca-
Fig. 57 gon. BC will be one SIide 0 f an lDSCrI
. ibed
regular polygon of fifteen sides. For L AOC is equal to
~ of 360°, and LAOB is equal to fo of 360°; and so LBOC
11:1
must equal (If-TO), or rs. of 360°.
We have shown how to construct inscribed regular
polygons of 3, 6, 12, ... ; 4, 8, 16, •.• ; 5, 10, 20, ... ; and
15, 30, 60, . . . sides. It is impossible by straightedge
and compasses to construct inscribed regular polygons of
7, 9, 11, 13, or 19 sides, or any multiples of these. The in-
scribed regular polygon of 17 sides can be constructed by
straightedge and compasses, but the method is so long
as to be impracticable.
By means of these constructions we are able with
straightedge and compasses to draw angles of 120°, 60°,
30°, 15°, 71°, ... ; 90°, 45°, 22!0, 1lio, ... ; 72°, 36°,
18°,9°, ... ; and by subtracting an angle of 15° from an
angle of 18° we can construct an angle of 3°. In. general,
194
however, we cannot trisect an angle by straightedge and
compasses, and so are unable to construct angles of 1 °
or 2°. The proof of this cannot be given here.

EXE Rcas E S

Make each of the following constructions with straight-

edge and compasses.
1. Circumscribe a regular hexagon about a circle.
2. Circumscribe a regular octagon about a circle.
3. Construct an angle of 75 0 •
4. Construct an angle of 6 0 •
5. Construct an angle of 54 0 •
6. How many degrees are there in each angle of a regu-
lar pentagon?
7. Construct a regular pentagon, given one side AB.
8. Construct a regular octagon, given one side AB
9. Construct a regular decagon, given one side AB.
10. On a given line segment as side, construct a poly-
gon similar to a given polygon.
11. In a given equilateral triangle inscribe three equal
circles, so that each circle shall be tangent to the other
two and tangent also to two sides of the triangle.
12. In a given square inscribe four equal circles, each
tangent to two others and to two sides of the square.
13. In a given square inscribe four equal circles, each
tangent to two others and to one side-and one side only-
of the square.
14. Construct a five-pointed star by extending the
sides of a regular pentagon. Draw the diagonals of the
pentagon also.
195
 15. The development of the regu-
lar twelve-sided solid (dodecahedron)
is shown in Fig. 58; each of the twelve
faces is a regular pentagon. Make a
Fig. 58 tracing of Fig. 58. On this tracing
indicate the edges of the figure on
which there should be flaps suitable for pasting.
16. Construct a regular pentagon, given one of the
diagonals.
17. Draw a tangent to a
given circle such that the part
of the tangent which lies be-
tween the point of contact and
a given line shall have a given
length l. See Fig. 59. Fig. 59

196
In lhe pid u re above, the boy pbotoqraphing the bassoon player has a camera
wilh an adjustable diaphragm controlling Ihe amount 01 light thal is admit1ed
10 th e came ra. The opening 01 the diaphragm is a regular polygon 01 so many
sides thal it approximates a circle. The diaphragm can be adjusted 10 make
Ibis polygon large or small, as shown in the inserts al the boHom 01 th e pic -
ture. By doubling the diameter 01 the o-peninq 01 the diaphragm, IoU! limes as
much light is admitted to the camera. This illustrates a principle concerning
area that is considered in Chapter 7.
CHAPTER 7

Al'ea and Length

IN CHAPTER 2 we discussed line measure and

from then on referred frequently to lengths of lines and
to equal and unequal lengths. However, line measure is
only one of several sorts of measure frequently needed.
Surface measure, or area, is a second sort.
You are familiar with the principles that are used in
finding the areas of various plane figures, including the
parallelogram, triangle, trapezoid, and circle. You will
find these principles repeated here as theorems, together
with a few other principles which may be new to you.
However, the primary purpose here will be to study the
logical development of these principles as theorems; that is,
to see upon what definitions and assumptions these theo-
rems depend and how one may be derived from another.
Since we are bringing a new idea or concept into our
logical structure, we shall need 'at least one new definition
and possibly one or two new assumptions. There are
several different ways of beginning. In the present de-
velopment we shall use the ideas of area that you have
learned from your previous work in mathematics and shall
see how these can be developed logically. *
*An entirely different way of beginning this development is discussed
in the "Note on the Area of Polygons" at the end of this chapter, page 222.

198
 Below we list two assumptions and a definition that we
require.
Area Assumption 1. Every polygon has a number,
called its area, such that
(a) equal polygons have equal areas, and
(b) the area of a polygon is equal to the sum of the
areas of its constituent polygons.
The area of a square each side of which is one unit in
length shall be the UNIT OF AREA. We shall assign the
number 1 as the area of this unit square.
Area Assumption 2. The area of a rectangle is
equal to the product of its length times its width. That
is, A =bh. This is true even when one, or both, of
the dimensions of the rectangle is an irrational number.
If we had used the alternative approach suggested on
page 222, we could have avoided making these two assump-
tions and could have proved both of them as theorems,
but only after a great deal of detailed work.

EXERCISES

1. To find the area of Fig. 1,

you must think of the figure as
being divided into several rec- (0,8)
(14,6)
tangles. You can find the area
of each of these rectangles if
you know its length and its
width. See if you can use the (0,0) I
coordinates of the vertices of (9.-3) (14,-3)
the figure to find these dimen- Fig. 1
sions and thus find the area
of the entire figure. If you cannot do this in your head
without marking the book, copy the figure on blank paper.
199
 2. Check your computation of the area you found for
Fig. 1 on page 199. Do this by making a scale drawing of
the figure on squared paper and counting the number
of squares included within its boundary.
Theorem 25. The area of a right triangle is equal
to half the product of one side times the altitude upon
that side.

D
ii7--------------------
E\
B GIVEN: Triangle ABC (Fig. 2)
in which L C =90°.
I \ h
:I \\ TO PROVE: Area of MBC =
: b \ !ACXBC=!bh.*
A' F" 2 Since we know how
\C ANALYSIS:
Iq.
. to find the area of rectangles
only, it is clear that we must in some way relate this
problem to a rectangle. We can do this by drawing paral-
lels to AC and BC through B and A respectively. These
parallels meet at D. The area of the rectangle thus
formed is bh; and we can prove that MDB = MBC.
Give the complete proof.

EXERCISES

1. Show that the area of MBC (Fig. 2) equals

!AB X CE if CE is perpendicular to AB. Suggestion:
Consider the similar triangles ABC and CBE.
2. Now show by the following method that the area
of MBC (Fig. 2) equals !AB X CE. First construct a
rectangle on AB as one side and with altitude equal to
CE. Then make use of the fact that the area of a poly-
gon is equal to the sum of the areas of its constituent
polygons.
*The symbol A means "triangle."

200
 Theorem 26. The area of any triangle is equal to
half the product of one side times the altitude upon
that side. That is, A = ~h.

~
I
lh
A~--!l_JD
~
m
Fig. 3

GIVEN: MBC (Fig. 3) in which BD is perpendicular

toAC.
TO PROVE: Area of MBC=J;;ACXBD=J;;bh.
PROOF: Area of MBD = J;;mh
Area of t:,CBD = J;;nh
Area of MBC=1;;(m+n)h if D is between A
and C;
=1;;(m-n)h if C is between A
and D;
= J;;bh in either case.

Corollary 26a. The area of a parallelogram is equal

to the product of one side times the altitude upon that
side. That is, A = bh.
Any parallelogram can be re-
garded as the sum of two tri-
angles having equal bases and
altitudes. See Fig. 4. b
Give the complete proof. Fig. 4
201
 Corollary 26b. The area
of a trapezoid is equal to half
the product of the sum of
b its bases times its altitude.
Fig. 5 That is, A =~(b+b/)h.
Give the complete proof. See Fig. 5.
EXERCISES

1. Find the area of the

diagram in Fig. 6.
2. Find the area of the
two triangles ABC in Fig. 3
on page 201, first making the
necessary measurements.
3. Check your results in
Ex. 2 as follows: In each tri-
angle measure another side Fig. 6
and its altitude and find the areas from these measurements.
4. Find the area of the parallelogram in Fig. 4 on
page 201.
5. Find the area of the trapezoid in Fig. 5.
*6. Find the area of an equilateral triangle of side s.
Leave your answer in radical form.
7. Each face of a regular triangular

@ £. .e.e
---- -~---
.e :4
pyramid (often called a regular tetrahedron)
is an equilateral triangle. Find the total area
of this pyramid in terms of the length e of
Fig. 7 one edge. See Fig. 7.
8. How would you compute the total area of a tri-
angular prism?
*9. Prove that the areas of two similar triangles are to
each other as the squares of any two corresponding sides.
202
 *10. Prove that if two triangles have an angle in com-
mon, their areas are to each other as the products of the
sides including this common angle. That is, in Fig. 8 prove
that Area ABC ABXAC. E
Area ADE ADXAE ~
Suggestion: Draw CD and "
compare first the areas of tri- """
angles ABC and ADC, and A ~0
then the areas of triangles B
ADC and ADE. Fig. 8
The area of any polygon can be found by dividing the
polygon into triangles by means of lines radiating from a
point and then measuring the sides and altitudes of these
triangles. See Fig. 9. The point need not be inside the
polygon or at a vertex, though these are the most conve-
nient positions to choose.

Fig. 9

The area of a polygon can be

found approximately by placing
a rectangular network upon the
polygon and counting the num-
ber of squares inside the polygon.
See Fig. 10. The smaller the
squares the more nearly will this
number approach the true area
of the polygon. Fig. 10
203
 In similar manner we can find approximately the area
of any convex closed curve, that is, any closed curve
that bulges outward at every point. *
A regular polygon of n sides can be
divided into n isosceles triangles by
5 drawing lines from the vertices to the
center of the inscribed circle. See
Fig. 11.
The radius of the inscribed circle is
sometimes called the APOTHEM OF THE
Fig. 11
REGULAR POLYGON, and the radius of
the circumscribed circle is sometimes called the RADIUS OF
THE REGULAR POLYGON.

EXERCISES

*1. Prove that the area of a regular polygon is equal

to half the product of its perimeter times its apothem.
That is, A =!pa, where p=ns. See Fig. 11.
2. A regular hexagon is 5 inches on a side. Find
its apothem and area.
3. What is the area of a regular hexagon inscribed in
a circle of radius r?
4. Find the perimeter and area of an equilateral tri-
angle inscribed in a circle of radius r.
5. An equilateral triangle is s inches on a side. Find
its apothem and radius.
6. In Chapter 6 (page 193) the side of a regular pen-
tagon of radius r was given as gvlO -2V5. Find the area
of such a figure. Answer: ~r~viO+2V5, or about 2.4r~.
*See the "Note on Approximate Areas by Means of Square Networks"
at the end of this chapter, pages 225 and 226.

204
 7. The two polygons in Fig. 9 on page 203 are equal.
Find the area of each of these polygons, first making
the necessary measurements in millimeters.
8. Find the approximate area .'
of the polygon in Fig. 10 on page
203 by counting squares. The
lines of the network are a milli-
meter apart. Compare your re-
sult with the areas obtained in
Ex. 7. The three polygons in
Fig. 12
Figs. 9 and 10 are all equal.
9. Find the approximate area of the irregular figure
in Fig. 12 by counting the small squares that lie inside.
*10. Prove that the perimeters of two regular polygons
of the same number of sides are to each other as their
radii.
*11. Prove that the areas of two regular polygons of
the same number of sides are to each other as the squares
of their radii.
Theorem 27. The areas of two similar polygons are
to each other as the squares of any two corresponding
sides.
0'
D

Fig. 13

GIVEN: The similar polygons ABCDE and A'B'C'D'E'

(Fig. 13).
205
 Area ABCDE (AB)2
TO PROVE: - .
Area A'B'C'D'E' - (A'B')2
ANALYSIS: We have already proved (Ex. 9, page 202)
that the areas of two similar triangles are to each other
as the squares of any two corresponding sides. We need
to show that the areas of the polygons are to each other
as the areas of two corresponding triangles, for example.
ABC and A'B'C'.
PROOF:
MBC = (ABF (ACF
- - - . = ---,,--:-
l'>ACD
M'B'C' (A'B'F (A'C'F l'>A'C'D'
(ADF = t:,ADE_=k
(A'D'F M'D'E'
Then MBC=k ·M'B'C'
MCD=k ·t:,A'C'D'
MDE=k'M'D'E'
MBC+MCD+MDE=k . (M'B'C'+M'C'D'+M'D'E')
or t:,ABC+MCD+MDE k= t:,ABC = (AB)2.
M'B'C'+M'C'D'+M'D'E' M'B'C' (A'B'F
Area ABCDE (AB)2
Area A'B'C'D'E' = (A'B'F
The unusual algebraic treatment of the continued pro-
portion used above is applicable to any proportion. That is,

if~=~=i' we can always show that ~~~~;=~ by letting

~ = k =~, and so forth. See Exercises 37 and 38, page 66.

By means of Theorem 27 we can compare the areas of

similar solids, as follows: The areas of two similar prisms,
pyramids, cylinders, or cones are to each other as the
squares of any two corresponding dimensions. In similar
manner it can be proved that the volumes of two similar
prisms, pyramids, cylinders, or cones are to each other
as the cubes of any two corresponding dimensions.
 EXERCISES

1. An architect submits a design for a memorial win-

dow drawn to the scale of 1 to 20. Compare the area of
the window as drawn with the area of the actual window.
2. Helen Thurman has just finished making a hooked
rug. Now she wants to make another with the same
proportions. The new rug is to be 1~ times as long as
the one she has just completed. She will use about how
many times as much yarn for the larger rug as she used
for the smaller one?
3. Prove that if similar polygons are
constructed on the three sides of a right
triangle, the area of the largest will equal
the sum of the areas of the other two.
See Fig. 14.
4. I wish to construct a cube whose
Fig. 14
volume will be double the volume of a
given cube. How long must I make each edge as com-
pared with an edge of the given cube?
5. Compare the areas of the two cubes of Ex. 4.
6. Packer's soda fountain sells ice-cold lemonade in
cone-shaped paper cups. The 5-cent size is 4 inches
deep, and the 10-cent size is 5 inches deep. Both sizes
of cup have the same angle at the vertex. Assuming that
the cups are filled to the brim, which is the better buy:
one 10-cent cup of lemonade or two 5-cent cups?
7. The 40-foot cylindrical water tower at Salem is to
be replaced by a 55-foot tower having the same shape
and proportions as the present one. Specifications call
for the same sort and thickness of sheet iron in the new
tank as in the old. By what per cent will the amount
of sheet iron in the water tower be increased? By what
per cent will the capacity of the water tower be increased ?
207
 *8. Fig. 15 suggests an alternative proof for the Py-
thagorean Theorem. This proof is based on the idea of
area. Notice that the square on the hypotenuse of one of
the right triangles is equal to the outside square minus
the four right triangles. Complete the proof by showing
that this is equal also to the sum of the squares on the
other two sides of the right triangle.

Fig. 15 Fig. 16

*9. Fig. 16 suggests another proof for the Pythagorean

Theorem, also based on the idea of area. See if you can
prove it this way.

CIRCUMFERENCE OF A CIRCLE

It is not hard to see how the idea of area for figures

bounded by straight lines can be extended so that it may
apply to closed curvilinear figures. In fact, we have al-
ready considered the area of an irregular curvilinear fig-
ure. See Ex. 9, page 205. However, it is very much
more difficult to extend the idea of line measure so that
it applies to curved lines. Indeed, it is difficult to state
precisely what we mean by the length of a curved line.
This is especially true if the line is a wavy line. In dis-
cussing the length of curved figures, therefore, we shall
limit ourselves to the simplest case of all, the circumference
of a circle.
208
 For a number of years you have used
the term "circumference of a circle" with-
out defining it precisely. It can be de-
fined as follows. The more points of a
circle you choose to join successively by
chords, the greater will be the length of Fig. 17
the resulting broken line (by Corollary
12c). See Fig. 17. But there is an upper limit to this
length, as is shown in the note at the end of this chapter. *
This upper limit is called the CIRCUMFERENCE OF THE
CIRCLE.
Similarly, the LENGTH OF AN ARC OF A
CIRCLE is the upper limit of the length
of a series of inscribed broken lines, and
is the same proportional part of the cir-
cumference that its central angle is of
four right angles. It follows, therefore,
that the lengths of two arcs of the same Fig. 18
circle have the same ratio as their cor-
responding central angles. For example, in Fig. 18,
Arc AB 54.
Circumference 360'
Arc BC 21
Circumference - 360;
Arc AB 54 18
Arc BC= 21 =7·
In particular, equal arcs have equal lengths. See the
first paragraph on page 135.
If we wish, we can make a distinction with respect to
sign between the lengths of the directed arcs AB and BA
similar to the distinction between the directed central
angles AOB and BOA. See page 49. Only rarely, how-
ever, shall we find such a distinction helpful.
*See the "Note on the Circumference and Area of a Circle," page 223.

209
 AREA or A CIRCLE

A regular polygon is inscribed

in a circle. If, now, another regu-
lar polygon of double the number
of sides is inscribed in the circle,
its area will be greater than the
area of the first polygon. For the
second polygon is made up of the
first polygon plus several isosceles
Fig. 19 triangles. As the number of sides
of the inscribed polygon is in-
creased, its area increases also; but not without limit, for
it can never be as great as the area of any circumscribed
polygon. See Fig. 19. The number which the areas of
the inscribed polygons approach as their limit as the
number of their sides is indefinitely increased is called
the AREA OF THE CmCLE. *

THE PERIMETERS or INSCRIBED REGULAR

POLYGONS

An inscribed regular polygon of

n sides has each side of length 8".
Let us find 82", the length of each
side of a regular polygon of 2n
sides inscribed in the same circle.
In Fig. 20, AF is the mean pro-
portional between AB and AG.
Why? Therefore we have Fig. 20
(1) (82,,)2 =2r. m. Moreover,
(2) (r-m) = ~r2_(~Y Why?

*See the "Note on the Circumference and Area of a Circle" at the end
of this chapter, page 223.

210
We have only to eliminate m between these two equations.
From equation (1) we get m = (S~~\ and from equation
(2), m =r-~r2_(~ r Therefore (S2..)2=2r2-rV4r2- (s..)2,

or S2..= ~ 2r2-rv'4r2- (8..)2.

For example, if n = 3, 8s = rV3. Then 86 should equal
~ 2r2-rv'4r2-3r2, or r, which is correct.
By means of this formula for 82.. in terms of r and 8 ..
we can find the perimeters of inscribed regular polygons
of 8, 16, 32, 64, . . . sides. The side 84 of an inscribed
square is rV2, and its perimeter P4 is 4rV2.

Therefore 8s = '-l2r 2- rv'4r 2- 2r2

="J2r 2-r2v2=r"J2-V2,
and Ps = 8r'\/ 2 - V2.
Similarly 816 = '-l2r2- r 'V4r 2- r 2(2 - V2)

= '-l2r-r2'V2+V2=r'-l2- "2+V2,

and P16 = 16r'\l2 - " 2 +V2.

Verify (at least approximately) the computations in-
dicated in the following table.

n 8.. P..=ns..
4 rV2=1.4142r 5.6568r
8 r 'V 2 - V2 = 0.7654 r 6.1232r

16 r~2- "2+0=0.3901r 6.2416r

32 r..J2- ~2+ 'V2+V2=0.1960r 6.2720r

211
 CIRCUMFERENCE AND AREA IN TERMS
OF THE RADIUS

The values for Ph Ps, PIG, P32, ••. show that the perime-
ters of inscribed regular polygons increase as the number
of their sides is doubled and redoubled. But the amount
of increase grows continually less and P« approaches the
circumference of the circle as its limit. By computing
more and more of these perimeters, at the same time
carrying our computations to more and more decimal
places, the circumference of a circle can be shown to be
6.28318 ... times its radius, or 3.14159 ... times its diameter.
This latter number is a non-ending decimal and is com-
monly denoted by the Greek letter 11". The circumference
is equal, therefore, to 211" times the radius. That is,
c=211"r.
The value 2l for 11" is often accurate enough for the job
in hand. Find to four decimal places the error you make
when you use this value for 11".
We have proved that the area of any
regular polygon may be expressed as
A =!pa (Ex. 1, page 204). We have
previously defined the area of a circle as
the limit of the areas of inscribed regular
polygons as the number of their sides is
2
indefinitely increased. That is, A is the
limit of !pa as n increases indefinitely.
Fig. 21
See Fig. 21.

Since a=~r2-GY, wa=!p~r2_(~r

As n increases indefinitely, the limit of P is c and the
limit of s is zero. Therefore the limit of !pa is !cr, or
A=!cr.* But c=211"r; so we may write A=1I"r2•
*We have taken for granted here that the limit of the product of two
variables, p and ~ r'-(~)" is equal to the product of their limits.

212
 The circumferences of two circles are to each other as
their radii. For Cl = 211Tl and c, = 21Tr~, and so

Similarly, the areas of two circles are to each other as the

squares of their radii.

The figure bounded by two radii and an

arc of a circle is called a SECTOR of the circle.
If the angle of the sector is m and the
0

length of the arc is s (Fig. 22), then

~ =~. The area of the sector is ~
21Tr 360 360
of 1Tr~ or 3 - X 1Tr2 , which reduces to ~ rs. Fig. 22
, 21Tr

EX ER Cl SES

1. Three circles have the following radii: 7.24 inches,

9 feet 4 inches, 3.5 centimeters. Find the circumference
of each circle.
2. Find the areas of the circles in Ex. 1.
3. Find the radii of circles with the following circum-
ferences: 7.152 inches, 90.2 centimeters.
4. Find the radii of circles with the following areas:
19.46 square feet, 281 square centimeters.
5. Find the areas of circles with the following circum-
ferences: 15.2 feet, 2 feet 3 inches, cinches.
6. Find the circumferences of circles with the fol-
lowing areas: 604 square centimeters, 19 square feet, 84
square inches.
213
 ~kS
*7. Prove that in two
circles of radii r and kr,
chords of lengths c and he

~
Fig. 23
respectively have arcs of
lengths sand ks respec-
tively. See Fig. 23.
8. Prove that the areas of two circles are to each
other as the squares of their circumferences.
9. The diameters of two circles are 3 and 6. How
many times is the area of the first contained in the area
of the second?
10. What is the area of the square inscribed in a circle
of radius 5 inches?
11. Two regular hexagons have sides 2 and 3 respec-
tively. How many times is the area of the first contained
in the area of the second?
12. Two regular polygons of 51 sides have areas 8 and
9 respectively. How many times is the perimeter of the
first polygon contained in the perimeter of the second?
13. The area of the 2"WiqJ~(i~ ~~~ I~"
cross-section of a heavy F" 24
wooden plank 2 inches Ig.
thick is 20 square inches. Another plank has the same
proportions but is li inches thick. What is the area of
the cross-section of the second plank? See Fig. 24.
14. The circumference of one circle is twice that of
another. How many times is the area of the smaller
circle contained in the area of the larger circle?
15. The area of one circle is five tirr.es that of another.
How many times will the circumference of the first con-
tain the circumference of the second?
214
 16. Find the difference between the
area of a circle of radius rand (1) the area
of the circumscribed square; (2) the area
of the inscribed square. See Fig. 25.
17. Find the total area of a cylinder
7 inches tall and 3 inches in diameter.
Fig. 25
18. How long a straw could you fit
(without bending it) into the cylinder described in Ex. 17?
19. A sector of 40° is cut from a circle of radius 6.
Find the area of the sector.
20. What is the length of the arc of the sector in Ex. 19?
21. Two equal parallel chords are drawn 8 inches apart
in a circle of 8-inch radius. Find the area of that part
of the circle which lies between the chords.
22. Prove that if semicircles are con-
structed on the three sides of a right
triangle, the area of the largest will
equal the sum of the areas of the other
two. Prove also that the area of the
triangle will equal the sum of the areas
of the two curvilinear figures that are
Fig. 26 shaded in Fig. 26.
23. From a circular log 24 inches in diameter a man
wishes to cut a pillar so that its cross-section shall be as
large a regular octagon as possible. Find the length of
each side of the octagon.
24. Find the perimeter of a regular dodecagon in-
scribed in a circle of radius r. How much shorter is it
than the circumference of the circle?
25. Find the perimeter of a regular heptagon inscribed
in a circle of radius 5. (Use trigonometric tables.)
215
 26. The cylindrical silo that is shown in Fig. 27 has a
conical roof. The circumference of the silo is 52 feet.
The slant height of the roof, after the J-foot overhang
at the eaves has been deducted, is 11 feet 2 inches. Find
the angle at the vertex of the roof. (Use trigonometric
tables.)

A~J
Fig. 27 Fig. 28 Fig. 29 Fig. 30 Fig. 31

27. Show that the lateral area of a right prism is equal

to the perimeter of the base times the altitude. See Fig. 28.
28. Show that the lateral area of a right cylinder is
equal to the circumference of the base times the altitude.
See Fig. 29.
29. Show that the lateral area of a regular pyramid is
equal to half the perimeter of the base times the slant
height. That is, A = J;;pl. See Fig. 30.
30. Show that the lateral area of a right cone is equal
to half the circumference of the base times the slant
height. That is, A = url, See Fig. 31.
The following formulas are also useful.
The volume of any prism is equal to the area of the
base times the altitude. That is, V = Bh.
The volume of a cylinder is equal to the area of the base
times the altitude. If the base is a circle, V = 7rr2h.
The volume of any pyramid is equal to one-third the
area of the base times the altitude. That is, V = iBh.
216
 The volume of a cone is equal to one-third the area of the
base times the altitude. If the base is a circle, V = ft 7C"r2h.
The area of a sphere equals 47C"r 2• That is, A = 47C"r2•
The volume of a sphere equals one-third the area of
its surface times the radius. That is, V =ft7C"r3 •

given regular polygon.

32. Using only straightedge and compasses,
divide the area of a given circle into two
©
31. Using only straightedge and compasses, inscribe in
a given circle a regular polygon similar to a

equivalent parts by means of a circle con-

centric with the given circle. See Fig. 32. Fig. 32
33. Using only straightedge and compasses, divide the
area of a given circle of radius r into three equivalent
parts by means of two circles concentric with the given
circle.
34. The area of a given circle of radius r is to be di-
vided into n equivalent parts by means of circles concen-
tric with the given circle. Find the radii of the inner
circles in terms of r.
35. Explain how you would construct a polygon sim-
ilar to a given irregular polygon and having n times the
area.
36. Explain how to construct a circle whose area shall
be to the area of a given circle as m is to n.
37. Two spheres have their radii in the ratio 1 to 2.
Compare their volumes.
38. Two spheres have their volumes in the ratio 1 to 2.
Compare their radii.
39. Spheres concentric with a given sphere divide its
volume into n equivalent parts. Find the radii of these
concentric spheres.
217
 MAXIMA AND MINIMA

The following theorems, stated here without proof,

have many interesting applications.
1. Of all the polygons with n
given sides, that one which can

Q
Fig. 33
IT
be inscribed in a circle has the
greatest area. Thus in Fig. 33,
of all quadrilaterals having their
sides equal respectively to the
sides of quadrilateral I, quadri-
lateral 11 has the greatest area.
The truth of this theorem is obvious in
the case of parallelograms. For of all par-
allelograms with given sides, only the rec-
tangle can be inscribed in a circle, and it is
obvious from Fig. 34 that this rectangle has
the greatest area. Fig. 34
2. Of all polygons having equal perimeters and the
same number of sides, the polygon of greatest area will
be equilateral. It follows from the previous theorem that
this equilateral polygon of greatest area can be inscribed
in a circle, and hence is also a regular polygon. For ex-
ample, of all quadrilaterals having a perimeter of ten
inches, the square has the maximum area.
You have 700 feet of fencing with which to enclose a
four-sided garden. What will be the most economical
shape for your garden?
3. Of several regular polygons having the same perim-
eter, that one which has the greatest number of sides has
the greatest area. Thus if an equilateral triangle, a
square, and a regular pentagon all have the same perim-
eter, the regular pentagon will have the greatest area.
From this we infer that of all plane figures having the
same perimeter, the circle encloses the greatest area.
218
 4. The previous theorem can be restated as follows:
Of several regular polygons having the same area, that
one having the greatest number of sides has the least
perimeter.
Why is a circular cross-section of pipe-that is, a per-
fectly round pipe-the most advantageous shape to use
for water pipes?
How does pinching the outer end of the exhaust pipe
of an automobile affect the exhaust of the engine?
5. In three dimensions, of all solids enclosing a given
volume the sphere has the least area.
If your young brother buys a candy sucker and wants
it to last as long as possible, why should he buy a spherical
one instead of a cubical one of the same volume?

EULER'S THEOREM

Another interesting theorem is Euler's Theorem, which

gives the relation between the number of faces, vertices,
and edges of any polyhedron, that is, of any solid having
only plane faces. His formula, f+v =e+2, states that
the number of faces plus the number of vertices is equal
to the number of edges plus 2. It is easy to verify this
for the cube and other simple solids. Apply it to a house
with several gables.

THE REGULAR POLYHEDRONS

At each vertex of a cube there are three right angles.

There cannot be any other regular solid having squares
for faces, for if so, then four faces would have' a common
vertex with four right angles at that point, and the corner
would be flattened down until the vertex ceased to exist.
The regular tetrahedron (triangular pyramid) has three
equilateral triangles meeting at each vertex. Would it
219
be possible for some other regular polyhedron to have
four equilateral triangles meeting at each vertex? Five?
· ?
SlX.
Could there conceivably be a regular polyhedron in
which three regular pentagons meet at each vertex?
More than three? Three regular hexagons?
There cannot be more than five convex regular poly-
hedrons. What are they? What sorts of faces do they
have? In each of these polyhedrons how many faces
meet at each vertex?

SUMMARY

Area Assumption 1. Every polygon has a number, called

its area, such that
(a) equal polygons have equal areas, and
(b) the area of a polygon is equal to the sum of the
areas of its constituent polygons.
DEFINITION: The area of a unit square shall be 1.
Area Assumption 2. The area of a rectangle is equal to the
product of its length times its width. That is, A = bh.
25. The area of a right triangle is equal to half the prod-
uct of one side times the altitude upon that side.
26. The area of any triangle is equal to half the product
of one side times the altitude upon that side. That
is, A =!bh.
26a. The area of a parallelogram is equal to the prod-
uct of one side times the altitude upon that side.
That is, A = bh,
26b. The area of a trapezoid is equal to half the prod-
uct of the sum of its bases times its altitude.
That is, A =!(b+b')h.
DEFINITIONS: apothem and radius of a regular polygon
220
27. The areas of two similar polygons are to each other
as the squares of any two corresponding sides.
DEFINITIONS: circumference and length of arc of a circle,
area of a circle, 7r, sector

REVIEW EXERCISES

1. You are given only the mid-points of the sides of a

triangle. How do you find the vertices?
2. Prove that the line joining the feet of the altitudes
on the two equal sides of an isosceles triangle is parallel
to the third side.
3. Prove that the sum of the angles at the outer
points of a regular five-pointed star is equal to 180°.
4. If two opposite angles of a quadrilateral are right
angles, what relation exists between the bisectors of the
other two angles? Prove that your statement is correct.
5. Prove that the line joining the mid-points of the
diagonals of a trapezoid is parallel to the bases.
*6. Prove that the line joining the mid-points of the
bases of a trapezoid passes through the intersection of the
non-parallel sides extended.
*7. Prove that the diagonals of a trapezoid intersect
on the line joining the mid-points of the bases.
*8. Combine the theorems in Exercises 6 and 7 in one
statement. Make a careful drawing to exemplify it.

See Fig. 35.

10. Prove that the sum of the perpen-
diculars drawn from any point within a C
AOa
9. If AB and CD are equal parallel chords in a cir-
cle, prove that AD and BC are diameters.

0
regular polygon to its n sides is equal to n
times its apothem. Fig. 35
221
 NOTE ON THE AREA OF POLYGONS

It is possible to avoid Area Assumptions 1 and 2 that were intro-

duced at the beginning of this chapter if we derive the idea of area
directly from the idea of similar triangles and proportion. The con-
tent of Assumptions 1 and 2 will then appear as theorems that we
can prove.
B

b
Fig. 36

r-----------
I
B
I
I
I
I
I
: c a
I
I
I
I
A "'------,,.-------J C
b
Fig. 37

*This is all set forth in detail in Hadamard, Lecons de Giometrie Ell-

mentaire, Vol. I, Paris, 1911, pp. 237 If., 292 If.

222
 NOTE ON THE CIRCUMrERENCE AND AREA
or A CIRCI.E

It can be proved that the perimeter of an inscribed irregular

polygon of n sides is less than the perimeter of the inscribed regular
polygon of n sides. It can also be proved
that the perimeter of a circumscribed irreg-
ular polygon of n sides is greater than the
perimeter of the circumscribed regular poly-
gon of n sides. It is evident that the perim-
eter of the inscribed regular polygon of n
sides is less than the perimeter of the cir-
cumscribed regular polygon of n sides and
that the ratio of these perimeters will be Fig. 38
equal to 1:, or 9~ (Fig. 38). As n increases indefinitely, OM

approaches r as its limit, and the ratio OM has the limit 1. This
r
means that the perimeters of pairs of inscribed and circumscribed
regular polygons of the same number of sides approach the same
limit as the number of sides is increased indefinitely. This is the
limit also of the perimeters of inscribed and circumscribed irregu-
lar polygons where all the sides approach zero in length as the
number of sides is increased indefinitely. This common limit of
the perimeters we call the circum-
ference of the circle.
LENGTH OF ARc. This method
of inscribed and circumscribed poly-
gons can be applied also to any arc
A -------------~ 0 of a circle. The length of the arc
,,, AB (Fig. 39) is the common limit
I
I
I
approached by the length of those
I
I portions of inscribed and circum-
I
I scribed polygons comprised between
,I
the radii OA and OB.
B
Fig. 39 THE CONSTANT RATIO, 1T. Ifreg-
ular polygons of the same number
of sides be inscribed in two circles of radii R and r (Fig. 40, page
224), and if then the number of their sides be increased indefinitely,
we know that the limit of (81+~+ . . . +8.) equals C and the
limit of (8.+82+ ... +8.) equals c, where C and c are the cireum-

223
ferences of the two circles. But since the pairs of polygons are sim-
ilar, we know that 8,+82+ R... +8n S,+S2+'" r
+Sn d h
an t ere-
C c
fore R=~' That is, the ratio of circumference to radius is constant
for all circles. It is customary to
denote the constant ratio of cir-
cumference to diameter by the
Greek letter 7T. It follows that
the circumference of a circle is
equal to 27T times its radius.
That is, c=27Tr.
Fig. 40
THE AREA OF A CIRCLE. We shall define the area of a circle
as the limit of the area of inscribed (regular or irregular)* poly-
gons in which every side approaches zero as the number of sides is
increased indefinitely.

Fig. 41

The area of polygon ABC ... MN in Fig. 41 is at least equal to,

and will ordinarily be greater than, ~(AB+BC+ . . . +MN)·a,
where a is the least distance from the center of the circle to a chord.
Moreover, as n increases indefinitely, the area of the inscribed
polygon increases indefinitely, but not without limit, for it can never
be greater than the area of any circumscribed polygon. That is,
~ (s. +S2+ ... +sn) ~area of polygon AB . . . N< ~ (t, +t2+ ... +tn),
where a~ah a~a2, ... , a~an.t But as n is indefinitely increased
*Earlier in this chapter we confined our definition of the area of a
circle to the simpler case of regular polygons, and restricted the method by
which n should increase to the method of indefinitely repeated doubling.
[T'he symbol ~ means "is less than or equal to."
224
the limit of a is r; the limit of (81+82+ . . . +8n ) is the circum-
ference of the circle, c; and the limit of (tl+t2+ ... +tn ) is like-
wise c. Since now the area of the polygon AB . . . N is between
two numbers each of which is approaching !rc as its limit, the
limit of the area of the polygon must be !rc. This limit, !rc, shall
be by definition the area of the circle. Since c=21rr, we can write
the area of the circle in the form A = 1rr2 •
The area of the circle could have been defined equally well as the
limit of the area of circumscribed polygons. The area of any convex
closed curve may be defined similarly as the limit of the area of
inscribed (or circumscribed) polygons in which every side approaches
zero as the number of sides is increased indefinitely.
AREA OF A SECTOR. The treatment of the area of a sector of a
circle can be given rigorously after the manner outlined for the
treatment of the length of an arc.

NOTE ON APPROXIMATE AREAS BY MEANS

OF SQUARE NETWORKS
We have shown that the area of a polygon' is equal to the sum
of the areas of its constituent polygons, and that the area of a con-
vex closed curve is the limit of the areas of inscribed and circum-
scribed polygons. Often, however, instead of calculating these
areas accurately with great pains, we should be content with a
good approximation if readily obtainable. We can get such an
approximation by drawing a rectangular network-a grid of squares
-over the polygon or closed curve and counting the number of
squares which have no part outside the figure. See Fig. 42. The

Fig. 42
225
smaller these squares, the better the approximation. Another and
equally good approximation would result from taking every square
any portion of which lies inside the figure.
Notice that the boundary of the polygon in Fig. 42 lies within
an irregular strip of squares, each of these squares being partly in-
,,"77T77?.,.....-r-71 B side and partly outside the polygon.
The two approximations differ by the
total area of the irregular strip of
squares containing the boundary of the
polygon. Fig. 43 is an enlargement of
a small part of the strip of squares.
This figure suggests that if the squares
Fig. 43 are allowed to become smaller and
smaller indefinitely-by halving, for
example--the total area of the irregular strip of squares approaches
zero as its limit; for the limit of the nth power of a proper fraction
in this case !-as n increases indefinitely is always zero.
Since the area of a convex closed curve is the limit of the areas of
inscribed and circumscribed polygons, it is clear that this area, too,
can be expressed as the common limit of the interior and exterior
approximations resulting from the superposition of a square network.

226
When a bullet is fired from a rifle, or a baseball is thrown to first base, or a
transport plane is in flight. the position of the moving object varies continuously
with reference to its starting-point. In Chapter 8 we shall relate this idea to OUI
geometry.
CHAPTER 8

Continuous Variation

IN THIS CHAPTER we shall consider situations

in which a point varies continuously along a straight or
curved line. We shall also consider comparable situations
involving angles. Because of the intimate connection
between numbers and the points of a line, however, we
cannot discuss the continuous variation of points and an-
gles until we have become more familiar with the prop-
erties of different sorts of numbers. In particular, we
need to know more about rational numbers and irrational
numbers, which together constitute what mathematicians
call the system of real numbers.
Any number that can be expressed as the quotient of
two integers is called a rational number. For example,
5 2 4 -2 7 .
- - - - - are rational numbers Since it is not
l' 3' 3' l' -4 .
possible to divide by zero, the integer 0 may appear only
as the numerator, never as the denominator. The posi-
tive and negative integers and fractions together with
zero constitute the rational numbers.
The rational numbers are ever so close together. For
no matter how nearly equal two rational numbers may
be, it is always possible to find another rational-for ex-
228
ample, their arithmetic mean-that lies between them.
Since we also think of the points of a line as being ever
so close together, we might jump to the conclusion that
it is sufficient to think of every point of a straight line as
being paired with a rational number. But if we do hold
this view for the moment, consider what will happen if
we draw an arc with center at "
2 \,
the point labeled 0 (zero) and t---------------;>\
I .. , ' 1\

with radius equal to the diag- Ii //!\

: .>: ::
onaI 0 f a rec t ang Ie 0 f Ieng th 2 --t--------I'<------+-------+-..-----I
and width 1. The arc will -I 0 I 2/ 3
cross the straight line (Fig. 1) ,
without having any point in Fig. 1
common with the line. For the radius of the arc is the
number whose square is 5, and it can be proved that there
is no rational number, like E, such that p2 =5. Conse-
q q2
quently, if we think of every point of a straight line as
being paired with the rational numbers, we must admit
that these points, although ever so close together, are
not so close but that the arc can sneak across the line
without having a definite point of intersection. That
is, the line so considered is not continuous.
Naturally we do not want to leave the matter like this.
So to every such gap, or separation, in the rational num-
bers we assign a new sort of number, called an irrational
number, and announce that we have decided to consider
every point of a straight line as being paired either with
a rational or with an irrational number. This makes the
line continuous. The rational and irrational numbers
together constitute the real numbers, and because of this
connection with the points of a line the system of real
numbers is said to be continuous.
The definition of every irrational number like vs:
-~, and 7r in terms of a separation of the rational
229
 numbers seems very strange when we first encounter it.
But if we must choose between a number system that
fits "porous" lines only, and a strange new idea that
enlarges our number system so that it fits continuous
lines also, we naturally prefer the latter.
It is clear from the foregoing that 'the very first postulate
of this geometry, the Principle of Line Measure, with its
assumption that "the points on any straight line can be
numbered so that number differences measure distances,"
implies that the number system to be used in this geom-
etry is adequate to measure the distance between any
two points whatsoever on the line. It implies, in other
words, that this geometry is based upon the system of
real numbers. This means that all the theorems derived
from the five basic principles of this geometry are as true
for irrational as for rational cases. And it means also, as
will appear below, that we can think of a point as varying
continuously along a straight line or along a curved line,
and can think also of the continuous variation of an angle.
When a ball is thrown 58.2 feet by a baseball player,
its distance from the player varies continuously from 0
to 58.2. In general, a quantity is said to vary continuously
from a to b when it takes on all the values from a to b in
order.
AI x Q
I I
a X q
Fig. 2

230
 CONTINUOUS VARIATION OF A POINT
IN A PLANE

A point is said to vary continuously in a plane if its

coordinates (x, y) with respect to a given pair of axes
vary continuously. For example, P is said to vary con-
tinuously from A to B (Fig. 3) if y varies continuously
from 2 to 7 as x varies continuously from -3 to 10.
y
B: (10,7)

A:{-3,2)

--~-+-----------x

Fig. 3

CONTINUOUS VARIATION OF AN ANGLE

Strictly our statement of Principle 3 ought to have in-

cluded a supplementary statement to the effect that
the numbers assigned to half-lines having the same end-
point vary continuously along any
intersecting line, whether straight 0
"
or curved. Let us assume that:\ / \ x
Principle 3 has been thus amended. \ \\ / \ ,<I /~, C
It follows that if we have three \ ,\ y:>r /
points A, B, and X (Fig. 4) such :,' \<,~' " /
~ ./ /::,A~, \ / /
that A and B remain fixed while I , ,v
I'",""
,I,/
" \ "
f ',~ J,
X varies continuously rom C A ~ ~/,I
to D, then angles ABX, BXA, and B
XAB will vary continuously also. Fig. 4
Theorem 28 on the next page shows how the idea of
continuous variation helps us prove theorems concern-
ing inequalities.
231
 Theorem 28. If one side of a triangle is greater
than a second side, the angle opposite the first side is
greater than the angle opposite the second side.
C GIVEN: Triangle ABC in which
cc-b,
TO PROVE: Lp>Lq.
PROOF: We shall use the indi-
"
/

~~--~~"""" rect method, and shall assume

that Lq> Lp. If now B varies
continuously along the arc of a
circle of radius a so that p varies
continuously toward 180°, as
Fig. 5
shown in Fig. 5, then q varies
continuously toward 0°. But q is assumed at the outset
to be greater than p. Therefore q, as it varies toward
0°, must somewhere be equal to the corresponding value
of p. But this would make a = b, which is contrary to
the hypothesis. Therefore q cannot be greater than p.
Nor can q be equal to p. Therefore q must be less than
p, which is what we set out to prove.

Theorem 29. If one angle of a triangle is greater

than a second angle, the side opposite the Hrst angle
is greater than the side opposite the second angle.
GIVEN: Triangle ABC in c
which cp» L q.
TO PROVE: a> b. b Q

PROOF: Prove the theorem.

Use the indirect method and AL-:..'P q B
__=_~
Theorem 28. Fig. 6

Theorem 30. If two sides of one triangle are equal

respectively to two sides of another triangle, but the
232
 included angle of the first is greater than the included
angle of the second, then the third side of the first is
greater than the third side of the second.
GIVEN: Triangles ABC and
ABC' in which BC = BC' and
Lq>Lq'.
TO PROVE: bs-b',
PROOF: We shall use the indi-
rect method and shall assume that
b'> b. If C' varies continuously
along the arc of a circle of radius - B
a, as shown in Fig. 7, q' varies Fig. 7
continuously from q to 0, and b'
varies continuously from b to a -c. Since b' has been
assumed to be greater than b, a-c must be greater than
b. But this would mean that a>b+c, which is impossible;
for one side of a triangle must always be less than the
sum of the other two sides (Corollary 12c). Therefore
b' cannot be greater than b. Neither can it be equal to
b. Why? Therefore b' must be less than b.
Theorem 31. If two sides of one triangle are equal
respectively to two sides of another triangle, but the
third side of the first is greater than
C the third side of the second, then the
angle opposite the third side of the
first is greater than the angle oppo-
site the third side of the second.
GIVEN: Triangles ABC and ABC'
in which BC=BC' and AC>AC'.
TO PROVE: Lq>Lq'.
A'----.L...L...:.JB
PROOF: Prove the theorem. Use
the indirect method and Theorem 30.
233
I FI9_._8 -----'
 EXERCISES

*1. Prove by means of one of the fore-

going theorems that if in the same circle,
or in equal circles, two minor arcs are
unequal, the greater arc has the greater
chord. See Fig. 9.
Fig. 9 *2. Prove that if in the same circle, or
in equal circles, two chords are unequal,
the greater chord has the greater minor arc. It is under-
stood that neither of these chords is a diameter.
*3. Prove that if in the same circle,
or in equal circles, two chords are un-
equal, the shorter is at the greater dis-
tance from the center. Suggestion: The
respective distances of the two chords
from the center of the circle in Fig. 10
Fig. 10
are MO and NO. Draw MN. We can
show MO>NO if we can show Ly> Lx. How can we do
this? Consider triangle MBN.
*4. Prove that if in the same circle, or in equal circles,
two chords are unequally distant from the center, the one
at the greater distance from the center is the shorter.
Exercises 3 and 4 are more easily proved directly by
means of Principle 12, as in Exercises 4 and 6, page 137.
5. Prove that the sum of the four sides of any quadri-
lateral is greater than the sum of the diagonals.

CONTINUOUS VARIATION OF DIRECTED ANGLES

On page 209 we found that it is possible to make a

distinction with respect to sign between the lengths of
directed arcs. We now have a use for this idea. See
Fig. 11 on the next page. We shall call directed arc CA
234
positive when its directed central angle
is positive, that is, counter-clockwise;
and we shall call directed arc CA nega-
tive when its directed central angle is
negative, that is, clockwise. We shall
make a similar distinction between the
positive and negative directed arcs AC. Fig. 11
In other words, the sign of a directed arc will be the same
as the sign of the corresponding directed angle at the
center of the circle. If you need to refresh your under-
standing of this idea of directed angles, turn back to the
explanation on page 49.
We can use the notations LCOA+, LCOA-, LAOC+,
and L AOC- to distinguish the four directed angles formed
by the half-lines OC and OA. Similarly, we can use the
notations CA+ and CA- to distinguish the respective
lengths of the positive and negative directed arcs CA,
and AC+ and AC- to distinguish the lengths of the other
pair of directed arcs. Upon occasion, where the length
of the directed arc is not in question and there is no risk
of confusion, we may for convenience replace the notation
for a particular directed central angle, for example L COA+,
by the somewhat simpler notation CA+ for its correspond-
ing directed arc. But whenever we make this shift in
notation we must be sure to state clearly just what we are
doing.
We can now restate Theorem 22 as follows: An in-
scribed directed angle is equal to half the directed central
angle having the same arc. This assumes that neither
directed angle is greater than 360°. Restated in this form
the theorem has little practical value, but the idea is
fascinating when it is applied to the theorems in Exer-
cises 5-10, pages 147-148, for it enables us to summarize
all of these theorems in one general statement, as in the
first paragraph on the next page.
235
 If two straight lines AB and
CD through a given point P
p cut a given circle in the points
-~-;;\-----JB A, B and C, D respectively
(Fig. 12), then the directed an-
Fig. 12
gle from the first line to the
second line is equal to half the
sum of the directed central angles having the directed
arcs AC and BD. This is true whether P be inside the
circle, on the circle, or outside the circle. That is, re-
gardless of the position of P,
directed LBPD =!(directed LAOC+directed LBOD).
This will be apparent after you have studied Fig. 13 on
page 239 with the help of Exercises 1 to 11 below.

EXERCISES

The best way to appreciate the significance of continu-

ous variation is to study the following exercises and satisfy
yourself that in each case the printed statement is correct.
You are not expected to formulate a detailed proof for
each exercise. It is more important that you observe
the gradual change in the geometry as you pass from Ex. 3
to Ex. 11, and that you appreciate the permanence of
form in the algebra that expresses this continuous variation
in the geometry.
In each exercise below you are to consider the three
points A, B, and D as fixed. You are then asked to observe
that the continuous variation of a fourth point produces a
continuous variation in an angle or in a fifth point, and
to note how one continuous variation affects the other.
1. Show that in Fig. 12 the positive directed angle
x varies continuously from almost 0° to almost 180° as
P varies continuously along the line A.D (extended).
236
 2. In Fig. 12 on page 236 consider points A, B, and D
as fixed and show by a series of sketches that P varies
continuously along AB (extended) as C varies positively,
that is, counter-clockwise around the circle.
In Exercises 3-11, C varies continuously in counter-
clockwise direction around the circle. This produces a
continuous variation in the positive directed angle x
from the line AB (extended when necessary) to the line
CD (extended when necessary). In studying this variation
we shall denote the measure of the positive directed
angle x by the symbol X+, and shall use the symbols BD+
and AC+ to denote the measures of the positive directed
central angles that correspond to the positive directed
arcs BD and AC respectively.
3. In circle a, Fig. 13, page 239, use the fact that
LBPD is equal to !(LBOD-LCOA), which you proved
in Ex. 6, page 148, to show that the directed angle x+ is
equal to half the sum of the directed central angles hav-
ing the directed arcs BD and AC. That is, show that
x+ = HBD+ +AC-).
4. In circle b, Fig. 13, show that X+ = HBD++AC).
5. In circle c, Fig. 13, show that x+ =!(BD++A~C+).
6. In circle d, Fig. 13, show that x+ =HBD++AC+).
7. In circle e, Fig. 13, show that
x+ =H360) -Y+,
and Y+ =!(DA+);
whence X+ =!(360-DA+) =!(BD+ +A~C+).
8. In circle t. Fig. 13, show that
X+ = !(360) -Y+,
and Y+ =HDA+ -BC+);
whence x+ = H360 - DA+ + B~C+) = HAD+ + BC+)
=!(BD+ +AC+).
237
 9. In circle g, Fig. 13, show that x+ = !(BD+ +A~C+).
10. In circle h, Fig. 13, show that x+ =!(BD++A~C+).
11. In circle i, Fig. 13, CD is parallel to AB. Show
that as C varies continuously from the position shown in
circle h, Fig. 13, to the positions shown in circles j and k,
x+ is always equal to !(BIJ++AC+).
A single general statement serves also to summarize
the theorems of Exercises 35-38, page 151, as was indi-
cated in Ex. 46, page 152: If a straight line through a
given point P cuts a given circle in the points A and B,
then the product PAX PB is the same for every possible
position of the straight line. This is true whether the
given point P is inside the circle, on the circle, or outside
the circle. Now let us consider how this product varies
as the position of the given point P varies with respect to
the circle. We shall use Fig. 13 for this purpose and shall
employ directed distances, as described on page 42. The
different diagrams in Fig. 13 show different positions of
the given point P; and PAB or APB or ABP represents
the random line that cuts the circle in A and B. This
random line through A and B is kept the same in all the
diagrams in order to systematize the variation of the
point P.
12. In circle a, Fig. 13, P varies continuously toward
B along AB extended, but so that the three points are
always in the order P, A, B. What can you say about
the sign and size of PA, PB, and PAXPB? How does
the product PA XPB vary?
13. In circle b, Fig. 13, what does the product PAX PB
equal?
14. In circle c, Fig. 13, P varies continuously along AB
from A to B. What can you say about the sign of PA,
PB, and PAxPB?
238
p...o::;....~ _ _""'-----I

Fig. 13
239
 15. In circle e, Fig. 13, what does the product PA XPB
equal?
16. In circle t. Fig. 13, P varies continuously from B
along AB extended, but so that the three points are
always in the order A, B, P. What can you say about
the sign and size of PA, PB, and PA XPB?
17. Show that as P varies continuously along the
fixed line AB, the product PA XPB decreases from in-
definitely large positive values through zero to negative
values, and then increases through zero again to in-
definitely large positive values.
18. We have just seen in Ex. 17 that for all positions
of the point P between A and B the product PAX PB
is negative. Find that position of the point P for which
PA XPB has the largest negative value. Show that this
value is - (ABF. Suggestion: We can do this geometri-
4
AI ~ ¥ I B cally by thinkin~f the un-
~ signed product PAXPB, or
r Xs, as representing the area of
a rectangle of sides rand s.

DD D
r
5
r
s

Fig. 14
r
Fig. 14 shows three such rec-
s tangles. We must then dis-
cover which of all possible rec-
tangles of sides rand s will
have the largest area. What do you know about the
perimeters of these rectangles? For a further suggestion,
see page 218.
We can also use an algebraic method to discover when the
product AP X PB has the largest positive value. For we can
-
rewrite APXPB - in the form (AB T- - PM) X (ABT+PM -)
and need only discover the condition under which this
product is as large as possible.
240
 The large ocean liner pictured above is bound from Southampton to New York.
When about half a day's run from New York the captain wished to determine his
position as accurately as possible. By means of his radio direction finder he
discovered that at 9:14 P.M. his ship was somewhere on a line passing through
Cape Cod Light at an angle of 48° west of true north, and also somewhere on a
line passing through Nantucket Lightship al an angle of 82° west of true north.
The approximate position of the ship was at the intersection of these two lines,
as shown in the diagram below. Each of these lines, when regarded in this
manner, is called a "locus," as you will learn in Chapter 9,

,it: ~ .~ .'lIt .:t Jt: .~ .~

<::>

--
<:> <:>
.<:>
~ .~ .fi. .~
... .'......."' ~

..... ..
.<:>
~~(.4,;£ l'l'D~
-_c'lo(
0..
_- ....
'4l

.- '" 'C>
#2°00# "
•h
~ r-,
'1r
..... .....
r
.-..f 'i,
, ... '"
~ ~~ -, , Dingo e r o u s
IJ ~~~IJ. ,:" -I/OJO#

~~ NAN7 '(It:KE/
IS/. NJ'J
'\i "'9 0".
~~ .)-+
. . s-
(..+
.
,,
,
j

Gefr~es
'Sho o/s

I
J
I
,

~
I J
I
I
-11 "oo 'N :;; ~
"- .. ,
~ .aJnk ...
~'
... .-
NANrUc. rr--:
m ~
-, ...
, .. ;

/./f;NT~ JP ~
I 't 9:14o» 't/./I$ I .....
~
~O·JO'K -
I
p. ':-
A.
I .Ill. ~
'- r-=:- ~
*~ I
CHAPTER 9

Loci

THIS CHAPTER DEALS with geometric facts al-

ready familiar to you. The chief novelty is in the point of
view; but even that is partly familiar from some of the
situations you have met in the preceding chapters. Per-
haps the only aspect of this subject that will seem entirely
strange is the name that is used for it. We call it "locus,"
which is the label that has become attached to this sub-
ject through the ages. The plural of "locus" is "loci."
Do not be awed by the word "locus." Instead, use it in
simple situations until you become familiar with it and
know what it means.
A geometric LOCUS is a figure which includes all the
points that satisfy a given condition (or conditions), and no
other points. Sometimes it is convenient to regard a locus
as the path of a point moving according to a fixed law, *
but most of the locus situations you will meet do not
*As already indicated on page 60, our geometry is logically inde-
pendent of the idea of motion. If we wish to entertain the idea of mo-
tion, however, we can develop it from the idea of number, which is funda-
mental in our geometry. For we can define the motion of a point P in
a plane as the continuous variation of its coordinates (z, y). If we wish
to entertain the idea of congruent geometric figures (see pages 59 and
60), where one figure is moved and fitted on the other, we can define
this fitting or congruence by saying that to every point (x, y) in the first
figure there corresponds a point (x', y') in the second figure, such that
all corresponding distances are equal.

242
require the idea of motion. The word "locus," like
the word "location," comes from the Latin. Use the
dictionary to find the original Latin meaning of the word.
Locus A. The locus of all the points in a
plane at a given distance from a given fixed
point is a circle whose center is the given
point and whose radius is the given distance.
See Fig. l.
What is the locus of all the points in space Fig. 1
which are 3 inches from a fixed point O?
Locus B. The locus of all the points in a plane at a
given distance from a given endless line is a pair of lines,
___________________ one on each side of the given line,
parallel to it and at the given dis-
tance from it. See Fig. 2.
Fig. 2
What is the locus of all the points
in space which are 2 inches from a given line?
When a locus is regarded as the path of a moving point,
it is not easy to describe it using the easily understood
phrase "The locus of all points that . . . ." Instead, we
usually describe such loci by saying, "The locus of a point
that . . .." You may find it helpful in such cases to
think of this as meaning "The locus of all positions of a
point that . . . ."
What is the locus of the center
of a circle which rolls around out-
side a fixed circle, always just
touching it? See Fig. 3. What is
the locus if the rolling circle is small
enough to roll around inside the
fixed circle?
If two circles have equal radii, Fig. 3
and if one of these circles rolls around outside the other,
what is the locus of the center of the rolling circle?
243
 Describe the locus of the center of a circle which rolls
around outside a square, always just touching it.
A locus often includes isolated points as well as straight
lines and curves, and sometimes only points, as in Ex. 3
below. In such cases the locus, although conforming
to the original definition in that it includes all the points
that satisfy a given condition (or conditions), cannot be
considered as the path of a moving point.

EXERCISES

You need not prove the correctness of your answers for

the following exercises. The chief purpose of these exer-
cises is to help you become familiar with various situa-
tions concerning loci. Later in the chapter you will be
asked to prove exercises concerning loci.
1. What is the locus of all the points in a plane which
are 5 inches from a fixed point 0 in the plane?
2. What is the locus of all the points in a plane which
are 4 inches from an endless fixed line lying in the plane?
What is the locus when the fixed line is perpendicular
to the given plane?
3. What is the locus of all the points in a plane which
are 5 inches from a fixed point 0 in the plane and at the
same time 4 inches distant from a fixed line AB that is in
the plane and that passes through O? Make a careful
drawing and indicate the locus accurately. Suggestion:
What is the locus of all points 5 inches from O? What is
the locus of all points 4 inches from AB? What points
are on both loci, thereby satisfying both conditions?
4. What would be the locus in Ex. 3 if AB, instead of
passing through 0, were 1 inch from O? Make a careful
drawing and indicate the locus accurately.
244
 5. What is the locus of all the points 2 inches from
each of two given parallel lines that are 4 inches apart?
6. What is the locus of all the points 3 inches from
each of two given parallel lines that are 4 inches apart?
In each of the following exercises assume that the de-
sired locus is confined to a plane.
In plotting a locus enough points should be determined
to indicate the nature and position of the locus. The
locus should then be drawn so as to include all these
points. It is helpful to consider extreme positions for the
points and lines involved. Sometimes these limiting cases
produce a marked alteration in the locus, or even cause it
to vanish.
When one side of a triangle is singled out for special
reference, it is called the base. That vertex which lies
opposite the base is called the vertex.
7. Plot the locus of the vertex of a triangle whose
base is a fixed line segment and whose altitude is constant.
8. Circles are drawn so as to have a fixed line segment
as their common chord. Plot the locus of the mid-points
of the lines which join the centers of the circles to one
extremity of the chord.
9. A point moves so that its distance from a given
line is always one-half its distance from a fixed point in
the line. Plot its locus.
10. Plot the locus of the intersection of tangents to a
circle at the extremities of a variable chord
which passes through a given point P in-
side the circle. See Fig. 4. Suggestion:
In this, as in all other locus exercises,
consider the limiting positions of the
chord. What happens to the locus if P
is at the center of the circle? Fig. 4
245
 11. A square rolls along a straight line without slipping.
Plot the locus of one corner of the square as the square
makes one complete revolution.
12. A thin straight stick one foot long floats on water
in a circular basin 20 inches in diameter. Sketch the sur-
face of the water, and on this sketch shade that portion
of the surface that is accessible to the mid-point of the
stick. Describe the boundary of this portion accurately.
13. A point moves so that its distances from a fixed point
and a fixed line are equal. Plot the locus.
14. A point moves so as always to be half as far from
a fixed line l as from a fixed point not on l. Plot the
locus.
15. Plot the locus of all points the sum of whose dis-
tances from two fixed points 3 inches apart is always the
same, say 5 inches.
16. A straight line 3 inches long moves so that each
end is always on the boundary of a 4-inch square. Plot
the locus of the middle point of the moving line.
The definition of locus on page 242 contains the sig-
nificant expression "all the points that satisfy a given
condition, and no other points." As already indicated on
page 88, the wording "all the points . . . and no other
points" is equivalent to an "If and only if ... " phrasing,
that is, to a proposition and its converse. Let us examine
this more closely.
The definition of locus says two things:
1. If a point satisfies the given conditions, it lies
on (in other words, is a point of) the locus.
2. If a point does not satisfy the given conditions,
it does not lie on the locus.
We say that each of these propositions is the opposite
of the other. We must prove both of them whenever
246
we wish to prove that a supposed locus is the whole
locus and nothing but the locus,
But we can show that whenever the opposite of a prop-
osition is true, the converse of the proposition is true also.
In this case, if we call proposition 1 on page 246 the
"direct" proposition and proposition 2 its "opposite,"
then the converse of the direct proposition would be:
3. If a point lies on the locus, it satisfies the given
conditions.
We can prove this at once by the indirect method. For
suppose that the conclusion of 3 is not true and that the
point does not satisfy the given conditions; then by 2 it
does not lie on the locus, and this contradicts the hypothesis
of 3. Therefore, when 2 is true, 3 is true also.
Instead;therefore, of establishing a locus rigorously by
proving a proposition and its opposite, we may prove the
proposition and its converse; and usually this will be the
easier thing to do.
You can now show that if 3 is true, 2 is true also. In

X
fact, every proposition in geometry is related to three
others as indicated in the accompanying table.
1. Proposition 3. Converse
If A is true, then If B is true, then
B is true. A is true.
2. Opposite 4. Opposite Converse
If A is not true, If B is not true,
then B is not true. then A is not true.
The diagonal lines indicate that 1 and 4 amount to the
same thing: if either is true, both are true. Similarly,
if either 2 or 3 is true, both are true. In other words, if
a proposition is true, its opposite converse is true; for
3 is just as much the opposite converse of 2 as 4 is of 1.
In every case this can be proved by the indirect method,
following the pattern of the proof given above.
247
 The method of establishing a locus rigorously by proving
a proposition and its converse will become clear to you
as you study the seven standard locus theorems that fol-
low. No other theorems in this book require this method
of proof. You will find the seven locus theorems very
useful later on when you are asked to solve exercises in-
volving loci.

THE SEVEN STANDARD LOCUS THEOREMS

Locus Theorem 1. The locus of all the points in a

plane at a given distance from a given fixed point is a
circle whose center is the given point and whose
radius is the given distance.
This follows immediately from our definition of .. circle"
on page 133 in Chapter 5.
Locus Theorem 2. The locus of all the points in a
plane at a given distance from a given endless line is
a pair of lines, one on each side of the given line,
parallel to it and at the given distance from it.

P.--=_----,

.p'
Fig. 5

GIVEN: Line l and random points P, Q, R, P', Q', R'

on either side of l and at a distance d from it.
TO FIND: The locus of all such points.
248
 PROOF: From all these points choose any two that are
on the same side of l, such as P and Q, and draw PQ.
See Fig. 5.
Since the distance from a point to a line is measured
along the perpendicular from the point to the line, PD
and QE are both perpendicular to l and therefore parallel.
Why? But PD =QE (Given). Therefore PQED is a
parallelogram, and PQ is parallel to line l and at a dis-
tance d from it.
Had we chosen R instead of Q, we should have PR
parallel to line l. Therefore PR and all similar lines
coincide with PQ, and R lies on PQ. Similarly P', Q',
and R' lie on a line parallel to l and at a distance d from l.
We have proved that every point satisfying the given
conditions lies on the supposed locus. We must now
prove the opposite, or else the converse, of this. The
converse is easier; so we shall show that every point S
on the supposed locus must satisfy the given condition
that it be at a distance d from l.
PS is given parallel to l, and PD is perpendicular to l
and equal to d. Draw SG perpendicular to l. Then SG
will be parallel to PD (Why?) and equal to d (Why ?).

Locus Theorem 3. The locus of all points equidis-

tant from two given parallel lines is a line parallel to
the given lines and midway between them.
GIVEN: The parallel lines
l and m at a distance d from --------
----
------------- q
t

===------===
each other. See Fig. 6.
-------------- p
TO FIND: The locus of all
points equidistant from l _~m
and m and lying in their __------------------------r
plane.
PROOF: By Locus The- Fig. 6
249
orem 2 all points at a distance ~ from I lie on two lines
p and q parallel to I and at a distance ~ from it. And
similarly p and r are the locus of all points at a distance
~ from m. Line p is common to both loci and so contains
2
all points at a distance ~ from both I and m.
Conversely, by Locus Theorem 2, every point on p is
at a distance ~ from both I and m.
What is the locus if the points are not confined to the
plane of I and m?
Locus Theorem 4. The locus of points equidistant
from two given points is the perpendicular bisector of
the line segment joining these points.
This is merely restating Principle 10 in terms of locus.
GIVEN: The points A and Band
. .f any point P such that AP =BP.
TO FIND: The locus of all such

A,if;;> <::\\, B
points P.
PROOF: Draw PM from P to
the mid-point M of AB. See Fig.
M
7. In triangles AMP and BMP,
Fig. 7
LAMP=LBMP. Why? There-
fore each of these angles is a right angle (WhY?), and PM
is the perpendicular bisector of AB. This proves that
every point that is equidistant from A and B lies on the
perpendicular bisector of AB.
We must now prove the opposite, or else the converse,
of this proposition. The converse is easier; so we shall
prove that any point Q on the perpendicular bisector of
AB is equidistant from A and B. This follows imme-
250
 R

M
Fig. 8

Fig. 9
GIVEN: Lines 1 and m intersecting at 0, and any point
P, Q, R, or S equidistant from land m. See Fig. 9.
251
 TO FIND: The locus of all such points.
PROOF: From P drop perpendiculars PA and PB to
the given lines l and m; draw PO. In the right triangles
AOP and BOP, AP=BP (Given). Therefore LAOP=
LBOP (by Corollary 12b). This means that PO-and
similarly also QO, RO, and SO-bisects the angle formed
by l and m. It follows that all points equidistant from
l and m lie on these bisectors.
Conversely, every point T on a bisector is equidistant
from land m. For if perpendiculars be dropped from
T to l and m, application of Case 2 of Similarity shows
that these perpendiculars are equal.
What is the locus if the points are not confined to the
plane of the given lines?
What is the locus of points equidistant from two given
planes?
Locus Theorem 6. The locus of the vertex of a
right triangle having a given hypotenuse as base is the
circle whose diameter is the given hypotenuse. The lo-
cus does not include the end-points of the hypotenuse.
D I? GIVEN: Points A and B and a
- - - --..: :," ::. \ C random point V such that V A is
,/ < 'P..<-... perpendicular to VB. See Fig. 10.
" .' \\" TO FIND: The locus of V.
A '8
PROOF: Instead of proving the
direct proposition that every point
V lies on the circle, we shall find
it easier to prove its equivalent,
Fig. 10 the opposite converse: For any
point P not on the circle the angle APB is not a right angle.
Prove this. See Exercises 5 and 6, pages 147 and 148.
The converse, that every point on the circle, except A
and B, is the vertex of a right triangle having AB for hypot-
enuse, follows at once from Corollary 22c.
252
 Referring to the table on page 247, we see that we have
proved this locus theorem by proving 4 and 3 instead of
1 and 3.
Locus Theorem 7. The locus of
the vertex of a triangle having a given
base AB and a given angle at the ver-
tex is a pair of equal circular arcs
AB, symmetric with respect to AB,
but not including A and B.
This can be proved in the same way
as Locus Theorem 6 by referring to Ex-
ercises 5 and 6, pages 147 and 148, and
Fig. 11
to Corollary 22b. See Fig. 11.
The actual construction of the locus is done as follows.
Let AB (Fig. 12) be the given base of the triangle and
L V the given angle. At B construct L ABT equal to
LV. Construct the perpendicular to TB at B. Also con-
struct the perpendicular bisector of AB. These two lines
will meet at 0, the center of one of the desired circles.

A----B

Fig. 12

For every point on the perpendicular bisector of AB

is the center of a circle through A and B, and 0 is the
center of a circle which is tangent to TB at B. Why?
253
Therefore LABT is equal to half the central angle having
the arc AB, and LAVB is also. Arc A VB is half the
required locus. The center 0' of the other arc can be
found by laying off on the perpendicular bisector the
length MO' equal to MO.

EXERCISES

In each exercise below first state precisely what the

locus consists of, unless it is already stated in the exercise,
and then prove that this is right. You may use any of the
seven locus theorems in your proof. Usually this will
save you the trouble of going through the details of prov-
ing a theorem and its converse in order to prove the locus
correct. Exercises 1-48 concern plane geometry only.
1. Find the locus of the vertices of isosceles triangles
having a common base.
~ 2. Find the locus of the
~ mid-points of straight line seg-
ments joining two parallel
Fig. 13 lines. See Fig. 13.
*3. Find the locus of the mid-points of lines drawn from
a given point to a given line.
4. The base BC of a triangle ABC is a fixed line seg-
ment, and the vertex A moves so that the area of the tri-
angle is always the same. Find the locus of A.
5. AB is a fixed straight line segment. At each point
of AB a perpendicular is erected equal in length to the
distance of the point from A. What is the locus of the
upper extremities of these perpendiculars?
6. What is the locus of the centers of circles which
are tangent to the line XY at the point P?
7. Find the locus of the centers of all circles having
a given radius and passing through a given point.
254
 8. Find the locus of the centers of all the circles which
pass through two fixed points.
*9. Find the locus of the mid-points of all chords of
a given length drawn in a given circle.
10. Find the locus of the centers of circles which cut
equal chords from two fixed parallel lines.
*11. Prove that the line joining the center of a circle and
the point of intersection of two tangents is the perpendic-
war bisector of the chord joining the points of contact.
*12. Prove that the line drawn from the mid-point of
a chord to the mid-point of its minor (or major) arc is
perpendicu1ar to the chord.
*13. Prove that the perpendicu1ar bisector of a chord
passes through the center of the circle and through the
mid-points of both arcs.
*14. Prove that if two circles intersect, the line of cen-
ters is the perpendicular bisector of their common chord.
*15. Prove that the line which passes through the mid-
points of two parallel chords passes through the center
of the circle.
*16. A system of parallel chords is drawn in a circle.
Find the locus of the mid-points of these chords.
17. All but one small section of a
barrel head is lost (Fig. 14). Make a ~
drawing to show how you would :find
Fig. 14
the radius of the original barrel head.
*18. Prove that the perpendicular bisectors of the sides
of a triangle are concurrent in a point that is equidistant
from the vertices. Suggestion: Show first that the per-
pendicu1ar bisectors of two sides must meet in a point
which is equidistant from all three vertices. This point
is called the circumcenter of the triangle because it is the
center of the circle circumscribed about the triangle.
255
 *19. Prove that the bisectors of the angles of a triangle
are concurrent in a point that is equidistant from the
sides of the triangle. This point is called the incenter of
the triangle because it is the center of the inscribed circle.
*20. Prove that through three points not in a straight
line one circle, and only one, can be drawn.
21. Prove that a circle cannot ordinarily be drawn
through four points taken at random. That is, show that
the reasoning employed in Ex. 20 will not hold in general
for four points.
22. Circles are drawn so that they are always wholly
within a given triangle and tangent to two of its sides.
Find the locus of the centers of these circles.
23. Find the locus of points whose distances from
two fixed parallel lines are in a given ratio.
24. Construct the tangent at a given
point P of a given circle, the center of the
circle not being accessible. See Fig. 15.
Prove that your construction is correct.
*25. Find the locus of all points from which
Fig. 15 tangents of a given length can be drawn to
a given circle.
*26. What is the locus of the mid-points of chords of a
given circle formed by secants drawn from a given external
point?
27. Find the locus of points of contact of tangents
drawn from a given external point to concentric circles.
*28. A 60° angle moves so that both of its sides touch a
fixed circle of radius 5 feet. Find the locus of the vertex.
29. Triangles are constructed on a given line segment
as base. What is the locus of the foot of the perpendicu-
lar drawn from the mid-point of the base to either of the
other two sides?
256
 30. The hypotenuse of a right triangle is a given line
segment. What is the locus of the mid-point of either
of the other sides?
*31. Find the locus of the mid-points of chords drawn
from a given point on a circle.
*32. Find the locus of the mid-points of chords drawn
through a given point within a given circle.
*33. A straight rod moves so that
its ends always touch two fixed rods
that are perpendicular to each other.
Find the locus of its mid-point. See
Fig. 16.
*34. Prove that if two opposite an- Fig. 16
gles of a quadrilateral are supplementary (that is, add up
to 180°) the quadrilateral can be inscribed in a circle.
This is the converse of Ex. 1, page 147. Use the indi-
rect method and Exercises 5 and 6, pages 147 and 148.
35. A and B are two fixed points on a
given circle, and CD is a variable di-
ameter. Find the locus of the intersec-
tion of CA and DB.
*36. Upon a fixed line segment AB
(Fig. 17) a segment of a circle containing
240° is constructed (that is, the arc of the
segment is ~~% ofthe circumference), and
in the segment any chord CD having an
Fig. 17
arc of 60° is drawn. Find the locus
(a) of the point of intersection of AC and BD;
(b) of the point of intersection of AD and BC.
37. Triangles are constructed on a fixed line segment
AB as base and with a given angle at the vertex. Find
the locus of the intersection of the perpendiculars from
A and B to the opposite sides of the triangle.
257
 *38. Lines are drawn parallel to the base of a triangle
and are terminated by the other two sides. What is the
locus of their mid-points?
39. Two railroad lines cross at an
angle of 114°. See Fig. 18. How would
you locate the center of a circle with a
\ lOO-foot radius which would join one
line with the other? Suggestion: The
Fig. 18
circle must be tangent to the two lines.
40. Two circles intersect at the points A and B.
Through A a variable secant is drawn, cutting the circles
at C and D. Prove that the angle DBC is constant.
*41. In Fig. 19 show how to
find the point P on the straight
line MR such that the broken
line APB is the equal-angle R
route from A to B. We can
think of M R as a mirror or as
the cushion of a billiard table.
*42. In Fig. 20 show how to find the point Q on the
straight line MR such that the broken line AQB is the
shortest route from A to B that includes a point of MR.

Fig. 20

Exercises 41 and 42 show that the equal-angle route

from A to B and the shortest route from A to B are the
258
same. Physicists have observed that a ray of light, in
going from one point to another, goes always in the
shortest possible time. B,e---- C ,
*43. Prove that the perpen- -, ~---7A
diculars from the vertices of a "" /
triangle to the opposite sides ~, , "
are concurrent. See Fig. 21. -, K /
Suggestion: Through each ver- "'" ,/
tex draw a line parallel to the 'f;'
opposite side of the triangle. F' 21
Show that these three lines lQ.
form a triangle the perpendicular bisectors of whose sides
are the given perpendiculars from the vertices of the given
triangle. See Ex. 18, page 255. The perpendiculars from
the vertices of triangle ABC to the opposite sides inter-
sect at 0, which is called the orthocenter of the triangle.
The line joining a vertex of a triangle to the mid-point
of the opposite side is called a MEDIAN of the triangle.
*44. Prove that the medians of a triangle are concur-
rent in a point that is two-thirds of the distance from
each vertex to the middle of the
c opposite side. Suggestion: Two
medians, such as AL and BM in
Fig. 22, meet at G. If X is the mid-
B point of AG, and Y the mid-point
of BG, show that XY and ML are
Fig. 22 parallel to AB and equal to !AB.
Then show that AG =ftAL, and that
BG=iBM. That is, any median meets any other me-
dian at a point which is two-thirds of the distance from a
vertex to the mid-point of the opposite side. This point
is called the centroid, or center of gravity, of the triangle.
Exercises 18, 19, 43, and 44 form an interesting group
of theorems concerning concurrent lines in a triangle.
259
 45. Prove that if each of three circles is tangent ex-
ternally to the other two, the common internal tangents
are concurrent. Suggestion: Consider the relation of the
point of intersection of each pair of common internal
tangents to the sides of the triangle formed by joining
the centers of the three circles.
46. Given two intersecting lines AB and AC, what is
the locus of all points that are twice as far from AB as
from AC? Suggestion: Prove first that if P is one such
point, every point on AP is twice as far from AB as from
AC. Then prove conversely that if P is one such point,
another point P' that is twice as far from AB as from AC
must lie on AP (extended).
*47. Prove that in triangle APB (Fig. 23) the bisectors
of the interior and exterior angles at P divide AB
internally and externally in the same ratio, m. See Exer-
n
cises 25 and 26, page 116.

Fig. 23

48. Find the locus of points whose distances from A

and B are in the constant ratio~. Consider triangle PQR
n
(Fig. 23) and Ex. 27, page 117.
49. Reconsider Ex. 23 on page 256 as a locus of points
not restricted to the plane of the given parallel lines; that
is, find the locus of all points in space the distances of
which from two fixed parallel lines are in a given ratio.

L 60
~-----------------------
 50. Point P (Fig. 24) is 4 inches from
a plane. Find the locus of all points in
the plane which are 5 inches from P.
51. What is the nature of the inter-
section of a plane and a sphere?
Prove it. See Ex. 50. Fig. 24
52. What is the nature of the intersection of two
spheres?

POWER OF A POINT

The POWER OF A POINT P with respect to a circle is the

product of the two distances PA times PB from the point to
the circle measured along a random secant.
If the point is inside the circle, its power is negative;
if it is on the circle, its power is zero; and if it is outside
the circle, its power is positive. The power PAx P B
(Fig. 25) is equal to (PT)2 when P is outside the circle
and increases as P recedes from the center. For a given
point inside the circle the product PAX P B is constant
no matter what secant through P is chosen. In particular
we may choose the diameter through P. We have already
seen (Ex. 18, page 240) that the product PA'XPB' is
numerically largest when P is at the mid-point of A'B'.
Consequently the largest negative power that a point can
have with respect to a circle is - r2 ; this is the power of
the point 0 at the center of the circle.
T
p

Fig. 25
261
 EXERCISES

1. Prove that if two circles

intersect, every point on the
common chord, and on the com-
mon chord extended, has the
same power with respect to both
circles. See Fig. 26.
2. Prove that if two circles are
Fig. 26 externally tangent, every point
on the common internal tangent
has the same power with respect to both circles.
3. State and prove the corresponding theorem for two
circles which are internally tangent.
RADICAL AXIS

All points whose powers p

with respect to two non-
intersecting circles are
equal lie on a straight line
perpendicular to the line
of centers of the given
circles. This perpendic-
ular is called the RADICAL
AXIS of the circles.
Fig. 27
We shall prove this by
showing that whatever point of equal power is chosen,
the perpendicular drawn through it to the line of centers
always meets the latter at the same point. See Fig. 'Zl.
For (OD)2 = (PO)2- (PD)2 = (OT)2+(TP)2- (PD)2,
and (DO')2 = (PO')2- (PD)2 = (O'T')2+(TP)2- (PD)2;
whence (OD)2- (DO')2 = (OT)2- (O'T')2. Therefore
the product (OD-DO') (OD+DO') is constant; and since
(OD+DO') is constant, (OD-DO') must be constant also.
262
 OD+DO'=k 1
OD-DO'=k 2
2 (OD) =k 1+k2
and OD
s.s»;
= -2-' another constant.
That is, D, the foot of the perpendicular from P to 00',
is the same for all possible positions of the point P. There-
fore all the points P must lie on the perpendicular to 00'
at D, the radical axis of the two circles.

EXERCISES

1. Show that the foregoing proof can be applied to two

intersecting circles, and that the line PD must be the
common chord (extended) of the two circles.
2. If now we agree to extend the meaning of "radical
axis" to apply also to the common chord (extended) of
two intersecting circles, what shall we mean by the radical
axis of two circles that are externally tangent? Of two
circles that are internally tangent?
3. What is the locus of all points having the same
power with respect to two spheres?

INVERSION

Two points are said to be inverses of

each other with respect to a circle when
the product of their distances from the
center is equal to the radius squared. In
Fig. 28, OPXOP' =r2 ; P' is the inverse Fig. 28
of P, and P is the inverse of P'. The circle is called the
cmCLE OF INVERSION; its center, the CENTER OF INVERSION.
The inverse of a point inside the circle is outside the
circle; and conversely. The inverse of a point on the
263
circle is the point itself. To every point inside the circle,
except the center, there corresponds one and only one
point of the plane outside the circle. And for every
point in the plane outside the circle, however small, there
is a corresponding point inside the circle. Similarly, for
all points in space outside a sphere, however small, there
may be found corresponding points within the sphere.
The inverse of a line, whether straight or curved, is
the locus of the inverse of every point of the line. For
example, the inverse of a straight line through the center
of inversion 0 is the line itself. You can see this by
considering in turn the inverse of each point of the line.
What is the inverse of the circle of inversion?
The inverse of a circle with center at 0, other than the
circle or" inversion, is another circle with center at O.
What is the relation between the radii of the three circles?
The inverse of a straight
line through P' (Fig. 29) per-
pendicular to OP is the 'circle
having OP as its diameter.
For if Q' be any point on this
!"'----+.::+---lp' perpendicular, its inverse Q
will be such that
OQ. 0Q' =r2 =Op· OP',
OQ OP'
Fig. 29 or OP = OQ"
Hence L OQP is a right angle (Why?), and so Q lies on
the circle having OP as its diameter.

EXERCISES

1. Show that the foregoing proof holds when P' is

on the circle of inversion, and also when P' is inside the
circle. In general, the inverse of a straight line (not
through 0) is a circle through the center of inversion.
264
 2. What is the inverse of a circle which passes through
the center of inversion?

PROJECTION

The feet of the perpen-

diculars dropped from every
~
point of a given curve AB
(Fig. 30) to a line 1 consti-
tute the PROJECTION of AB
1 j. I
e'
on l. In this sort of pro- Fig. 30
jection the auxiliary lines AA', PP', BB' are all parallel.
What is the projection of a circle upon a line tangent
to the circle?
What is the projection of the edge of a fifty-cent piece
on a plane parallel to the plane of the coin? What is
the projection if the plane is not parallel to the plane of
the coin?
What is the projection of a sphere on a plane? Does
this differ from the shadow which the sphere would cast
on a sunlit plane?

CENTRAL PROJECTION

Another sort of projection,

called CENTRAL PROJECTION
(Fig. 31), is obtained by
drawing half-lines from a
fixed point 0 through every
point of AB and determin-
ing where each such half-line
intersects i. The intersec-
tion, P', of OP with 1 is the
projection of P on l.
If the curve AB is a semi-
circle, and if 1 is parallel to Fig. 31
265
 P' o
Fig. 32

266
The wisdom of the decisions reached in a town meeting, in a consullation be-
tween doctors, or in a trial by jury depends upon logical reasoning. Such
reasoning in non-malhematical situations will be OUI goal in Chapter 10_ Our
geo:metry appears in this chapter as a concrete example of an abstract logical
system, This geometry can serve, therefore, as an ideal pattern for all our
logical reasoninq.
CHAPTER 10

ReasoaiDg. Abstl'act Logical Systems

IN THE OPENING PAGES of this book you were

asked to decide two disputes from everyday life. In each
of these you found it difficult to come to a clear-cut de-
cision. It was apparent that, even though much of the
world's thinking is concemed with everyday situations
of this sort, you would find it difficult to learn the rules
of logical argument merely by studying such situations.
It was decided, therefore, to turn to abstract, impersonal
reasoning in geometric situations in order to get practice
in logical argument and in order to see what constitutes
a coherent, logical system.
Mter studying four chapters of this book devoted to
reasoning in important geometric situations, you returned
-at the end of Chapter 5-to a few situations from every-
day life in order to apply some of the things you had
learned from your study of reasoning in geometry. On
pages 161-163 you examined ten statements concerning
non-mathematical situations in an effort to discover
instances of faulty reasoning. In some cases you discov-
ered that the conclusion as stated did not follow from
what was given. In other cases the statement contained
an assumption that you were unwilling to accept. In still
268
other cases the argument depended upon the meaning of
a term that was not defined.
You returned to the study of geometry for four more
chapters and now are asked to consider some more situa-
tions from everyday life. From your study of geometry
you have acquired an idea of the nature of an abstract
logical system. You have been reasoning, and at the
same time have been considering what reasoning is. The
abstract, orderly, and impersonal propositions of geometry
have afforded you an ideal of logical argumentation which
ought to help you in your reasoning about the concrete,
involved, and personal situations of everyday life. Often
in situations of this latter sort there is difference of opinion
with respect to the underlying assumptions. Furthermore,
from many of the assumptions only a probable consequence
can be inferred, not an inevitable consequence. In a
problem from real life there is much to be said on each
side. We cannot demonstrate that our reasoning is surely
right, or surely wrong, as in geometry. We have seen that
the truth of geometric theorems is relative to the assump-
tions on which they rest. The truth of non-mathematical
propositions in real life is much less certain. This will
be evident from consideration of the following exercises.

EXERCISES

The following questions ask you to decide upon a

course of action or to form an opinion. In most of these
situations you will find it difficult to come to a decision.
You are not expected to discover "the correct answer,"
because the correctness of the answer must be judged in
terms of the assumptions that you make. Instead, you
are asked to come to a decision and then to record briefly
the assumptions you made and the course of reasoning
269
you followed in arriving at your decision. Sometimes the
decision will turn upon the meaning of a word or phrase.
If so, mention the word and state how you defined it.
Then, in class, compare your answer to each question
with the answers of your classmates and try to discover
the origin of the differences between your answer and
each of the answers that differ from it. Note whether
the disagreement involves an assumption, the definition
of a term, or the method of reasoning.
Even though it is impossible to make your definitions
and assumptions in these non-mathematical situations as
precise as they can be made in geometry, it is hoped that
your study of geometry has given you an ideal of a logical
system that will make you more sensitive to the important
part played by definitions and assumptions in arguments
on non-mathematical questions. If you observe that
people argue questions of everyday life from different as-
sumptions-usually not explicitly stated-and attach dif-
ferent meanings to words, you will be ready to turn their
attention first to the need of agreeing on a common start-
ing-point of the argument and then to the need of reason-
ing correctly from point to point.
1. If the boy who sits behind you persists in kicking
you and poking you slyly when the teacher is not looking,
ought you to turn around and pound him then and there,
or wait until school is over? If you wait until school is
over, he will probably have his gang with him; if you hit
him now in class, the teacher will see you and will prob-
ably punish you. What should you do?
2. Late one afternoon after basketball practice three
of the best players on the team broke into the school
lunch room and took some chocolate bars which they
passed around among their cronies. In the investigation
which followed, the principal quickly discovered that the
270
 break occurred at a time when only the members of the
basketball team and a few of their friends were in the
building. It was just before the most important games
of the season, and it seemed likely that no more games
would be played until the lunch-room episode had been
cleared up. A friend of one of the players, therefore,
was induced by his mates to stand forth as the sole culprit
and take all the blame upon himself.
Should he have done so?
What ought the real culprits to do in a case of this sort?
What ought the captain of the team to do?
What should the teacher who was coaching the team do?
What should the principal do?
If the principal cancels a game for such a reason, will
the school be publicly disgraced ?
3. Shall I leave school to take a good job, or shall I
stay and try to get a diploma? If I start working now
after but one year in high school, I shall have a head
start of three years of experience in the business world
over my classmates who stay in high school and finish
the course. But on the other hand they may learn things
in high school which will help them in business so that
after several years they will have much better jobs than I.
4. I wish I could make up my mind whether to go to
Arcadia or to some much larger college.
If I go to Arcadia College, I shall have lots of friends
to begin with and can get more out of the social side of
college life-at least during the earlier years. But, after
all, I know these friends pretty well, and while I do not
wish to lose them, I shall wish also to make other friends
from other parts of the country. Arcadia is not very
big and has all the advantages of a small college where
classes are small and teachers and pupils get to know
each other intimately. Its departments of botany and
271
mining, moreover, are second to none in the country. I
doubt, however, that I wish to specialize in either of these
departments, though to be sure I have never studied
either botany or mining and have no way of knowing
whether I should like them or not. If I go to a big uni-
versity, I shall be lost in the crowd; but, on the other
hand, I can have as teachers some of the leading pro-
fessors in the country, and I can have access to libraries,
laboratories, museums, good music, and theaters such as
Arcadia can never hope to have. I wish I knew which
to choose.
5. Should those who wish to begin work an hour
earlier in summer than in winter simply agree among
themselves to do so, or should we set all the clocks ahead
one hour in order to encourage everybody to get up
earlier in the morning?
6. Is it ever justifiable to lie to a person who is critically
ill?
7. "If a thing is worth doing at all, it is worth doing
well."
8. Helen's parents rented their house for the summer
to friends from Meriden and took Helen to Europe.
Phyllis, a friend of Helen, agreed to keep Helen's bicycle
for her while she was away. Phyllis rode the bicycle to
the circus grounds, and it was stolen. Is she responsible
for the loss of the bicycle?
9. The Greens lost their dog, valued at $150, and
advertised their loss in a newspaper, offering a reward of
$25. Fred found the dog and returned it to the Greens.
He learned later that a -reward had been offered. Can
he collect it?
10. Mr. Oakley, a dealer in coal, firewood, and fuel oil,
delivered a cord of firewood by mistake at the home of
272
 Mr. Burnham. Mr. Burnham knew that he had ordered
no firewood but burned it nevertheless. Must he pay
for it?
11. Should the manager of a corporation "tip off" some
of his associates in the business that the next dividend to
be announced will be greatly in excess of earlier dividends,
so that they can buy up stock in anticipation of the rise
in price?
12. Should murderers be sentenced to death or to im-
prisonment for life?

DEDUCTION AND INDUCTION

In this book all our reasoning, whether in mathematical

or in everyday situations, has proceeded from undefined
terms, definitions, and assumptions. Starting from these
we have proved a chain of theorems and have come to
recognize the entire structure of undefined terms, defini-
tions, assumptions, and theorems as constituting an ab-
stract logical system. In such a system we say that
each proposition is derived from its predecessor by the
process of logical deduction. This process of logical de-
duction is scientific reasoning.
This scientific reasoning must not be confused with the
mode of thinking employed by the scientist when he is
feeling his way toward a new discovery. At such times
the scientist, curious-let us say-about the sum of the
angles of a triangle, proceeds to measure the angles of a
great many triangles very carefully. In every instance
he notices that the sum of the three angles is very close
to 180°; so be hazards a sbrewd guess tbat tbis will be
true of every triangle he might draw. This method of
deriving a general principle from a limited number of
special instances is called induction.
273
 The method of induction always leaves the possibility
that further measurement and experimentation may
necessitate some modification of the general principle, or
perhaps even its complete abandonment. The method of
deduction is not subject to upsets of this sort. When in
this geometry we deduced from the five basic principles
the proposition concerning the sum of the angles of a
triangle, our argument convinced us that this proposition
must be true for every triangle. This is because Case 1 of
Similarity was assumed to be true for every triangle.
When the mathematician is groping for new mathe-
matical ideas, he uses induction. On the other hand,
when he wishes to link his ideas together into a logical
system, he uses deduction. The laboratory scientist also
uses deduction when he wishes to order and classify the
results of his observations and his inspired guesses and
to arrange them all in a logical system. While building
this logical system he must have a pattern to guide him,
an ideal of what a logical system ought to be. The sim-
plest exposition of this ideal is to be found in the abstract
logical system of demonstrative geometry.
From the preceding discussion it is clear that both de-
ductive and inductive thinking are very useful to the
scientist. Our geometry has called almost entirely for
deductive thinking. By way of contrast let us consider
a few exercises that concern inductive thinking.

EXERCISES

1. Can you be absolutely sure from your previous

experience that every time you drop a stone from a height
it will invariably fall to the ground?
2. Does the gradual disappearance of ships at sea
prove beyond question that the earth is a sphere?
274
 3. Actual experiment shows that milk sours more rap-
idly when it is left uncovered than when it is covered,
and that it sours more rapidly when it is left in a warm
place than when it is chilled. From these facts, what
do you infer is the best way to care for milk?
4. Devise an experiment to show whether bread
becomes moldy sooner when kept warm or cold, moist
or dry, covered or uncovered.
5. A French scientist, Louis Pasteur, discovered that
if a sugar solution were kept in a sterile flask away from
all contact with air, the solution would not ferment.
He discovered further that if the liquid were later exposed
to air in thickly settled regions it almost always fermented,
whereas if it were exposed to air on a mountain top it
was less likely to ferment. Would you argue from this
that the air alone caused the fermentation? If so, how
do you account for the fact that the air does not invariably
cause fermentation?
6. If the ferment which causes milk to sour cannot
thrive at low temperatures and is killed by high tempera-
tures, what would you do to prevent milk from souring?
Is it sufficient to kill the bacteria in milk, or must you
also take pains to prevent fresh bacterial growth result-
ing from contamination by the air? How would you
do this? Look in the dictionary for the meaning of
the word .. pasteurize. "
7. Why are preserve jars filled to overflowing before
being capped? Why are they then heated again?
8. Lister, a British surgeon, was the first to cover his
patients' wounds with gauze soaked in carbolic acid.
This admitted air to the wounds but prevented the for-
mation of pus. Why?
275
 9. If two groups of people eat exactly the same
amounts of the same foods on a certain day, except that
every member of one group eats ice-cream while every
member of the other group declines it, and if subsequently
every member of the :first group becomes very ill, though
no member of the second group does, where should you
look :first for the cause of the illness?
10. If two other groups of people eat wholly different
foods for a day except for some canned lobster, which
they share, and if subsequently both groups become very
sick with identical symptoms, where should you look first
for the cause of their sickness?
Inquiries like these in Exercises 9 and 10 above guide
the doctor in his diagnosis, lead the detective to discover
the perpetrator of the crime, and reveal to the scientist
the general law governing the phenomena he has been
observing. The doctor, the detective, and the scientist
tend to reason as follows:
If the circumstances surrounding two dissimilar events
have all but one item in common, then the item with
respect to which they differ probably accounts for the
dissimilarity between the two events.
If the circumstances surrounding two similar events
differ in every respect but one, then that single item
which they have in common is probably the cause of the
two events, or is intimately connected with it.
When a scientist is searching for a theory that will
explain the results of his experiments, he makes assump-
tions and from them tries to derive propositions that are
in accord with the facts as he has found them. He
promptly rejects assumptions leading to propositions
which disagree with his findings. If he assumes that a
moth will eat only woolen goods that are dirty or greasy,
then it follows that a clean woolen bathing suit should
276
never suffer from moths. But if the scientist discovers
a clean woolen bathing suit that has been eaten by moths,
he immediately rejects his first assumption and adopts a
new one to the effect that a moth will eat anything woolen.
The scientist has two problems-one, to discover new
scientific propositions; the other, to devise a set of assump-
tions, or general principles, from which all his propositions
can be logically deduced. He recognizes, of course, that
propositions are true only in the sense that the assump-
tions underlying them are assumed to be true. But he
judges the usefulness of a set of assumptions by the
propositions that can be deduced from them. The best
set of assumptions from his point of view is that set which
is simplest and leads most directly to the propositions
he is interested in. Similarly, in geometry, that set of
assumptions is best that is simplest and leads most di-
rectly to the most important theorems. Let us look again
at the assumptions underlying our geometry.
Whenever we have proved a theorem in this geometry,
we have shown in effect that it is a logical consequence
of the propositions that were assumed at the outset. In
this sense only can we assert that a theorem is .. true."
As for the truth of the propositions that were taken as
fundamental assumptions, we can say only that they are
assumed to be true. Some of them may seem obvious
to us; others may seem very queer. But so long as they
do not contradict one another they can serve as basis for
the logical development of theorems.
There are strange geometries, called non-Euclidean
geometries, that deny that through a given point not on
a given line there is one and only one parallel to the
given line. In one of these non-Euclidean geometries
every straight line intersects every other straight line-
there are no parallel lines. A second non-Euclidean
geometry admits many parallels through a given point to
277
a given line. These geometries contain theorems that
seem very queer to us-for example, that the sum of the
angles of a triangle is always greater, or less, than 180
degrees. But these theorems are true in terms of the
assumptions from which they were derived, and there is
no contradiction within the assumptions themselves.
The queerness of these theorems springs from the fact
that at least one of the assumptions of each of these
geometries contradicts our everyday observation and
experience.
In the geometry that we have been studying, however,
not only are all the assumptions in accord with our ex-
perience, and therefore "obvious," but some of the theo-
rems appear to be obvious also. This apparent obvious-
ness is no guarantee of the truth of these theorems. In
a few instances, however, we have ignored this fact and
have allowed ourselves the privilege of skipping the
proofs of certain theorems that seemed so obvious that
we did not want to bother to prove them. This amounted,
in effect, to adding to our list of assumptions. Now that
we see the logical pattern of this geometry more clearly,
let us consider again the assumptions underlying it and
try to make the list of our assumptions as short as possible.

EXERCISES

*1. Prove Principle 6, page 72.

*2. Prove Principle 7, page 75.
*3. Prove Principle 8, page 79.
4. We have stated three Cases of Similarity, taking
Case 1 for granted and deriving Cases 2 and 3 from it.
Show that we could have assumed Case 2 instead, deriv-
ing Cases 1 and 3 therefrom.
*5. Prove Principle 11, page 89.
278
 *6. Prove Theorem 13, page 107, if you omitted the
proof earlier in the course.
*7. Consider the propositions that were necessary to
help us prove Theorem 13, and record the propositions
from which each of these was derived. Continue this,
tracing back the links of this logical chain until you have
established the dependence of Theorem 13 upon Principle 5.
*8. In similar manner trace back the links of the logical
chain that binds Theorem 16, page 111, to Principle 5.
*9. Trace the logical chain that connects Theorem 20,
page 139, with the fundamental principles of this geom-
etry. At least one link ofthis chain is a definition.
*10. Theorem 21, page 139, says in effect that if a
straight line has but one point in common with a circle
it is perpendicular to the radius drawn to the point of
contact. This theorem was proved by showing that if the
given line were not perpendicular to the radius drawn to
the point of contact it would have more than one point
in common with the circle. Justify this procedure in
terms of the discussion on page 247.
*11. As in Exercises 7 to 9 above, show the logical de-
pendence of Theorem 22, page 145, upon the fundamental
principles of this geometry.
*12. Show similarly the logical dependence of Theorem
23, page 152, upon our fundamental principles.
*13. Study the note on the area of polygons at the end
of Chapter 7, page 222. Show how, by starting with the
formula A = !bh for the area of a triangle, the areas of
parallelograms, rectangles, and other polygons can be
derived. Notice how easy this is. Notice also that the
area of a triangle, !bh, as developed on page 222, is merely
a number. This number is the product of three other
numbers, two of which measure distances.
279
 14. Using the improper diagram in Fig. 9, page 32,
.. prove" that every triangle is isosceles.
15. Using a correct diagram instead of the improper
one on page 32, show where the fallacious proof in Ex. 14
breaks down.

LOGIC AND LANGUAGE

To avoid pitfalls in logic, we must be very careful of

the language we employ, for there are many terms in
everyday use that have a technical meaning quite differ-
ent from their ordinary meaning. One example of this
is the word "ruler." To the mathematician a ruler is an
unmarked straightedge designed only for ruling. In or-
dinary usage and for convenience, however, this ruler
has a scale marked on it so that it can be used also for
measuring distances. In order to avoid every confusion
of this sort between ordinary meanings and technical
meanings, mathematicians and logicians have deliberately
invented a very artificial vocabulary and language for
the communication of their ideas.
Mathematicians and logicians do this not only to avoid
misinterpretation. They have another object in view as
well, which is to keep a body of propositions open as
long as possible to several different interpretations. Thus
the wording is not prejudiced prematurely in favor of a par-
ticular interpretation. A single logical system that is ex-
pressed in general logical language in this manner can
have several different applications according to the way
in which the logical language is interpreted. We shall
understand this idea better if we invent a bit of artificial
language of our own, as explained on the next page, and
then discover some of the ways in which this language can
be interpreted.
280
 The meanings of noun, singular, plural, adverb, verb,
present, past, future will be assumed to be understood
without definition.
NOUNS ADVERB VERBS
Singular Plural Present Past Future
swog swoga lep viss ogviss ikviss
blam blama sput ogsput iksput
Ideas: (a) Swog ogsput blam.
(b) Swog lep ogviss blam.
(c) Swoga sput blama,
(d) Swoga ikviss blama.

EXERCISES

*1. Convey the above ideas in your own language in

which swog means child, blam means cake, lep means not,
viss means eat, sput means see.
*2. Convey the above ideas in Nellie' s language in
which swog means man, blam means boy, lep means not,
viss means spank, sput means catch.
*3. Convey the above ideas in another language in
which swog means circle, blam means triangle, lep means
not, viss means is inside of, sput means is outside of.
*4. Convey the above ideas in a fourth language in
which swog means quotient, blam means divisor, lep means
not, viss means is less than, sput means is greater than.

AN ABSTRACT LOGICAL SYSTEM

This artificial language seems inadequate when we

come to express mathematical ideas. Let us try again.
We shall take the following as undefined terms: A, B, C,
D, ... ,K, L, M, ... ,X, Y, Z, is, are, not, and, or, but,
if, then, all, every, =, -c.
281
DEFINITIONS: 1. If A<B, then B>A. This defines ».
2. If A<X and X<B, then X is between
A and B.
AssuMPrIONS: 1. A <B, or =B, or >B.
2. If A<B and B<C, then A<C.
3. If A=B and B=C, then A=C.
Theorem 1. If A<B and B<C and C<D, then A<D.
PROOF: A < C (Assumption 2); and if A < C and
C<D, then A<D (Assumption 2).
Theorem 2. If A = Band B< C, then A < C.
PROOF: If A is not <C, then A =C or A>C (As-
sumption 1).
If A = C, then B = C (Assumption 3). But
B<C.
If A>C, then C<A (Definition 1). If B<C
and C<A, then B<A (Assumption 2).
But B=A.
Therefore A is not =C; and A is not >C.
Therefore A<C (Assumption 1).

EXERCISES

*1. Prove that if K <L, and K and L are between A

and B, and X is between K and L, then X is between
A and B.
*2. Interpret the foregoing assumptions and theorems
if the elements A, B, C, •.. refer to people, if the symbol
H =" means His of the same age as," and if the symbol
H <" means H is older than."

*3. Interpret the foregoing assumptions and theorems

if the elements A, B, C, . . . refer to numbers, if the
282
 symbol "=" means "is equal to," and if the symbol
"<" means "is less than."
*4. Interpret the foregoing assumptions and theorems
if the elements A, B, C, . . . refer to points on a line, if
the symbol "=" means "coincides with," and if the
symbol .. <" means "precedes."
At the outset of this chapter your attention was diverted
from geometry while you were called upon to reason de-
ductively in a number of non-mathematical situations.
You were then shown the contrast between deductive
and inductive thinking. Following this, you reconsid-
ered the general logical structure of our geometry. Finally
you met an abbreviated abstract logical system and ob-
served how a suitable interpretation of its artificial ter-
minology-in Ex. 4 above-turns this abbreviated ab-
stract logical system into an abbreviated logical system
of geometry. Thus you can understand that every logi-
cal system of geometry is but an interpretation or concrete
illustration of a general system of logic.
The basic purpose of this entire course in demonstrative
geometry has been to improve your skill in reasoning and
to give you an appreciation of the science of reasoning.
Now that you have become acquainted with a method
and pattern of thinking that can be applied in the many
critical situations of everyday life, you ought-in the
years that lie ahead of you-to apply what you have
learned to a careful study of some of the serious problems
that confront society, and ought then to try to solve
these problems by a course of action based on straight
thinking.

283
 Laws of Number

This geometry considers the points on a line to be paired

with the real numbers. This requires of the pupils only that
they take for granted their naive intuitions concerning the real
number system; that they take for granted, for example, that
if a = b, then ~ =~; and, also, that one can approximate to any
irrational number in terms of rational numbers as closely as
one pleases.
The authors do not consider it necessary or desirable that
pupils, when proving theorems, should supply reasons for such
a b
statements as "If a = b, then :3 =:3"; they prefer to trust to the
pupils' intuition in cases of this sort. But many teachers have
been in the habit of asking pupils to support statements of this
sort with the reason "If equals are divided by equals, the quo-
tients are equal," and they wish to continue to do so. They
call this an "axiom," and this may well be a good name for it
as far as the pupils are concerned. Actually, some of these
"axioms" are postulates, others are definitions, and still others
are theorems in the development of the real number system;
for algebra as well as geometry has a logically ordered structure.
It is very much simpler to introduce a pupil to an abstract
logical system through the medium of geometry than through
algebra. But the teacher should know that every reference
to number in elementary demonstrative geometry requires
strictly a justification drawn from the logical development of
the algebra of real numbers. Even though he does not men-
tion it to the pupil, he should know by what right he says,
"If a=b, then y'3(i=y'30" and "7 is greater than 5." The
justification for this latter is to be found in the very definition
of the number 7 and not in the oft-quoted but erroneous dec-
laration that "The whole is greater than any of its parts."
284
 In order to show the relation of some of the familiar "axioms"
to a logical development of the real number system, the first
steps of such a development are given below, paraphrased in
some instances for ready reference. Certain statements in this
development are admittedly somewhat forbidding even to teach-
ers. It is hoped, however, that there will be many who will be
glad to have the horrid details gathered together in one place.
We take the ideas of number, order, and equal as undefined
and assume the postulates necessary to establish the real num-
ber system, as follows. A few of these postulates are stated
in two forms; the second, in words instead of symbols, is a fa-
miliar phrasing which some teachers find convenient.
The symbols =, <, +, X are undefined. They acquire
meaning, however, from the following postulates governing
their use. We read them "equals," "precedes," "plus,"
"times," respectively. We shall need also the undefined
terms commonly employed in every sort of logical reasoning, as,
for example, is, are, not, and, or, but, if, then, all, every.
The letters represent real numbers, like 5, -2.1, 137, V2:
-~4, 7(.

1. a =a.
2. If a =b, then b =a.
3. If a = b and b = c, then a = c. (Numbers that are equal to
the same number or to equal numbers are equal to each
other.)
4. If x =y, then f (x, a, b, c, ) =1 (y, a, b, c, ...), where the
expression f (x, a, b, c, ) denotes a real number built up
from successive combinations of the numbers x, a, b, c, ...
and the operations + and X, and 1 (y, a, b, c, ...) denotes
the number obtained from 1 (x, a, b, c, ...) by writing y
in place of x throughout. (A number may be substituted
for its equal in an equation or in an inequality.)
5. If a and b are real numbers, then a+b is a real number
uniquely determined by a and b. Sometimes, for con-
venience, we write it in parentheses, as (a+b).
285
 6. a+b=b+a.
7. (a+b) +c=a+(b+c).
8. If a+b =a+c, then b =c.
9. There is a real number z such that z+z =z. It can be
proved that there is only one such number z. We shall
call it "zero," by definition, and shall denote it by the sym-
bolO.
10. Corresponding to every real number a there is a real num-
ber a ' such that a+a' =0. It can be proved that there is
only one such number a'. We shall call it the "negative" of
a and shall denote it by the symbol -a.
As a new definition we shall write b+( -a) =b-a, where
the symbol -, read" minus," on the right of the equation,
denotes a new operation which is defined by this equation.
11. If a and b are real numbers, then a xb is a real number
uniquely determined by a and b. Sometimes, for con-
venience, we write it in parentheses, as (aXb).
12. a xb =b Xa.
13. (aXb)Xc=aX(bXc).
14. lfaXb=aXc, then b=c, provided a is not O.
15. There is a real number wdifferent from osuch thatwXw=w.
It can be proved that there is only one such number w.
We shall call it "one," by definition, and shall denote it by
the symbol 1.
The numbers 0, 1, 1 +1 =2, 2 +1 =3, ... and -1, (-1) +
(-1) = -2, ... are called "integers."
16. Corresponding to every real number a except 0 there is a
real number a" such that a Xa" = 1. It can be proved
that there is only one such number a". We shall call it
the "reciprocal" of a and shall denote it by the symbol !.
a
As a new definition we shall write b X! = b + a, where the
a
symbol +, read tt divided by," on the right of the equation,
denotes a new operation which is defined by this equation.
286
 The quotient of any two integers, m and n, provided n does
not equal 0, is called a "rational number." It is usually
written m.
n
17. If a, b, c are real numbers, then aX(b+c) = (aXb) +(axc).
18. If a is not equal to b, then either a-cb or b«;a.
19. If a<b, then a is not equal to b.
20. If a-cb and b-ee, then e-cc, (If one real number precedes
a second, and if this second number precedes a third, then
the first precedes the third.)
If a<x and x-cb, then x is said to be "between" a and b,
and also "between" b and a.
21. If all the real numbers are arranged in order according to
the relation <, then every separation of this totality of
real numbers into two classes Cl and C2 , such that every
real number belongs either to Cl or to C2 and such that
every real number in Cl precedes every real number in C2,
determines a real number 8 such that every real number
which precedes 8 belongs to Cl and every real number
which 8 precedes belongs to C2 ; the real number 8 is either
the last number in Cl or the first number in C2•
22. The totality of real numbers is such that between any two
real numbers there is at least one rational number.
23. If a, x, and y are any real numbers, and if x<y, then a+x<
c-l-y,
24. If a and b are any two real numbers such that O<a and O<b,
then O«aXb).
From the foregoing postulates the rest of the real number
system can be built up. In particular, we can infer the fol-
lowing statements.
If equal numbers are added to equal numbers, the sums are
equal.
The negatives of equal numbers are equal.
If equal numbers are subtracted from equal numbers, the
remainders are equal.
287
 If equal numbers are multiplied by equal numbers, the prod-
ucts are equal.
The reciprocals of equal numbers are equal. (But zero has no
reciprocal.)
If equal numbers are divided by equal numbers, the quotients
are equal. We cannot divide by zero, however.
Equal (positive integral) powers of equal numbers are equal.
Equal (positive integral) roots of equal numbers are equal.
If equal numbers are added to unequal numbers, the sums
are unequal in the same order.
If equal numbers are subtracted from unequal numbers, the
remainders are unequal in the same order.
If unequal numbers are subtracted from equal numbers, the
remainders are unequal in the opposite order.
If unequal positive numbers are multiplied by equal positive
numbers, the products are unequal in the same order.
If unequal positive numbers are divided by equal positive
numbers, the quotients are unequal in the same order.
If equal positive numbers are divided by unequal positive
numbers, the quotients are unequal in the opposite order.
If unequal numbers are added to unequal numbers in the
same order, the sums are unequal in the same order.
If unequal positive numbers are multiplied by unequal posi-
tive numbers in the same order, the products are unequal in
the same order.

288
 Index
Algebra, 38, 58, 60, 94, 165-166, Arc(s) (cont.)
192, 236, 240, 284-288 mid-point of, 135
Algebraic treatment of propor- minor, 134
tion,64-66 Area, 198-226
Altitude, 74, 259 approximate, 200, 202-205,
on hypotenuse, 86 225-226
Analysis, 5, 21 notes on, 222-226, 279
And no other(s), 88, 246 of solids, 202, 206-207, 215-216
And only one, 89-90, 107 unit of, 199, 222
Angle(s), 38, 39, 45, 46, 55, 146, See also Circle, Rectangle,
173-174 Square, Triangle, etc.
acute, 50 Assumption(s), 17-19,23,25,38,
central, 134 39, 106, 107, 222, 230, 268-
complementary, 111 270, 273-278, 282-283
directed, 49, 235-239 concerning limits, 212
division of, 165-166, 168, 170- concerning number, 284-288
172,189-190,194-195 five fundamental, 38-60, 106,
exterior, 84, 87, 116, 117 107,230
inscribed, 145 temporary, 5, 71, 106, 198, 199,
interior, 55, 116, 117 278-279
measure, 45-54 Axiom(s), 19, 284-288
negative, 49, 235-239 Axis, axes
obtuse, 50 of network, 118-123
of polygon, 55 of symmetry, 124-126
positive, 49, 235-239 radical, 262-263
right, 50
sides of, 46 Basic assumptions, 38-60, 106,
straight, 46, 50 107,230
sum of, 82-85 Basic theorems, 71-93, 107
supplementary, 111
to prove equal, 99, 111 Begging the question, 31, 32, 280
trisection of, 166, 171, 189-190, Between
195 for half-lines with common
vertex of, 46 end-point, 53-54
vertical, 52 for points on a line, 43
Apothem, 204 Betweenness, 146
Arc(s),134 Bisect, 44, 48
directed, 209, 234-239 Bisector
equal, 135 of angle, 48, 174, 182-183, 251-
intersection of, 173 252, 256, 260
length of, 135, 209, 223 of exterior angle, 116, 117, 260
major, 134 of interior angle, 116, 117, 260
289
Bisector (cont.) Convex
perpendicular, 63, 81, 88-89, closed curve, 204, 225-226
172,181,250-251,255 polygon, 55
Broken line, 55 CoOrdinate(s), 119-123,242
Corollary, 93
Center(s) Counter-clockwise, 48, 235-239
line of, 142
of a circle, 133 Deduction, 273-277
of inversion, 263 Definition(s), 12-15, 25, 39, 106,
of regular polygon, 154 270, 280, 282
of similitude, 127 for area, 198, 199, 222-226
of symmetry, 125, 126 for circle, 133-135, 208-213,
Chord, 136-137 223-225
common, 143 listed in summaries, 67-68, 98-
Circle, 15, 133-160, 223-225 99,130-131,156,220-221
area of, 210-213, 223-225 Degree(s), 46, 49, 50, 52
circumference of, 15, 208-213, Diagonal, 4, 61, 97
223-225 Diameter, 15, 136
circumscribed, 138, 181-182 Directed
inscribed, 138, 182-183 angle(s), 49, 235-239
of inversion, 263 arc(s), 209, 234-239
tangent, 143 distance(s), 42-43, 119, 238-240
Circumscribed Distance(s), 38, 39, 41
circle, 138, 181-182 directed, 42-43, 119, 238-240
polygon, 138, 195 from point to line, 95
Clockwise, 48, 235-239 perpendicular, 95
Collinear, 125-128 to prove equal, 99
Compasses, 165-196 unit of, 40-42, 199
Division
Conclusion, 22, 27 external, 116, 260
Concurrent, 126-128, 255, 256, internal, 116, 260
259 of angle, 165-166, 168, 170-172,
Congruent, 59, 60, 135, 242 189-190, 194-195
Construction(s), 165-196 of line segment, 166-170, 176-
general vs. special, 33 178,192
incorrect, 32
misleading, 33 End-point(s),45
possible, 165-166, 170-172, 189- Equal, 39, 105, 285
190, 194-195 arcs, 135
Continuous, 229 circles, 135
Continuous variation, 60, 228- triangles, 59, 80
240,242 Equation
of a point, 231 of circle, 133
of a quantity, 230 of line, 122-124
of an angle, 231-234 Equiangular polygons, 85
of directed angles, 234-238 triangles, 77
of directed lengths, 238-240 Equilateral polygons, 85
Converse, 26-29, 88, 246-248, triangles, 77
249-251 Euclid, 4
290
Euler's Theorem, 219 Length(s), 41, 198-226
Exffit, 105, 106, 154, 181,182,256 directed, 42-43, 119, 238-240
External of arc, 135, 209, 223
division, 116, 260 of circle, 15, 208-213, 223-225
tangency, 143-144, 184-185 to prove equal, 99
unit of, 40-42, 199
Factor of proportionality, 57-59 Line(s), 38-40, 44, 55
Fallacy broken, 55
geometric, 32, 280 equation of, 122-124
half-, 45-49, 53-54
Geometric figures, 33, 55, 57 intersection of, 44-45
Geometry inverse of, 264
exemplifies logic, 283 measure, 40-44, 198-226
Golden Section, 192 of centers, 142
Grade, 53 parallel, 105-123, 108, 168, 174-
175
perpendicular, 50, 54, 74, 89-
Hadamard,222 90, 105, 106, 107, 168, 172,
Half-line(s), 45-49, 53-54 178-180
Hypotenuse, 85 segment, 44, 166-170, 176-178,
Hypothesis, 22, 27 192
skew, 130
If ... , then ... , 22, 27 slope of, 120-123
If and only if, 28-29, 88, 246 straight, 39
Included, including, 14, 58 symmetry with respect to, 124-
Incommensurable case, 4, 228-230 126
Indirect method, 33-35 Locus, loci, 242-266
Induction, 273-276 construction of, 253
Inequality, 34, 94, 95, 231-234 contains isolated points, 244
Inscribed defined, 242, 246
angle, 145 of a point, 243
circle, 138, 182-183 of all points, 243
polygon, 138, 190-194 plotting a, 245, 246
Intercept, 141 points not included in, 252, 253
Internal proof of, 246-248, 251, 254
division, 116, 260 seven standard theorems, 248-
tangency, 143-144, 184-185 254
Intersect, 45 Logical
Intersection
of arcs, 173 chain, 278-279
of line and circle, 138 deduction, 273-277
of two circles, 142-143 system, 12, 35-36, 106, 268-270,
of two lines, 44-45 273-274, 280-283
Inversion, 263-266 terms, 39, 280-283, 285
Isosceles, 75-77
Maxima, 218-219
Language Mean proportional, 85, 86, 180
artificial, 280-283 Measure, 40-44, 45-54, 166-170,
Laws of number, 38, 94, 284-288 198-226, 230
291
Method Petitio principii, 31
of the scientist, 100, 273 Pi, 212-213, 223-224
See also Deduction, Induction, Plane, 39, 128-130
Proof, Reasoning. of symmetry, 125
Mid-point, 20, 23, 44 Point(s), 38-40, 43-45, 55
of arc, 135 infinitude of, 266
of hypotenuse, 101, 257 inverse of, 263
of line segment, 20, 44 of contact, 138
Mil,53 of intersection, 45, 138, 143
Minima, 218-219 of tangency, 138
Motion, 59-60, 242 power of, 261-263
symmetry with respect to, 125,
Network, 118-123, 200, 202-205, 126
225-226 Polygon(s), 55
Non-Euclidean geometries, 277- angles of, 55
278 area of, 203-204, 222-226, 279
Non sequitur, 29 can be reproduced, 59
Number,38,39,58,60,242,279, center of regular, 154
285 circumscribed, 138, 195
integer, 228 convex, 55
irrational, 4, 58, 228-229 diagonal of, 61
laws of, 38, 94, 284-288 equiangular, 85
rational, 58, 228-229 equilateral, 85
real, 4, 58, 228-230 exterior angle of, 87
inscribed, 138, 190-194
Oblique, 95 irregular, 203, 222-226
One and only one, 89-90, 107 perimeter of, 66, 210-212
Opposite, 246-247, 249-251 regular, 85, 133-159, 170-172,
Opposite converse, 247, 252 190-196, 210-212
Optional topics, 6 sides of, 55
Order, 39, 285 similar, 57, 205-206
vertices of, 55
Origin, 118, 122-124, 133
Postulate(s), 19, 23, 25, 38, 39,
Original, 100
106, 107, 222, 230, 268-270,
273-278, 282-283
Parallel(s), 105-123, 108, 168,
concerning limits, 212
174-175
concerning number, 284-288
postulate, 106
five fundamental, 38-60, 106,
system of, 108, 110, 111, 118
107, 230
Parallelogram, 113, 201
parallel, 106
Perimeter
temporary, 5, 71,106,198,199,
of a polygon, 66, 210-212
278-279
Perpendicular(s), 50, 54, 74, 89-
90, 105, 106, 107, 168, 172, Power of a point, 261-263
178-180 Principle(s)
bisector, 63, 81, 88-89, 172, five fundamental, 38-60
181, 250-251, 255 listed in summaries, 67-68, 98-
distance, 95 99
foot of, 95, 263 numbering of, 107
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Projection, 265-266 Right triangle, 84, 85-86, 90-93
Proof 30°_60°, 96
indirect method of, 33-35 Ruler, 40, 60, 165, 280
nature of geometric, 20-23
of a locus, 246-248, 251, 254 Scale, 40, 60, 165, 280
Proportion, 57-59, 67 Secant, 137, 151
algebraic treatment of, 64-66 Sector, 213, 225
continued, 66 Segment
laws of, 65, 66 line,44,166-170,176-178,192
Proportional, 57 Semicircle, 134
fourth, 167, 178 Side(s)
mean, 85, 86, 180 of angle, 46
Proposition (s), 17, 18 of polygon, 55
converse, 26-29, 88, 246-248, Similar, 105
249-251 Similar figures, 57
opposite, 246-247, 249-251 Similar polygons, 57, 205-206
opposite converse, 247, 252 Similar right triangles, 85
original, 100 Similar triangles
restricted to plane figures, 5, 39 Case 1, 58-60
Protractor, 46, 165-172 Case 2, 72-75
Pythagorean Theorem, 90-98 Case 3, 78-80
Skew lines, 130
Quadrilateral(s),56 Slope, 120-123
Solid geometry, 5, 39, 61, 75, 82,
Radical axis, 262-263 101-102, 129-130, 160-161,
Radius, 15, 133, 136 188-189, 196, 202, 206-207,
of regular polygon, 204 215-217, 219-220, 243-245,
Reasoning 250-252, 260-261, 263-266
begging the question, 31, 32, Solids
five regular, 188-189, 196, 202,
280 219-220
common errors in, 29-32
deductive, 273-277 Square, 118, 199, 222
in disputes, 9-11, 268 Starred exercises, 5, 52
in non-mathematical situa- Straight angle, 46, 50
Straightedge, 60, 165-196
tions, 9-36, 161-163,268-283
necessity for logical, 12 Straight line, 39
non-sequitur, 29 Summaries, 67-68, 98-99, 130-
131, 156, 220-221
Rectangle(s), 118, 199, 222 Superposition, 3
Rectangular network, 118-123 Symbols
Reductio ad absurdum, 35 <, >, 34, 285
Refutation, 35 L,21
Regular polygons, 85, 133-159, L,2oo
170-172, 190-196, 210-212
Regular polyhedrons, 188-189,
=, +, X, 285
Symmetry, 124-126
196, 202, 219-220 System
Respectively, 14 logical, 12, 35-36, 106, 268-270,
Rhombus, 118 273-274, 280-283
Right angle, 50 of parallels, 108, 110, 111, 118
293
1rangent, 138, 151, 183-185 1rriangle(s) (cont.)
circles, 143 similar, Case 1, 58-60
common external, 144, 184-185 Case 2, 72-75
common internal, 144, 184-185 Case 3, 78-80
1'heorem(s), 19 spherical, 61, 75,82
listed in summaries, 98-99, 130- sum of angles of, 82-85
131, 156, 220-221 sum of two sides of, 94
seven basic, 71-93, 107 the vertex of a, 245
various forms of stating, 22, Trisection of an angle, 166, 171,
27-29 189-190, 195
1rransve~, 109-113 1rruth, 18, 19, 23, 29, 277-278
Trapezoid, 115-116,202 of converse, 26, 27
1rriangle(s), 38, 56
acute, 84 Undefined terms, 12, 13, 17, 25,
altitude of, 74 38, 39, 280-283
area of, 200-201, 222 list of, 39, 281, 285
base of, 245 Unit
can be reproduced, 59 of angle measure, 46, 49-50, 52-
centroid of, 259 53
circumcenter of, 255 of area, 199, 222
construction of, 185-188 of length, 40-42, 199
equal ("congruent"), 59, 80
equiangular, 77 Variation, continuous. See Con-
equilateral, 77 tinuous variation.
incenter of, 256 Vertex, vertices
isosceles, 75-77 of angle, 46
median of, 259 of a polygon, 55
obtuse, 84 of a triangle, 245
orthocenter of, 259 Vertical angle, 52
right, 84, 85-86, 90-93, 96 Volume, 206-207, 216-217

294