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    Geometry Test

    Uploaded by

    Gurjot Phul
    1. The document discusses classifying and finding missing angles in triangles. It also discusses using side lengths to identify and classify triangles using the Triangle Inequality Theorem. 2. Congruent triangles are used to find missing side lengths. The triangle congruence postulates of SSS, SAS, ASA, and AAS are defined. 3. Similar triangles are used to find missing side lengths using scale factors and proportions. A proof is provided about the perpendicular bisector of a triangle side being the angle bisector.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Geometry Test

    Uploaded by

    Gurjot Phul
    2K views5 pages
    1. The document discusses classifying and finding missing angles in triangles. It also discusses using side lengths to identify and classify triangles using the Triangle Inequality Theorem. 2. Congruent triangles are used to find missing side lengths. The triangle congruence postulates of SSS, SAS, ASA, and AAS are defined. 3. Similar triangles are used to find missing side lengths using scale factors and proportions. A proof is provided about the perpendicular bisector of a triangle side being the angle bisector.

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    1. The document discusses classifying and finding missing angles in triangles. It also discusses using side lengths to identify and classify triangles using the Triangle Inequality Theorem. 2. Congruent triangles are used to find missing side lengths. The triangle congruence postulates of SSS, SAS, ASA, and AAS are defined. 3. Similar triangles are used to find missing side lengths using scale factors and proportions. A proof is provided about the perpendicular bisector of a triangle side being the angle bisector.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views5 pages

    Geometry Test

    Uploaded by

    Gurjot Phul
    1. The document discusses classifying and finding missing angles in triangles. It also discusses using side lengths to identify and classify triangles using the Triangle Inequality Theorem. 2. Congruent triangles are used to find missing side lengths. The triangle congruence postulates of SSS, SAS, ASA, and AAS are defined. 3. Similar triangles are used to find missing side lengths using scale factors and proportions. A proof is provided about the perpendicular bisector of a triangle side being the angle bisector.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The key takeaways are about classifying triangles by their angles and sides, using congruent triangles to find side lengths, and using similar triangles to solve problems.

    The three types of triangles classified by their angles are acute, obtuse, and right.

    The Triangle Inequality Theorem states that the sum of any two sides of a triangle is greater than the length of the third side.

    1. Find angle measures and use angles to classify triangles.

    Part I: Find the missing angle measure in each triangle. Show your work. (3 points, 1 point
    each)
    c= 55 180 - (50+75)
    e= 90 180 - (30+60)
    h=105 180 - (45+30)

    Part II: Use the measures from Part I to classify each triangle as acute, obtuse, or right. Explain
    each classification. (3 points, 1 point each)
    a. ΔABC ​is acute because all of the angles are less then 90 degrees
    b. ΔDEF ​is right because it is 90 degrees
    c. ΔHJK ​is obtuse because it is greater than 90

    2. Use side lengths to identify and classify triangles.


    Part I: Fill in the blank to complete the theorem. (1 point)
    The Triangle Inequality Theorem

    The sum of any two sides of a triangle


    is ​greater​ then the length of the third side.

    Part II: Can the three segments below form a triangle? Explain your answer. (2 points)

    No, this cannot form a triangle, the sum of the 2 shorter sides (5+8 = 13) must be greater than
    the longest side of the triangle which is 14.

    Part III: Change the length of one or two segments in Part II to form each kind of triangle. (3
    points, 1 point each)
    a. scalene triangle

    AB = 7
    BC = 8
    AC = 14
    b. equilateral triangle
    AB = 5
    BC = 5
    AC = 5
    c. isosceles triangle

    AB = 8
    BC = 14
    AC = 8

    CONGRUENT TRIANGLES

    3. Use congruent triangles to find side lengths.


    Part I: Draw the two congruent triangles described in the box. Label their vertices and side
    lengths. (2 points)

    AB = 6, GF = 8, AC = 10.

    Part II: Use the drawings in Part I to find each side length. Show your work.
    (3 points, 1 point each)
    a. BC = ​8 ​b. EF = ​6 ​c. EG = ​10

    PROVE CONGRUENCE

    4. Use the triangle congruence postulates to prove congruence.


    Part I: Fill in the blanks to name each triangle congruence postulate. (2 points; 0.5 point each)

    SSS: ​side side side


    SAS: ​side angle side
    ASA: ​angle side angle
    AAS: ​angle angle side

    Part II: In the triangles below, DF MN, DG MP, D P. Can you prove that DFG MNP? Explain
    your answer. (2 points)
    Yes, because i used the postulate sas
    5. Fill in the missing statements and reasons in the proof. (4 points; 1 point each)
    Given: AB=DB and EB=CB
    Prove: D=A.

    Statements
    Reasons
    1. 1. ​given
    2. ABC DBE 2. ​Vertical angle theorem
    3.​abd~dbe​ 3. Side-angle-side postulate
    4.​c ~ e​ 4. CPCTC (Corresponding parts of congruent triangles are congruent.)

    SIMILAR TRIANGLES

    6. Use similar triangles to find side lengths.


    Part I: In the diagrams below, ABC is similar to RST. Use a proportion with sides AB and RS to
    find the scale factor of ABC to RST. Show your work. (2 points)
    18/3 = 6 the scale from abc to rst is 3

    Part II: Use the scale factor from Part I and a proportion to find the length of ST. Show your
    work. (1 point)

    If bc = 15 and the scale factor is ⅓ you would do 15/3 to get 5 as the answer for the length of ST

    Part III: Use the scale factor from Part I and a proportion to find the length of RT. Show your
    work. (2 points)
    If ac = 9 and the scale factor is ⅓ you would do 9/3 to get 3 as the answer for the length of RT

    TRIANGLE BISECTORS
    7. Fill in the missing statements and reasons in the proof. (4 points; 1 point each)
    Given:
    Prove: XY ZY

    Statements
    Reasons
    1.​yw​⊥xz ​1. Given
    2. XW ZW 2. ​W is the midpoint
    3. YWX and YWZ are right angles, so YWX YWZ. 3. Definition of perpendicular bisector
    4. YW YW 4. ​Reflexive property
    5. WXY WZY 5. ​sas
    6. XY ZY 6. ​isosceles

    LONGEST AND SHORTEST SIDES OF TRIANGLES

    8. The tubes on the frame of this road bike form a triangle. The owner's manual identifies some
    of the angle measures formed by the bike frame. Based on the information in the diagram
    below, determine which tube is the longest.

    Part I: Classify the triangle formed by the three bike frame tubes as equilateral, isosceles, or
    scalene. Find the measure of ∠B and explain your classification. (3 points; 1 point for
    classification, 1 point for the angle measure, and 1 point for explanation)
    Angle b is 95 degrees, it is scalene. I added angle a and c and subtracted the sum from 180 and
    got 95
    Part II: List the three tubes — top, seat, and down tube — in order from shortest to longest.
    Explain your reasoning. (4 points; 1 point for list, 3 points for explanation)
    Seat tube​ (shortest)
    Top tube
    Down tube​ (longest)

    The longest side theorem states that the longest side is always the opposite of the largest angle
    measure.
    Part III: Complete a formal proof to validate your findings from Parts I and II. (9 points)
    Step 1: Every proof needs Given and Prove statements. Use the endpoints on the diagram to
    write a Given statement indicating the down tube is longer than the top tube. Prove the
    relationship between the opposite angles of the given sides. (2 points; 1 point for the Given
    statement, 1 point for the Prove statement)
    Given: ​ab opposite of c
    Prove:​ m<b>m<c

    Step 2: Use the spaces below to complete the formal proof. (7 points)
    Statements Reasons

    Ab of c ​1. Given
    2. Draw point X on such that AB = AX 2. Ruler postulate

    Abx is an isosceles triangle ​3. Definition of isosceles triangle


    4. m∠1 = m∠2 ​Definition of isosceles triangle
    5. m∠2 = m∠3 + m∠C ​sum theory

    M<1= M<3+ m<c ​6. Substitution

    b=1=3​ 7. Angle addition postulate


    8. m∠B = m∠3 + m∠3 + m∠C ​substitution
    9. m∠B > m∠C 9. Definition of greater than

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