Selected Answers

Chapter 1 51.
−1 0 1 2 3 4 5
ray
Chapter 1 Maintaining Mathematical
Proficiency (p. 1) 53.
−4−3−2−1 0 1 2 3 4 5 6 7
1. 4 2. 11 3. 5 4. 9 5. 8 6. 6 rays
7. 1 8. 5 9. 17 10. 154 m2 11. 84 yd2 55. a. K, N b. Sample answer: plane JKL, plane JQN
12. 200 in.2 c. J, K, L, M, N, P, Q
13. x and y can be any real number, x ≠ y; x = y; no; Absolute 57. sometimes; The point may be on the line.
value is never negative. 59. sometimes; The planes may not intersect.
1.1 Vocabulary and Core Concept Check (p. 8) 61. sometimes; The points may be collinear.
1. Collinear points lie on the same line. Coplanar points lie on 63. sometimes; Lines in parallel planes do not intersect, and may
the same plane. not be parallel.
1.1 Monitoring Progress and Modeling with 1.1 Maintaining Mathematical Proficiency (p. 10)
Mathematics (pp. 8 –10)
65. 8 67. 10 69. x = 25 71. x = 22
3. Sample answer: A, B, D, E 5. plane S
⃖⃗ — 1.2 Vocabulary and Core Concept Check (p. 16)
7. QW, line g 9. R, Q, S; Sample answer: T 11. DB — represents the segment XY
1. XY —, while XY represents the
13. ⃗
AC 15. ⃗ ED, ⃗
EB and ⃗ EA and ⃗
EC —).
distance between points X and Y (the length of XY
17. Sample answer: ℓ P 1.2 Monitoring Progress and Modeling with
Mathematics (pp. 16 –18)

Selected Answers
3. 1 5. 3 7. 5 9. 8 11. 22 13. 23
—
19. Sample answer: 15. 24 17. 20 19. 10 21. √13 , or about 3.6
B —
23. √97 , or about 9.8 25. 6.5
27.
A C 29. B
8
y

21. Sample answer: M

6

N B 4

C A
23. Sample answer: A

−4 −2 2 4 x
B −2

D
⃗ and ⃗
25. AD AC are not opposite rays because A, C, and D are not
collinear; ⃗
AD and ⃗
AB are opposite rays because A, B, and D not congruent
are collinear, and A is between B and D. 31. The difference should have been taken;
27. J 29. Sample answer: D 31. Sample answer: C AB = ∣ 1 − 4.5 ∣ = 3.5
33. ⃖⃗
AE 35. point 37. segment 39. P, Q, R, S 33. a. 1883 mi b. about 50 mi/h
41. K, L, M, N 43. L, M, Q, R 35. a. about 10.4 m; about 9.2 m b. about 18.9 m
45. yes; Use the point not on the line and two points on the line 37. a. 3x + 6 = 21; x = 5; RS = 20; ST = 1; RT = 21
to draw the plane. b. 7x − 24 = 60; x = 12; RS = 20; ST = 40; RT = 60
47. Three legs of the chair will meet on the floor to define a c. 2x + 3 = x + 10; x = 7; RS = 6; ST = 11; RT = 17
plane, but the point at the bottom of the fourth leg may not
d. 4x + 10 = 8x − 14; x = 6; RS = 15; ST = 19; RT = 34
be in the same plane. When the chair tips so that this leg is
on the floor, the plane defined by this leg and the two legs 39. a. 64 ft b. about 0.24 min
closest to it now lies in the plane of the floor; no; Three c. A few extra steps might be needed if other people are in
points define a plane, so the legs of the three-legged chair the hall.
will always meet in the flat plane of the floor. 41. 296.5 mi; If the round-trip distance is 647 miles, then the
49. 6; The first two lines intersect at one point. The third line one-way distance is 323.5 miles. 323.5 − 27 = 296.5
could intersect each of the first two lines. The fourth line can 43. AB = 3, BC = 3, BD = 9, AC = 6, CD = 6, AD = 12; —23;
be drawn to intersect each of the first 3 lines. Then the total Two of the segments are 3 units long. The other four are
is 1 + 2 + 3 = 6. longer than that.

Selected Answers A1
1.2 Maintaining Mathematical Proficiency (p. 18) 31. a.
4
y

45. 1 47. −6 49. x = 6 51. x = −13 L

2
1.3 Vocabulary and Core Concept Check (p. 24)
C W
1. It bisects the segment. 2 4 x

1.3 Monitoring Progress and Modeling with b. about 10.47 mi c. about 17.42 mi
Mathematics (pp. 24 –26)
33. a. y1 and y3 b. (0, 4), (4, 2), (2, −2)
3. line k; 34 5. M; 44 7. M; 40 9. ⃗
MN; 32
c. about 15.27 units, 10 square units
11. A M B
35. a. 16 units, 16 square units
13. F b. yes; The sides are all the same length because each one is
the hypotenuse of a right triangle with legs that are each
M 2 units long. Because the slopes of the lines of each side
are either 1 or −1, they are perpendicular.
E c. about 11.31 units, 8 square units; It is half of the area of
15. 14 17. 3 19. −2 21. 5.5 23. (5, 2) the larger square.
( )
25. 1, —92 27. (3, 12) 29. (18, −9) 37. x = 2
31. for a 5:1 ratio, should have used a = 1 and b = 5; 1.4 Maintaining Mathematical Proficiency (p. 36)
1(−2) + 5(10) 39. x = −1 41. x = 14 43. x = 1
—— = 8
1+5 1.5 Vocabulary and Core Concept Check (p. 43)
33. QR = 37
1. congruent
MR = 18—12
1.5 Monitoring Progress and Modeling with
35. House Library School
Mathematics (pp. 43 – 46)
5.7 km
3. ∠B, ∠ABC, ∠CBA 5. ∠1, ∠K, ∠JKL (or ∠LKJ)
2.85 km 7. ∠HMK, ∠KMN, ∠HMN 9. 30°; acute
37. 162 39. ( a +2 b, c )
— 11.
13.
85°; acute
The outer scale was used, but the inner scale should have
41. location D for lunch; The total distance traveled if you return been used because ⃗
OB passes through 0° on the inner scale;
home is AM + AM + AB + AB. The total distance traveled 150°
if you go to location D for lunch is AB + DB + DB + AB.
15.
Because DB < AM, the second option involves less traveling.
43. 13 cm
1.3 Maintaining Mathematical Proficiency (p. 26)
45. 26 ft, 30 ft2 47. 36 yd, 60 yd2
17. ∠ADE, ∠DAB, ∠DBA, ∠BDC, ∠BCD 19. 34°
49. y ≥ 13
21. 58° 23. 42° 25. 37°, 58° 27. 77°, 103°
9 10 11 12 13 14 15 16 29. 32°, 58°
51. z ≤ 48 31.

−50 −25 0 25 50 75 100

1.4 Vocabulary and Core Concept Check (p. 34)

1. 4s
33. 63°, 126° 35. 62°, 62° 37. 44°, 44°, 88°
1.4 Monitoring Progress and Modeling with 39. 65°, 65°, 130°
Mathematics (pp. 34 –36) 41. Subtract m∠CBD from m∠ABC to find m∠ABD.
3. quadrilateral; concave 5. pentagon; convex 43. 40° 45. 90°, 90°
7. 22 units 9. about 22.43 units 47. a.
11. about 16.93 units 13. 7.5 square units
A
15. 9 square units 17. about 9.66 units
19. about 12.17 units 21. 4 square units 4y + 12 X
23. 6 square units y
25. The length should be 5 units; B C
P = 2ℓ + 2w = 2(5) + 2(3) = 16; The perimeter is 16 units. b. 4y + 12 + y = 92, 76°, 16°
27. B 49. a. acute b. acute c. acute d. right
29. a. 4 square units; 16 square units; It is quadrupled. 51. a. Sample answer: (1, 2) b. Sample answer: (0, 2)
b. yes; If you double the side length and square it, then c. Sample answer: (−2, 2) d. Sample answer: (−2, 0)
the new area will be 22 = 4 times as big.

A2 Selected Answers
53. acute, right, or obtuse; The sum of the angles could be less 1.6 Maintaining Mathematical Proficiency (p. 54)
than 90° (example: 30 + 20 = 50°), equal to 90° (example: 53. never; Integers are positive or negative whole numbers.
60 + 30 = 90°), or greater than 90° (example: Irrational numbers are decimals that never terminate and
55 + 45 = 100°). never repeat.
55. Sample answer: You draw a segment, ray, or line in the 55. never; The whole numbers are positive or zero.
interior of an angle so that the two angles created are
57. always; The set of integers includes all natural numbers and
congruent to each other; Angle bisectors and segment
their opposites (and zero).
bisectors can be segments, rays, or lines, but only a segment
bisector can be a point. The two angles/segments created are 59. sometimes; Irrational numbers can be positive or negative.
congruent to each other, and their measures are each half the Chapter 1 Review (pp. 56 –58)
measure of the original angle/segment. 1. Sample answer: line h 2. Sample answer: ⃗
XZ , ⃗
YP
57. acute; It is likely that the angle with the horizontal is very ⃗ ⃗
3. YX and YZ 4. P 5. 41 6. 11
small because levels are typically used when something
7. about 7.1 8. about 1.4
appears to be horizontal but still needs to be checked.
9. B
1.5 Maintaining Mathematical Proficiency (p. 46) 4
3
59. x = 32 61. x = 71 63. x = 12 65. x = 10 2
C
1.6 Vocabulary and Core Concept Check (p. 52) 1

1. Adjacent angles share a common ray, and are next to each −4 −3 −2 −1 1 2 3 4 5 6 7 8 x

other. Vertical angles form two pairs of opposite rays, and are −2
across from each other. −3
A
−4
1.6 Monitoring Progress and Maintaining −5
Mathematical Proficiency (pp. 52 –54) −6
−7
3. ∠LJM, ∠MJN 5. ∠EGF, ∠NJP 7. 67° −8
D
9. 102° 11. m∠QRT = 47°, m∠TRS = 133°
no
13. m∠UVW = 12°, m∠XYZ = 78° 15. ∠1 and ∠5

Selected Answers
10. P = 7, M = 12 11. P = 9, M = 5
17. yes; The sides form two pairs of opposite rays.
12. (−0.5, 13.5) 13. (4, 1) 14. (−2, −3) 15. 40
19. 60°, 120° 21. 9°, 81°
16. 20 units, 21 square units
23. They do not share a common ray, so they are not adjacent;
∠1 and ∠2 are adjacent. 17. about 23.9 units, 24.5 square units 18. 49°, 28°
25. 122° 27. 48° 19. 88°, 23° 20. 127° 21. 78° 22. 7° 23. 64°
29. 24. 124°

Chapter 2
65° 115°
Chapter 2 Maintaining Mathematical
31. 9 33. x + (2x + 12) = 90; 26° and 64° Proficiency (p. 63)
35. ( 2
)
x + —3x − 15 = 180; 117° and 63° 1. an = 6n − 3; a50 = 297 2. an = 17n − 46; a50 = 804
37. always; A linear pair forms a straight angle, which is 180°. 3. an = 0.6n + 2.2; a50 = 32.2
39. sometimes; This is possible if the lines are perpendicular. 4. an = —16 n + —16 ; a50 = —
17
2
, or 8—12
41. always; 45 + 45 = 90 5. an = −4n + 30; a50 = −170
43. The measure of an obtuse angle is greater than 90°. So, you 6. an = −6n + 14; a50 = −286 7. x = y − 5
cannot add it to the measure of another angle and get 90°. y
8. x = −4y + 3 9. x = y − 3 10. x = —
45. a. 50°, 40°, 140° 7
b. —13; Because all 4 angles have supplements, the first y−6 z
11. x = — 12. x = —
paper can be any angle. Then there is a 1 in 3 chance of z+4 6y + 2
drawing its supplement. 13. no; The sequence does not have a common difference.
47. yes; Because m∠KJL + x = 90 and m∠MJN + x = 90, 2.1 Vocabulary and Core Concept Check (p. 71)
it must be that m∠KJL + x = m∠MJN + x. Subtracting x 1. a conditional statement and its contrapositive, as well as the
from each side of the equation results in the measures being converse and inverse of a conditional statement
equal. So, the angles are congruent.
2.1 Monitoring Progress and Modeling with
49. a. y°, (180 − y)°, (180 − y)° Mathematics (pp. 71–74)
b. They are always congruent; They are both supplementary
3. If a polygon is a pentagon, then it has five sides.
to the same angle. So, their measures must be equal.
5. If you run, then you are fast.
51. 37°, 53°; If two angles are complementary, then their 7. If x = 2, then 9x + 5 = 23.
sum is 90°. If x is one of the angles, then (90 − x) is
9. If you are in a band, then you play the drums.
the complement. Write and solve the equation
90 = (x − (90 − x)) + 74. The solution is x = 53. 11. If you are registered, then you are allowed to vote.

Selected Answers A3
13. The sky is not blue. 15. The ball is pink. 43. p q ∼p q→∼p
17. conditional: If two angles are supplementary, then the
measures of the angles sum to 180°; true T T F F
converse: If the measures of two angles sum to 180°, then T F F T
they are supplementary; true F T T T
inverse: If the two angles are not supplementary, then their F F T T
measures do not sum to 180°; true
contrapositive: If the measures of two angles do not sum to 45. a. If a rock is igneous, then it is formed from the cooling of
180°, then they are not supplementary; true molten rock; If a rock is sedimentary, then it is formed
from pieces of other rocks; If a rock is metamorphic,
19. conditional: If you do your math homework, then you will
then it is formed by changing temperature, pressure, or
do well on the test; false
chemistry.
converse: If you do well on the test, then you did your math
b. If a rock is formed from the cooling of molten rock, then
homework; false
it is igneous; true; All rocks formed from cooling molten
inverse: If you do not do your math homework, then you rock are called igneous.
will not do well on the test; false
If a rock is formed from pieces of other rocks, then it is
contrapositive: If you do not do well on the test, then you sedimentary; true; All rocks formed from pieces of other
did not do your math homework; false rocks are called sedimentary.
21. conditional: If it does not snow, then I will run outside; false If a rock is formed by changing temperature, pressure, or
converse: If I run outside, then it is not snowing; true chemistry, then it is metamorphic; true; All rocks formed
inverse: If it snows, then I will not run outside; true by changing temperature, pressure, or chemistry are
contrapositive: If I do not run outside, then it is snowing; called metamorphic.
false c. Sample answer: If a rock is not sedimentary, then it was
23. conditional: If 3x − 7 = 20, then x = 9; true not formed from pieces of other rocks; This is the inverse
converse: If x = 9, then 3x − 7 = 20; true of one of the conditional statements in part (a). So, the
converse of this statement will be the contrapositive of
inverse: If 3x − 7 ≠ 20, then x ≠ 9; true
the conditional statement. Because the contrapositive
contrapositive: If x ≠ 9, then 3x − 7 ≠ 20; true is equivalent to the conditional statement and the
25. true; By definition of right angle, the measure of the right conditional statement was true, the contrapositive will
angle shown is 90°. also be true.
27. true; If angles form a linear pair, then the sum of the 47. no; The contrapositive is equivalent to the original
measures of their angles is 180°. conditional statement. In order to write a conditional
29. A point is the midpoint of a segment if and only if it is the statement as a true biconditional statement, you must know
point that divides the segment into two congruent segments. that the converse (or inverse) is true.
31. Two angles are adjacent angles if and only if they share 49. If you tell the truth, then
a common vertex and side, but have no common interior you don’t have to remember anything.
points. 51. If one is lucky, then
33. A polygon has three sides if and only if it is a triangle. a solitary fantasy can totally transform one million realities.
35. An angle is a right angle if and only if it measures 90°. 53. no; “If x 2 − 10 = x + 2, then x = 4” is a false statement
37. Taking four English courses is a requirement regardless of because x = −3 is also possible. The converse, however,
how many courses the student takes total, and the courses do of the original conditional statement is true. In order for
not have to be taken simultaneously; If students are in high a biconditional statement to be true, both the conditional
school, then they will take four English courses before they statement and its converse must be true.
graduate. 55. A
39. 57. If today is February 28, then tomorrow is March 1.
p q ∼p ∼p→q
59. a. Cats
T T F T
Lions
T F F T
F T T T
If you see a cat, then you went to the zoo to see a lion;
F F T F The original statement is true, because a lion is a type of
cat, but the converse is false, because you could see a cat
41.
p q ∼p ∼q ∼p→∼q ∼(∼p→∼q) without going to the zoo.
T T F F T F
T F F T T F
F T T F F T
F F T T T F

A4 Selected Answers
 b. 11. The quotient of a number and its reciprocal is the square of
Helmet
⋅
that number. Sample answer: 9 ÷ —19 = 9 9 = 92,
Sport 2 3
⋅ ()
2 2 2 2 1
⋅ ()
1 1
—3 ÷ —2 = —3 —3 = —3 , —7 ÷ 7 = —7 —7 = —7
1 2

If you wear a helmet, then you play a sport; Both the

⋅
13. 1 5 = 5, 5 > 5
15. They could both be right angles. Then, neither are acute.
original statement and the converse are false, because
17. You passed the class. 19. not possible
not all sports require helmets and sometimes helmets are
worn for activities that are not considered a sport, such as 21. not possible
construction work. 23. If a figure is a rhombus, then the figure has two pairs of
c. opposite sides that are parallel.
25. Law of Syllogism 27. Law of Detachment
February Months 29. The sum of two odd integers is an even integer; Let m and
(28 or 29 days) with 30 days n be integers. Then (2m + 1) and (2n + 1) are odd integers.
(2m + 1) + (2n + 1) = 2m + 2n + 2 = 2(m + n + 1);
2(m + n + 1) is divisible by 2 and is therefore an even
integer.
Months 31. inductive reasoning; The conjecture is based on the
with 31 days
assumption that a pattern, observed in specific cases, will
continue.
33. deductive reasoning; Laws of nature and the Law of
If this month is not February, then it has 31 days; The Syllogism were used to draw the conclusion.
original statement is true, because February never has 35. The Law of Detachment cannot be used because the
31 days, but the converse is false, because a month that is hypothesis is not true; Sample answer: Using the Law
not February could have 30 days. of Detachment, because a square is a rectangle, you can
61. Sample answer: If they are vegetarians, then they do not eat conclude that a square has four sides.
hamburgers. 37. Using inductive reasoning, you can make a conjecture that

Selected Answers
63. Sample answer: slogan: “This treadmill is a fat-burning male tigers weigh more than female tigers because this was
machine!” conditional statement: If you use this treadmill, true in all of the specific cases listed in the table.
then you will burn fat quickly. 39. n(n + 1) = the sum of first n positive even integers
2.1 Maintaining Mathematical Proficiency (p. 74) 41. Argument 2; This argument uses the Law of Detachment to
65. add a square that connects the midpoints of the previously say that when the hypothesis is met, the conclusion is true.
added square; 43. The value of y is 2 more than three times the value of x;
y = 3x + 2; Sample answer: If x = 10, then
y = 3(10) + 2 = 32; If x = 72, then y = 3(72) + 2 = 218.
45. a. true; Based on the Law of Syllogism, if you went
camping at Yellowstone, and Yellowstone is in Wyoming,
then you went camping in Wyoming.
67. add 11; 56, 67 69. 12, 22, 32, . . .; 25, 36
b. false; When you go camping, you go canoeing, but even
2.2 Vocabulary and Core Concept Check (p. 80) though your friend always goes camping when you do,
1. A conjecture is an unproven statement that is based on he or she may not choose to go canoeing with you.
observations. A postulate is a rule that is accepted without c. true; It is known that if you go on a hike, your friend
proof. goes with you. It is also known that you went on a hike.
2.2 Monitoring Progress and Modeling with So, based on the Law of Detachment, your friend went
Mathematics (pp. 80–82) on a hike.
3. The absolute value of each number in the list is 1 greater d. false; It is known that you and your friend went on a
than the absolute value of the previous number in the list, hike, but it is not known where. It is only known that
and the signs alternate from positive to negative; −6, 7 there is a 3-mile-long trail near where you are camping.
5. The list items are letters in backward alphabetical order; U, T 2.2 Maintaining Mathematical Proficiency (p. 82)

7. This is a sequence of regular polygons, each polygon having 47. Segment Addition Postulate (Post. 1.2)
one more side than the previous polygon. 49. Ruler Postulate (Post. 1.1)
2.3 Vocabulary and Core Concept Check (p. 87)
1. three
2.3 Monitoring Progress and Modeling with
Mathematics (pp. 87–88)
9. The product of any two even integers is an even integer.
3. Two Point Postulate (Post. 2.1)
Sample answer: −2(4) = −8, 6(12) = 72, 8(10) = 80
5. Sample answer: Line q contains points J and K.

Selected Answers A5
 7. Sample answer: Through points K, H, and L, there is exactly 7. Equation Explanation and Reason
one plane, which is plane M. 2x − 8 = 6x − 20 Write the equation; Given
9. 11. Y −4x − 8 = −20 Subtract 6x from each side;
P W Subtraction Property of Equality
A V −4x = −12 Add 8 to each side; Addition Property
of Equality
X
x=3 Divide each side by −4; Division
m
Property of Equality
13. yes 15. no 17. yes 19. yes
21. In order to determine that M is the midpoint of AC — or BD
—, 9. Equation Explanation and Reason
5(3x − 20) = −10 Write the equation; Given
the segments that would have to be marked as congruent
— and MC
are AM — or DM— and MB —, respectively; Based on the 15x − 100 = −10 Multiply; Distributive Property
diagram and markings, you can assume AC — and DB— intersect 15x = 90 Add 100 to each side; Addition
— — —
at point M, such that AM ≅ MB and DM ≅ MC . — Property of Equality
23. C, D, F, H x=6 Divide each side by 15; Division
25. Two Point Postulate (Post. 2.1) Property of Equality
27. a. If there are two points, then there exists exactly one line 11. Equation Explanation and Reason
that passes through them. 2(−x − 5) = 12 Write the equation; Given
b. converse: If there exists exactly one line that passes −2x − 10 = 12 Multiply; Distributive Property
through a given point or points, then there are two points; −2x = 22 Add 10 to each side; Addition Property
false; inverse: If there are not two points, then there of Equality
is not exactly one line that passes through them; false; x = −11 Divide each side by −2; Division
contrapositive: If there is not exactly one line that passes Property of Equality
through a given point or points, then there are not two 13. Equation Explanation and Reason
points; true
4(5x − 9) = −2(x + 7) Write the equation; Given
29. <
20x − 36 = −2x − 14 Multiply on each side; Distributive
31. yes; For example, the ceiling and two walls of many rooms Property
intersect in a point in the corner of the room. 22x − 36 = −14 Add 2x to each side; Addition
33. Points E, F, and G must be collinear. They must be on the Property of Equality
line that intersects plane P and plane Q; Points E, F, and G 22x = 22 Add 36 to each side; Addition
can be either collinear or noncollinear. Property of Equality
Q
P
P x=1 Divide each side by 22;
Q F
Division Property of Equality
F
E G
15. Equation Explanation and Reason
E G
5x + y = 18 Write the equation; Given
y = −5x + 18 Subtract 5x from each side;
2.3 Maintaining Mathematical Proficiency (p. 88)
Subtraction Property of Equality
35. t = 2; Addition Property of Equality
17. Equation Explanation and Reason
37. x = 4; Subtraction Property of Equality
2y + 0.5x = 16 Write the equation; Given
2.4 Vocabulary and Core Concept Check (p. 96) 2y = −0.5x + 16 Subtract 0.5x from each side;
1. Reflexive Property of Equality Subtraction Property of Equality
2.4 Monitoring Progress and Modeling with y = −0.25x + 8 Divide each side by 2;
Mathematics (p. 96–98) Division Property of Equality
3. Subtraction Property of Equality; Addition Property of 19. Equation Explanation and Reason
Equality; Division Property of Equality 12 − 3y = 30x + 6 Write the equation; Given
5. Equation Explanation and Reason −3y = 30x − 6 Subtract 12 from each side;
5x − 10 = −40 Write the equation; Given Subtraction Property of Equality
5x = −30 Add 10 to each side; Addition Property y = −10x + 2 Divide each side by − 3;
of Equality Division Property of Equality
x = −6 Divide each side by 5; Division Property 21. Equation Explanation and Reason
of Equality C = 2πr Write the equation; Given
C
—=r Divide each side by 2π ; Division Property of
2π
Equality
C
r=— Rewrite the equation; Symmetric Property of
2π
Equality

A6 Selected Answers
23. Equation Explanation and Reason 49. Equation Explanation and Reason
S = 180(n − 2) Write the equation; Given
DC = BC, AD = AB Marked in diagram; Given
S
—=n−2 Divide each side by 180; Division AC = AC AC is equal to itself; Reflexive
180
Property of Equality Property of Equality
S AC + AB + BC = AC + AB + BC
—+2=n Add 2 to each side; Addition
180
Property of Equality Add AB + BC to each side of AC =
S AC; Addition Property of Equality
n=—+2 Rewrite the equation; Symmetric
180 AC + AB + BC = AC + AD + DC
Property of Equality
Substitute AD for AB and DC for
25. Multiplication Property of Equality BC; Substitution Property of
27. Reflexive Property of Equality Equality
29. Reflexive Property of Equality 51. ZY = XW = 9 53. A, B, F
31. Symmetric Property of Equality 33. 20 + CD 55. a. Equation Explanation and Reason
35. CD + EF 37. XY − GH 39. m∠ 1 = m∠ 3 C = —59 (F − 32) Write the equation; Given
9
41. The Subtraction Property of Equality should be used to —5 C = F − 32 Multiply each side by —95;
subtract x from each side of the equation in order to get the Multiplication Property of Equality
second step. 9
—5 C + 32 = F Add 32 to each side; Addition
7x = x + 24 Given Property of Equality
6x = 24 Subtraction Property of Equality 9
F = —5 C + 32 Rewrite the equation; Symmetric
x=4 Division Property of Equality Property of Equality
43. Equation Explanation and Reason b. Degrees Degrees
P = 2ℓ+ 2w Write the equation; Given Celsius (°C) Fahrenheit (°F)
P − 2w = 2ℓ Subtract 2w from each side;
0 32
Subtraction Property of Equality

Selected Answers
P − 2w 20 68
— =ℓ Divide each side by 2;
2 32 89.6
Division Property of Equality
P − 2w
ℓ = — Rewrite the equation; Symmetric 41 105.8
2
Property of Equality
c. y Yes, it is a linear
ℓ = 11 m function.
100
Degrees Fahrenheit (°F)

45. Equation Explanation and Reason

m∠ ABD = m∠ CBE Write the equation; Given 80

m∠ ABD = m∠ 1 + m∠ 2 Add measures of adjacent

60
angles; Angle Addition
Postulate (Post. 1.4) 40
m∠ CBE = m∠ 2 + m∠ 3 Add measures of adjacent
20
angles; Angle Addition
Postulate (Post. 1.4) x
0
0 10 20 30 40
m∠ ABD = m∠ 2 + m∠ 3 Substitute m∠ ABD for Degrees Celsius (°C)
m∠ CBE; Substitution
Property of Equality 2.4 Maintaining Mathematical Proficiency (p. 98)
m∠ 1 + m∠ 2 = m∠ 2 + m∠ 3 Substitute m∠ 1 + m∠ 2 57. Segment Addition Postulate (Post. 1.2)
for m∠ ABD; Substitution 59. midpoint
Property of Equality
2.5 Vocabulary and Core Concept Check (p. 103)
m∠ 1 = m∠ 3 Subtract m∠ 2 from each
side; Subtraction Property 1. A postulate is a rule that is accepted to be true without proof,
of Equality but a theorem is a statement that can be proven.
2.5 Monitoring Progress and Modeling with
47. Transitive Property of Equality; Angle Addition Postulate Mathematics (pp. 103–104)
(Post. 1.4); Transitive Property of Equality; m∠ 1 + m∠ 2 = 3. Given; Addition Property of Equality; PQ + QR = PR;
m∠ 3 + m∠ 1; Subtraction Property of Equality Transitive Property of Equality
5. Transitive Property of Segment Congruence (Thm. 2.1)
7. Symmetric Property of Angle Congruence (Thm. 2.2)
9. Symmetric Property of Segment Congruence (Thm. 2.1)

Selected Answers A7
11. STATEMENTS REASONS 23. STATEMENTS REASONS

1. A segment exists with 1. Given

— ≅ PQ
1. QR —, RS
— ≅ PQ
—, 1. Given
endpoints A and B. QR = 2x + 5, RS = 10 − 3x

2. AB equals the length 2. Ruler Postulate (Post. 1.1) 2. QR = PQ, RS = PQ 2. Definition of

of the segment with congruent segments
endpoints A and B.
3. QR = RS 3. Transitive Property
3. AB = AB 3. Reflexive Property of of Equality
Equality
4. 2x + 5 = 10 − 3x 4. Substitution Property
— ≅ AB
4. AB — 4. Definition of congruent of Equality
segments
5. 5x + 5 = 10 5. Addition Property
of Equality
13. STATEMENTS REASONS

1. ∠ GFH ≅ ∠ GHF 6. 5x = 5 6. Subtraction Property

1. Given
of Equality
2. m∠ GFH = m∠ GHF 2. Definition of congruent
7. x = 1 7. Division Property
angles
of Equality
3. ∠ EFG and ∠ GFH form 3. Given (diagram)
a linear pair. 2.5 Maintaining Mathematical Proficiency (p. 104)
4. ∠ EFG and ∠ GFH are 4. Definition of linear 25. 33°
supplementary. pair 2.6 Vocabulary and Core Concept Check (p. 111)
5. m∠ EFG + m∠ GFH = 5. Definition of 1. All right angles have the same measure, 90°, and angles with
180° supplementary angles the same measure are congruent.
2.6 Monitoring Progress and Modeling with
6. m∠ EFG + m∠ GHF = 6. Substitution Property Mathematics (pp. 111–114)
180° of Equality
3. ∠MSN ≅ ∠PSQ by definition because they have the same
7. ∠ EFG and ∠ GHF are 7. Definition of measure; ∠MSP ≅ ∠PSR by the Right Angles Congruence
supplementary. supplementary angles Theorem (Thm. 2.3). They form a linear pair, which means
they are supplementary by the Linear Pair Postulate (Post.
15. The Transitive Property of Segment Congruence (Thm. 2.1) 2.8), and because one is a right angle, so is the other by the
should have been used; Because if MN — ≅ LQ — and Subtraction Property of Equality; ∠NSP ≅ ∠QSR by the
— — — —
LQ ≅ PN , then MN ≅ PN by the Transitive Property of Congruent Complements Theorem (Thm. 2.5) because they
Segment Congruence (Thm. 2.1). are complementary to congruent angles.
17. equiangular; Because ∠ 1 ≅ ∠ 2 and ∠ 2 ≅ ∠ 3, 5. ∠GML ≅ ∠HMJ and ∠GMH ≅ ∠LMJ by the Vertical
∠ 1 ≅ ∠ 3 by the Transitive Property of Angle Congruence Angles Congruence Theorem (Thm. 2.6); ∠GMK ≅ ∠JMK
(Thm. 2.2). Because all three angles are congruent, the by the Right Angles Congruence Theorem (Thm. 2.3). They
triangle is equiangular. (It is also equilateral and acute.) form a linear pair, which means they are supplementary by
19. The purpose of a proof is to ensure the truth of a statement the Linear Pair Postulate (Post. 2.8), and because one is a
with such certainty that the theorem or rule proved could right angle, so is the other by the Subtraction Property of
be used as a justification in proving another statement or Equality.
theorem. Because inductive reasoning relies on observations 7. m∠2 = 37°, m∠3 = 143°, m∠4 = 37°
about patterns in specific cases, the pattern may not continue 9. m∠1 = 146°, m∠3 = 146°, m∠4 = 34°
or may change. So, the ideas cannot be used to prove ideas 11. x = 11, y = 17 13. x = 4, y = 9
for the general case.
15. The expressions should have been set equal to each other
21. a. It is a right angle. because they represent vertical angles;
b. STATEMENTS REASONS (13x + 45)° = (19x + 3)°
1. m∠ 1 + m∠ 1 + m∠ 2 1. Angle Addition −6x + 45 = 3
+ m∠ 2 = 180° Postulate (Post. 1.4) − 6x = −42
x=7
2. 2(m∠ 1 + m∠ 2) = 180° 2. Distributive Property

3. m∠ 1 + m∠ 2 = 90° 3. Division Property

of Equality

A8 Selected Answers
17. Transitive Property of Angle Congruence (Thm. 2.2); 25. your friend; ∠1 and ∠4 are not vertical angles because they
Transitive Property of Angle Congruence (Thm. 2.2) do not form two pairs of opposite rays. So, the Vertical
STATEMENTS REASONS Angles Congruence Theorem (Thm. 2.6) does not apply.
27. no; The converse would be: “If two angles are
1. ∠1 ≅ ∠3 1. Given supplementary, then they are a linear pair.” This is false
because angles can be supplementary without being adjacent.
2. ∠1 ≅ ∠2, 2. Vertical Angles Congruence
∠3 ≅ ∠4 Theorem (Thm. 2.6) 29. 50°; 130°; 50°; 130°
2.6 Maintaining Mathematical Proficiency (p. 114)
3. ∠2 ≅ ∠3 3. Transitive Property of Angle
31. Sample answer: B, I, and C
Congruence (Thm. 2.2)
33. Sample answer: plane ABC and plane BCG
4. ∠2 ≅ ∠4 4. Transitive Property of Angle 35. Sample answer: A, B, and C
Congruence (Thm. 2.2)
Chapter 2 Review (pp. 116–118)
19. complementary; m∠1 + m∠3; Transitive Property of 1. conditional: If two lines intersect, then their intersection is a
Equality; m∠2 = m∠3; congruent angles point.
STATEMENTS REASONS converse: If two lines intersect in a point, then they are
intersecting lines.
1. ∠1 and ∠2 are 1. Given
inverse: If two lines do not intersect, then they do not
complementary.
intersect in a point.
∠1 and ∠3 are
complementary. contrapositive: If two lines do not intersect in a point, then
they are not intersecting lines.
2. m∠1 + m∠2 = 90°, 2. Definition of biconditional: Two lines intersect if and only if their
m∠1 + m∠3 = 90° complementary angles intersection is a point.
2. conditional: If 4x + 9 = 21, then x = 3.
3. m∠1 + m∠2 3. Transitive Property of
= m∠1 + m∠3 Equality converse: If x = 3, then 4x + 9 = 21.

Selected Answers
inverse: If 4x + 9 ≠ 21, then x ≠ 3.
4. m∠2 = m∠3 4. Subtraction Property of
contrapositive: If x ≠ 3, then 4x + 9 ≠ 21.
Equality
biconditional: 4x + 9 = 21 if and only if x = 3.
5. ∠2 ≅ ∠3 5. Definition of congruent 3. conditional: If angles are supplementary, then they sum to
angles 180°.
21. Because ∠ QRS and ∠ PSR are supplementary, converse: If angles sum to 180°, then they are
m∠ QRS + m∠ PSR = 180° by the definition of supplementary.
supplementary angles. ∠ QRL and ∠ QRS form a linear inverse: If angles are not supplementary, then they do not
pair and by definition are supplementary, which means that sum to 180°.
m∠ QRL + m∠ QRS = 180°. So, by the Transitive Property contrapositive: If angles do not sum to 180°, then they are
of Equality, m∠ QRS + m∠ PSR = m∠ QRL + m∠ QRS, and not supplementary.
by the Subtraction Property of Equality, m∠ PSR = m∠ QRL. biconditional: Angles are supplementary if and only if they
So, by definition of congruent angles, ∠ PSR ≅ ∠ QRL, and sum to 180°.
by the Symmetric Property of Angle Congruence (Thm. 2.2), 4. conditional: If an angle is a right angle, then it measures 90°.
∠ QRL ≅ ∠ PSR.
converse: If an angle measures 90°, then it is a right angle.
23. STATEMENTS REASONS
inverse: If an angle is not a right angle, then it does not
1. ∠AEB ≅ ∠DEC 1. Given measure 90°.
contrapositive: If an angle does not measure 90°, then it is
2. m∠AEB = m∠DEC 2. Definition of congruent not a right angle.
angles
biconditional: An angle is a right angle if and only if it
3. m∠DEB = m∠DEC 3. Angle Addition Postulate measures 90°.
+ m∠BEC (Post. 1.4) 5. The difference of any two odd integers is an even integer.
6. The product of an even and an odd integer is an even integer.
4. m∠DEB = m∠AEB 4. Substitution Property
+ m∠BEC of Equality 7. m∠ B = 90° 8. If 4x = 12, then 2x = 6. 9. yes
10. yes 11. no 12. no
5. m∠AEC = m∠AEB 5. Angle Addition Postulate 13. Sample answer:
+ m∠BEC (Post. 1.4) A

6. m∠AEC = m∠DEB 6. Transitive Property of E

Equality
7. ∠AEC ≅ ∠DEB 7. Definition of congruent B C
angles

Selected Answers A9
14. Sample answer: 25. STATEMENTS REASONS
K
1. An angle with vertex 1. Given
A exists.

C D E 2. m∠A equals the 2. Protractor Postulate

measure of the angle (Post. 1.3)
with vertex A.
15. Sample answer:
P 3. m∠A = m∠A 3. Reflexive Property of
Equality
Y R
Z
4. ∠A ≅ ∠A 4. Definition of congruent
angles
X W
26. Sample answer:
m∠1 + m∠2 = 90° ∠1 and ∠2 are complementary.
Given Definition of complementary angles ∠3 ≅ ∠1

∠3 and ∠2 are complementary. Congruent Complements

16. Equation Explanation and Reason Theroem (Thm. 2.5)

−9x − 21 = −20x − 87 Write the equation; Given Given

11x − 21 = −87 Add 20x to each side; Addition

Property of Equality
Chapter 3
11x = −66 Add 21 to each side; Addition Chapter 3 Maintaining Mathematical
Property of Equality Proficiency (p. 123)
1
x = −6 Divide each side by 11; 1. y − 6 = 2(x − 3) 2. y − 1 = −—5 (x − 5)
Division Property of Equality 3. y − 2 = —37 (x − 4) 4. y − 11 = —13 (x + 9)
17. Equation Explanation and Reason 5. y + 5 = −8(x − 7) 6. y + 12 = −4(x + 1)
15x + 22 = 7x + 62 Write the equation; Given 7. y = −3x + 19 8. y = −2x + 2 9. y = 4x + 9
8x + 22 = 62 Subtract 7x from each side; 10. y = —12 x − 5
1
11. y = −—4 x − 7 12. y = —23x + 9
Subtraction Property of Equality 13. when the point given is the y-intercept; The slope and
8x = 40 Subtract 22 from each side; y-intercept can be substituted for m and b respectively
Subtraction Property of Equality without performing any calculations.
x=5 Divide each side by 8; Division 3.1 Vocabulary and Core Concept Check (p. 129)
Property of Equality
1. skew
18. Equation Explanation and Reason
3(2x + 9) = 30 Write the equation; Given 3.1 Monitoring Progress and Modeling with
Mathematics (pp. 129 –130)
6x + 27 = 30 Multiply; Distributive Property
3. ⃖⃗
AB 5. ⃖⃗
BF MK and ⃖⃗
7. ⃖⃗ LS
6x = 3 Subtract 27 from each side; Subtraction
Property of Equality 9. no; They are intersecting lines.
x = —12 Divide each side by 6; Division Property of 11. ∠1 and ∠5; ∠2 and ∠6; ∠3 and ∠7; ∠4 and ∠8
Equality 13. ∠1 and ∠8; ∠2 and ∠7 15. corresponding
19. Equation Explanation and Reason 17. consecutive interior
5x + 2(2x − 23) = −154 Write the equation; Given 19. Lines that do not intersect could also be skew; If two
5x + 4x − 46 = −154 Multiply; Distributive Property coplanar lines do not intersect, then they are parallel.
9x − 46 = −154 Combine like terms; Simplify. 21. a. true; The floor is level with the horizontal just like the
9x = −108 Add 46 to each side; Addition ground.
Property of Equality b. false; The lines intersect the plane of the ground, so they
x = −12 Divide each side by 9; Division intersect certain lines of that plane.
Property of Equality c. true; The balusters appear to be vertical, and the floor of
the tree house is horizontal. So, they are perpendicular.
20. Transitive Property of Equality
21. Reflexive Property of Equality 23. yes; If the original two lines are parallel, and the transversal
is perpendicular to both lines, then all eight angles are right
22. Symmetric Property of Angle Congruence (Thm. 2.2)
angles.
23. Reflexive Property of Angle Congruence (Thm. 2.2)
25. ∠HJG, ∠CFJ 27. ∠CFD, ∠HJC
24. Transitive Property of Equality
29. no; They can both be in a plane that is slanted with respect to
the horizontal.
3.1 Maintaining Mathematical Proficiency (p. 130)
31. m∠1 = 21°, m∠3 = 21°, m∠4 = 159°

A10 Selected Answers

3.2 Vocabulary and Core Concept Check (p. 135) 21. 19x − 10 = 180
1. Both theorems refer to two pairs of congruent angles that 14x + 2y − 10 = 180; x = 10, y = 25
are formed when two parallel lines are cut by a transversal, 23. no; In order to make the shot, you must hit the cue ball so
and the angles that are congruent are on opposite sides of that m∠1 = 65°. The angle that is complementary to ∠1
the transversal. However with the Alternate Interior Angles must have a measure of 25° because this angle is an alternate
Theorem (Thm. 3.2), the congruent angles lie between interior angle with the angle formed by the path of the cue
the parallel lines, and with the Alternate Exterior Angles ball and the vertical line drawn.
Theorem (Thm. 3.3), the congruent angles lie outside the 3.2 Maintaining Mathematical Proficiency (p. 136)
parallel lines.
25. If two angles are congruent, then they are vertical angles;
3.2 Monitoring Progress and Modeling with false
Mathematics (pp. 135 –136) 27. If two angles are supplementary, then they form a linear pair;
3. m∠1 = 117° by Vertical Angles Congruence Theorem false
(Thm. 2.6); m∠2 = 117° by Alternate Exterior Angles 3.3 Vocabulary and Core Concept Check (p. 142)
Theorem (Thm. 3.3)
1. corresponding, alternate interior, alternate exterior
5. m∠1 = 122° by Alternate Interior Angles Theorem
3.3 Monitoring Progress and Modeling with
(Thm. 3.2); m∠2 = 58° by Consecutive Interior Angles
Mathematics (pp. 142 –144)
Theorem (Thm. 3.4)
7. 64; 2x° = 128 3. x = 40; Lines m and n are parallel when the marked
corresponding angles are congruent.
x = 64
3x° = 120°
9. 12; m∠5 = 65°
x = 40
65° + (11x − 17)° = 180°
5. x = 15; Lines m and n are parallel when the marked
11x + 48 = 180 consecutive interior angles are supplementary.
11x = 132 (3x − 15)° + 150° = 180°
x = 12 3x + 135 = 180
11. m∠1 = 100°, m∠2 = 80°, m∠3 = 100°; Because the 80°

Selected Answers
3x = 45
angle is a consecutive interior angle with both ∠1 and ∠3,
x = 15
they are supplementary by the Consecutive Interior Angles
Theorem (Thm. 3.4). Because ∠1 and ∠2 are consecutive 7. x = 60; Lines m and n are parallel when the marked
interior angles, they are supplementary by the Consecutive consecutive interior angles are supplementary.
Interior Angles Theorem (Thm. 3.4). 2x° + x° = 180°
13. In order to use the Corresponding Angles Theorem (Thm. 3.1), 3x = 180
the angles need to be formed by two parallel lines cut by a x = 60
transversal, but none of the lines in this diagram appear to be 9.
parallel; ∠9 and ∠10 are corresponding angles. p
t n
15.
1
p m

3
2 q
11.
1
3 p
STATEMENTS REASONS
2 q
1. p q 1. Given
2. ∠1 ≅ ∠3 2. Corresponding Angles Theorem
(Thm. 3.1) It is given that ∠1 ≅ ∠2. By the Vertical Angles Congruence
Theorem (Thm. 2.6), ∠1 ≅ ∠3. Then by the Transitive
3. ∠3 ≅ ∠2 3. Vertical Angles Congruence
Property of Congruence (Thm. 2.2), ∠2 ≅ ∠3. So, by the
Theorem (Thm. 2.6)
Corresponding Angles Theorem (Thm. 3.1), p q.
4. ∠1 ≅ ∠2 4. Transitive Property of 13. yes; Alternate Interior Angles Converse (Thm. 3.6)
Congruence (Thm. 2.2) 15. no 17. no
19. This diagram shows that vertical angles are always
17. m∠2 = 104°; Because the trees form parallel lines, and the
congruent. Lines a and b are not parallel unless x = y, and
rope is a transversal, the 76° angle and ∠2 are consecutive
you cannot assume that they are equal.
interior angles. So, they are supplementary by the
Consecutive Interior Angles Theorem (Thm. 3.4). 21. yes; m∠DEB = 180° − 123° = 57° by the Linear Pair
Postulate (Post. 2.8). So, by definition, a pair of corresponding
19. yes; If two parallel lines are cut by a perpendicular
angles are congruent, which means that ⃖⃗ AC ⃖⃗
DF by the
transversal, then the consecutive interior angles will both be
Corresponding Angles Converse (Thm. 3.5).
right angles.

Selected Answers A11

23. no; The marked angles are vertical angles. You do not know 37. no; Based on the diagram ⃖⃗ ⃖⃗ by the Alternate Interior
AB CD
anything about the angles formed by the intersection of ⃖⃗
DF Angles Converse (Thm. 3.6), but you cannot be sure that
and ⃖⃗
BE. ⃖⃗
AD ⃖⃗
BC.
25. yes; E. 20th Ave. is parallel to E. 19th Ave. by the 39. a. p q r
Corresponding Angles Converse (Thm. 3.5). E. 19th Ave.
is parallel to E. 18th Ave. by the Alternate Exterior Angles
Converse (Thm. 3.7). E. 18th Ave. is parallel to E. 17th Ave.
by the Alternate Interior Angles Converse (Thm. 3.6). So,
they are all parallel to each other by the Transitive Property
of Parallel Lines (Thm. 3.9).
27. The two angles marked as 108° are corresponding angles. b. Given: p q, q r
Because they have the same measure, they are congruent to Prove: p r
each other. So, m n by the Corresponding Angles Converse
(Thm. 3.5). c. p q r

29. A, B, C, D; The Corresponding Angles Converse (Thm. 3.5)

1
can be used because the angle marked at the intersection 2 3
of line m and the transversal is a vertical angle with, and
therefore congruent to, an angle that is corresponding with
the other marked angle. The Alternate Interior Angles
Converse (Thm. 3.6) can be used because the angles that
are marked as congruent are alternate interior angles. The STATEMENTS REASONS
Alternate Exterior Angles Converse (Thm. 3.7) can be used
because the angles that are vertical with, and therefore 1. p q, q r 1. Given
congruent to, the marked angles are alternate exterior angles.
The Consecutive Interior Angles Converse (Thm. 3.8) can be 2. ∠1 ≅ ∠2, ∠2 ≅ ∠3 2. Corresponding Angles
used because each of the marked angles forms a linear pair Theorem (Thm. 3.1)
with, and is therefore supplementary to, an angle that is a 3. ∠1 ≅ ∠3 3. Transitive Property of
consecutive interior angle with the other marked angle. Congruence (Thm. 2.2)
31. two; Sample answer: ∠1 ≅ ∠5, ∠2 ≅ ∠7, ∠3 ≅ ∠6,
4. p r 4. Corresponding Angles
∠4 and ∠7 are supplementary
Converse (Thm. 3.5)
33. STATEMENTS REASONS
3.3 Maintaining Mathematical Proficiency (p. 144)
1. m∠1 = 115°, m∠2 = 65° 1. Given
41. about 6.71 43. 13
2. m∠1 + m∠2 = m∠1 + m∠2 2. Reflexive Property of 3.4 Vocabulary and Core Concept Check (p. 152)
Equality
1. midpoint, right
3. m∠1 + m∠2 = 115° + 65° 3. Substitution Property 3.4 Monitoring Progress and Modeling with
of Equality Mathematics (pp. 152 –154)
4. m∠1 + m∠2 = 180° 4. Simplify. 3. about 3.2 units
5. ∠1 and ∠2 are 5. Definition of 5. 7.
supplementary. supplementary angles P

6. m n 6. Consecutive Interior
Angles Converse m
(Thm 3.8) P

35. STATEMENTS REASONS

m
1. ∠1 ≅ ∠2, ∠3 ≅ ∠4 1. Given
9.
2. ∠2 ≅ ∠3 2. Vertical Angles Congruence A
Theorem (Thm. 2.6)
3. ∠1 ≅ ∠3 3. Transitive Property of
B
Congruence (Thm. 2.2)
4. ∠1 ≅ ∠4 4. Transitive Property of 11. In order to claim parallel lines by the Lines Perpendicular
Congruence (Thm. 2.2) to a Transversal Theorem (Thm. 3.12), both lines must be
— CD
5. AB — 5. Alternate Interior Angles marked as perpendicular to the transversal; Lines x and z are
Converse (Thm. 3.6) perpendicular.

A12 Selected Answers

13. g 23. m∠1 = 90°, m∠2 = 60°, m∠3 = 30°, m∠4 = 20°, m∠5 = 90°;
m∠1 = 90°, because it is marked as a right angle.
m∠2 = 90° − 30° = 60°, because it is complementary to the
1 2 h 30° angle.
m∠3 = 30°, because it is a vertical angle with, and therefore
congruent to, the 30° angle.
Because ∠1 ≅ ∠2 by definition, m∠1 = m∠2. Also, by the m∠4 = 90° − (30° + 40°) = 20°, because it forms a right
Linear Pair Postulate (Post. 2.8), m∠1 + m∠2 = 180°. Then, angle with ∠3 and the 40° angle.
by the Substitution Property of Equality, m∠5 = 90°, because it is a vertical angle with, and therefore
m∠1 + m∠1 = 180°, and 2(m∠1)= 180° by the congruent to, ∠1.
Distributive Property. So, by the Division Property of 25. x = 8 27. A, C, D, E
Equality, m∠1 = 90°. Finally, g ⊥ h by the definition of
29.
perpendicular lines.
15. STATEMENTS REASONS

1. a ⊥ b 1. Given

2. ∠1 is a right angle. 2. Definition of perpendicular

lines A B

3. ∠1 ≅ ∠4 3. Vertical Angles Congruence

Theorem (Thm. 2.6) 31.
4. m∠1 = 90° 4. Definition of right angle

5. m∠4 = 90° 5. Transitive Property of

Equality
6. ∠1 and ∠2 form a 6. Definition of linear pair

Selected Answers
linear pair.
7. ∠1 and ∠2 are 7. Linear Pair Postulate
supplementary. (Post. 2.8)
The lines segments that are perpendicular to the crosswalk
8. m∠1 + m∠2 = 180° 8. Definition of supplementary require less paint, because they represent the shortest
angles distance from one side of the crosswalk to the other.
9. 90° + m∠2 = 180° 9. Transitive Property of 33. about 2.5 units
Equality 3.4 Maintaining Mathematical Proficiency (p. 154)
11 1 7
10. m∠2 = 90° 10. Subtraction Property of 35. 2 37. —9
39. x = −—3 41. x = —4
Equality 3.5 Vocabulary and Core Concept Check (p. 159)
11. ∠2 ≅ ∠3 11. Vertical Angles Congruence 1. directed
Theorem (Thm. 2.6) 3.5 Monitoring Progress and Modeling with
12. m∠3 = 90° 12. Transitive Property of Mathematics (pp. 159 –160)
Equality 3. —12 5. 0 7. 3
13. ∠1, ∠2, ∠3, and ∠4 13. Definition of right angle 9. y 11. y
4 9
are right angles. 3 8
17. none; The only thing that can be concluded in this diagram is 2 7

that v ⊥ y. In order to say that lines are parallel, you need to 1 6

know something about both of the intersections between the −3 −2 −1 1 2 3 4 x (0, 5)

4
transversal and the two lines. −2 3
(3, −2)
19. m n, Because m ⊥ q and n ⊥ q, lines m and n are parallel by −3 2
−4 1
the Lines Perpendicular to a Transversal Theorem (Thm. 3.12).
The other lines may or may not be parallel. −4 −3 −2 −1 1 2 3 4 x

21. n p; Because k ⊥ n and k ⊥ p, lines n and p are parallel by 13. (7, −0.4) 15. (−1.5, −1.5) 17. a c, b ⊥ d
the Lines Perpendicular to a Transversal Theorem (Thm. 3.12).
⋅ ( )( )
19. perpendicular; Because m1 m2 = —23 − —32 = −1, lines 1
and 2 are perpendicular by the Slopes of Perpendicular Lines
Theorem (Thm. 3.14).
⋅
21. perpendicular; Because m1 m2 = 1(−1) = −1, lines 1 and
2 are perpendicular by the Slopes of Perpendicular Lines
Theorem (Thm. 3.14).

Selected Answers A13

23. Because the slopes are opposites but not reciprocals, their 9. y = —12 x + 2
product does not equal −1. Lines 1 and 2 are neither parallel
y
nor perpendicular. 5

25. ( − —, −— )
11
5
6
5
27. It will be the same point.
4
3
29. Compare the slopes of the lines. The line whose slope has 1
y = 2x + 2
the greater absolute value is steeper. 1

31. no; mLM = —25, mLN = − —74, and mMN = 9. None of these can −4 −3 −2−1 1 2 3 4 5 x

pair up to make a product of −1, so none of the segments are −2 y = −2x − 2

perpendicular. −3
−4
33. If x y and y z, then by the Slopes of Parallel Lines −5
Theorem (Thm. 3.13), mx = my and my = mz. Therefore,
by the Transitive Property of Equality, mx = mz. So, by the
11. about 3.2 units 13. about 5.4 units
Slopes of Parallel Lines Theorem (Thm. 3.13), x z.
15. Parallel lines have the same slope, not the same y-intercept.
35. If lines x and y are horizontal, then by definition mx = 0 and
my = 0. So, by the Transitive Property of Equality, mx = my. y = 2x + 1, (3, 4)
Therefore, by the Slopes of Parallel Lines Theorem 4 = 2(3) + b
(Thm. 3.13), x y. −2 = b
3.5 Maintaining Mathematical Proficiency (p. 160) The line y = 2x − 2 is parallel to the line y = 2x + 1.
37. m = 3; b = 9 39. m = —16 ; b = −8 17. y = —32 x − 1 19. (0, 1); y = 2x + 1
3.6 Vocabulary and Core Concept Check (p. 165) 21. (3, 0); y = —32x − —92
1. perpendicular 23. a. p = 30t b. p = 30t + 3
c. parallel; Both lines have a slope of 30.
3.6 Monitoring Progress and Modeling with
Mathematics (pp. 165 –166) 25. yes; If two lines have the same y-intercept, then they
intersect at that point. But parallel lines do not intersect.
3. y = −2x − 1
27. k = 4
y
3 29. about 2.2 units; The two lines have the same slope and are
2 y = −2x + 3 therefore parallel. So, the distance from a point on one line
1
to the other line will be the same no matter which point is
1
−2−1 1 3 x chosen. The line y = −—2 x is perpendicular to both lines and
y = −2x − 1 −2 intersects y = 2x at (−2, 1) and y = 2x + 5 at the origin.
So, the distance between the lines is the same as the
5. x = −2 distance
——
between these two points of intersection.
x = −2 √(−2 − 0)—— 2 + (1 − 0)2 ≈ 2.2

y 31. a. d = √ 2x2 + 2x + 5
4
3
b. Sample answer: Use a graphing calculator to graph d
2 and find the minimum value.
1 c. This method uses a variable point (x, y) and a variable
−6 −4 −3 −1 x distance d, whereas the method in Example 3 uses exact
−2
points and equations; Sample answer: the method in
x = −5 Example 3 because it is more direct
−3
−4
3.6 Maintaining Mathematical Proficiency (p. 166)
33. y 35. y
7. y = —19x 3 2
2 1
y 1
8 −3 −2−1 1 2 x
7 −3 −2−1 1 2 3 x
D(−1, −2)
6
−2 −3
−3
y = 9x − 1
−4 B(0, −4)
1 −5
y = 9x

37. x −2 −1 0 1 2
−1 1 2 3 4 5 x
3 11 7 3 1 5
−2 y=x− —4 −—4 −—4 −—4 —4 —4

Chapter 3 Review (pp. 168–170)

1. ⃖⃗ MR, ⃖⃗
NR, ⃖⃗ LQ, ⃖⃗
PQ 2. ⃖⃗
LM, ⃖⃗
JK , ⃖⃗
NP
3. ⃖⃗
JM, ⃖⃗
KL, ⃖⃗
KP, ⃖⃗
JN 4. plane JKP 5. x = 145, y = 35
6. x = 13, y = 132 7. x = 61, y = 29

A14 Selected Answers

 8. x = 14, y = 17 9. x = 107 10. x = 133 17. y 19. P y
P′ Q′ Q
11. x = 32 12. x = 23 8

13. x y; Because x ⊥ z and y ⊥ z, lines x and y are parallel by

6
the Lines Perpendicular to a Transversal Theorem (Thm. 3.12). −4 −2 2 x
R′ P′ R
14. none; The only thing that can be concluded in this diagram 4 −2
Q′
is that x ⊥ z and w ⊥ y. In order to say that lines are parallel, P Q
you need to know something about both of the intersections
between the two lines and a transversal. −6
−2 2 4 6 x R′
15. ℓ m n, a b; Because a ⊥ n and b ⊥ n, lines a and b are R
parallel by the Lines Perpendicular to a Transversal Theorem
y
(Thm. 3.12). Because m ⊥ a and n ⊥ a, lines m and n are 21. 8
X′
Z′
parallel by the Lines Perpendicular to a Transversal Theorem
X
(Thm. 3.12). Because ℓ ⊥ b and n ⊥ b, lines ℓ and n are 4
Z Y′
parallel by the Lines Perpendicular to a Transversal Theorem
(Thm. 3.12). Because ℓ n and m n, lines ℓ and m are 4 Y8 12 16 20 x
X″ Z″
parallel by the Transitive Property of Parallel Lines −4
(Thm. 3.9). Y″
16. a b; Because a ⊥ n and b ⊥ n, lines a and b are parallel by
the Lines Perpendicular to a Transversal Theorem (Thm. 3.12). 23. translation: (x, y) → (x + 5, y + 1), translation:
3 (x, y) → (x − 5, y − 5)
17. undefined 18. —14 19. 5 20. −—5
1 25. The quadrilateral should have been translated left and down;
21. y = 3x − 6 22. y = —3 x − 2 23. y = —12 x − 4
y F
24. y = 2x + 3 25. about 2.1 units 26. about 2.7 units E

Chapter 4
2
H F′
E′ G
2 4 x
Chapter 4 Maintaining Mathematical H′

Selected Answers
−2
Proficiency (p. 175) G′
1. reflection 2. rotation 3. dilation 4. translation 27. a. The amoeba moves right 5 and down 4.
12 6 5
5. no; —14
= —
7
≠ —
7
, The sides are not proportional. b. about 12.8 mm c. about 0.52 mm/sec
6. yes; The corresponding angles are congruent and the 29. r = 100, s = 8, t = 5, w = 54
corresponding side lengths are proportional. 31. E′(−3, −4), F′(−2, −5), G′(0, −1)
7. yes; The corresponding angles are congruent and the 33. (x, y) → (x − m, y − n); You must go back the same number
corresponding side lengths are proportional. of units in the opposite direction.
8. no; Squares have four right angles, so the corresponding 35. If a rigid motion is used to transform figure A to figure A′,
angles are always congruent. Because all four sides then by definition of rigid motion, every part of figure A is
are congruent, the corresponding sides will always be congruent to its corresponding part of figure A′. If another
proportional. rigid motion is used to transform figure A′ to figure A″,
4.1 Vocabulary and Core Concept Check (p. 182) then by definition of rigid motion, every part of figure A′ is
1. △ABC is the preimage, and △A′B′C′ is the image. congruent to its corresponding part of figure A″. So, by the
Transitive Property of Congruence, every part of figure A
4.1 Monitoring Progress and Modeling with
is congruent to its corresponding part of figure A″. So by
Mathematics (pp. 182–184) definition of rigid motion, the composition of two (or more)
3. ⃗
CD, 〈7, −3〉 rigid motions is a rigid motion.
5. y 7. y
6 8 37. Draw a rectangle. Then draw a translation of the rectangle.
D
Next, connect each vertex of the preimage with the
D D′ 4
4 E corresponding vertex in the image. Finally, make the hidden
E E′
F lines dashed.
2 D′
−4 4 8 x 39. yes; According to the definition of translation, the segments
F F′ E′
−4 connecting corresponding vertices will be congruent
−2 4 8 12 x
and parallel. Also, because a translation is a rigid motion,
−2 −8
F′
— ≅ G′
GH — H′ . So, the resulting figure is a parallelogram.
41. no; Because the value of y changes, you are not adding the
9. 〈3, −5〉 11. (x, y) → (x − 5, y + 2) same amount to each x-value.
13. A′(−6, 10) 15. C(5, −14) y
C C′
4

2
A B A′ B′

2 4 6 8 x

Selected Answers A15

4.1 Maintaining Mathematical Proficiency (p. 184) —. Label the
27. Reflect H in line n to obtain H′. Then draw JH′
43. yes 45. no 47. x 49. 6x − 12 intersection of JH′ and n as K. Because JH′ is the shortest
distance between J and H′ and HK = H′K, park at point K.
4.2 Vocabulary and Core Concept Check (p. 190)
29. C(5, 0) 31. C(−4, 0) 33. y = −3x − 4
1. translation and reflection
35. m 37. y Q′
4.2 Monitoring Progress and Modeling with A
A′ 4 y = −2x M
Mathematics (pp. 190–192) M′

3. y-axis 5. neither C′ Q N′
7. y K 9. L′ y L C −4 2 x
B′
B N
6
−6 −2 4 x
J′ J′ J 39. y = x + 1
4 −2
4.2 Maintaining Mathematical Proficiency (p. 192)
2 −4 41. 130° 43. 160° 45. 30° 47. 180° 49. 50°
L′ x = −1
K′ K
4.3 Vocabulary and Core Concept Check (p. 198)
2 4 x
L 1. 270°
−2
4.3 Monitoring Progress and Modeling with
−4
J
Mathematics (pp. 198–200)
3. B′ 5. G
−6
C′
K′ B F P
J′
11. y 13. A′ y
6 y=x A′ C
K′ J J
4 A G′
C′ F′
4
L′ y=1 P
2
2
C
−4 L 2 x B′ 7. y B
4
−2 2 4 6 x C′
−2
K J′ B′ 2
−2
B A 1
A C
−4 −2 1 2 3 x

15. y D′ −2
4
A′ −3
A′
A C′
2
9. y K
5
−2
J
B′ x 4
D B y = −x 3
−2
C 2
M L
1

y −7 −6 −5 −4 −3 −2−1 1 2 3 4 5 6 7 x
17. T
4 L′ M′
T″ T′
S −3
2
S″ R S′ J′
R″ R′ −5
K′
−6 −4 −2 2 4 6 x

y 11. y Y″
19. T″
T′ 4
S′ X′
3
S″ 2
6 X
R″ R′ T
4 −3 −2 2 3 4 x
x=3
S −2
2
−3
R X″ Y′
−4
2 4 6 x −5
Y
21. 1 23. 0
25. a. none b. c. OX d. none
MOM

A16 Selected Answers

13. X″ y X′ 33. yes; Sample answer: A rectangle (that is not a square) is one
3
example of a figure that has 180° rotational symmetry, but
X not 90° rotational symmetry.
1
35. a. 15°, n = 12 b. 30°, n = 6
−5 −4 −3 1 3 4 5 x

−2 37. y X
5
−3 Y′
4
−4 X′
Y′ Y″ 3
−5
Y 2
Z
1
Z′ Y
15. y L
6 −8 −7 −6 −5 −4 −3 −2 −1 1 2 3 x
N″ P
M
4
L″ 39. (2, 120°); (2, 210°); (2, 300°); The radius remains the same.
3
N′
L′ 2
N
The angle increases in conjunction with the rotation.
1
4.3 Maintaining Mathematical Proficiency (p. 200)
−9 −8 M″ −4 −2 1 2 3 x — and
41. ∠A and ∠J, ∠B and ∠K, ∠C and ∠L, ∠D and ∠M; AB
M′
−2 — — — — — — —
JK , BC and KL , CD and LM , DA and MJ
4.4 Vocabulary and Core Concept Check (p. 208)
17. yes; Rotations of 90° and 180° about the center map the
figure onto itself. 1. congruent
19. yes; Rotations of 45°, 90°, 135°, and 180° about the center 4.4 Monitoring Progress and Modeling with
map the figure onto itself. Mathematics (pp. 208–210)
21. no, yes; 90°, 180° 3. △HJK ≅ △QRS, ▭DEFG ≅ ▭LMNP; △HJK is a 90°
23. yes, no; one line of symmetry rotation of △QRS. ▭DEFG is translation 7 units right and
3 units down of ▭ LMNP.
5. Sample answer: 180° rotation about the origin followed by a

Selected Answers
translation 5 units left and 1 unit down
7. yes; △TUV is a translation 4 units right of △QRS. So,
25. The rule for a 270° rotation, (x, y) → (y, −x), should have △TUV ≅ △QRS.
been used instead of the rule for a reflection in the x-axis; 9. no; M and N are translated 2 units right of their
C(−1, 1) → C′(1, 1), D(2, 3) → D′(3, −2) corresponding vertices, L and K, but P is translated only
27. B′ 1 unit right of its corresponding vertex, J. So, this is not a
rigid motion.
C′
A′
11. A″B″C″ 13. 5.2 in. 15. 110°
A B 17. A translation 5 units right and a reflection in the x-axis
should have been used; △ABC is mapped to △A′B′C′ by
a translation 5 units right, followed by a reflection in the
C
D
x-axis.
19. 42° 21. 90°
D
23. Reflect the figure in two parallel lines instead of translating
1
29. a. 90°: y = −—2 x + —32, 180°: y = 2x + 3, the figure; The third line of reflection is perpendicular to the
1
270°: y = −—2 x −—32 , 360°; y = 2x − 3; The slope of parallel lines.
the line rotated 90° is the opposite reciprocal of the 25. never; Congruence transformations are rigid motions.
slope of the preimage, and the y-intercept is equal to 27. sometimes; Reflecting in y = x then y = x is not a rotation.
the x-intercept of the preimage. The slope of the line Reflecting in the y-axis then x-axis is a rotation of 180°.
rotated 180° is equal to the slope of the preimage, 29. no; The image on the screen is larger.
and the y-intercepts of the image and preimage are
opposites. The slope of the line rotated 270° is the
opposite reciprocal of the slope of the preimage, and
the y-intercept is the opposite of the x-intercept of the
preimage. The equation of the line rotated 360° is the
same as the equation of the preimage.
b. yes; Because the coordinates of every point change
in the same way with each rotation, the relationships
described will be true for an equation with any slope and
y-intercept.
31. twice

Selected Answers A17

31. 9. C L

STATEMENTS REASONS
L′
— to
1. A reflection in line ℓ maps JK 1. Given
—, a reflection in line m maps
J′K′
— to J″K″
J′K′ —, and ℓ m. M
M′ N′ N
— intersects line ℓ at L
2. If KK″ 2. Definition of
Not drawn to scale.

and line m at M, then L is the reflection 11.

— R′
perpendicular bisector of KK′,
and M is the perpendicular
—.
bisector of K′K″ S′
R
S
C
— is perpendicular to ℓ and m,
3. KK′ 3. Definition of U T
and KL = LK′ and K′M = MK″. perpendicular
bisector U′
T′
4. If d is the distance between ℓ and 4. Ruler Postulate
Not drawn to scale.
m, then d = LM. (Post. 1.1)
13. R′ R
5. LM = LK′ + K′M and 5. Segment Addition
S′
KK″ = KL + LK′ + K′M + MK″ Postulate (Post. 1.2)
U′
6. KK″ = LK′ + LK′ + K′M + K′M 6. Substitution T′ S
Property of
Equality
7. KK″ = 2( LK′ + K′M ) 7. Distributive
Property
8. KK″ = 2( LM ) 8. Substitution
U
Property of Equality
T
9. KK″ = 2d 9. Transitive Property
Not drawn to scale.
of Equality
15. y Z′
33. 180° rotation;
4
reflections: P( 1, 3 ) → P′( −1, 3 ) → P″( −1, −3 ) and Z
Q( 3, 2 ) → Q’( −3, 2 ) → Q″( −3, −2 )
−4 4 8 12 16 x
translation: P( 1, 3 ) → ( 1 − 4, 3 − 5 ) → ( −3, −2 ) and X
Y X′
Q( 3, 2 ) → ( 3 − 4, 2 − 5 ) → Q″( −1, −3 )
180° rotation P( 1, 3 ) → ( −1, −3 ) and Q( 3, 2 ) → ( −3, −2 ) −8

35. ℓ m
−12
Y′

17. y V
B″ B′ B 13
12

V′
A″ C″ A C

7
6
4.4 Maintaining Mathematical Proficiency (p. 210) 5
W′ U′ U
37. x = −2 39. b = 6 41. n = −7.7 43. 25% W
4
3
4.5 Vocabulary and Core Concept Check (p. 216) 2
T′
1. P′(kx, ky) 1
T
4.5 Monitoring Progress and Modeling with −3 −2 −1 1 2 3 4 5 6 7 8 9 x

Mathematics (pp. 216–218)

3. —37 ; reduction 5. —35 ; reduction
7. C L L′

P
N
M
N′
M′
Not drawn to scale.

A18 Selected Answers

19. y 21. y T′ U′ c. y
C 16 4
8 S
X Y
R′
12 2
R X′ Y′
−8 8 16 24 x
8 UT
−4 W′ Z′ 4 6 x
D W Z
4 −2
B′
−20
−8 −4 x S′ P = 6 units, A = 2 square units; The perimeter of the
D′
−4 C′ dilated rectangle is —41 the perimeter of the original
1
rectangle. The area of the dilated rectangle is — 16
the area
−8
of the original rectangle.
B d. The perimeter changes by a factor of k. The area changes
by a factor of k2.
CP′
23. The scale factor should be calculated by finding —, 4.5 Maintaining Mathematical Proficiency (p. 218)
CP
CP 3 1
not —; k = — = — 51. A′( 2, −5 ), B′( 0, 0 ), C′( −3, 1 )
CP′ 12 4
25. k = —53; x = 21 27. k = —23; y = 3 29. k = 2 53. A′ ( −5, 2 ), B′( 3, 3 ), C′( 0, 4 )
31. 300 mm 33. 940 mm 55. A′( 3, −3 ), B′( 1, 2 ), C′( −2, 3 )
35. grasshopper, honey bee, and monarch butterfly; The scale 4.6 Vocabulary and Core Concept Check (p. 223)
15
factor for these three is k = —2
. The scale factor for the black 1. Congruent figures have the same size and shape. Similar
beetle is k = 7. figures have the same shape, but not necessarily the same
37. no; The scale factor for the shorter sides is —84 = 2, but the size.
10
scale factor for the longer sides is —6
= —53 . The scale factor 4.6 Monitoring Progress and Modeling with
for both sides has to be the same or the picture will be Mathematics (pp. 223–224)
distorted.
3. y F″ 5. y
39. x = 5, y = 25

Selected Answers
41. original 43. original 6 4
4
45. y
4 3
6 F F″
F′ 2
F F′
2 1
4 A′
−5 −4 −1 G″ H″ 5 x
2 A −4 x
−2
O O′ −3
−4 −2 2 4 x H′ −4
G′ H G G′ H′
−2 −4 −5
H G

−4 H″ G″

a. O′A′ = 2(OA) b. ⃖⃗

O′A′ coincides with ⃖⃗
OA. 7.
4
y 9. F y

1
47. k = —
16
H″ G″
−4 F′ 4 8 12 x
F 2
49. a. P = 24 units, A = 32 square units F′ G′
H G H′ G″
b. X′
y
Y′ −4 x F″
F″
8
−2
−12
X 4 Y H′ G′ H″
−4
H G

W Z 8 12 16 x
11. y 13. y
4 12
W′ −4 Z′ F″ F F″
F′
8
P = 72 units, A = 288 square units; The perimeter of −6 H′ G′ x
the dilated rectangle is three times the perimeter of the −4 4
H G F
original rectangle. The area of the dilated rectangle is H″ G″ F′
−8
nine times the area of the original rectangle. −16 −12 −8 x
G′
H′
G
H
−8
H″ G″

15. Sample answer: translation 1 unit down and 1 unit right

followed by a dilation with center at E(2, –3) and a scale
factor of 2

Selected Answers A19

17. yes; △ABC can be mapped to △DEF by a dilation with 4. y X′
4
center at the origin and a scale factor of —13 followed by a Y′
translation of 2 units left and 3 units up. Y X
2
19. no; The scale factor from HI — to JL
— is —2, but the scale factor
— — 5
from GH to KL is —6.
3
−4 −2 2 4 6 x

21. yes; The stop sign sticker can be mapped to the regular-sized −2
Z′
stop sign by translating the sticker to the left until the centers Z
match, and then dilating the sticker with a scale factor of
3.15. Because there is a similarity transformation that maps 5. Q″ y 6. y
one stop sign to the other, the sticker is similar to the 6 Q″
Q′ Q′
6
regular-sized stop sign. 4
Q
23. no; The scale factor is 6 for both dimensions. So, the
2
Q
enlarged banner is proportional to the smaller one.
2
25. Sample answer:
−2 2 x
y
6 B′ P″ P″ P′ 2 x
R″ P′ R′ R′
B″ −2 R″
−4
P
B
−4
P
2
R
R

−6 −2 4 x
C 7. y x=4 8. y H′ G′
6
A C′ B B′
4
4 y=3
−4 C″ E′ F′
A′
A″ 2 E F
−6 A A′ 2
C′ C
H G
2 6 x
2 4 6 x
△A″B″C″ can be mapped to △ABC by a translation 3 units
9. 2
right and 2 units up, followed by a dilation with center at the
origin and a scale factor of —12 . 10. y C′ 11. Z′ X y Y
3
B′ B
27. J(−8,0), K(−8,12), L(−4,12), M(−4,0); J″(−9,−4), W′
1
K″(−9,14), L″(−3,14), M″(−3,−4); yes; A similarity
transformation mapped quadrilateral JKLM to quadrilateral −3 −1 1 3 x 2 x
J″K″L″M″. A W
−2
−3
4.6 Maintaining Mathematical Proficiency (p. 224) A′ C Y′ X′ Z
29. obtuse 31. acute
12. y
Chapter 4 Review (pp. 226–228) Y′
2
X′
1. y X′ 2. X′ y X
Y′ Y′
4 Y 2 2 4 x
X
X
Y −2
2 Y
−6 −4 −2 2 x
Y″
−4
−2
−2 2 x
X″
Z′ Z′ Z
−2

Z
13. yes; Rotations of 60°, 120°, and 180° about the center map
the figure onto itself.
3. y 14. yes; Rotations of 72° and 144° about the center map the
X
Y X′ figure onto itself.
2
Y′ 15. Sample answer: reflection in the y-axis followed by a
translation 3 units down
−4 −2 2 4 x
16. Sample answer: 180° rotation about the origin followed by a
reflection in the line x = 2
Z
−4 17. translation; rotation
Z′
18. y
6
Q
4
P R
Q′
2
P′ R′

2 4 6 8 x

A20 Selected Answers

19. y
41. STATEMENTS REASONS
Z′ 4 Y
X
1. △ABC is a right 1. Given
−6 4 8 x
Z triangle.
−4
X′ 2. ∠ C is a right 2. Given (marked in diagram)
triangle.
Y′ −10
3. m∠ C = 90° 3. Definition of a right angle
20. 1.9 cm
21. Sample answer: reflection in the line x = −1 followed by a
4. m∠ A + m∠ B 4. Triangle Sum Theorem (Thm.
dilation with center (−3, 0) and k = 3
+ m∠ C = 180° 5.1)
22. Sample answer: dilation with center at the origin and
k = —12, followed by a reflection in the line y = x 5. m∠ A + m∠ B 5. Substitution Property of
23. Sample answer: 270° rotation about the origin followed by a + 90°= 180° Equality
dilation with center at the origin and k = 2
6. m∠ A + m∠ B 6. Subtraction Property of Equality
Chapter 5 = 90°

Chapter 5 Maintaining Mathematical 7. ∠ A and ∠ B are 7. Definition of complementary

Proficiency (p. 233) complementary. angles
1. M(−2, 4); about 7.2 units 2. M(6, 2); 10 units
43. yes; no
3. ( )
M —72, −1 ; about 9.2 units 4. x = −3 5. t = 2
3
6. p=3 7. w = 2 8. x = —13 9. z = −—4
10. yes; The length can be found using the Pythagorean
An obtuse equilateral triangle is not possible, because when
Theorem.
two sides form an obtuse angle the third side that connects
5.1 Vocabulary and Core Concept Check (p. 240) them must be longer than the other two.

Selected Answers
1. no; By the Corollary to the Triangle Sum Theorem 45. a. x = 8, x = 9 b. one (x = 4) 47. A, B, F
(Cor. 5.1), the acute angles of a right triangle are 49. x = 43, y = 32 51. x = 85, y = 65
complementary. Because their measures have to add up to
90°, neither angle could have a measure greater than 90°. 53. STATEMENTS REASONS

5.1 Monitoring Progress and Modeling with 1. ⃖⃗

AB ⃖⃗
CD 1. Given (marked in diagram)
Mathematics (pp. 240–242)
2. ∠ ACD and ∠ 5 2. Definition of linear pair
3. right isosceles 5. obtuse scalene 7. isosceles; right form a linear
9. scalene; not right 11. 71°; acute 13. 52°; right pair.
15. 139° 17. 114° 19. 36°, 54° 21. 37°, 53°
3. m∠ ACD + 3. Linear Pair Postulate (Post. 2.8)
23. 15°, 75° 25. 16.5°, 73.5°
m∠ 5 = 180°
27. The sum of the measures of the angles should be 180°;
115° + 39° + m∠ 1 = 180° 4. m∠ 3 + m∠ 4 = 4. Angle Addition Postulate
154° + m∠ 1 = 180° m∠ ACD (Post. 1.4)
m∠1 = 26° 5. m∠ 3 + m∠ 4 + 5. Substitution Property of
29. 50° 31. 50° 33. 40° 35. 90° m∠ 5 = 180° Equality
37. acute scalene
6. ∠ 1 ≅ ∠5 6. Corresponding Angles Theorem
39. You could make another bend 6 inches from the first bend (Thm. 3.1)
and leave the last side 8 inches long, or you could make
another bend 7 inches from the first bend and then the last 7. ∠ 2 ≅ ∠ 4 7. Alternate Interior Angles
side will also be 7 inches long. Theorem (Thm. 3.2)
8. m∠ 1 = m∠ 5, 8. Definition of congruent angles
m∠ 2 = m∠ 4

9. m∠ 3 + m∠ 2 + 9. Substitution Property of Equality

m∠ 1 = 180°

5.1 Maintaining Mathematical Proficiency (p. 242)

55. 86° 57. 15

Selected Answers A21

5.2 Vocabulary and Core Concept Check (p. 247) 21. corresponding angles: ∠ J ≅ ∠ X, ∠ K ≅ ∠ Y, ∠ L ≅ ∠ Z
— ≅ XY
corresponding sides: JK —, KL
— ≅ YZ—, JL
— ≅ XZ—
1. To show that two triangles are congruent, you need to show
that all corresponding parts are congruent. If two triangles
have the same side lengths and angle measures, then they
23.
{
17x − y = 40
2x + 4y = 50
must be the same size and shape. x = 3, y = 11
5.2 Monitoring Progress and Modeling with 25. A rigid motion maps each part of a figure to a corresponding
Mathematics (pp. 247–248) part of its image. Because rigid motions preserve length and
3. corresponding angles: ∠ A ≅ ∠ D, ∠ B ≅ ∠ E, ∠ C ≅ ∠ F; angle measure, corresponding parts of congruent figures are
— ≅ DE
corresponding sides: AB —, BC
— ≅ EF—, AC
— ≅ DF
—; congruent, which means that the corresponding sides and
Sample answer: △BCA ≅ △EFD corresponding angles are congruent.
5. 124° 7. 23° 9. x = 7, y = 8 5.2 Maintaining Mathematical Proficiency (p. 248)
— ≅ LM
11. From the diagram, WX —, XY— ≅ MN—, YZ
— ≅ NJ
—, — ≅ RS
27. PQ —, ∠ N ≅ ∠ T
— — — —
VZ ≅ KJ , and WV ≅ LK . Also from the diagram, ∠ V ≅ ∠ K, — ≅ HI
29. DE —, ∠ D ≅ ∠ H, DF
— HG
—
∠ W ≅ ∠ L, ∠ X ≅ ∠ M, ∠ Y ≅ ∠ N, and ∠ Z ≅ ∠ J. Because 5.3 Vocabulary and Core Concept Check (p. 253)
all corresponding parts are congruent, VWXYZ ≅KLMNJ.
1. an angle formed by two sides
13. 20°
15. STATEMENTS REASONS
5.3 Monitoring Progress and Modeling with
Mathematics (pp. 253–254)
1. —
AB —DC , —
AB ≅ —DC , 1. Given 3. ∠ JKL 5. ∠ KLP 7. ∠ JLK
E is the midpoint of
—
AC and — BD .
9. no; The congruent angles are not the included angle.
11. no; One of the congruent angles is not the included angle.
2. ∠ AEB ≅ ∠ CED 2. Vertical Angles Congruence 13. yes; Two pairs of sides and the included angles are
Theorem (Thm. 2.6) congruent.
3. ∠ BAE ≅ ∠ DCE, 3. Alternate Interior Angles 15. STATEMENTS REASONS
∠ ABE ≅ ∠ CDE Theorem (Thm. 3.2) 1. —
SP ≅ — TP , —
PQ 1. Given
4. —
AE ≅ —
CE , 4. Definition of midpoint bisects ∠ SPT.
—
BE ≅ —
DE 2. —
PQ ≅ —
PQ 2. Reflexive Property of
Congruence (Thm. 2.1)
5. △AEB ≅ △CED 5. All corresponding parts are
congruent. 3. ∠ SPQ ≅ ∠ TPQ 3. Definition of angle bisector
17. The congruence statement should be used to ensure that
corresponding parts are matched up correctly; ∠ S ≅ ∠ Y; 4. △SPQ ≅ △TPQ 4. SAS Congruence Theorem
m∠ S = m∠ Y; m∠ S = 90° − 42° = 48° (Thm. 5.5)
19. B E
17. STATEMENTS REASONS

1. C is the midpoint of
—
AE and —BD .
1. Given
A C D F

STATEMENTS REASONS 2. ∠ ACB ≅ ∠ ECD 2. Vertical Angles Congruence

Theorem (Thm. 2.6)
1. ∠ A ≅ ∠ D, ∠ B ≅ ∠ E 1. Given
3. —
AC ≅ —
EC , —
BC ≅ —
DC 3. Definition of midpoint
2. m∠ A = m∠ D, 2. Definition of
m∠ B = m∠ E congruent angles
4. △ABC ≅ △EDC 4. SAS Congruence Theorem
3. m∠ A + m∠ B + m∠ C = 3. Triangle Sum Theorem (Thm. 5.5)
180°, m∠ D + m∠ E + (Thm. 5.1)
m∠ F = 180° 19. △SRT ≅ △URT; RT — ≅ RT — by the Reflexive Property of
Congruence (Thm. 2.1). Also, because all points on a circle
4. m∠ A + m∠ B + m∠ C = 4. Transitive Property of — ≅ RU
are the same distance from the center, RS —. It is given
m∠ D + m∠ E + m∠ F Equality that ∠ SRT ≅ ∠ URT. So, △SRT and △URT are congruent
by the SAS Congruence Theorem (Thm. 5.5).
5. m∠ A + m∠ B + m∠ C = 5. Substitution Property
m∠ A + m∠ B + m∠ F 21. △STU ≅ △UVR; Because the sides of the pentagon are
of Equality — ≅ UV
congruent, ST — and TU— ≅ VR —. Also, because the angles
6. m∠ C = m∠ F 6. Subtraction Property of the pentagon are congruent, ∠ T ≅ ∠ V. So, △STU and
of Equality △UVR are congruent by the SAS Congruence Theorem
(Thm. 5.5)
7. ∠ C ≅ ∠ F 7. Definition of
congruent angles

A22 Selected Answers

23. C 21. a. Each edge is made out of the same number of sides of
the original equilateral triangle.
b. 1 square unit, 4 square units, 9 square units,
A 16 square units
B c. Triangle 1 has an area of 12 = 1, Triangle 2 has an area
of 22 = 4, Triangle 3 has an area of 32 = 9, and so on.
25. △XYZ and △WYZ are congruent so either the expressions for
— and WZ
XZ — or the expressions for XY
— and WY— should be set So, by inductive reasoning, you can predict that Triangle
n has an area of n2; 49 square units; n2 = 72 = 49
equal to each other because they are corresponding sides.
23. 17 in.
5x − 5 = 3x + 9
25. By the Reflexive Property of Congruence (Thm. 2.1), the
2x − 5 = 9 yellow triangle and the yellow-orange triangle share a
2x = 14 congruent side. Because the triangles are all isosceles, by
x=7 the Transitive Property of Congruence (Thm. 2.1), the
27. Because △ABC, △BCD, and △CDE are isosceles triangles, yellow-orange triangle and the orange triangle share a side
you know that AB— ≅ BC—, BC— ≅ CD
—, and CD— ≅ DE—. So, by that is congruent to the one shared by the yellow triangle and
the Transitive Property of Congruence (Thm. 2.1), the yellow-orange triangle. This reasoning can be continued
— ≅ CD
AB — and BC — ≅ DE—. It is given that ∠ B ≅ ∠ D, around the wheel, so the legs of the isosceles triangles are
so △ABC ≅ △CDE by the SAS Congruence Theorem all congruent. Because you are given that the vertex angles
(Thm. 5.5). are all congruent, you can conclude that the yellow triangle
29. STATEMENTS REASONS is congruent to the purple triangle by the SAS Congruence
Theorem (Thm. 5.5).
1. —
AC ≅ —
DC , 1. Given
—
BC ≅ —
EC
27. yellow-
green
yellow
yellow-
orange

2. ∠ ACB ≅ ∠ DCE 2. Vertical Angles Congruence green orange

Theorem (Thm. 2.6)

Selected Answers
3. △ABC ≅ △DEC 3. SAS Congruence Theorem blue- red-
green orange
(Thm. 5.5)

x = 4, y = 5 blue red

31. no; When you construct AB — and AC

—, you have to construct
blue- red-
them at an angle that is congruent to ∠ A. Otherwise, when purple purple purple
you construct an angle congruent to ∠ C, you might not get a
—.
third segment that is congruent to BC
equiangular equilateral
29. no; The two sides that are congruent can form an obtuse
5.3 Maintaining Mathematical Proficiency (p. 254)
angle or a right angle.
33. right isosceles 35. equiangular equilateral 31. 6, 8, 10; If 3t = 5t − 12, then t = 6. If 5t − 12 = t + 20,
5.4 Vocabulary and Core Concept Check (p. 260) then t = 8. If 3t = t + 20, then t = 10.
1. The vertex angle is the angle formed by the congruent sides, 33. If the base angles are x°, then the vertex angle is
or legs, of an isosceles triangle. (180 − 2x)°, or [2(90 − x)]°. Because 2(90 − x) is divisible
5.4 Monitoring Progress and Modeling with by 2, the vertex angle is even when the angles are whole
Mathematics (pp. 260–262) numbers.
35. a. 2.1 mi; By the Exterior Angle Theorem (Thm. 5.2), m∠ L
3. A, D; Base Angles Theorem (Thm. 5.6)
5. —, CE
CD —; Converse of Base Angles Theorem (Thm. 5.7) = 70° − 35° = 35°. Because m∠ SRL = 35° = m∠ RLS,
by definition of congruent angles, ∠ SRL ≅ ∠ RLS. So,
7. x = 12 9. x = 60 11. x = 79, y = 22 by the Converse of the Base Angles Theorem (Thm. 5.7),
— —
13. x = 60, y = 60 15. x = 30, y = 5 RS ≅ SL . So, SL = RS = 2.1 miles.
17. b. Find the point on the shore line that has an angle of 45°
from the boat. Then, measure the distance that the boat
travels until the angle is 90°. That distance is the same as
the distance between the boat and the shore line because
the triangle formed is an isosceles right triangle.

3 in.
19. When two angles of a triangle are congruent, the sides
opposite the angles are congruent; Because ∠ A ≅ ∠ C,
— ≅ BC
AB —. So, BC = 5.

Selected Answers A23

37. A
41. STATEMENTS REASONS

1. △ABC is equilateral, 1. Given

B C
∠ CAD ≅ ∠ ABE ≅ ∠ BCF

STATEMENTS REASONS 2. △ABC is equiangular. 2. Corollary to the Base

Angles Theorem
1. △ABC is equilateral. 1. Given (Cor. 5.2)

2. —
AB ≅ —
AC , —
AB ≅ 2. Definition of equilateral 3. ∠ ABC ≅ ∠ BCA ≅ ∠ BAC 3. Definition of
BC, AC ≅ —
—
— BC triangle equiangular triangle

3. ∠ B ≅ ∠ C, ∠ A ≅ 3. Base Angles Theorem 4. m∠ CAD = m∠ ABE = 4. Definition of

∠ C, ∠ A ≅ ∠ B (Thm. 5.6) m∠ BCF, m∠ ABC = congruent angles
m∠ BCA = m∠ BAC
4. △ABC is 4. Definition of equiangular
equiangular. triangle 5. m∠ ABC = m∠ ABE + 5. Angle Addition
m∠ EBC, m∠ BCA = Postulate (Post. 1.4)
39. A m∠ BCF + m∠ ACF,
m∠ BAC = m∠ CAD +
m∠ BAD
B C 6. m∠ ABE + m∠ EBC = 6. Substitution Property
STATEMENTS REASONS m∠ BCF + m∠ ACF = of Equality
m∠ CAD + m∠ BAD
1. △ABC is equiangular. 1. Given
7. m∠ ABE + m∠ EBC = 7. Substitution Property
2. ∠ B ≅ ∠ C, ∠ A ≅ 2. Definition of equilateral m∠ ABE + m∠ ACF = of Equality
∠ C, ∠ A ≅ ∠ B triangle m∠ ABE + m∠ BAD

3. —
AB ≅ —
AC , —
AB ≅ —
BC , 3. Converse of the Base 8. m∠ EBC = m∠ ACF =
— —
AC ≅ BC Angles Theorem m∠ BAD
8. Subtraction Property
of Equality
(Thm. 5.7)
9. ∠ EBC ≅ ∠ ACF ≅ ∠ BAD 9. Definition of
4. △ABC is equilateral. 4. Definition of equilateral congruent angles
triangle
10. ∠ FEB ≅ ∠ DFC ≅ ∠ EDA 10. Third Angles
Theorem (Thm. 5.4)
11. ∠ FEB and ∠ FED are 11. Linear Pair Postulate
supplementary, ∠ DFC and (Post. 2.8)
∠ EFD are supplementary,
and ∠ EDA and ∠ FDE are
supplementary.

12. ∠ FED ≅ ∠ EFD ≅ 12. Congruent

∠ FDE Supplements Theorem
(Thm. 2.4)
13. △DEF is equiangular. 13. Definition of
equiangular triangle
14. △DEF is equilateral. 14. Corollary to the
Converse of the Base
Angles Theorem
(Cor. 5.3)

5.4 Maintaining Mathematical Proficiency (p. 262)

—, RS
43. JK —
5.5 Vocabulary and Core Concept Check (p. 270)
1. hypotenuse
5.5 Monitoring Progress and Modeling with
Mathematics (pp. 270–272)
— ≅ DB
3. yes; AB —, BC
— ≅ BE —, AC
— ≅ DE —
— ≅ FE
5. yes; ∠ B and ∠ E are right angles, AB —, AC
— ≅ FD
—

A24 Selected Answers

 — ≅ PQ—, ST
— ≅ QT —, and RT— ≅ PT—. b. SAS Congruence Theorem (Thm. 5.5); By definition of
7. no; You are given that RS
midpoint, JK— ≅ MK—. Also, LK — ≅ LK—, by the Reflexive
So, it should say △RST ≅ △PQT by the SSS Congruence
Theorem (Thm. 5.8). Property of Congruence (Thm. 2.1), and
— — ∠ JKL ≅ ∠ MKL by the Right Angles Congruence
9. yes; You are given that —
EF ≅ GF and — DE ≅ DG. Also,
— — Theorem (Thm. 2.3).
DF ≅ DF by the Reflexive Property of Congruence
(Thm. 2.1). So, △DEF ≅ △DGF by the SSS Congruence 25. congruent 27. congruent
Theorem (Thm. 5.8). 29. yes; Use the string to compare the lengths of the
11. yes; The diagonal supports in this figure form triangles with corresponding sides of the two triangles to determine
fixed side lengths. By the SSS Congruence Theorem whether SSS Congruence Theorem (Thm. 5.8) applies.
(Thm. 5.8), these triangles cannot change shape, so the figure 31. — ≅ JL
both; JL — by the Reflexive Property of Congruence
is stable. (Thm. 2.1), and the other two pairs of sides are marked as
13. A B congruent. So, the SSS Congruence Theorem (Thm. 5.8) can
be used. Also, because ∠ M and ∠ K are right angles, they
are both right triangles, and the legs and hypotenuses are
congruent. So, the HL Congruence Theorem (Thm. 5.9) can
D be used.
33. Using the diagram from page 256, label the midpoint of BC —
D C
as point D and draw AD—. By the definition of a midpoint,
— ≅ CD
BD —. From the diagram, AB — ≅ AC —. By the Reflexive
—
Property of Congruence (Thm. 2.1), AD ≅ AD —. By the SSS
A Congruence Theorem (Thm. 5.8), △ABD ≅ △ACD. Because
corresponding parts of congruent triangles are congruent,
STATEMENTS REASONS
∠ B ≅ ∠ C.
1. —
AC ≅ —
DB , —
AB ⊥ —
AD , 1. Given 35. Sample answer: L S
— —
CD ⊥ AD

2. —
AD ≅ —

Selected Answers
AD 2. Reflexive Property of
Congruence (Thm. 2.1)
M N T U
3. ∠ BAD and ∠ CDA are 3. Definition of — ≅ BD — by the Reflexive Property of Congruence
37. a. BD
right angles. perpendicular lines
(Thm. 2.1). It is given that AB— ≅ CB— and that ∠ ADB
4. △BAD and △CDA are 4. Definition of a right and ∠ CDB are right angles. So, △ABC and △CBD are
right triangles. triangle right triangles and are congruent by the HL Congruence
Theorem (Thm. 5.9).
5. △BAD ≅ △CDA 5. HL Congruence Theorem
b. yes; Because AB — ≅ CB— ≅ CE — ≅ FE —, BD
— ≅ EG—, and they
(Thm. 5.9)
are all right triangles, it can be shown that
15. STATEMENTS REASONS △ABD ≅ △CBD ≅ △CEG ≅ △FEG by the HL

1. —
LM ≅ —
JK , —
MJ ≅ —
Congruence Theorem (Thm. 5.9).
KL 1. Given
5.5 Maintaining Mathematical Proficiency (p. 272)
2. —
JL ≅ —
JL 2. Reflexive Property of
—
39. DF 41. ∠ E
Congruence (Thm. 2.1) 5.6 Vocabulary and Core Concept Check (p. 278)
3. △LMJ ≅ △JKL 3. SSS Congruence 1. Both theorems are used to prove that two triangles are
Theorem (Thm. 5.8) congruent, and both require two pairs of corresponding
angles to be congruent. In order to use the AAS Congruence
17. R Theorem (Thm. 5.11), one pair of corresponding
nonincluded sides must also be congruent. In order to use
the ASA Congruence Theorem (Thm. 5.10), the pair of
corresponding included sides must be congruent.
Q S 5.6 Monitoring Progress and Modeling with
19. The order of the points in the congruence statement should Mathematics (pp. 278–280)
reflect the corresponding sides and angles; △TUV ≅ △ZYX 3. yes; AAS Congruence Theorem (Thm. 5.11) 5. no
by the SSS Congruence Theorem (Thm. 5.8). 7. ∠ F; ∠ L
21. no; The sides of a triangle do not have to be congruent to 9. yes; △ABC ≅ △DEF by the ASA Congruence Theorem
each other, but each side of one triangle must be congruent to (Thm. 5.10)
the corresponding side of the other triangle. — and DE
11. no; AC — do not correspond.
23. a. You need to know that the hypotenuses are congruent:
— ≅ ML
JL —. 13.

Selected Answers A25

15. In the congruence statement, the vertices should be 27. A
in corresponding order; △JKL ≅ △FGH by the ASA
Congruence Theorem (Thm. 5.10).
17. STATEMENTS REASONS

1. M is the midpoint of —
NL , 1. Given
—
NL ⊥ — NQ , —
NL ⊥ —
MP ,
—
QM — PL
2. ∠ QNM and ∠ PML are 2. Definition of
right angles. B D C
perpendicular lines
STATEMENTS REASONS
3. ∠ QNM ≅ ∠ PML 3. Right Angles
Congruence Theorem 1. Draw —AD , the angle 1. Construction of angle
(Thm. 2.3) bisector of ∠ ABC. bisector
4. ∠ QMN ≅ ∠ PLM 4. Corresponding Angles
2. ∠ CAD ≅ ∠ BAD 2. Definition of angle
Theorem (Thm. 3.1)
bisector
5. —
NM ≅ —
ML 5. Definition of midpoint
3. ∠ B ≅ ∠ C 3. Given

6. △NQM ≅ △MPL 6. ASA Congruence 4. —

AD ≅ —
AD 4. Reflexive Property of
Theorem (Thm. 5.10) Congruence (Thm. 2.1)
5. △ABD ≅ △ACD 5. AAS Congruence
19. STATEMENTS REASONS Theorem (Thm. 5.11)

1. —
VW ≅ —
UW , ∠ X ≅ ∠ Z 1. Given 6. —
AB ≅ —
AC 6. Corresponding parts of
congruent triangles are
2. ∠ W ≅ ∠ W 2. Reflexive Property of congruent
Congruence (Thm. 2.2)
29. a. STATEMENTS REASONS
3. △XWV ≅ △ZWU 3. AAS Congruence
Theorem (Thm. 5.11) 1. ∠ CDB ≅ ∠ ADB, 1. Given
—
DB ⊥ —
AC
21. You are given two right triangles, so the triangles have
congruent right angles by the Right Angles Congruence 2. ∠ ABD and ∠ CBD 2. Definition of
Theorem (Thm. 2.3). Because another pair of angles and a are right angles. perpendicular lines
pair of corresponding nonincluded sides (the hypotenuses)
are congruent, the triangles are congruent by the AAS 3. ∠ ABD ≅ ∠ CBD 3. Right Angles Congruence
Congruence Theorem (Thm. 5.11). Theorem (Thm. 2.3)
23. You are given two right triangles, so the triangles have 4. —
BD ≅ —
BD 4. Reflexive Property of
congruent right angles by the Right Angles Congruence Congruence (Thm. 2.1)
Theorem (Thm. 2.3). There is also another pair of congruent
corresponding angles and a pair of congruent corresponding 5. △ABD ≅ △CBD 5. ASA Congruence
sides. If the pair of congruent sides is the included side, Theorem (Thm. 5.10)
then the triangles are congruent by the ASA Congruence b. Because △ABD ≅ △CBD and corresponding parts of
Theorem (Thm. 5.10). If the pair of congruent sides is a congruent triangles are congruent, you can conclude
nonincluded pair, then the triangles are congruent by the — ≅ CD
that AD —,which means that △ACD is isosceles by
AAS Congruence Theorem (Thm. 5.11). definition.
25. yes; When x = 14 and y = 26, c. no; For instance, because △ACD is isosceles, the girl
m∠ ABC = m∠ DBC = m∠ BCA = m∠ BCD = 80° and sees her toes at the bottom of the mirror. This remains
m∠ CAB = m∠ CDB = 20°. This satisfies the Triangle Sum true as she moves backward, because △ACD remains
Theorem (Thm. 5.1) for both triangles. Because CB — ≅ CB —
isosceles.
by the Reflexive Property of Congruence (Thm. 2.1), you
can conclude that △ABC ≅ △DBC by the ASA Congruence
Theorem (Thm. 5.10) or the AAS Congruence Theorem
(Thm. 5.11).

A26 Selected Answers

31. Sample answer: B 13. STATEMENTS REASONS

1. —
AP ≅ —
BP , —
AQ ≅ —
BQ 1. Given

A C
— —
2. PQ ≅ PQ 2. Reflexive Property of
Congruence (Thm. 2.1)
E
3. △APQ ≅ △BPQ 3. SSS Congruence Theorem
(Thm. 5.8)
4. ∠ APQ ≅ ∠ BPQ 4. Corresponding parts of
congruent triangles are
D F congruent.
— ≅ XY —, UV
— ≅ YZ
—, TV
— ≅ XZ
—;
33. a. TU
— — — —; 5. —
PM ≅ —
PM 5. Reflexive Property of
TU ≅ XY , ∠ U ≅ ∠ Y, UV ≅ YZ
— — — —
UV ≅ YZ , ∠ V ≅ ∠ Z, TV ≅ XZ ;
Congruence (Thm. 2.1)
— ≅ XZ
TV —, ∠ T ≅ ∠ X, TU
— ≅ XY
—; 6. △APM ≅ △BPM 6. SAS Congruence Theorem
— ≅ XY
∠ T ≅ ∠ X, TU —, ∠ U ≅ ∠ Y; (Thm. 5.5)
— ≅ YZ
∠ U ≅ ∠ Y, UV —, ∠ V ≅ ∠ Z;
— — 7. ∠ AMP ≅ ∠ BMP 7. Corresponding parts of
∠ V ≅ ∠ Z, TV ≅ XZ , ∠ T ≅ ∠ X;
— ≅ YZ
∠ T ≅ ∠ X, ∠ U ≅ ∠ Y, UV —; congruent triangles are
— ≅ XZ
∠ T ≅ ∠ X, ∠ U ≅ ∠ Y, TV —; congruent.
— ≅ XZ
∠ U ≅ ∠ Y, ∠ V ≅ ∠ Z, TV —; 8. ∠ AMP and ∠ BMP 8. Definition of a linear pair
— —;
∠ U ≅ ∠ Y, ∠ V ≅ ∠ Z, TU ≅ XY
form a linear pair.
— — —
∠ V ≅ ∠ Z, ∠ T ≅ ∠ X, TU ≅ XY ;
— ≅ YZ
— 9. —
MP ⊥ AB 9. Linear Pair Perpendicular
∠ V ≅ ∠ Z, ∠ T ≅ ∠ X, UV Theorem (Thm. 3.10)
13
b. —
20
, or 65% 10. ∠ AMP axnd ∠ BMP 10. Definition of

Selected Answers
5.6 Maintaining Mathematical Proficiency (p. 280) are right angles. perpendicular lines
35. (1, 1) 37.
15. STATEMENTS REASONS

1. —
FG ≅ — GJ ≅ —
HG ≅ 1. Given
— — —
GK , JM ≅ LM ≅
— —
KM ≅ NM

5.7 Vocabulary and Core Concept Check (p. 285) 2. ∠ FGJ ≅ ∠ HGK, 2. Vertical Angles Congruence
1. Corresponding ∠ JML ≅ ∠ KMN Theorem (Thm. 2.6)
5.7 Monitoring Progress and Modeling with 3. △FGJ ≅ △HGK, 3. SAS Congruence Theorem
Mathematics (pp. 285–286) (Thm. 5.5)
△JML ≅ △KMN
3. All three pairs of sides are congruent. So, by the SSS
Congruence Theorem (Thm. 5.8), △ABC ≅ △DBC. Because 4. ∠ F ≅ ∠ H, ∠ L ≅ ∠ N 4. Corresponding parts of
corresponding parts of congruent triangles are congruent, congruent triangles are
∠ A ≅ ∠ D. congruent.
5. The hypotenuses and one pair of legs of two right triangles are 5. FG = GJ = HG = GK 5. Definition of congruent
congruent. So, by the HL Congruence Theorem (Thm. 5.9), segments
△JMK ≅ △LMK. Because corresponding parts of congruent
— ≅ LM
triangles are congruent, JM —. 6. HJ = HG + GJ, 6. Segment Addition
7. From the diagram, ∠ JHN ≅ ∠ KGL, ∠ N ≅ ∠ L, and FK = FG + GK Postulate (Post. 1.2)
— ≅ KL
JN —. So, by the AAS Congruence Theorem (Thm. 5.11),
△JNH ≅ △KLG. Because corresponding parts of congruent 7. FK = HG + GJ 7. Substitution Property of
— ≅ HJ
triangles are congruent, GK —. Equality
9. Use the AAS Congruence Theorem (Thm. 5.11) to prove that 8. FK = HJ 8. Transitive Property of
△FHG ≅ △GKF. Then, state that ∠ FGK ≅ ∠ GFH. Use Equality
9. —
FK ≅ —
the Congruent Complements Theorem (Thm. 2.5) to prove
HJ 9. Definition of congruent
that ∠ 1 ≅ ∠ 2.
segments
11. Use the ASA Congruence Theorem (Thm. 5.10) to prove
that △STR ≅ △QTP. Then, state that PT — ≅ RT— because 10. △HJN ≅ △FKL 10. AAS Congruence
corresponding parts of congruent triangles are congruent. Theorem (Thm. 5.11)
11. —
FL ≅ —
Use the SAS Congruence Theorem (Thm. 5.5) to prove that 11. Corresponding parts of
HN
△STP ≅ △QTR. So, ∠ 1 ≅ ∠ 2. congruent triangles are
congruent.

Selected Answers A27

17. Because AC— ⊥ BC— and ED— ⊥ BD—, ∠ ACB and ∠ EDB are 5. Sample answer: y
—,
congruent right angles. Because B is the midpoint of CD R(0, p)
— —
BC ≅ BD . The vertical angles ∠ ABC and ∠ EBD are
congruent. So, △ABC ≅ △EBD by the ASA Congruence
Theorem (Thm. 5.10). Then, because corresponding parts of
— ≅ ED
congruent triangles are congruent, AC —. So, you can
—.
find the distance AC across the canyon by measuring ED
S(0, 0) T(p, 0) x
19. STATEMENTS REASONS

1. —
AD —
BC , E is the 1. Given It is easy to find the lengths of horizontal and vertical
—
midpoint of AC . segments and distances from the origin.
—, — —, and NO
— to show that
2. —
AE ≅ —
7. Find the lengths of OP PM , MN
CE 2. Definition of midpoint — — —
OP ≅ PM and MN ≅ NO . —
9. y
8
3. ∠ AEB ≅ ∠ CED, 3. Vertical Angles 7 C(0, 7)
∠ AED ≅ ∠ BEC Congruence Theorem 6
(Thm. 2.6) 5
4
4. ∠ DAE ≅ ∠ BCE 4. Alternate Interior 3
Angles Theorem 2
1 D(9, 0)
(Thm. 3.2)
O(0, 0) 1 2 3 4 5 6 7 8 9 x
5. △DAE ≅ △BCE 5. ASA Congruence
Theorem (Thm. 5.10)
6. —
DE ≅ —
about 11.4 units
BE 6. Corresponding parts of
congruent triangles are 11. y
6
congruent. 5 L(0, 4) M(5, 4)
4
7. △AEB ≅ △CED 7. SAS Congruence 3
Theorem (Thm. 5.5) 2
1 N(5, 0)
21. yes; You can show that WXYZ is a rectangle. This means that 1 2 3 4 5 6 x
O(0, 0)
the opposite sides are congruent. Because △WZY and △YXW
share an hypotenuse, the two triangles have congruent about 6.4 units
hypotenuses and corresponding legs, which allows you to
13. y
use the HL Congruence Theorem (Thm. 5.9) to prove that B(h, h)
the triangles are congruent.
23. △GHJ, △NPQ
5.7 Maintaining Mathematical Proficiency (p. 286)
25. about 17.5 units A(0, 0) C(2h, 0) x

5.8 Vocabulary and Core Concept Check (p. 291)

1. In a coordinate proof, you have to assign coordinates to
vertices and write expressions for side lengths and the slope
—
— = 1, M—
AB = h√ 2 , mAB
h h
2 2
—
( ) —
AB —, — , BC = h√ 2 , mBC = −1,

of segments in order to show how sides are related; As

with other types of proofs, you still have to use deductive
——
MBC ( )
3h h — = 0, MAC
, — , AC = 2h, mAB
2 2
—(h, 0); yes; yes; Because
— ⊥ BC
— by the Slopes of Perpendicular
reasoning and justify every conclusion with theorems,
proofs, and properties of mathematics.
— mBC
mAB ⋅ — = −1, AB
Lines Theorem (Thm. 3.14). So ∠ ABC is a right angle.
— ≅ BC
AB — because AB = BC. So, △ABC is a right isosceles
5.8 Monitoring Progress and Modeling with
Mathematics (pp. 291–292) triangle.
— —
15. N(h, k); ON = √h2 + k2 , MN = √h2 + k2
3. Sample answer: y —
17. DC = k,— BC = k, DE = h, OB = h, EC = √ h2 + k2 ,
3
OC = √ h2 + k2
2
C(0, 2) — ≅ BC
So, DC —, DE
— ≅ OB—, and EC
— ≅ OC—. By the SSS
Congruence Theorem (Thm. 5.8), △DEC ≅ △BOC.
1
B(3, 0)

A(0, 0) 1 2 3 x

It is easy to find the lengths of horizontal and vertical

segments and distances from the origin.

A28 Selected Answers

19. y 8. no; There is enough information to prove two pairs of
Y(500, 1200)
congruent sides and one pair of congruent angles, but the
1000 angle is not the included angle.
9. yes;
STATEMENTS REASONS

500 1. —
WX ≅ —YZ , —
WZ —
YX 1. Given

2. — —
XZ ≅ XZ 2. Reflexive Property of
Congruence (Thm. 2.1)
C(1000, 0)

500 1000 x
3. ∠ WXZ ≅ ∠ YZX 3. Alternate Interior
O(0, 0)
Angles Theorem
(Thm. 3.2)
Using the Distance Formula, OY = 1300, and CY = 1300.
Because OY— ≅ CY —, △OYC is isosceles. 4. △WXZ ≅ △YZX 4. SAS Congruence
21. Sample answer: (−k, −m) and (k, m) 23. A Theorem (Thm. 5.5)
25. (0, 0), (5d, 0), (0, 5d) 10. P; PRQ —; TV
11. TR — 12. RQS; RSQ
27. a. y
—; SV
13. SR — 14. x = 15, y = 5
15. no; There is only enough information to conclude that two
A(0, 2m) pairs of sides are congruent.
16. yes;
M(n, m)
STATEMENTS REASONS

1. —
WX ≅ — YZ , ∠ XWZ 1. Given
B(0, 0) C(2n, 0) x and ∠ ZYX are right
angles.
—

Selected Answers
2. —
XZ ≅ —
Because M is the midpoint of AC, the coordinates of M
are M(n, —
m). Using the Distance Formula, XZ 2. Reflexive Property of
—
AM = √n2 + m2 , BM = √ n2 + m2 , and Congruence (Thm. 2.1)
—
CM = √n2 + m2 . So, the midpoint of the hypotenuse of 3. △WXZ and △YZX are 3. Definition of a right
a right triangle is the same distance from each vertex of right triangles. triangle
the triangle.
4. △WXZ ≅ △YZX 4. HL Congruence
b. y
Theorem (Thm. 5.9)
R(0, m) 17. yes;
STATEMENTS REASONS

1. ∠ E ≅ ∠ H, 1. Given
∠F ≅ ∠ J, —
FG ≅ —
JK

S(−m, 0) O(0, 0) T(m, 0) x 2. △EFG ≅ △HJK 2. AAS Congruence

Theorem (Thm. 5.11)
When any two congruent right isosceles triangles are 18. no; There is only enough information to conclude that one
positioned with the vertex opposite the hypotenuse on the pair of angles and one pair of sides are congruent.
origin and their legs on the axes as shown in the diagram,
19. yes;
a triangle is formed and the hypotenuses of the original
triangles make up two sides of the new triangle. STATEMENTS REASONS
— —
SR = m√2 and TR = m√ 2 so these two sides are the
1. ∠ PLN ≅ ∠ MLN, 1. Given
same length. So, by definition, △SRT is isosceles.
∠PNL ≅ ∠ MNL
5.8 Maintaining Mathematical Proficiency (p. 292)
29. 34° 2. —
LN ≅ —
LN 2. Reflexive Property of
Congruence (Thm. 2.1)
Chapter 5 Review (pp. 294–298)
1. acute isosceles 2. 132° 3. 90° 4. 42°, 48° 3. △LPN ≅ △LMN 3. ASA Congruence
Theorem (Thm. 5.10)
5. 35°, 55°
— ≅ LM
6. corresponding sides: GH —, HJ
— ≅ MN
—, JK— ≅ NP
—, and 20. no; There is only enough information to conclude that one
— —
GK ≅ LP ; corresponding angles: ∠ G ≅ ∠ L, ∠ H ≅ ∠ M, pair of angles and one pair of sides are congruent.
∠ J ≅ ∠ N, and ∠ K ≅ ∠ P; Sample answer: 21. By the SAS Congruence Theorem (Thm. 5.5),
JHGK ≅ NMLP △HJK ≅ △LMN. Because corresponding parts of congruent
7. 16° triangles are congruent, ∠ K ≅ ∠ N.

Selected Answers A29

 — ≅ QV
22. First, state that QV —. Then, use the SSS Congruence 13. 28°, Because L is equidistant from ⃗
JK and ⃗
JM, ⃗
JL bisects
Theorem (Thm. 5.8) to prove that △QSV ≅ △QTV. Because ∠ KJM by the Angle Bisector Theorem (Thm. 6.3). This
corresponding parts of congruent triangles are congruent, means that 7x = 3x + 16, and the solution is x = 4. So,
∠ QSV ≅ ∠ QTV. ∠ QSV ≅ ∠ 1 and ∠ QTV ≅ ∠ 2 by the m∠ KJL = 7x = 7(4) = 28°.
Vertical Angles Congruence Theorem (Thm. 2.6). So, by the EF and ⃗
15. yes; Because H is equidistant from ⃗ ⃗ bisects
EG, EH
Transitive Property of Congruence (Thm. 2.2), ∠ 1 ≅ ∠ 2. ∠ FEG by the Angle Bisector Theorem (Thm. 6.3).
23. Using the
—
Distance Formula, OP = √h2 + k2 , — nor DC
17. no; Because neither BD — are marked as perpendicular
—
QR = √h + k2 , OR = j, and QP = j. So, OP
2 — ≅ QR— and ⃗ ⃗
to AB or AC respectively, you cannot conclude that DB = DC.
— —
OR ≅ QP . Also, by the Reflexive Property of Congruence 19. y = x − 2 21. y = −3x + 15
— ≅ QO
(Thm. 2.1), QO —. So, you can apply the SSS — is not necessarily congruent to EC—, ⃖⃗
23. Because DC AB will not
Congruence Theorem (Thm. 5.8) to conclude that necessarily pass through point C; Because AD = AE, and
△OPQ ≅ △QRO. ⃖⃗ —, ⃖⃗
AB ⊥ DE —.
AB is the perpendicular bisector of DE
24. y
25. Perpendicular Bisector Theorem (Thm. 6.1)
B(0, k) 27. Z
3 cm
3.9 cm 3.9 cm

X 2.5 cm 2.5 cm Y
A(−p, 0) C(p, 0) x

25. (2k, k) Perpendicular Bisector Theorem (Thm. 6.1)

Chapter 6 29. B
31. no; If the triangle is an isosceles triangle, then the angle
Chapter 6 Maintaining Mathematical bisector of the vertex angle will also be the perpendicular
Proficiency (p. 303) bisector of the base.
B
1. y = −3x + 10 2. y = x − 7 3. y = —14 x − —74 33. a.
4. −3 ≤ w ≤ 8 5. 0 < m < 11 6. s ≤ 5 or s > 2
7. d < 12 or d ≥ −7 D
A
8. yes; As with Exercises 6 and 7, if the graphs of the two
inequalities overlap going in opposite directions and the
variable only has to make one or the other true, then every
number on the number line makes the compound inequality C

true. If ⃗
AD bisects ∠ BAC, then by definition of angle bisector,
6.1 Vocabulary and Core Concept Check (p. 310) ∠ BAD ≅ ∠ CAD. Also, because DB — ⊥ ⃗ — ⊥ ⃗
AB and DC AC,
1. bisector by definition of perpendicular lines, ∠ ABD and ∠ ACD
are right angles, and congruent to each other by the Right
6.1 Monitoring Progress and Modeling with Angles Congruence Theorem (Thm. 2.3). Also, AD — ≅ AD—
Mathematics (pp. 310–312) by the Reflexive Property of Congruence (Thm. 2.1). So,
HK ⊥ ⃖⃗
3. 4.6; Because GK = KJ and ⃖⃗ GJ , point H is on the by the AAS Congruence Theorem (Thm. 5.11),
—. So, by the Perpendicular
perpendicular bisector of GJ △ADB ≅ △ADC. Because corresponding parts of
Bisector Theorem (Thm. 6.1), GH = HJ = 4.6. congruent triangles are congruent, DB = DC. This means
DB ⊥ ⃖⃗
5. 15; Because ⃖⃗ AC and point D is equidistant from A that point D is equidistant from each side of ∠ BAC.
and C, point D is on the perpendicular bisector of AC — by the
Converse of the Perpendicular Bisector Theorem (Thm. 6.2).
By definition of segment bisector, AB = BC. So, 5x = 4x + 3,
and the solution is x = 3. So, AB = 5x = 5(3) = 15.
7. yes; Because point N is equidistant from L and M, point N is
— by the Converse of the
on the perpendicular bisector of LM
Perpendicular Bisector Theorem (Thm. 6.2). Because only
— at point K, ⃗
one line can be perpendicular to LM NK must be
—
the perpendicular bisector of LM , and P is on ⃗
NK.
9. no; You would need to know that PN ⃖⃗ ⊥ ⃖⃗
ML.
BC and ⃗
11. 20°; Because D is equidistant from ⃗ BA, ⃗
BD bisects
∠ ABC by the Converse of the Angle Bisector Theorem
(Thm. 6.4). So, m∠ ABD = m∠ CBD = 20°.

A30 Selected Answers

 b. B 19. Sample answer: 4

3
A
D
A 2

0 D C
−1 B 0 1 2 3 4 5 6
C
−1
STATEMENTS REASONS

1. — AC, —
DC ⊥ ⃗ DB ⊥ ⃗
AB, 1. Given
−2

BD = CD 21. Sample answer: 5

2. ∠ ABD and ∠ ACD 2. Definition of 4 A

are right angles. perpendicular lines 3

E
3. △ABD and △ACD are 3. Definition of a right 2

right triangles. triangle

1 D

4. —
BD ≅ —
CD 4. Definition of congruent 0 C
−1 B 0 1 2 3 4 5 6
segments
5. —
AD ≅ —
−1

AD 5. Reflexive Property of
Congruence (Thm. 2.1) 23. Sample answer: 6

6. △ABD ≅ △ACD 6. HL Congruence 5

Theorem (Thm. 5.9) 4

A
3
7. ∠ BAD ≅ ∠ CAD 7. Corresponding parts of
congruent triangles are 2 E

Selected Answers
congruent. 1
D
B
8. ⃗
0
AD bisects ∠ BAC. 8. Definition of angle 0 1 2 C3 4 5 6 7 8 9
−1
bisector

35. a. y = x b. y = −x c. y = ∣ x ∣ 25. Because point G is the intersection of the angle bisectors, it

— — — —, by the Converse of the — and GF
is the incenter. But, because GD — are not necessarily
37. Because AD ≅ CD and AE ≅ CE
perpendicular to a side of the triangle, there is not sufficient
Perpendicular Bisector Theorem (Thm. 6.2), both points
—. So, ⃖⃗ — and GF
evidence to conclude that GD — are congruent; Point G
D and E are on the perpendicular bisector of AC DE
— —
is the perpendicular bisector of AC . So, if AB ≅ CB—, then is equidistant from the sides of the triangle.
by the Converse of the Perpendicular Bisector Theorem 27. You could copy the positions of the three houses, and
⃖⃗. So, points D, E, and B are
(Thm. 6.2), point B is also on DE connect the points to draw a triangle. Then draw the three
collinear. Conversely, if D, E, and B are collinear, then by the perpendicular bisectors of the triangle. The point where the
Perpendicular Bisector Theorem (Thm. 6.2), point B is also perpendicular bisectors meet, the circumcenter, should be the
on the perpendicular bisector of AB—. So, AB— ≅ CB—. location of the meeting place.
6.1 Maintaining Mathematical Proficiency (p. 312) 29. sometimes; If the scalene triangle is obtuse or right, then
the circumcenter is outside or on the triangle, respectively.
39. isosceles 41. equilateral 43. right
However, if the scalene triangle is acute, then the
6.2 Vocabulary and Core Concept Check (p. 319) circumcenter is inside the triangle.
1. concurrent 31. sometimes; This only happens when the triangle is
6.2 Monitoring Progress and Modeling with equilaterial.
Mathematics (pp. 319–322) 33. —(
35
6
, −— )
11
6 35. x = 6
3. 9 5. 9 7. (5, 8) 9. (−4, 9) 11. 16 37. The circumcenter of any right triangle is located at the
13. 6 15. 32 midpoint of the hypotenuse of the triangle.
17. Sample answer: Let A(0, 2b), B(0, 0), and C(2a, 0) represent the vertices of a
4
right triangle where ∠ B is the right angle. The midpoint of
3
A — is M (0, b). The midpoint of —
AB BC is MBC(a, 0). The
AB
midpoint of AC— is M (a, b). Because AB — is vertical, its
2 AC
D perpendicular bisector is horizontal. So, the equation of the
1
horizontal line passing through M (0, b) is y = b. Because
0 B C
— is horizontal, its perpendicularABbisector is vertical. So,
BC
−1 0 1 2 3 4 5 6
the equation of the vertical line passing through MBC(a, 0)
−1
is x = a. The circumcenter of △ABC is the intersection of
−2 perpendicular bisectors, y = b and x = a, which is (a, b).
—.
This point is also the midpoint of AC

Selected Answers A31

39. The circumcenter is the point of intersection of the 21. inside; (−1, 2)
perpendicular bisectors of the sides of a triangle, and it is 23.
equidistant from the vertices of the triangle. In contrast, the
incenter is the point of intersection of the angle bisectors of a centroid
triangle, and it is equidistant from the sides of the triangle.
41. a.
E
Q R
orthocenter
D 25. Sample answer:
P centroid

Because this circle is inscribed in the triangle, it is

the largest circle that fits inside the triangle without
extending into the boundaries.
b. yes; You would keep the center of the pool as the incenter orthocenter
of the triangle, but you would make the radius of the pool 27. — should be —1 of the length of AE
The length of DE — because it
3
at least 1 foot shorter. is the shorter segment from the centroid to the side;
43. B DE = —13 AE
45. yes; In an equilateral triangle, each perpendicular bisector
passes through the opposite vertex and divides the triangle DE = —13 (18)
into two congruent triangles. So, it is also an angle bisector. DE = 6
47. a. equilateral; 3; In an equilateral triangle, each 29. B

perpendicular bisector also bisects the opposite angle.

b. scalene; 6; In a scalene triangle, none of the
perpendicular bisectors will also bisect an angle.
49. angle bisectors; about 2.83 in.
A C
AB + AC − BC AB ⋅ AC D
x = —— or x = ——
51.
2 AB + AC + BC — and BC
Legs AB — of isosceles △ABC are congruent.
6.2 Maintaining Mathematical Proficiency (p. 322) ∠ ABD ≅ ∠ CBD because BD — is an angle bisector of vertex
angle ABC. Also, BD — ≅ BD— by the Reflexive Property
53. M(6, 3); AB ≈ 11.3 55. M(−1, 7); AB ≈ 12.6
of Congruence (Thm. 2.1). So, △ABD ≅ △CBD by the
57. x = 6
SAS Congruence Theorem (Thm. 5.5). AD — ≅ CD — because
y
corresponding parts of congruent triangles are congruent. So,
— is a median.
BD
2 4 x
31. never; Because medians are always inside a triangle, and the
−2 x=6
centroid is the point of concurrency of the medians, it will
P(6, −3) always be inside the triangle.
−4
33. sometimes; A median is the same line segment as the
−6
y = −5 perpendicular bisector if the triangle is equilateral or if
the segment is connecting the vertex angle to the base
59. y = —14x + 2 of an isosceles triangle. Otherwise, the median and the
perpendicular bisectors are not the same segment.
y
35. sometimes; The centroid and the orthocenter are not the
4 same point unless the triangle is equilateral.
1 37. Both segments are perpendicular to a side of a triangle, and
y = 4x + 2
their point of intersection can fall either inside, on, or outside
P(−4, 1)
of the triangle. However, the altitude does not necessarily
−8 −6 −4 −2 2 x
bisect the side, but the perpendicular bisector does. Also, the
−2
perpendicular bisector does not necessarily pass through the
−4
opposite vertex, but the altitude does.
y + 3 = −4(x + 3) 39. 6.75 in.2; altitude 41. x = 2.5 43. x = 4

6.3 Vocabulary and Core Concept Check (p. 328)

1. circumcenter, incenter, centroid, orthocenter; perpendicular
bisectors, angle bisectors, medians, altitudes
6.3 Monitoring Progress and Modeling with
Mathematics (pp. 328–330)
3. 6, 3 5. 20, 10 7. 10, 15 9. 18, 27 11. 12
13. 10 15. 5, —3(
11
) 17. (5, 1) 19. outside; (0, −5)

A32 Selected Answers

45. y 6.4 Vocabulary and Core Concept Check (p. 337)
median 1. midsegment
8

6.4 Monitoring Progress and Modeling with

6
3
y2 = 4 x + 5 Mathematics (pp. 337–338)
4 3. D(−4, −2), E(−2, 0), F(−1, −4)
(0, 2)
median
5. Because the slopes — and AC
of EF — are the same (−4),
— —
EF— AC . EF —
— —
= 17 and AC = 2√17 . Because
√
√ 17 = —2 2√ 17 ), EF = —2 AC.
1( 1
−8 −6 −4 2 4 6 x
7. x = 13 9. x = 6 11. JK— YZ
— 13. XY — KL
—
−2 y1 = 3x − 4
— ≅ XK
15. JL — ≅ KZ— 17. 14 19. 17 21. 45 ft
median
−4
3
y3 = −2 x − 4
23. An eighth segment, FG —,would connect the midpoints of DL —
— — — —
and EN ; DE LN FG , DE = —4LN, and FG = —8 LN; Because
3 7

you are finding quarter segments and eighth segments, use

(0, 2) 8p, 8q, and 8r: L(0, 0), M(8q, 8r), and N(8p, 0).
47. PE = —13 AE, PE = —12 AP, PE = AE − AP Find the coordinates of X, Y, D, E, F, and G.
49. yes; If the triangle is equilateral, then the perpendicular X(4q, 4r), Y(4q + 4p, 4r), D(2q, 2r), E(2q + 6p, 2r), F(q, r),
bisectors, angle bisectors, medians, and altitudes will all be and G(q + 7p, r).
the same three segments. The y-coordinates of D and E are the same, so DE — has a
51. B slope of 0. The y-coordinates of F and G are also the same,
— also has a slope of 0. LM
so FG — is on the x-axis, so its slope
is 0. Because their slopes are the same, DE— LM— FG
—.
A C Use the Ruler Postulate (Post. 1.1) to find DE, FG, and LM.
D
DE = 6p, FG = 7p, and LN = 8p.
— and BC
Sides AB — of equilateral △ABC are congruent.
— —
AD ≅ CD because BD — is the median to AC—. Also, BD
— ≅ BD — Because 6p = —34(8p), DE = —34 LN. Because 7p = —78(8p),

Selected Answers
FG = —78 LN.
by the Reflexive Property of Congruence (Thm. 2.1). So,
25. a. 24 units b. 60 units c. 114 units
△ABD ≅ △CBD by the SSS Congruence Theorem
(Thm. 5.8). ∠ ADB ≅ ∠ CDB and ∠ ABD ≅ ∠ CBD because 27. After graphing the midsegments, find the slope of each
corresponding parts of congruent triangles are congruent. segment. Graph the line parallel to each midsegment passing
Also, ∠ ADB and ∠ CDB are a linear pair. Because BD— and through the opposite vertex. The intersections of these three
— intersect to form a linear pair of congruent angles,
AC lines will be the vertices of the original triangle: (−1, 2),
— ⊥ AC
BD —. So, median BD— is also an angle bisector, altitude, (9, 8), and (5, 0).
and perpendicular bisector of △ABC. 10
y

53. Sample answer: y

E
A 8
9

6
8 Q
4
7 R
D
6 I
K
P F
J
5 −2 2 4 8 10 x
D
−2
4
F
3 6.4 Maintaining Mathematical Proficiency (p. 338)
E
2
B 29. Sample answer: An isosceles triangle whose sides are
G H
5 centimeters, 5 centimeters, and 3 centimeters is not
L C
1 equilateral.
6.5 Vocabulary and Core Concept Check (p. 344)
1 2 3 4 5 6 x
1. In an indirect proof, rather than proving a statement directly,
you show that when the statement is false, it leads to a
The circle passes through nine significant points of the contradiction.
triangle. They are the midpoints of the sides, the midpoints
between each vertex and the orthocenter, and the points of 6.5 Monitoring Progress and Modeling with
intersection between the sides and the altitudes. Mathematics (pp. 344–346)
6.3 Maintaining Mathematical Proficiency (p. 330) 3. Assume temporarily that WV = 7 inches.
55. yes 57. no 5. Assume temporarily that ∠ B is a right angle.

Selected Answers A33

 7. A and C; The angles of an equilateral triangle are always 39. By the Exterior Angle Theorem (Thm. 5.2),
60°. So, an equilateral triangle cannot have a 90° angle, and m∠ 1 = m∠ A + m∠ B. Then by the Subtraction Property of
cannot be a right triangle. Equality, m∠ 1 − m∠ B = m∠ A. If you assume temporarily
9. Sample answer: largest that m∠ 1 ≤ m∠ B, then m∠ A ≤ 0. Because the measure
angle of any angle in a triangle must be a positive number, the
assumption must be false. So, m∠ 1 > m∠ B. Similarly, by
shortest side the Subtraction Property of Equality, m∠ 1 − m∠ A = m∠ B.
If you assume temporarily that m∠ 1 ≤ m∠ A, then
smallest m∠ B ≤ 0. Because the measure of any angle in a triangle
longest side angle must be a positive number, the assumption must be false.
So, m∠ 1 > m∠ A.
The longest side is across from the largest angle, and the
41. 2 —17 < x < 13
shortest side is across from the smallest angle.
—, BC
—, AC— 15. NP —, MN
—, MP — 43. It is given that BC > AB and BD = BA. By the Base Angles
11. ∠ S, ∠ R, ∠ T 13. AB Theorem (Thm. 5.6), m∠ 1 = m∠ 2. By the Angle Addition
17. 7 in. < x < 17 in. 19. 16 in. < x < 64 in. 21. yes Postulate (Post. 1.4), m∠ BAC = m∠ 1 + m∠ 3. So,
23. no; 28 + 17 > 46 m∠ BAC > m∠ 1. Substituting m∠ 2 for m∠ 1 produces
25. An angle that is not obtuse could be acute or right; Assume m∠ BAC > m∠ 2. By the Exterior Angle Theorem (Thm. 5.2),
temporarily that ∠ A is not obtuse. m∠ 2 = m∠ 3 + m∠ C. So, m∠ 2 > m∠ C. Finally, because
m∠ BAC > m∠ 2 and m∠ 2 > m∠ C, you can conclude that
27. Assume temporarily that the client is guilty. Then the client
m∠ BAC > m∠ C.
would have been in Los Angeles, California at the time of the
crime. Because the client was in New York at the time of the 45. a. no; The arcs do not intersect, so a triangle cannot be
crime, the assumption must be false, and the client must be formed.
innocent.
—, so a
b. yes; no; The point of intersection lies on QR
29. C triangle cannot be formed.
—, so the
c. yes; yes; The point of intersection is not on QR
31. Assume temporarily that an odd number is divisible by 4.
Let the odd number be represented by 2y + 1 where y is a intersection is a vertex of a triangle.
positive integer. Then, there must be a positive integer x such d. Triangle Inequality Theorem (Thm. 6.11); A triangle is
that 4x = 2y + 1. However, when you divide each side of the only formed when the sum of the radii exceeds the length
equation by 4, you get x = —12y + —14 , which is not an integer.
—.
of QR
So, the assumption must be false, and an odd number is not 47. The perimeter of △HGF must be greater than 4 and less
divisible by 4. than 24; Because of the Triangle Inequality Theorem
33. The right angle of a right triangle must always be the largest (Thm. 6.11), FG must be greater than 2 and less than 8,
angle because the other two will have a sum of 90°. So, GH must be greater than 1 and less than 7, and FH must
according to the Triangle Longer Angle Theorem (Thm. 6.10), be greater than 1 and less than 9. So, the perimeter must be
because the right angle is larger than either of the other greater than 2 + 1 + 1 = 4 and less than 8 + 7 + 9 = 24.
angles, the side opposite the right angle, which is the 6.5 Maintaining Mathematical Proficiency (p. 346)
hypotenuse, will always have to be longer than either of
49. ∠ ACD 51. ∠ CEB
the legs.
35. a. The width of the river must be greater than 35 yards and
6.6 Vocabulary and Core Concept Check (p. 351)
less than 50 yards. In △BCA, the width of the river, BA —, 1. Theorem 6.12 refers to two angles with two pairs of sides
—
must be less than the length of CA , which is 50 yards, that have the same measure, just like two hinges whose
because the measure of the angle opposite BA — is less sides are the same length. Then, the angle whose measure is
than the measure of the angle opposite CA —, which must greater is opposite a longer side, just like the ends of a hinge
be 50°. In △BDA, the width of the river, BA —, must be are farther apart when the hinge is open wider.
—
greater than the length of DA , which is 35 yards, because 6.6 Monitoring Progress and Modeling with
the measure of the angle opposite BA — is greater than the
—, which must be 40°. Mathematics (pp. 351–352)
measure of the angle opposite DA
3. m∠ 1 > m∠ 2; By the Converse of the Hinge Theorem
b. You could measure from distances that are closer (Thm. 6.13), because ∠ 1 is the included angle in the triangle
together. In order to do this, you would have to use angle with the longer third side, its measure is greater than that
measures that are closer to 45°. of ∠ 2.
37. ∠ WXY, ∠ Z, ∠ YXZ, ∠ WYX and ∠ XYZ, ∠ W; In △WXY, 5. m∠ 1 = m∠ 2; The triangles are congruent by the SSS
because WY < WX < YX, by the Triangle Longer Side Congruence Theorem (Thm. 5.8). So, ∠ 1 ≅ ∠ 2 because
Theorem (Thm. 6.9), m∠ WXY < m∠ WYX < m∠ W. corresponding parts of congruent triangles are congruent.
Similarly, in △XYZ, because XY < YZ < XZ, by the Triangle
7. AD > CD; By the Hinge Theorem (Thm. 6.12), because AD —
Longer Side Theorem (Thm. 6.9), m∠ Z < m∠ YXZ < m∠ XYZ.
is the third side of the triangle with the larger included angle,
Because m∠ WYX = m∠ XYZ and ∠ W is the only angle —.
it is longer than CD
greater than either of them, you know that ∠ W is the largest
9. TR < UR; By the Hinge Theorem (Thm. 6.12), because TR — is
angle. Because △WXY has the largest angle and one of
the third side of the triangle with the smaller included angle,
the congruent angles, the remaining angle, ∠ WXY, is the —.
it is shorter than UR
smallest.

A34 Selected Answers

 — ≅ YZ
11. XY — and m∠ WYZ > m∠ WYX are given. By the 16. Assume temporarily that YZ > 4. Then, it follows that either
Reflexive Property of Congruence (Thm. 2.1), — WY ≅ WY—. YZ < 4 or YZ = 4. If YZ < 4, then XY + YZ < XZ because
So, by the Hinge Theorem (Thm. 6.12), WZ > WX. 4 + YZ < 8 when YZ < 4. If YZ = 4, then XY + YZ = XZ
13. your flight; Because 160° > 150°, the distance you flew is because 4 + 4 = 8. Both conclusions contradict the Triangle
a greater distance than the distance your friend flew by the Inequality Theorem (Thm. 6.11), which says that
Hinge Theorem (Thm. 6.12). XY + YZ > XZ. So, the temporary assumption that YZ > 4
15. The measure of the included angle in △PSQ is greater than cannot be true. This proves that in △XYZ, if XY = 4 and
the measure of the included angle in △SQR; By the Hinge XZ = 8, then YZ > 4.
Theorem (Thm. 6.12), PQ > SR. 17. QT > ST 18. m∠ QRT > m∠ SRT
17. The angle bisector of ∠ FEG will also pass through incenter H.
180°
Chapter 7
Then, m∠ HEG + m∠ HFG + m∠ HGF = — = 90°, Chapter 7 Maintaining Mathematical
2
because they are each half of the measure of an angle of a Proficiency (p. 361)
triangle. By subtracting m∠ HEG from each side, you can 1. x=3 2. x = 4 3. x = 7 4. a b, c ⊥ d
conclude that m∠ HFG + m∠ HGF < 90°. Also,
5.
a b, c d, a ⊥ c, a ⊥ d, b ⊥ c, b ⊥ d
m∠ FHG + m∠ HFG + m∠ HGF = 180° by the Triangle
Sum Theorem (Thm. 5.1). So, m∠ FHG > 90°, which means 6. b c, b ⊥ d, c ⊥ d
that m∠ FHG > m∠ HFG and m∠ FHG > m∠ HGF. So, 7. You can follow the order of operations with all of the other
FG > FH and FG > HG. operations in the equation and treat the operations in the
19. x > —12 expression separately.

21. Assume temporarily that CA ≠ CB. Then it follows

7.1 Vocabulary and Core Concept Check (p. 368)
that either CA > CB or CA < CB. By the definition of 1. A segment connecting consecutive vertices is a side of the
perpendicular bisector, P, ∠ CPA and ∠ CPB are right polygon, not a diagonal.
— ≅ BP
angles and AP —. CP
— ≅ PC — by the Reflexive 7.1 Monitoring Progress and Modeling with
Property of Congruence (Thm. 2.1). If CA > CB, then Mathematics (pp. 368–370)
m∠ CPA > m∠ CPB by the Converse of the Hinge Theorem

Selected Answers
3. 1260° 5. 2520° 7. hexagon 9. 16-gon
(Thm. 6.13). If CA < CB, then m∠ CPA < m∠ CPB by
the Converse of the Hinge Theorem (Thm. 6.13). Both 11. x = 64 13. x = 89 15. x = 70 17. x = 150
conclusions contradict the statement that ∠ CPA and 19. m∠ X = m∠ Y = 92° 21. m∠ X = m∠ Y = 100.5°
∠ CPB are right angles. So, the temporary assumption that 23. x = 111 25. x = 32 27. 108°, 72° 29. 172°, 8°
CA ≠ CB cannot be true. This proves CA ≅ CB. 31. The measure of one interior angle of a regular pentagon was
23. △ABC is an obtuse triangle; If the altitudes intersect inside found, but the exterior angle should be found by dividing
360
the triangle, then m∠ BAC will always be less than m∠ BDC 360° by the number of angles; — = 72°
because they both intercept the same segment, CD —. However, 5
360
because m∠ BAC > m∠ BDC, ∠ A must be obtuse, and the 33. 120° 35. n = — 37. 15 39. 40
180 − x
altitudes must intersect outside of the triangle.
41. A, B; Solving the equation found in Exercise 35 for n yields
6.6 Maintaining Mathematical Proficiency (p. 352) a positive integer greater than or equal to 3 for A and B, but
25. x = 38 27. x = 60 not for C and D.
Chapter 6 Review (pp. 354 –356) 43. In a quadrilateral, when all the diagonals from one vertex are
1. 20; Point B is equidistant from A and C, and ⃖⃗ —. So,
BD ⊥ AC
drawn, the polygon is divided into two triangles. Because the
sum of the measures of the interior angles of each triangle
by the Converse of the Perpendicular Bisector Theorem
is 180°, the sum of the measures of the interior angles of the
(Thm. 6.2), DC = AD = 20.
2. 23; ∠ PQS ≅ ∠ RQS, SR — ⊥ ⃗ — ⊥ ⃗
QR, and SP QP. So, by the ⋅
quadrilateral is 2 180° = 360°.
45. 21°, 21°, 21°, 21°, 138°, 138°
Angle Bisector Theorem (Thm. 6.3), SR = SP. This means
that 6x + 5 = 9x − 4, and the solution is x = 3. So, ⋅
47. (n − 2) 180°; When diagonals are drawn from the vertex
of the concave angle as shown, the polygon is divided into
RS = 9(3) − 4 = 23.
n − 2 triangles whose interior angle measures have the same
3. 47°; Point J is equidistant from ⃗
FG and ⃗
FH. So, by the
total as the sum of the interior angle measures of the original
Converse of the Angle Bisector Theorem (Thm. 6.4),
polygon.
m∠ JFH = m∠ JFG = 47°.
4. (−3, −3) 5. (4, 3) 6. x = 5 7. (−6, 3)
8. (4, −4) 9. inside; (3, 5.2) 10. outside; (−6, −1)
11. (−6, 6), (−3, 6), (−3, 4) 12. (0, 3), (2, 0), (−1, −2)
13. 4 in. < x < 12 in. 14. 3 m < x < 15 m
15. 7 ft < x < 29 ft

Selected Answers A35

 (n − 2) 180°
49. a. h(n) = ——
n
⋅ b. h(9) = 140° c. n = 12 35. Sample answer:
B C
d. h(n) (8, 135)
(7, 128.6)
140
(6, 120)
120
(5, 108) A D
100
(4, 90)
80
When you fold the parallelogram so that vertex A is on
60 (3, 60)
40
vertex C, the fold will pass through the point where the
diagonals intersect, which demonstrates that this point of
20
—. Similarly, when
intersection is also the midpoint of AC
1 2 3 4 5 6 7 8 n
you fold the parallelogram so that vertex B is on vertex D,
The value of h(n) increases on a curve that gets less steep the fold will pass through the point where the diagonals
as n increases. intersect, which demonstrates that this point of intersection
51. In a convex n-gon, the sum of the measures of the n interior —.
is also the midpoint of BD
⋅
angles is (n − 2) 180° using the Polygon Interior Angles
Theorem (Thm. 7.1). Because each of the n interior angles
37. STATEMENTS REASONS

forms a linear pair with its corresponding exterior angle, 1. ABCD is a parallelogram. 1. Given
you know that the sum of the measures of the n interior and
exterior angles is 180n°. Subtracting the sum of the interior 2. —
AB —
DC , —
BC —
AD 2. Definition of
angle measures from the sum of the measures of the linear parallelogram
⋅
pairs gives you 180n° − [(n − 2) 180°] = 360°.
3. ∠ BDA ≅ ∠ DBC, 3. Alternate Interior
7.1 Maintaining Mathematical Proficiency (p. 370)
∠ DBA ≅ ∠ BDC Angles Theorem
53. x = 101 55. x = 16 (Thm. 3.2)
4. —
BD ≅ —
7.2 Vocabulary and Core Concept Check (p. 376)
BD 4. Reflexive Property of
1. In order to be a quadrilateral, a polygon must have 4 sides, Congruence (Thm. 2.1)
and parallelograms always have 4 sides. In order to be a
parallelogram, a polygon must have 4 sides with opposite 5. △ABD ≅ △CDB 5. ASA Congruence
sides parallel. Quadrilaterals always have 4 sides, but do not Theorem (Thm. 5.10)
always have opposite sides parallel. 6. ∠ A ≅ ∠ C, ∠ B ≅ ∠ D 6. Corresponding parts of
7.2 Monitoring Progress and Modeling with congruent triangles are
Mathematics (pp. 376–378) congruent.
3. x = 9, y = 15 5. d = 126, z = 28 7. 129°
39. O y + 14 P
9. 13; By the Parallelogram Opposite Sides Theorem
(Thm. 7.3), LM = QN.
11. 8; By the Parallelogram Opposite Sides Theorem (Thm. 7.3),
LQ = MN. −2x + 37 x−5

13. 80°; By the Parallelogram Consecutive Angles Theorem

(Thm. 7.5), ∠ QLM and ∠ LMN are supplementary. So,
m∠ LMN = 180° − 100°. M 4y + 5 N
15. 100°; By the Parallelogram Opposite Angles Theorem 52 units
(Thm. 7.4), m∠ QLM = m∠ MNQ. 41. no; Two parallelograms with congruent corresponding sides
17. m = 35, n = 110 19. k = 7, m = 8 may or may not have congruent corresponding angles.
21. In a parallelogram, consecutive angles are supplementary; 43. 16° 45. 3; (4, 0), (−2, 4), (8, 8)
Because quadrilateral STUV is a parallelogram, ∠ S and ∠ V
are supplementary. So, m∠ V = 180° − 50° = 130°.
23. STATEMENTS REASONS
1. ABCD and CEFD are 1. Given
parallelograms.

2. —
AB ≅ —
DC , —
DC ≅ —
FE 2. Parallelogram
Opposite Sides
Theorem (Thm. 7.3)
3. —
AB ≅ —
FE 3. Transitive Property of
Congruence (Thm. 2.1)

25. (1, 2.5) 27. F(3, 3) 29. G(2, 0) 31. 36°, 144°
33. no; Sample answer: ∠ A and ∠ C are opposite angles, but
m∠ A ≠ m∠ C.

A36 Selected Answers

47. STATEMENTS REASONS 19. y
K 8

1. ⃖⃗ JK ⃖⃗
GH ⃖⃗
— —
LM, GJ ≅ JL 1. Given
L
4
— and QM
2. Construct PK — 2. Construction
J 2
M
— ⃖⃗
such that PK —
GL QM −8 −6 −4 −2 2 4 6 8 x

−4
3. GPKJ and JQML are 3. Definition of −6
parallelograms. parallelogram −8

4. ∠ GHK ≅ ∠ JKM, 4. Corresponding Angles Because JK = LM = 5 and KL = JM = √ 65 , JK

— — ≅ LM—
∠ PKQ ≅ ∠ QML Theorem (Thm. 3.1) — ≅ JM
and KL —. Because both pairs of opposite sides are
— —
5. GJ ≅ —
PK, —
congruent, quadrilateral JKLM is a parallelogram by the
JL ≅ QM 5. Parallelogram
Parallelogram Opposite Sides Converse (Thm. 7.7).
Opposite Sides
Theorem (Thm. 7.3) 21. In order to be a parallelogram, the quadrilateral must

6. —
PK ≅ —
have two pairs of opposite sides that are congruent, not
QM 6. Transitive Property of consecutive sides; DEFG is not a parallelogram.
Congruence (Thm. 2.1)
23. A quadrilateral is a parallelogram if and only if both pairs of
7. ∠ HPK ≅ ∠ PKQ, 7. Alternate Interior opposite sides are congruent.
∠ KQM ≅ ∠ QML Angles Theorem 25. A quadrilateral is a parallelogram if and only if the diagonals
(Thm. 3.2) bisect each other.
8. ∠ HPK ≅ ∠ QML 8. Transitive Property of 27. x = 5; The diagonals must bisect each other so you could
Congruence (Thm. 2.2) solve for x using either 2x + 1 = x + 6 or 4x − 2 = 3x + 3.
Also, the opposite sides must be congruent, so you could
9. ∠ HPK ≅ ∠ KQM 9. Transitive Property of solve for x using either 3x + 1 = 4x − 4 or 3x + 10 = 5x.
Congruence (Thm. 2.2)
29. Check students’ work; Because the diagonals bisect
10. △PHK ≅ △QKM 10. AAS Congruence each other, this quadrilateral is a parallelogram by the

Selected Answers
Theorem (Thm. 5.11) Parallelogram Diagonals Converse (Thm. 7.10).
— ≅ KM
11. HK — 11. Corresponding sides of 31. Sample answer:
congruent triangles are
congruent.
7.2 Maintaining Mathematical Proficiency (p. 378)
49. yes; Alternate Exterior Angles Converse Theorem (Thm. 3.7)
7.3 Vocabulary and Core Concept Check (p. 385)
1. yes; If all four sides are congruent, then both pairs of
opposite sides are congruent. So, the quadrilateral is
33. a. 27°; Because ∠ EAF is a right angle, the other two angles
a parallelogram by the Parallelogram Opposite Sides
of △EAF must be complementary. So,
Converse (Thm. 7.7).
m∠ AFE = 90° − 63° = 27°.
7.3 Monitoring Progress and Modeling with
b. Because ∠GDF is a right angle, the other two
Mathematics (pp. 385–388) angles of △GDF must be complementary.
3. Parallelogram Opposite Angles Converse (Thm. 7.8) So, m∠FGD = 90° − 27° = 63°.
5. Parallelogram Diagonals Converse (Thm. 7.10) c. 27°; 27°
7. Opposite Sides Parallel and Congruent Theorem (Thm. 7.9) d. yes; ∠HEF ≅ ∠HGF because they both are adjacent
9. x = 114, y = 66 11. x = 3, y = 4 13. x = 8 to two congruent angles that together add up to 180°,
15. x=7 and ∠EHG ≅ ∠GFE for the same reason. So, EFGH is
a parallelogram by the Parallelogram Opposite Angles
17. y
10 Converse (Thm. 7.8).
8
35. You can use the Alternate Interior Angles Converse Theorem
6
4
B C — BC
(Thm. 3.6) to show that AD —. Then, AD— and BC— are both
congruent and parallel. So, ABCD is a parallelogram by the
A D
−2 2 4 6 8 10 12 x Opposite Sides Parallel and Congruent Theorem (Thm 7.9).
−4 37. First, you can use the Linear Pair Postulate (Post. 2.8) and
the Congruent Supplements Theorem (Thm. 2.4) to show
Because BC = AD = 8, BC — ≅ AD—. Because both BC — and AD — that ∠ABC and ∠DCB are supplementary. Then, you can
use the Consecutive Interior Angles Converse Theorem
are horizontal lines, their slope is 0, and they are parallel.
— and AD — are opposite sides that are both congruent and — DC
(Thm. 3.8) to show that AB — and AD— BC—. So, ABCD is
BC
parallel. So, ABCD is a parallelogram by the Opposite Sides a parallelogram by definition.
Parallel and Congruent Theorem (Thm. 7.9).

Selected Answers A37

 45. 8; By the Parallelogram Opposite Sides Theorem (Thm. 7.3),
39. STATEMENTS REASONS — ≅ CD
AB —. Also, ∠ABE and ∠CDF are congruent alternate
1. ∠A ≅ ∠C, ∠B ≅ ∠D 1. Given — and CD
interior angles of parallel segments AB —. Then, you
can use the Segment Addition Postulate (Post. 1.2), the
2. Let m∠A = m∠C = x° Substitution Property of Equality, and the Reflexive Property
2. Definition of
of Congruence (Thm. 2.1) to show that DF — ≅ BE—. So,
and m∠B = m∠D = y°. congruent angles
△ABE ≅ △CDF by the SAS Congruence Theorem
3. m∠ A + m∠ B + m∠ C 3. Corollary to the (Thm. 5.5), which means that AE = CF = 8 because
+ m∠ D = x° + y° + x° Polygon Interior corresponding parts of congruent triangles are congruent.
+ y° = 360° Angles Theorem 47. If every pair of consecutive angles of a quadrilateral is
(Cor. 7.1) supplementary, then the quadrilateral is a parallelogram; In
4. 2(x°) + 2( y°) = 360° 4. Simplify ABCD, you are given that ∠A and ∠B are supplementary,
and ∠B and ∠C are supplementary. So, m∠A = m∠C.
Also, ∠B and ∠C are supplementary, and ∠C and ∠D
5. 2(x° + y°) = 360° 5. Distributive Property are supplementary. So, m∠B = m∠D. So, ABCD is a
parallelogram by the Parallelogram Opposite Angles
6. x° + y° = 180° 6. Division Property Converse (Thm. 7.8).
of Equality 49. Given quadrilateral ABCD with midpoints E, F, G, and H
that are joined to form a quadrilateral, you can construct
7. m∠ A + m∠ B = 180°, 7. Substitution Property —. Then FG
diagonal BD — is a midsegment of △BCD, and EH —
m∠ A + m∠ D = 180° of Equality
is a midsegment of △DAB. So, by the Triangle Midsegment
8. ∠ A and ∠ B are Theorem (Thm. 6.8), FG — BD—, FG = —1BD, EH — BD
—, and
8. Definition of 1 2
supplementary. ∠ A and EH = —2 BD. So, by the Transitive Property of Parallel Lines
∠ D are supplementary.
supplementary angles — FG
(Thm. 3.9), EH — and by the Transitive Property of
Equality, EH = FG. Because one pair of opposite sides is
9. —
BC —
AD , — —
AB DC 9. Consecutive Interior both congruent and parallel, EFGH is a parallelogram by the
Angles Converse Opposite Sides Parallel and Congruent Theorem (Thm. 7.9).
Theorem (Thm. 3.8) B F
C

10. ABCD is a parallelogram. 10. Definition of E

G
parallelogram
A D
H
41. STATEMENTS REASONS
— — 7.3 Maintaining Mathematical Proficiency (p. 388)
1. Diagonals JL and KM 1. Given
51. parallelogram 53. square
bisect each other.
— —— — 7.4 Vocabulary and Core Concept Check (p. 397)
2. KP ≅ MP , JP ≅ LP 2. Definition of segment
1. square
bisector
7.4 Monitoring Progress and Modeling with
3. ∠KPL ≅ ∠MPJ 3. Reflexive Property of Mathematics (pp. 397–400)
Congruence (Thm. 2.2)
3. sometimes; Some rhombuses are squares.
4. △KPL ≅ △MPJ 4. SAS Congruence J K
Theorem (Thm. 5.5)
5. ∠ MKL ≅ ∠ KMJ, 5. Corresponding parts of
—
KL ≅ —
MJ congruent triangles are
congruent. M L

6. —
KL —
MJ 6. Alternate Interior 5. always; By definition, a rhombus is a parallelogram, and
Angles Converse opposite sides of a parallelogram are congruent.
Theorem (Thm. 3.6) J K

7. PQRS is a parallelogram. 7. Opposite Sides

Parallel and Congruent M L
Theorem (Thm. 7.9)
7. sometimes; Some rhombuses are squares.
43. no; The fourth angle will be 113° because of the Corollary J K
to the Polygon Interior Angles Theorem (Cor. 7.1), but these
could also be the angle measures of an isosceles trapezoid
with base angles that are each 67°.
M L

9. square; All of the sides are congruent, and all of the angles
are congruent.

A38 Selected Answers

11. rectangle; Opposite sides are parallel and the angles are 90°. 73. STATEMENTS REASONS
13. m∠ 1 = m∠ 2 = m∠ 4 = 27°, m∠ 3 = 90°;
1. PQRS is a parallelogram. 1. Given
m∠ 5 = m∠ 6 = 63° —
PR bisects ∠ SPQ and
15. m∠ 1 = m∠ 2 = m∠ 3 = m∠ 4 = 37°; m∠ 5 = 106° ∠ QRS. —
SQ bisects ∠ PSR
17. always; All angles of a rectangle are congruent. and ∠ RQP.
W X
2. ∠ SRT ≅ ∠ QRT, 2. Definition of angle
∠ RQT ≅ ∠ RST bisector

Z Y 3. —
—
TR ≅ TR 3. Reflexive Property of
Congruence (Thm. 2.1)
19. sometimes; Some rectangles are squares.
W X 4. △QRT ≅ △SRT 4. AAS Congruence
Theorem (Thm. 5.11)
5. —
QR ≅ —
SR 5. Corresponding parts of
congruent triangles are
Z Y congruent.
21. sometimes; Some rectangles are squares. 6. —
QR ≅ —
PS , —
PQ ≅ —
SR 6. Parallelogram
W X Opposite Sides
Theorem (Thm. 7.3)
7. —
PS ≅ —
QR ≅ —
SR ≅ —
PQ 7. Transitive Property of
Congruence (Thm. 2.1)
Z Y
8. PQRS is a rhombus. 8. Definition of rhombus
23. no; All four angles are not congruent. 25. 11 27. 4
75. no; The diagonals of a square always create two right
29. rectangle, square 31. rhombus, square
triangles.
33.

Selected Answers
parallelogram, rectangle, rhombus, square
77. square; A square has four congruent sides and four congruent
35. Diagonals do not necessarily bisect opposite angles of a angles.
rectangle;
79. no; yes; Corresponding angles of two rhombuses might
m∠ QSR = 90° − m∠ QSP not be congruent; Corresponding angles of two squares are
x = 32 congruent.
37. 53° 39. 74° 41. 6 43. 56° 45. 56° 81. If a quadrilateral is a rhombus, then it has four congruent
47. 10 49. 90° 51. 45° 53. 2 sides; If a quadrilateral has four congruent sides, then it is a
55. rectangle, rhombus, square; The diagonals are congruent and rhombus; The conditional statement is true by the definition
perpendicular. of rhombus. The converse is true because if a quadrilateral
has four congruent sides, then both pairs of opposite
57. rectangle; The sides are perpendicular and not congruent.
sides are congruent. So, by the Parallelogram Opposite
59. rhombus; The diagonals are perpendicular and not congruent. Sides Converse (Thm. 7.7), it is a parallelogram with four
61. rhombus; The sides are congruent; x = 76; y = 4 congruent sides, which is the definition of a rhombus.
63. a. rhombus; rectangle; HBDF has four congruent sides; 83. If a quadrilateral is a square, then it is a rhombus and a
ACEG has four right angles. rectangle; If a quadrilateral is a rhombus and a rectangle,
b. AE = GC; AJ = JE = CJ = JG; The diagonals of a then it is a square; If a quadrilateral is a square, then by
rectangle are congruent and bisect each other. definition of a square, it has four congruent sides, which
65. always; By the Square Corollary (Cor. 7.4), a square is a makes it a rhombus by the Rhombus Corollary (Cor. 7.2),
rhombus. and it has four right angles, which makes it a rectangle by
67. always; The diagonals of a rectangle are congruent by the the Rectangle Corollary (Cor. 7.3); If a quadrilateral is a
Rectangle Diagonals Theorem (Thm. 7.13). rhombus and a rectangle, then by the Rhombus Corollary
(Cor. 7.2), it has four congruent sides, and by the Rectangle
69. sometimes; Some rhombuses are squares.
Corollary (Cor. 7.3), it has four right angles. So, by the
71. Measure the diagonals to see if they are congruent. definition, it is a square.

Selected Answers A39

 25. no; It could be a kite. 27. 3 29. 26 in.
85. STATEMENTS REASONS
— CD
31. ∠ A ≅ ∠ D, or ∠ B ≅ ∠ C; AB —, so base angles need to
1. △XYZ ≅ △XWZ, 1. Given be congruent.
△XYW ≅ △ZWY
33. Sample answer: BE — ≅ DE—; Then the diagonals bisect each
2. ∠ YXZ ≅ ∠ WXZ, 2. Corresponding parts of other.
∠ YZX ≅ ∠ WZX, congruent triangles are
—
XY ≅ —
WZ , —
XW ≅ —
35. STATEMENTS REASONS

JL ≅ —
YZ congruent.
1. — LN , KM is a 1. Given
3. —
XZ bisects ∠ WXY and 3. Definition of angle midsegment of △JLN.
2. —
KM —
∠ WZY. bisector
JN 2. Definition of
4. ∠ XWY ≅ ∠ XYW, 4. Base Angles Theorem midsegment
∠ WYZ ≅ ∠ ZWY (Thm. 5.6) 3. KMNJ is a trapezoid. 3. Definition of trapezoid
5. ∠ XYW ≅ ∠ WYZ, 5. Transitive Property of
∠ XWY ≅ ∠ ZWY Congruence (Thm. 2.2) 4. ∠ LJN ≅ ∠ LNJ 4. Base Angles Theorem
6. —
WY bisects ∠ XWZ and 6. Definition of angle
(Thm. 5.6)
∠ XYZ. bisector 5. KMNJ is an isosceles 5. Isosceles Trapezoid
trapezoid. Base Angles Converse
7. XYZW is a rhombus. 7. Rhombus Opposite (Thm. 7.15)
Angles Theorem
(Thm. 7.12) 37. any point on ⃖⃗
UV such that UV ≠ SV
— AD
39. Given isosceles trapezoid ABCD with BC —, construct CE
—
87. STATEMENTS REASONS
—. Then, ABCE is a parallelogram by definition,
parallel to BA
— ≅ EC
so AB —. Because AB— ≅ CD— by the definition of an
1. PQRS is a rectangle. 1. Given — —
isosceles trapezoid, CE ≅ CD by the Transitive Property
of Congruence (Thm. 2.1). So, ∠ CED ≅ ∠ D by the Base
2. ∠ PQR and ∠ QPS are 2. Definition of a Angles Theorem (Thm. 5.6) and ∠ A ≅ ∠ CED by the
right angles. rectangle Corresponding Angles Theorem (Thm. 3.1). So, ∠ A ≅ ∠ D
by the Transitive Property of Congruence (Thm. 2.2). Next,
3. ∠ PQR ≅ ∠ QPS 3. Right Angle
by the Consecutive Interior Angles Theorem (Thm. 3.4),
Congruence Theorem
∠ B and ∠ A are supplementary and so are ∠ BCD and ∠ D.
(Thm. 2.3)
So, ∠ B ≅ ∠ BCD by the Congruent Supplements Theorem
4. —
PQ ≅ —
PQ 4. Reflexive Property of (Thm. 2.4).
Congruence (Thm. 2.1) 41. no; It could be a square.
5. △PQR ≅ △QPS 5. SAS Congruence 43. a. A B
Theorem (Thm. 5.5)
6. —
PR ≅ —
QS 6. Corresponding parts of
D C
congruent triangles are
congruent. rectangle; The diagonals are congruent, but not
perpendicular.
7.4 Maintaining Mathematical Proficiency (p. 400) b. A B

89. x = 10, y = 8 91. x = 9, y = 26

7.5 Vocabulary and Core Concept Check (p. 407)
C D
1. A trapezoid has exactly one pair of parallel sides, and a kite
has two pairs of consecutive congruent sides. rhombus; The diagonals are perpendicular, but not
congruent.
7.5 Monitoring Progress and Modeling with
Mathematics (pp. 407–410) 45. a. yes b. 75°, 75°, 105°, 105°
— = slope of WZ— and slope of XY— ≠ slope of WZ—; 47. Given kite EFGH with EF — ≅ FG— and EH — ≅ GH—, construct
3. slope of XY —
diagonal FH , which is congruent to itself by the Reflexive
XY = WZ, so WXYZ is isosceles.
— = slope of NP
5. slope of MQ — and slope of MN— ≠ slope of PQ—; Property of Congruence (Thm. 2.1). So, △FGH ≅ △FEH by
the SSS Congruence Theorem (Thm. 5.8), and
MN ≠ PQ, so MNPQ is not isosceles. ∠ E ≅ ∠ G because corresponding parts of congruent
7. m∠ L = m∠ M = 62°, m∠ K = m∠ J = 118° 9. 14 triangles are congruent. Next, assume temporarily that
—
11. 4 13. 3√13 15. 110° 17. 80° ∠ F ≅ ∠ H. Then EFGH is a parallelogram by the
19. Because MN = —12(AB + DC), when you solve for DC, you Parallelogram Opposite Angles Converse (Thm. 7.8), and
should get DC = 2(MN) − AB; DC = 2(8) − 14 = 2. opposite sides are congruent. However, this contradicts the
21. rectangle; JKLM is a quadrilateral with 4 right angles. definition of a kite, which says that opposite sides cannot be
congruent. So, the assumption cannot be true and ∠ F is not
23. square; All four sides are congruent and the angles are 90°.
congruent to ∠ H.

A40 Selected Answers

 — CD
49. By the Triangle Midsegment Theorem (Thm. 6.8), BG —, — = slope of DC
—,
— AF
BG = —12CD, GE — and GE = —1AF. By the Transitive 20. rectangle, rhombus, square; slope of AB
— —
slope of BC = slope of AD , AB = BC = CD = AD, and
2
— BE
Property of Parallel Lines (Thm. 3.9), CD — AF
—. Also, — ⊥ BC
AB —
by the Segment Addition Postulate (Post. 1.2), 21. m∠ Z = m∠ Y = 58°, m∠ W = m∠ X = 122° 22. 26
BE = BG + GE. So, by the Substitution Property of —
23. 3√5 24. x = 15; 105°
Equality, BE = —12CD + —12AF = —12(CD + AF).
25. yes; Use the Isosceles Trapezoid Base Angles Converse
51. a.
(Thm. 7.15).
STATEMENTS REASONS 26. trapezoid;There is one pair of parallel sides.
1. JKLM is an isosceles 27. rhombus; There are four congruent sides.
trapezoid, —
—
KL JM ,
1. Given
— —
JK LM
28. rectangle; There are four right angles.

2. ∠ JKL ≅ ∠ MLK 2. Isosceles Trapezoid Chapter 8

Base Angles Theorem Chapter 8 Maintaining Mathematical
(Thm. 7.14) Proficiency (p. 419)
3. —
KL ≅ —
KL 3. Reflexive Property of 1. yes 2. yes 3. no 4. no 5. yes
Congruence (Thm. 2.1) 6. yes 7. k = —37 8. k = —83 9. k = 2
4. △JKL ≅ △MLK 4. SAS Congruence 10. yes; All of the ratios are equivalent by the Transitive Property
Theorem (Thm. 5.5) of Equality.

5. —
JL ≅ —
8.1 Vocabulary and Core Concept Check (p. 427)
KM 5. Corresponding parts of
congruent triangles are 1. congruent; proportional
congruent. 8.1 Monitoring Progress and Modeling with
Mathematics (pp. 427– 430)
b. If the diagonals of a trapezoid are congruent, then the
— JM
trapezoid is isosceles. Let JKLM be a trapezoid, KL — 4 AB BC CA
3. —; ∠ A ≅ ∠ L, ∠ B ≅ ∠ M, ∠ C ≅ ∠ N; — = — = —
— — 3 LM MN NL

Selected Answers
and JL ≅ KM . Construct line segments through K and L
— as shown below.
perpendicular to JM 5. x = 30 7. x = 11 9. altitude; 24 11. 2 : 3
K L 13. 72 cm 15. 20 yd 17. 288 ft, 259.2 ft
19. 108 ft2 21. 4 in.2
23. Because the first ratio has a side length of B over a side
J A B M length of A, the second ratio should have the perimeter of B
— JM
Because KL —, ∠ AKL and ∠ KLB are right angles, so over the perimeter of A;
— ≅ BL
KLBA is a rectangle and AK —. Then 5 x
—=—
△JLB ≅ △MKA by the HL Congruence Theorem 10 28
(Thm. 5.9). So, ∠ LJB ≅ ∠ KMA, and △KJM ≅ △LMJ x = 14
by the SAS Congruence Theorem (Thm. 5.5). Then 25. no; Corresponding angles are not congruent. 27. A, D
∠ KJM ≅ ∠ LMJ, and the trapezoid is isosceles by the 5
Isosceles Trapezoid Base Angles Converse (Thm. 7.15). 29. —2 31. 34, 85 33. 60.5, 378.125 35. B, D
7.5 Maintaining Mathematical Proficiency (p. 410) 37. x = 35.25, y = 20.25 39. 30 m 41. 7.5 ft
53. Sample answer: translation 1 unit right followed by a 43. sometimes 45. sometimes 47. sometimes
dilation with a scale factor of 2 49. yes; All four angles of each rectangle will always be
congruent right angles.
Chapter 7 Review (pp. 412– 414)
51. about 1116 mi
1. 5040°; 168°; 12° 2. 133 3. 82 4. 15
5. a = 79, b = 101 6. a = 28, b = 87
7. c = 6, d = 10 8. (−2, −1) 9. M(2, −2)
10. Parallelogram Opposite Sides Converse (Thm. 7.7)
11. Parallelogram Diagonals Converse (Thm. 7.10)
12. Parallelogram Opposite Angles Converse (Thm. 7.8)
13. x = 1, y = 6 14. 4
15. — = slope of ZY
slope of WX — and WX = ZY
16. rhombus; There are four congruent sides.
17. parallelogram; There are two pairs of parallel sides.
18. square; There are four congruent sides and the angles are
90°.
19. 10

Selected Answers A41

53. P kx Q 31. D
K x L
A
ky
y

N M S R
Let KLMN and PQRS be similar rectangles as shown. The B C E F
X Y
KL x 1 Let △ABC ∼ △DEF with a scale factor of k, and AX — and DY
—
ratio of corresponding side lengths is — = — = —. The
PQ kx k be angle bisectors as shown. Then ∠ C ≅ ∠ F,
area of KLMN is xy and the area of PQRS is (kx)(ky) = k2xy. m∠ CAB = m∠ FDE, 2m∠ CAX = m∠ CAB and
2m∠ FDY = m∠ FDE. By the Substitution Property of
So, the ratio of the areas is —
xy 1
k2xy k2
1 2
k ()
= — = — . Because the Equality, 2m∠ CAX = 2m∠ FDY, so m∠ CAX = m∠ FDY.
Then △ACX ∼ △DFY by the AA Similarity Theorem
1 (Thm. 8.3), and because corresponding side lengths are
ratio of corresponding side lengths is —, any pair of
k proportional,
1 AX AC
corresponding side lengths can be substituted for —. So, — = — = k.
k DY DF
2 2 2
NK 2
Area of KLMN
—— = —
Area of PQRS
—
( ) ( ) ( ) ( )
KL
PQ
—
LM
= —
QR
MN
= —
RS
= — .
SP
DE 4
33. about 17.1 ft; △AED ∼ △CEB, so — = —. △DEF ∼ △DBC,
BE 3
1 + √5 1 + √5 1 x−1 EF DE 4 120
55. x = —; x = — satisfies the proportion — = —. so — = — = — and EF = —.
2 2 x 1 30 DB 7 7
8.1 Maintaining Mathematical Proficiency (p. 430) 8.2 Maintaining Mathematical Proficiency (p. 436)
57. x = 63 59. x = 64 35. yes; Use the SSS Congruence Theorem (Thm. 5.8).
8.2 Vocabulary and Core Concept Check (p. 435) 8.3 Vocabulary and Core Concept Check (p. 445)
1. similar QR RS QS
1. — = — = —
8.2 Monitoring Progress and Modeling with XY YZ XZ
Mathematics (pp. 435–436) 8.3 Monitoring Progress and Modeling with
3. yes; ∠ H ≅ ∠ J and ∠ F ≅ ∠ K, so △FGH ∼ △KLJ. Mathematics (pp. 445– 448)
5. no; m∠ N = 50° 3. △RST 5. x = 4 18
7. — 15
=— 12
=— = —32
12 10 8
7. ∠ N ≅ ∠ Z and ∠ MYN ≅ ∠ XYZ, so △MYN ∼ △XYZ.
9. similar; △DEF ∼ △WXY; —43
9. ∠ Y ≅ ∠ Y and ∠ YZX ≅ ∠ W, so △XYZ ∼ △UYW.
11. F
11. △CAG ∼ △CEF 13. △ACB ∼ △ECD 16° 20 R 30
—
15. m∠ ECD = 82° 17. BC = 4√2 S T G
24°
H
32 48
19. The AA Similarity Theorem (Thm. 8.3) does not apply to no
quadrilaterals. There is not enough information to determine
whether or not quadrilaterals ABCD and EFGH are similar. HG HJ GJ
13. — = — = —, so △GHJ ∼ △FHK.
21. 78 m; Corresponding angles are congruent, so the triangles HF HK FK
are similar. XY XZ
15. ∠ X ≅ ∠ D and — = —, so △XYZ ∼ △DJG.
23. yes; Corresponding angles are congruent. DJ DB
25. no; 94° + 87° > 180° 17. 24, 26
— corresponds to RQ
19. Because AB — and BC— corresponds to QP
—,
27. Sample answer: Because the triangles are similar, the ratios
of the vertical sides to the horizontal sides are equal. the proportionality statement should be △ABC ∼ △RQP.
29. The angle measures are 60°. 21. 61° 23. 30° 25. 91°
27. no; The included angles are not congruent.
29. D; ∠ M ≅ ∠ M
CD BC
31. a. — = — b. ∠ CBD ≅ ∠ CAE
CE AC

A42 Selected Answers

33. STATEMENTS REASONS 8.3 Maintaining Mathematical Proficiency (p. 448)
AB AC 43. P(0, 3) 45. P(5, 6)
1. ∠ A ≅ ∠ D, — = — 1. Given
DE DF 8.4 Vocabulary and Core Concept Check (p. 454)

2. Draw —
PQ so that P is 1. parallel, Converse of the Triangle Proportionality Theorem
on —
AB , Q is on —
2. Parallel Postulate
AC , (Thm. 8.7)
—
PQ —
BC , and
(Post. 3.1)
8.4 Monitoring Progress and Modeling with
AP = DE. Mathematics (pp. 454–456)
3. 9 5. yes 7. no
3. ∠ APQ ≅ ∠ ABC 3. Corresponding Angles
Theorem (Thm. 3.1) 9.

4. ∠ A ≅ ∠ A 4. Reflexive Property of
Congruence (Thm. 2.2)
5. △APQ ∼ △ABC 5. AA Similarity Theorem
A P B
(Thm. 8.3)
AB AC BC 11.
6. — = — = — 6. Corresponding sides
PQ AQ PQ
of similar figures are
proportional.
AB AC
7. — = — 7. Substitution Property A P B
DE AQ
of Equality 13. CE 15. BD 17. 6 19. 12 21. 27
AB
DE⋅
8. AQ — = AC, 8. Multiplication Property
of Equality
23. The proportion should show that AB corresponds with AD
and CD corresponds with BC;
AB
DE⋅
DF — = AC AD CD
—=—
AB BC

Selected Answers
DE
9. AQ = AC — ,
AB ⋅ 9. Multiplication Property
of Equality
x
—=—
20
10 16
DE
DF = AC —
AB ⋅ x = 12.5
10. AQ = DF 10. Transitive Property of 25. x = 3
Equality 27. STATEMENTS REASONS

11. —
AQ ≅ —
DF , AP ≅ DE
— — 11. Definition of congruent 1. —
QS —
TU 1. Given
segments
12. △APQ ≅ △DEF 12. SAS Congruence 2. ∠ RQS ≅ ∠ RTU, 2. Corresponding Angles
Theorem (Thm. 5.5) ∠ RSQ ≅ ∠ RUT Theorem (Thm. 3.1)

13. —
PQ ≅ —
EF 13. Corresponding parts of 3. △RQS ~ △RTU 3. AA Similarity Theorem
congruent triangles are (Thm. 8.3)
congruent. QR SR
4. — = — 4. Corresponding
TR UR
14. PQ = EF 14. Definition of congruent side lengths of
segments similar figures are
AB AC BC proportional.
15. — = — = — 15. Substitution Property
DE DF EF 5. QR = QT + TR, 5. Segment Addition
of Equality
SR = SU + UR Postulate (Post. 1.2)
16. △ABC ∼ △DEF 16. SSS Similarity
QT + TR SU + UR
Theorem (Thm. 8.4) 6. — = — 6. Substitution Property
TR UR
35. no; no; The sum of the angle measures would not be 180°. of Equality
37. If two angles are congruent, then the triangles are similar by QT TR SU UR
7. — + — = — + — 7. Rewrite the proportion.
the AA Similarity Theorem (Thm. 8.3). TR TR UR UR
39. Sample answer: QT SU
8. — + 1 = — + 1 8. Simplify.
C TR UR
F
2.7 2.23 5.4 QT SU
1.53 9. — = — 9. Subtraction Property of
60° 60° TR UR
A B D E Equality
3 6

BC AC
41. the Substitution Property of Equaltiy; — = —;
EF DF
∠ ACB ≅ ∠ DFE; SAS Similarity Theorem (Thm. 8.5);
Corresponding Angles Converse (Thm. 3.5)

Selected Answers A43

29. a. about 50.9 yd, about 58.4 yd, about 64.7 yd 13. no; no; Because square roots have to do with factors, the
b. Lot C rule allows you to simplify with products, not sums and
50.9 58.4 differences.
c. about $287,000, about $318,000; — ≈ —
250,000 287,000 9.1 Vocabulary and Core Concept Check (p. 472)
50.9 64.7 1. A Pythagorean triple is a set of three positive integers a, b,
and — ≈ —
250,000 318,000 and c that satisfy the equation c2 = a2 + b2.
31. Because DJ—, EK
—, FL—, and GB — are cut by a transversal ⃗
AC, and 9.1 Monitoring Progress and Modeling with
∠ ADJ ≅ ∠ DEK ≅ ∠ EFL ≅ ∠ FGB by construction, Mathematics (pp. 472– 474)
— EK
DJ — FL
— GB
— by the Corresponding Angles Converse —
3. x = √ 170 ≈ 13.0; no 5. x = 41; yes
(Thm. 3.5).
7. x = 15; yes 9. x = 14; yes
33. isosceles; By the Triangle Angle Bisector Theorem
—
(Thm. 8.9), the ratio of the lengths of the segments of LN
11. Exponents cannot be distributed as shown in the third line;
—
equals the ratio of the other two side lengths. Because LN
c2 = a2 + b2; x2 = 72 + 242; x2 = 49 + 576; x2 = 625;
x = 25
is bisected, the ratio is 1, and ML = MN.
35. Because WX— ZA—, ∠ XAZ ≅ ∠ YXW by the Corresponding 13. about 14.1 ft 15. yes 17. no 19. no
Angles Theorem (Thm. 3.1) and ∠ WXZ ≅ ∠ XZA by the 21. yes; acute 23. yes; right 25. yes; acute
Alternate Interior Angles Theorem (Thm. 3.2). So, by the 27. yes; obtuse 29. about 127.3 ft 31. 120 m2
Transitive Property of Congruence (Thm. 2.2), 33. 48 cm 2

∠ XAZ ≅ ∠ XZA. Then XA — ≅ XZ— by the Converse of the

35. The horizontal distance between any two points is given by
Base Angles Theorem (Thm. 5.7), and by the Triangle ( x2 − x1 ), and the vertical distance is given by ( y2 − y1 ).
YW XY The horizontal and vertical segments that represent these
Proportionality Theorem (Thm. 8.6), — = —. Because
WZ XA distances form a right angle, with the segment between the
YW XY two points being the hypotenuse. So, you can use
XA = XZ, — = —. the Pythagorean Theorem (Thm. 9.1) to say
WZ XZ
d 2 = ( x2 − x1 )2 + ( y2 − y1 )2, and when
——
you solve for d,
37. The Triangle Midsegment Theorem (Thm. 6.8) is a specific
you get the distance formula: d = √ ( x2 − x1 )2 + ( y2 − y1 )2 .
case of the Triangle Proportionality Theorem (Thm. 8.6)
when the segment parallel to one side of a triangle that 37. 2 packages
connects the other two sides also happens to pass through the 39. B E
midpoints of those two sides. c x
a a
39. x
C A F D
8.4 Maintaining Mathematical Proficiency (p. 456) b b

41. a, b 43. x = ±11 45. x = ±7 Let △ABC be any triangle so that the square of the length, c,
of the longest side of the triangle is equal to the sum of
Chapter 8 Review (pp 458–460)
the squares of the lengths, a and b, of the other two sides:
3
1. —; ∠ A ≅ ∠ E, ∠ B ≅ ∠ F, ∠ C ≅ ∠ G, ∠ D ≅ ∠ H; c2 = a2 + b2. Let △DEF be any right triangle with leg
4 lengths of a and b. Let x represent the length of its
AB BC CD AD hypotenuse. Because △DEF is a right triangle, by the
—=—=—=—
EF FG GH EH Pythagorean Theorem (Thm. 9.1), a2 + b2 = x2. So, by the
2 XY YZ XZ Transitive Property, c2 = x2. By taking the positive square
2. —; ∠ X ≅ ∠ R, ∠ Y ≅ ∠ P, ∠ Z ≅ ∠ Q; — = — = — root of each side, you get c = x. So, △ABC ≅ △DEF by the
5 RP PQ RQ
SSS Congruence Theorem (Thm. 5.8).
3. 14.4 in. 4. P = 32 m; A = 80 m2
41. no; They can be part of a Pythagorean triple if 75 is the
5. ∠ Q ≅ ∠ T and ∠ RSQ ≅ ∠ UST, so △RSQ ≅ △UST. hypotenuse: 212 + 722 = 752
6. ∠ C ≅ ∠ F and ∠ B ≅ ∠ E, so △ABC ∼ △DEF.
CD CB
7. 324 ft 8. ∠C ≅ ∠ C and — = —, so △CBD ∼ △CAE.
CE CA
QU QR UR
9. — = — = —, so △QUR ∼ △QTS. 10. x = 4
UT QS TS
11. no 12. yes 13. 11.2 14. 10.5 15. 7.2

Chapter 9
Chapter 9 Maintaining Mathematical
Proficiency (p. 465)
— —
— — — 2√7 5√ 2
1. 5√ 3 2. 3√30 3. 3√ 15 4. — 5. —
7 2
—
6. 2√6 7. x = 9 8. x = 7.5 9. x = 32
10. x = 9.2 11. x = 2 12. x = 17

A44 Selected Answers

43. P 19. Because △DEF is a 45°- 45°- 90° triangle, by the Converse
A
of the Base Angles Theorem (Thm. 5.7), DF — ≅ FE —. So, let
c
b
x b x = DF = FE. By the Pythagorean Theorem (Thm. 9.1),
x2 + x2 = c2, where c is the length of the hypotenuse. So,
B C Q R 2x2 = c2 by the Distributive Property.—
Take the positive
a a
square
—
root of each side to get x√ 2 = c. So, the hypotenuse
STATEMENTS REASONS is √2 times as long as each leg.
21. Given △JKL, which is a 30°- 60°- 90° triangle, whose shorter
1. In △ABC, c2 > a2 + b2, 1. Given
leg, —
KL, has length x, construct △JML, which is congruent
where c is the length of
and adjacent to △JKL. Because corresponding parts of
the longest side. △PQR
congruent triangles are congruent, LM = KL = x,
has side lengths a, b, and
m∠M = m∠K = 60°, m∠MJL = m∠KJL = 30°, and
x, where x is the length of
JM = JK. Also, by the Angle Addition Postulate (Post. 1.4),
the hypotenuse and ∠R is a
m∠KJM = m∠KJL + m∠MJL, and by substituting,
right angle.
m∠KJM = 30° + 30° = 60°. So, △JKM has three 60° angles,
2. a2 + b2 = x2 2. Pythagorean Theorem which means that it is equiangular by definition, and by the
(Thm. 9.1) Corollary to the Converse of the Base Angles Theorem
(Cor. 5.3), it is also equilateral. By the Segment Addition
3. c2 > x2 3. Substitution Property
Postulate (Post. 1.2), KM = KL + LM, and by substituting,
4. c > x 4. Take the positive KM = x + x = 2x. So, by the definition of an equilateral
square root of each triangle, JM = JK = KM = 2x. By the Pythagorean
side. Theorem (Thm. 9.1), (JL)2 + (KL)2 = (JK)2. By substituting,
we get (JL)2 + x2 = (2x)2, which is equivalent to
5. m∠R = 90° 5. Definition of a right (JL)2 + x2 = 4x2, when simplified. When the Subtraction
angle Property of Equality is applied, we get (JL)2 = 4x2 − x2,
6. m∠C > m∠R 6. Converse of the Hinge which is equivalent to (JL)2 = 3x2—. By taking the positive
square root of each side, JL = x√3 . So, the hypotenuse

Selected Answers
Theorem (Thm. 6.13)
of the 30°- 60°- 90° triangle, △JKL,—is twice as long as the
7. m∠C > 90° 7. Substitution Property shorter leg, and the longer leg is √3 times as long as the
8. ∠C is an obtuse angle. 8. Definition of obtuse shorter leg.
angle 23. Sample answer: Because all isosceles right triangles are
45°- 45°- 90° triangles, they are similar by the AA Similarity
9. △ABC is an obtuse 9. Definition of obtuse Theorem (Thm. 8.3). Because both legs of an isosceles right
triangle. triangle triangle are congruent, the legs will always be proportional.
So, 45°- 45°- 90° triangles are all similar by the SAS Similarity
9.1 Maintaining Mathematical Proficiency (p. 474) Postulate (Thm. 8.5) also.
—
14√ 3 —
25. T(1.5, 1.6)
45. — 47. 4√ 3
3 9.2 Maintaining Mathematical Proficiency (p. 480)
9.2 Vocabulary and Core Concept Check (p. 479) 27. x = 2
1. 45°- 45°- 90°, 30°- 60°- 90° 9.3 Vocabulary and Core Concept Check (p. 486)
9.2 Monitoring Progress and Modeling with 1. each other
Mathematics (pp. 479 – 480)
— — 9.3 Monitoring Progress and Modeling with
3. x = 7√2 5. x = 3 7. x = 9√ 3 , y = 18 Mathematics (pp. 486 – 488)
—
9. x = 12√3 , y = 12 3. △HFE ∼ △GHE ∼ △GFH 168
5. x = — = 6.72
25
11. The hypotenuse of a 30°- 60°- 90° triangle is equal to the
⋅ ⋅
180
shorter leg times 2; hypotenuse = shorter leg 2 = 7 2 = 14; 7. x = —
13
≈ 13.8 9. about 11.2 ft 11. 16
— —
So, the length of the hypotenuse is 14 units. 13. 2√70 ≈ 16.7 15. 20 17. 6√ 17 ≈ 24.7
—
13. 19. x=8 21. y = 27 23. x = 3√5 ≈ 6.7
729
25. z=— 16
≈ 45.6
30° 30°
27. The length of leg z should be the geometric mean of the
5 cm
length of the hypotenuse, (w + v), and the segment of the
— hypotenuse that is adjacent to z, which is v, not w;
⋅
2.5√3 cm
z2 = v (w + v)
60° 60°
2.5 cm 2.5 cm 29. about 14.9 ft 31. a = 3 33. x = 9, y = 15, z = 20
about 4.3 cm 35. A, D 37. AC = 25, BD = 12
39. given; Geometric Mean (Leg) Theorem (Thm. 9.8); a2;
15. 32 ft2 17. 142 ft; about 200.82 ft; about 245.95 ft
Substitution Property of Equality; Distributive Property; c;
Substitution Property of Equality

Selected Answers A45

41. STATEMENTS REASONS 9.4 Monitoring Progress and Modeling with
Mathematics (pp. 495 – 496)
1. Draw △ABC, ∠BCA is 1. Given 45 28
a right angle. 3. tan R = —
28
≈ 1.6071, tan S = —
45
≈ 0.6222
5. tan G = —21 = 2.0000, tan H = —12 = 0.5000
2. Draw a perpendicular 2. Perpendicular Postulate
segment (altitude) from (Post. 3.2) 7. x ≈ 13.8 9. x ≈ 13.7
C to —
AB , and label the 11. The tangent ratio should be the length of the leg opposite ∠D
new point on —AB as D. to the length of the leg adjacent to ∠D, not the length of the
35
hypotenuse; tan D = — 12
3. △ADC ∼ △CDB 3. Right Triangle Similarity 5
13. 1 15. about 555 ft 17. — 12
≈ 0.4167
Theorem (Thm. 9.6)
19. it increases; The opposite side gets longer.
BD CD
4. — = — 4. Corresponding sides 21. no; The Sun’s rays form a right triangle with the length of the
CD AD
of similar figures are awning and the height of the door. The tangent of the angle of
proportional. elevation equals the height of the door over the length of the
5. CD2 = AD BD ⋅ 5. Cross Products Property awning, so the length of the awning equals the quotient of the
height of the door, 8 feet, and the tangent of the angle
8
43. y of elevation, 70°: x = — ≈ 6.5 ft
tan 70°
x 23. You cannot find the tangent of a right angle, because each
y y
right angle has two adjacent legs, and the opposite side is
x the hypotenuse. So, you do not have an opposite leg and an
adjacent leg. If a triangle has an obtuse angle, then it cannot
be a right triangle, and the tangent ratio only works for right
x 2y triangles.
y x y x
25. a. about 33.3 ft
x y y b. 3 students at each end; The triangle formed by the
60° angle has an opposite leg that is about 7.5 feet longer
The two smaller triangles are congruent; Their corresponding
than the opposite leg of the triangle formed by the
sides lengths are represented by the same variables. So, they
50° angle. Because each student needs 2 feet of space,
are congruent by the SSS Congruence Theorem (Thm. 5.8).
3 more students can fit on each end with a about 1.5 feet
45. STATEMENTS REASONS
of space left over.
1. △ABC is a right triangle. 1. Given 9.4 Maintaining Mathematical Proficiency
Altitude —
(p. 496)
CD is drawn to — —

hypotenuse —
27. x = 2√ 3 ≈ 3.5 29. x = 5√ 2 ≈ 7.1
AB .
9.5 Vocabulary and Core Concept Check (p. 502)
2. ∠BCA is a right angle. 2. Definition of right
1. the opposite leg, the hypotenuse
triangle
9.5 Monitoring Progress and Modeling with
3. ∠ADC and ∠BDC are 3. Definition of Mathematics (pp. 502– 504)
right angles. perpendicular lines
3. sin D = —45 = 0.8000, sin E = —35 = 0.6000,
4. ∠BCA ≅ ∠ADC ≅ ∠BDC 4. Right Angles cos D = —35 = 0.6000, cos E = —45 = 0.8000
Congruence Theorem 28 45
(Thm. 2.3) 5. sin D = —
53
≈ 0.5283, sin E = —
53
≈ 0.8491,
45 28
cos D = — ≈ 0.8491, cos E = — ≈ 0.5283
5. ∠A and ∠ACD are 5. Corollary to the 53— 53
complementary. ∠B and Triangle Sum Theorem √3 1
7. sin D = — ≈ 0.8660, sin E = — = 0.5000,
∠BCD are complementary. (Cor. 5.1) 2 2
—
1 √3
6. ∠ACD and ∠BCD are 6. Definition of cos D = — = 0.5000, cos E = — ≈ 0.8660
2 2
complementary. complementary angles
9. cos 53° 11. cos 61° 13. sin 31° 15. sin 17°
7. ∠A ≅ ∠BCD, 7. Congruent Complements
17. x ≈ 9.5, y ≈ 15.3 19. v ≈ 4.7, w ≈ 1.6
∠B ≅ ∠ACD Theorem (Thm. 2.5)
21. a ≈ 14.9, b ≈ 11.1 23. sin X = cos X = sin Z = cos Z
8. △CBD ∼ △ABC, 8. AA Similarity Theorem 25. The sine of ∠A should be equal to the ratio of the length of
△ACD ∼ △ABC, (Thm. 8.3) the leg opposite the angle, to the length of the hypotenuse;
12
△CBD ∼ △ACD sin A = —13
27. about 15 ft
9.3 Maintaining Mathematical Proficiency (p. 488)
23
47. x = 116 49. x = —6
≈ 3.8
9.4 Vocabulary and Core Concept Check (p. 495)
1. the opposite leg, the adjacent leg

A46 Selected Answers

29. a. c. View of Sailboat from Cliff
y
60
20 ft 55

Approximate Length of
50

Line of Sight (feet)

45
40
67°
35
30
25
b. about 23.4 ft; The higher you hold the spool, the farther 20
15
the kite is from the ground. 10
31. both; The sine of an acute angle is equal to the cosine of its 5
complement, so these two equations are equivalent. 0
0 20 40 60 80 100 x
33. U G Angle of Depression (degrees)

d. 60 ft
30° 30°
2 length of side opposite A
——
length of hypotenuse
sin A
39. a. — = ——— ——
length of hypotenuse
cos A length of side adjacent to A length of hypotenuse
———
⋅
60° 60°
E Q T R length of hypotenuse
X 1
Because △EQU is an equilateral triangle, all three angles length of side opposite A
—, is drawn from
have a measure of 60°. When an altitude, UX
= ———
length of side adjacent to A
—
U to EQ as shown, two congruent 30°- 60°- 90° triangles are
—
= tan A
√3 b. (sin A)2 + (cos A)2
formed, where m∠E = 60°. So, sin E = sin 60° = —. Also,

( )( )
2 2 2
length of side length of side
in △RGT, because the hypotenuse is twice as long as one

Selected Answers
opposite A adjacent to A
of the legs, it is also a 30°- 60°- 90° triangle. Because ∠G is = —— + ——
length of hypotenuse length of hypotenuse
across from the shorter leg, it must have a measure of 30°,
—
√3 (length of side (length of side
which means that cos G = cos 30° = —. So, sin E = cos G. +
opposite A)2 adjacent to A)2
2 = ———.
(length of hypotenuse)2
35. If you knew how to take the inverse of the trigonometric
ratios, you could first find the respective ratio of sides and By the Pythagorean Theorem (Thm. 9.1),
then take the inverse of the trigonometric ratio to find the (length of side opposite A)2 + (length of side adjacent to A)2
measure of the angle. = (length of hypotenuse)2.
37. a. (length of hypotenuse)2
So, (sin A)2 + (cos A)2 = ——2 = 1.
(length of hypotenuse)
9.5 Maintaining Mathematical Proficiency (p. 504)
41. x = 8; yes 43. x = 45; yes
30 ft
9.6 Vocabulary and Core Concept Check (p. 509)
1. sides, angles
9.6 Monitoring Progress and Modeling with
b. Angle of Mathematics (pp. 509 –510)
40° 50° 60° 70° 80°
depression 3. ∠C 5. ∠A 7. about 48.6° 9. about 70.7°
Approximate 11. about 15.6° 13. AB = 15, m∠A ≈ 53.1°, m∠B ≈ 36.9°
length of line 46.7 39.2 34.6 31.9 30.5 15. YZ ≈ 8.5, m∠X ≈ 70.5°, m∠Z ≈ 19.5°
of sight (feet)
17. KL ≈ 5.1, ML ≈ 6.1, m∠K = 50°
19. The sine ratio should be the length of the opposite side to the
length of the hypotenuse, not the adjacent side;
sin−1 —8
17
= m∠T
21. about 59.7°
23. 4.76° 96.4 in.
8 in.
96.1 in.

25. about 36.9°; PQ = 3 centimeters and PR = 4 centimeters, so

m∠R = tan−1 —34 ≈ 36.9°. ()
27. KM ≈ 7.8 ft, JK ≈ 11.9 ft, m∠JKM = 49°; ML ≈ 19.5 ft,
m∠MKL ≈ 68.2°, m∠L ≈ 21.8°

Selected Answers A47

29. a. Sample answer: tan−1 —31; about 71.6° b. m∠B ≈ 42.4°, m∠C ≈ 116.6°, c ≈ 42.4;
m∠B ≈ 137.6°, m∠C ≈ 21.4°, c ≈ 17.3
b. Sample answer: tan−1 —43 ;
about 53.1°
C
31. Because the sine is the ratio of the length of a leg to the 32 17
length of the hypotenuse, and the hypotenuse is always 21°
A B
longer than either of the legs, the sine cannot have a value
greater than 1. C
32
9.6 Maintaining Mathematical Proficiency (p. 510) 17
A B
21°
33. x = 8 35. x = 2.46
9.7 Vocabulary and Core Concept Check (p. 517) 49. about 523.8 mi
51. a. C
1. Both the Law of Sines (Thm. 9.9) and the Law of Cosines
(Thm. 9.10) can be used to solve any triangle.
a h b
9.7 Monitoring Progress and Modeling with
Mathematics (pp. 517 –520)
B A
3. about 0.7986 5. about −0.7547 7. about −0.2679 c

9. about 81.8 square units 11. about 147.3 square units The formula for the area of △ABC with altitude h
13. m∠A = 48°, b ≈ 25.5, c ≈ 18.7 — 1
drawn from C to AB as shown is A = —ch. Because
15. m∠B = 66°, a ≈ 14.3, b ≈ 24.0 2
17. m∠A ≈ 80.9°, m∠C ≈ 43.1°, a ≈ 20.2 h
sin A = —, h = b sin A. By substituting, you get
19. a ≈ 5.2, m∠B ≈ 50.5°, m∠C ≈ 94.5° b
21. m∠A ≈ 81.1°, m∠B ≈ 65.3°, m∠C ≈ 33.6° 1 1
A = —c(b sin A ) = —bc sin a.
23. b ≈ 35.8, m∠A ≈ 46.2°, m∠C ≈ 70.8° 2 2
A
25. According to the Law of Sines (Thm. 9.9), the ratio of the
sine of an angle’s measure to the length of its opposite side
b h c
should be equal to the ratio of the sine of another angle
sin C sin 55°
measure to the length of its opposite side; — = —, C B
5 6 a
5 sin 55°
sin C = —, m∠C ≈ 43.0° The formula for the area of △ABC with altitude h
6
27. Law of Sines (Thm. 9.9); given two angle measures and the
— as shown is A = —1ah. Because
drawn from A to BC
2
length of a side; m∠C = 64°, a ≈ 19.2, c ≈ 18.1
h
29. Sample answer: Law of Cosines (Thm. 9.10); given the sin B = —, h = c sin B. By substituting, you get
c
lengths of two sides and the measure of the included angle;
c ≈ 19.3, m∠A ≈ 34.3°, m∠B ≈ 80.7° 1 1
A = —a(c sin B) = —ac sin B. See Exercise 50 for
31. Law of Sines (Thm. 9.9); given the lengths of two sides and 2 2
the measure of a nonincluded angle; m∠A ≈ 111.2°, 1
A = —ab sin C.
m∠B ≈ 28.8°, a ≈ 52.2 2
33. about 10.7 ft 35. about 5.1 mi b. They are all expressions for the area of the same triangle,
37. cousin; You are given the lengths of two sides and the so they are all equal to each other by the Transitive
measure of their included angle. Property.
39. yes; The area of any triangle is given by one half the product c. By the Multiplication Property of Equality, multiply all
of the lengths of two sides times the sine of their included three expressions by 2 to get bc sin A = ac sin B = ab sin C.
angle. For △QRS, A = —12qr sin S = —12(25)(17)sin 79° ≈ 208.6 By the Division Property of Equality, divide all three
square units. sin A sin B sin C
expressions by abc to get — = — = —.
41. a. about 163.4 yd b. about 3.5° a b c
43. x = 99, y ≈ 20.1 45. c2 = a2 + b2 9.7 Maintaining Mathematical Proficiency (p. 520)
47. a. m∠B ≈ 52.3°, m∠C ≈ 87.7°, c ≈ 20.2; 53. r = 4 ft, d = 8 ft 55. r = 1 ft, d = 2 ft
m∠B ≈ 127.7°, m∠C ≈ 12.3°, c ≈ 4.3 Chapter 9 Review (pp. 522–526)
C —
1. x = 2√ 34 ≈ 11.7; no 2. x = 12; yes
—
16 13 3. x = 2√ 30 ≈ 11.0; no 4. yes; acute 5. yes; right
—
40° 6. yes; obtuse 7. x = 6√2 8. x = 7
A B —
c 9. x = 16√ 3 10. △GFH ∼ △FEH ∼ △GEF; x = 13.5
C —
11. △KLM ∼ △JKM ∼ △JLK; x = 2√6 ≈ 4.9
—
16 12. △QRS ∼ △PQS ∼ △PRQ; x = 3√3 ≈ 5.2
40° 13
13. △TUV ∼ △STV ∼ △SUT; x = 25 14. 15
— —
A B 15. 24√3 ≈ 41.6 16. 6√ 14 ≈ 22.4

A48 Selected Answers

 11 60
17. tan J = —
60
≈ 0.1833, tan L = —
11
≈ 5.4545 11. 4
12 35
18. tan N = — ≈ 0.3429, tan P = —
35 — 12
≈ 2.9167
—
7√ 2 4√ 2
19. tan A = — ≈ 1.2374, tan B = — ≈ 0.8081
8 7
20. x ≈ 44.0 21. x ≈ 9.3 22. x ≈ 12.8
23. about 15 ft
24. sin X = —35 = 0.600, sin Z = —45 = 0.8000, cos X = —45 = 0.8000,
cos Z = —35 = 0.6000
— —
7√149 10√ 149 13. 2
25. sin X = — ≈ 0.5735, sin Z = — ≈ 0.8192,
149 149
— —
10√ 149 7√ 149
cos X = — ≈ 0.8192, cos Z = — ≈ 0.5735
149 149
55 48
26. sin X = —
73
≈ 0.7534, sin Z = —
73
≈ 0.6575,
48 55
cos X = —73
≈ 0.6575, cos Z = —
73
≈ 0.7534
27. s ≈ 31.3, t ≈ 13.3 28. r ≈ 4.0, s ≈ 2.9 15. external 17. internal
29. v ≈ 9.4, w ≈ 3.4 30. cos 18° 31. sin 61° 19. yes; △ABC is a right triangle.
32. m∠Q ≈ 71.3° 33. m∠Q ≈ 65.5° 34. m∠Q ≈ 2.3° 21. no; △ABD is not a right triangle. 23. 10 25. 10.5
35. m∠A ≈ 48.2°, m∠B ≈ 41.8°, BC ≈ 11.2 27. Sample answer:
36. m∠L = 53°, ML ≈ 4.5, NL ≈ 7.5
37. m∠X ≈ 46.1°, m∠Z ≈ 43.9°, XY ≈ 17.3
C A
38. about 41.0 square units 39. about 42.2 square units
2 in.
40. about 208.6 square units
41. m∠B ≈ 24.3°, m∠C ≈ 43.7°, c ≈ 6.7

Selected Answers
42. m∠C = 88°, a ≈ 25.8, b ≈ 49.5 29. 5 31. ±3
43. m∠A ≈ 99.9°, m∠B ≈ 32.1°, a ≈ 37.1 —
33. ∠ Z is a right angle, not ∠YXZ; XY is not tangent to ⊙Z.
44. b ≈ 5.4, m∠A ≈ 141.4°, m∠C ≈ 13.6°
35. 2; 1; 0; Sample answer: There are two possible points of
45. m∠A ≈ 35°, a ≈ 12.3, c ≈ 14.6 tangency from a point outside the circle, one from a point on
46. m∠A ≈ 42.6°, m∠B ≈ 11.7°, m∠C ≈ 125.7° the circle, and none from a point inside the circle.
— and PM— are radii, so PE
— ≅ PM—.
Chapter 10 37. 25.6 units 39. yes; PE
41. Sample answer: Every point is the same distance from the
Chapter 10 Maintaining Mathematical center, so the farthest two points can be from each other is
Proficiency (p. 531) opposite sides of the center.
1. x2 + 11x + 28 2. a2 − 4a − 5 3. 3q2 − 31q + 36 43. ∠ ARC ≅ ∠ BSC and ∠ ACR ≅ ∠ BCS, so △ARC ∼ △BSC
4. 10v − 33v − 7
2 5. 4h + 11h + 6
2 by the AA Similarity Theorem (Thm. 8.3). Because
6. 18b2 − 54b + 40 7. x ≈ −1.45; x ≈ 3.45 corresponding sides of similar figures are proportional,
r ≈ −9.24; r ≈ −0.76 9. w = −9, w = 1 AC RC
8. — = —.
BC SC
10. p ≈ −10.39; p ≈ 0.39 11. k ≈ −1.32; k ≈ 5.32
45. x = 13, y = 5; 2x − 5 = x + 8 and 2x + 4y − 6 = 2x + 14.
12. z=1 —. The perpendicular
47. a. Assume m is not perpendicular to QP
13. Sample answer: (2n + 1)(2n + 3); 2n + 1 is positive and
segment from Q to m intersects m at some other point
odd when n is a nonnegative integer. The next positive, odd
R. Then QR < QP, so R must be inside ⊙Q, and m must
integer is 2n + 3.
be a secant line. This is a contradiction, so m must be
10.1 Vocabulary and Core Concept Check (p. 538) —.
perpendicular to QP
1. They both intersect the circle in two points; Chords are b. Assume m is not tangent to ⊙Q. Then m must intersect
segments and secants are lines. ⊙Q at a second point R. QP — and QR— are both radii of
3. concentric circles — — —
⊙Q, so QP ≅ QR . Because m ⊥ QP , QP < QR. This is a
10.1 Monitoring Progress and Modeling with contradiction, so m must be tangent to ⊙Q.
Mathematics (pp. 538–540) 10.1 Maintaining Mathematical Proficiency (p. 540)
5. ⊙C 7. —, AD
BH — 9. ⃖⃗
KG 49. 43°
10.2 Vocabulary and Core Concept Check (p. 546)
1. congruent arcs
10.2 Monitoring Progress and Modeling with
Mathematics (pp. 546–548)
, 135°; 
3. AB ADB , 225° , 120°; 
5. JL JKL , 240°

Selected Answers A49

 7. minor arc; 70° 9. minor arc; 45° — ≅ PR
23. TP —, LP— ≅ LP
—, and LT
— ≅ LR—, so △LPR ≅ △LPT
11. semicircle; 180° 13. major arc; 290° by the SSS Congruence Theorem (Thm. 5.8). Then
∠ LPT ≅ ∠ LPR, so m∠ LPT = m∠ LPR = 90°. By
15. a. 132° b. 147° c. 200° d. 160° — is a perpendicular bisector of RT
definition, LP —, so L lies on
17. a. 103° b. 257° c. 196° d. 305° e. 79° — — —
QS . Because QS contains the center, QS is a diameter of ⊙L.
f. 281° — ≅ CD—, then GC— ≅ FA—. Because EC— ≅ EA —,
congruent; They are in the same circle and m AB = m
25. If AB
19. CD . △ECG ≅ △EAF by the HL Congruence Theorem
21. congruent; The circles are congruent and m VW = m XY . — = EG
(Thm. 5.9), so EF —. If EF
— = EG—, then because
23. 70; 110°
— — — —
EC ≅ ED ≅ EA ≅ EB , △AEF ≅ △BEF ≅ △DEG ≅ △CEG
by the HL Congruence Theorem (Thm. 5.9). Then
25. your friend; The arcs must be in the same circle or congruent — ≅ BF
AF — ≅ DG— ≅ CG —, so AB
— ≅ CD —.
circles.
27. 
AD is the minor arc; ABD 29. 340°; 160° 31. 18° 10.3 Maintaining Mathematical Proficiency (p. 554)
33. Translate ⊙A left a units so that point A maps to point O. 27. 259°
The image of ⊙A is ⊙A′ with center O, so ⊙A′ and ⊙O 10.4 Vocabulary and Core Concept Check (p. 562)
are concentric circles. Dilate ⊙A′ using center of dilation
1. inscribed polygon
r
O and scale factor —, which maps the points s units from 10.4 Monitoring Progress and Modeling with
s
r Mathematics (pp. 562–564)
point O to the points —(s) = r units from point O.
s 3. 42° 5. 10° 7. 120°
So, this dilation maps ⊙A′ to ⊙O. Because a similarity 9. ∠ ACB ≅ ∠ ADB, ∠ DAC ≅ ∠ DBC
transformation maps ⊙A to ⊙O, ⊙O ∼ ⊙A. 11. 51° 13. x = 100, y = 85 15. a = 20, b = 22
35. a. Translate ⊙B so that point B maps to point A. The image 17. The inscribed angle was not doubled;
of ⊙B is ⊙B′ with center A. Because AC — ≅ BD —, this m∠ BAC = 2(53°) = 106°
translation maps ⊙B′ to ⊙A. A rigid motion maps ⊙B to 19. x = 25, y = 5; 130°, 75°, 50°, 105°
⊙A, so ⊙A ≅ ⊙B. 21. x = 30, y = 20; 60°, 60°, 60°
b. Because ⊙A ≅ ⊙B, the distance from the center of the 23.
circle to a point on the circle is the same for each circle.
— ≅ BD
So, AC —.
37. a. m BC = m∠ BAC, m DE = m∠ DAE and
m∠ BAC = m∠ DAE, so m BC = m DE . Because

BC and  DE are in the same circle,  BC ≅ DE .
b. m BC = m∠ BAC and m DE = m∠ DAE. Because 25. yes; Opposite angles are always supplementary.

BC ≅  DE , ∠ BAC ≅ ∠ DAE. 27. no; Opposite angles are not always supplementary.
10.2 Maintaining Mathematical Proficiency (p. 548) 29. no; Opposite angles are not always supplementary.
39. 15; yes 41. about 13.04; no 31. A B

10.3 Vocabulary and Core Concept Check (p. 553)

1. Split the chord into two segments of equal length.
10.3 Monitoring Progress and Modeling with
Mathematics (pp. 553–554)
3. 75° 5. 170° 7. 8 9. 5
— and DB
11. AC — are not perpendicular;  BC is not congruent C

to 
CD . 220,000 km
13. yes; The triangles are congruent, so AB — is a perpendicular 33. double the radius
—
bisector of CD . 35. Each diagonal splits the rectangle into two right triangles.
15. 17 — ≅ QA
37. a. QB —, so △ABC is isosceles. By the Base Angles
17. about 6.9 in.; The perpendicular bisectors intersect at the Theorem (Thm. 5.6), ∠ QBA ≅ ∠ QAB, so m∠ BAQ = x°.
By the Exterior Angles Theorem (Thm. 5.2),
m∠ AQC = 2x°. Then m
center, so the right triangle with legs of 6 inches and
AC = 2x°, so
m∠ B = x° = —12 (2x)° = —12m
3.5 inches have a hypotenuse equal to the length of the radius.
19. a. Because PA = PB = PC = PD, △PDC ≅ △PAB AC .
by the SSS Congruence Theorem (Thm. 5.8). So,
∠ DPC ≅ ∠ APB and  AB ≅  CD .
b. PA = PB = PC = PD, and because  AB ≅  CD ,
∠ DPC ≅ ∠ APB. By the SAS Congruence Theorem
(Thm. 5.5), △PDC ≅ △PAB, so AB — ≅ CD —.
—
21. about 16.26°; Sample answer: AB = 2√2 and
PA = PB = 10, so m∠ APB ≈ 16.26 by the Law of Cosines
(Thm. 9.10).

A50 Selected Answers

 — is a diameter;
b. Given: ∠ ABC is inscribed in ⊙Q. DB 31. a. A C
t
1 
Prove: m∠ ABC = —2mAC ; By Case 1, proved in part (a),
m∠ ABD = —12m
AD and m∠ CBD = —12 m
B
CD . By the Arc
Addition Postulate (Post. 10.1), m
AD + m CD = m
AC .
By the Angle Addition Postulate (Post. 1.4),
C A
m∠ ABD + m∠ CBD = m∠ ABC. t
Then m∠ ABC = —12 mAD + —12 mCD B
= (  + m
1
—2 mAD CD )
=  1

b. mAB = 2m∠ BAC, m

—2 mAC .
— is a diameter;
c. Given: ∠ ABC is inscribed in ⊙Q. DB
AB = 360° − 2m∠ BAC
1  c. 90°; 2m∠ BAC = 360° − 2m∠ BAC when
Prove: m∠ ABC = —2mAC ; By Case 1, proved in part (a),
m∠ DBA = —12m
AD and m∠ DBC = —12 m
m∠ BAC = 90°.
CD . By the Arc
Addition Postulate (Post. 10.1), m CD = m
AC + m
33. a. By the Tangent Line to Circle Theorem (Thm. 10.1),
AD ,
  
so mAC = mAD − mCD . By the Angle Addition
m∠ BAC is 90°, which is half the measure of the
semicircular arc.
Postulate (Post. 1.4), m∠ DBC + m∠ ABC = m∠ DBA,
b. D
so m∠ ABC = m∠ DBA − m∠ DBC. Then B
m∠ ABC = —12m AD − —2m
1
CD
= —12 ( m
AD − m
CD )
= —12 m
AC . C A
39. To prove the conditional, find the measure of the intercepted By the Tangent Line to Circle Theorem (Thm. 10.1),
arc of the right angle and the definition of a semicircle to show m∠ CAD = 90°. m∠ DAB = —12 m DB and by part (a),
the hypotenuse of the right triangle must be the diameter of the m∠ CAD = —12 mAD . By the Angle Addition Postulate
circle. To prove the converse, use the definition of a semicircle (Post. 1.4), m∠ BAC = m∠ BAD + m∠ CAD. So,
m∠ BAC = —12 mDB + —12 m DB + m
AD = —12 ( m AD ). By the

Selected Answers
to find the measure of the angle opposite the diameter.
Arc Addition Postulate (Post. 10.1),
mDB + m AD = m ADB , so m∠ BAC = —12( m
41. 2.4 units
ADB ).
10.4 Maintaining Mathematical Proficiency (p. 564)
c. D
145
43. x = —3
45. x = 120 B

10.5 Vocabulary and Core Concept Check (p. 570)

1. outside
10.5 Monitoring Progress and Modeling with C A
Mathematics (pp. 570–572) By the Tangent Line to Circle Theorem (Thm. 10.1),
3. 130° 5. 130° 7. 115 9. 56 11. 40 m∠ CAD = 90°. m∠ DAB = —12 m DB and by part (a),
13. 34 m∠ DAC = —12m ABD . By the Angle Addition Postulate
(Post. 1.4), m∠ BAC = m∠ DAC − m∠ DAB. So,
m∠ BAC = —12 m DB = —12 ( m
ABD − —12 m ABD − m
15. ∠ SUT is not a central angle;
m∠ SUT = —12( mQR + m
DB ). By
ST ) = 41.5°
the Arc Addition Postulate (Post. 10.1),
17. 60°; Because the sum of the angles of a triangle always mABD − m DB = mAB , so m∠ BAC = —12( m
AB ).
equals 180°, solve the equation 90 + 30 + x = 180.
35. STATEMENTS REASONS

1. Chords —AC and —

19. 30°; Because the sum of the angles of a triangle always
equals 180°, solve the equation 60 + 90 + x = 180. BD 1. Given
21. 30°; This angle is complementary to ∠ 2, which is 60°. intersect.
23. about 2.8° 25. 360 − 10x; 160° 
2. m∠ ACB = —12 m AB and 2. Measure of an Inscribed
27. m∠ LPJ < 90; The difference of m JL and m
LK must be less m∠ DBC = 1
—2 m DC Angle Theorem
than 180°, so m∠ LPJ < 90. (Thm. 10.10)
29. By the Angles Inside a Circle Theorem (Thm. 10.15), 3. m∠1 = m∠ DBC + 3. Exterior Angle Theorem
m∠ JPN = —12( mJN + m KM ). By the Angles Outside the m∠ ACB (Thm. 5.2)
Circle Theorem (Thm. 10.16), m∠ JLN = —12( m JN − mKM ).
Because the angle measures are positive,

4. m∠1 = —12m DC + —12 m AB  4. Substitution Property
—2 ( m
JN + m
KM ) > —12 m
JN > —12 ( m
JN − m of Equality
1
KM ), so,
m∠ JPN > m∠ JLN.  
5. m∠1 = —12( m DC +m AB ) 5. Distributive Property

Selected Answers A51

37. By the Exterior Angle Theorem (Thm. 5.2), 19. STATEMENTS REASONS
m∠ 2 = m∠ 1 + m∠ ABC, so m∠ 1 = m∠ 2 − m∠ ABC.
By the Tangent and Intersected Chord Theorem 1. —
AB and — CD are chords 1. Given
(Thm. 10.14), m∠ 2 = —12 m
BC and by the Measure of an intersecting in the
Inscribed Angle Theorem (Thm. 10.10), m∠ ABC = —12 m AC. interior of the circle.
By the Substitution Property,
BC − —12m
m∠ 1 = —12m BC − m
AC = —12 ( m AC ); 2. ∠ AEC ≅ ∠ DEB 2. Vertical Angles
Congruence Theorem
P (Thm. 2.6)
Q
3
3. ∠ACD ≅ ∠ ABD 3. Inscribed Angles of a
2 Circle Theorem
1 (Thm. 10.11)
R
4. △AEC ∼ △DEB 4. AA Similarity Theorem
By the Exterior Angle Theorem (Thm. 5.2), (Thm. 8.3)
m∠ 1 = m∠ 2 + m∠ 3, so m∠ 2 = m∠ 1 − m∠ 3. By the EA EC
Tangent and Intersected Chord Theorem (Thm. 10.14), 5. — = — 5. Corresponding side
m∠ 1 = —12m
PQR and m∠ 3 = —12 m
ED EB
PR . By the Substitution lengths of similar
Property, m∠ 2 = —12m PR = —12 ( m
PQR − —12m PQR − m
triangles are proportional.
PR );

W
X ⋅
6. EB EA = EC ED ⋅ 6. Cross Products Property

3 21. A
1 x
2 E r
Y y C r
O r D
By the Exterior Angle Theorem (Thm. 5.2),
m∠ 1 = m∠ 3 + m∠ WXZ, so m∠ 3 = m∠ 1 − m∠ WXZ. By
the Measure of an Inscribed Angle Theorem (Thm. 10.10), By the Tangent Line to Circle Theorem (Thm. 10.1),
m∠ 1 = —12m
XY and m∠ WXZ = —12m WZ . By the Substitution ∠ EAO is a right angle, which makes △AEO a right triangle.
By the Pythagorean Theorem (Thm. 9.1), (r + y)2 = r2 + x2.
Property, m∠ 3 = —12m
XY − —12 m
WZ = —12 ( m
XY − m
WZ ). So, r2 + 2yr + y2 = r2 + x2. By the Subtraction Property
39. 20°; Sample answer: m WY = 160° and m WX = mZY , so of Equality, 2yr + y2 = x2. Then y(2r + y) = x2, so
m∠ P = —12( 
WZ − 
XY ) ⋅
EC ED = EA2.
= —12( ( 200 − 
ZY ) − ( 160 −  AD2 + (AD)(DE) − AB2 —
WX ) ) 23. BC = —— 25. 2√10
AB
= —12(40).
10.6 Maintaining Mathematical Proficiency (p. 578)
10.5 Maintaining Mathematical Proficiency (p. 572)
27. x = −9, x = 5 29. x = −7, x = 1
41. x = −4, x = 3 43. x = −3, x = −1
10.7 Vocabulary and Core Concept Check (p. 583)
10.6 Vocabulary and Core Concept Check (p. 577)
1. (x − h)2 + (y − k)2 = r2
1. external segment
10.7 Monitoring Progress and Modeling with
10.6 Monitoring Progress and Modeling with Mathematics (pp. 583–584)
Mathematics (pp. 577–578)
3. x2 + y2 = 4 5. x2 + y2 = 49
3. 5 5. 4 7. 4 9. 5 11. 12 13. 4
7. (x + 3) + (y − 4)2 = 1
2 9. x2 + y2 = 36
15. The chords were used instead of the secant segments;
11. x + y = 58
2 2

⋅
CF DF = BF AF; CD = 2 ⋅ 13. center: (0, 0), radius: 7 15. center: (3, 0), radius: 4
17. about 124.5 ft
y y
8 4

(0, 0) (3, 0)
−8 −4 4 8 x 2 4 6 x

−4

−8 −4

A52 Selected Answers

17. center: (4, 1), radius: 1 18. congruent; The circles are congruent and m
AB = m EF .
y 19. 61° 20. 65° 21. 91° 22. 26 23. 80
6
24. q = 100, r = 20 25. 5 26. y = 30, z = 10
4
27. m = 44, n = 39 28. 28 29. 70 30. 106
2 (4, 1) 31. 16 32. 240° 33. 5 34. 3 35. 10
36. about 10.7 ft 37. (x − 4)2 + (y + 1)2 = 9
2 4 6 x 38. (x − 8)2 + (y − 6)2 = 36 39. x2 + y2 = 16
40. x2 + y2 = 81 41. (x + 5)2 + ( y − 2)2 = 1.69
—— —
19. The radius of the circle is 8. √ (2 − 0)2 + (3 − 0)2 = √13 , 42. (x − 6) + (y − 21)2 = 16
2

so (2, 3) does not lie on the circle.

—
43. (x + 3)2 + (y − 2)2 = 256
21. The radius of the circle is √ 10 . 44. (x − 10)2 + ( y − 7)2 = 12.25 45. x2 + y2 = 27.04
——
— — —
√( √6 − 0 ) + (2 − 0)2 = √ 10 , so ( √ 6 , 2 ) does lie on the
2
46. (x + 7)2 + (y − 6)2 = 25
circle. 47. center: (6, −4), radius: 2
23. a. y y

8 Zone 3 2

4 Zone 2
2 4 6 8 x

−2
−8 −4 Zone 1 4 8 x

−4 −4
(6, −4)
−8 −6

——
48. The radius of the circle is 5. d = √(0 − 4)2 + (0 + 3)2 = 5,
b. zone 2, zone 3, zone 1, zone 1, zone 2
so (4, −3) is on the circle.

Selected Answers
25. y
Chapter 11
2
Chapter 11 Maintaining Mathematical
(0, 0) Proficiency (p. 595)
−6 −2 2 x
25
1. 33.54 ft2 2. 311.04 cm2 3. 159 —64
yd2 4. 9 in.
−2
5. 2 cm 6. 12 ft
(−2, −4) 7. A parallelogram can be formed from a rectangle by
appending a triangle and removing a triangle of the same
−6
size. So, the area of the parallelogram is the same as the
area of the original rectangle. In the formula for area of a
rectangle A = ℓw, length ℓ is replaced by base b and width
The equation of the image is (x + 2)2 + (y + 4)2 = 16; w is replaced by height h.
The equation of the image of a circle after a
11.1 Vocabulary and Core Concept Check (p. 602)
translation m units to the left and n units down is
(x + m)2 + (y + n)2 = r2. 1. Arc measure refers to the angle and arc length refers to the
27. (x − 4)2 + (y − 9)2 = 16; m∠ Z = 90°, so XY — is a diameter. length.
29. tangent; The system has one solution. 11.1 Monitoring Progress and Modeling with
31. secant; The system has two solutions, and (5, −1) is not on
Mathematics (pp. 602 – 604)
the line. 3. about 37.70 in. 5. 14 7. about 3.14 ft
33. yes; The diameter perpendicularly bisects the chord from 9. about 35.53 m
(−1, 0) to (1, 0), so the center is on the y-axis at (0, k) and 11. The diameter was used as the radius; C = πd = 9π in.
the radius is k2 + 1. 13. 182 ft 15. about 44.85 17. about 20.57
10.7 Maintaining Mathematical Proficiency (p. 584) 7π
19. — rad 21. 165° 23. about 27.19 min 25. 8π
35. minor arc; 53° 37. major arc; 270° 18
39. semicircle; 180° 27. about 7.85
Chapter 10 Review (pp. 586–590) 29. yes; Sample answer: The arc length also depends on the
radius.
1. radius 2. chord 3. tangent 4. diameter
31. B 33. 2—13
35. arc length of 
5. secant 6. radius 7. internal 8. external
AB = rθ ; about 9.42 in.
9. 2 10. 2 11. 12 12. tangent; 202 + 482 = 522
13. 100° 14. 60° 15. 160° 16. 80°
17. not congruent; The circles are not congruent.

Selected Answers A53

37. yes; Sample answer: The circumference of the red circle can 13. about 319,990 15. about 52.36 in.2; about 261.80 in.2
30° 17. about 937.31 m ; about 1525.70 m2
2
be found using 2 = —C. The circumference of the blue
360° 19. The diameter was substituted in the formula for area as the
circle is double the circumference of the red circle. radius; A = π (6)2 ≈ 113.10 ft2
39. 28 21. about 66.04 cm2 23. about 1696.46 m2
41. Sample answer: 25. about 43.98 ft2 27. about 26.77 in.2
29. about 192.48 ft 2
STATEMENTS REASONS
31. a. about 285 ft2 b. about 182 ft2
1. FG ≅ —
— GH ,
1. Given 33. Sample answer: change side lengths to radii and perimeter
∠JFK ≅ ∠KLF to circumference; Different terms need to be used because a
circle is not a polygon.
2. FG = GH 2. Definition of congruent
segments 35. a. Sample answer: The total is 100%.
b. bus 234°; walk 90°; other 36°
3. FH = FG + GH 3. Segment Addition How Students Get To School
Postulate (Post. 1.2)
4. FH = 2FG 4. Substitution Property
of Equality Bus
65%
5. m∠JFK = m∠KFL 5. Definition of congruent
angles Other
10%
6. m∠JFL 6. Angle Addition Postulate Walk
(Post. 1.4) 25%
= m∠JFK + m∠KFL

7. m∠JFL = 2m∠JFK 7. Substitution Property

c. bus: about 8.17 in.2; walk: about 3.14 in.2; other: about
of Equality
1.26 in.2
8. ∠NFG ≅ ∠JFL 8. Vertical Angles 37. a. You should buy two 14-inch pizzas; Sample answer:
Congruence Theorem The area is 98π square inches and the cost is $25.98.
(Thm. 2.6) b. You should buy two 10-inch pizzas and one 14-inch
9. m∠NFG = m∠JFL 9. Definition of congruent pizza; Sample answer: Buying three 10-inch pizzas is the
angles only cheaper option, and it would not be enough pizza.
c. You should buy four 10-inch pizzas; Sample answer:
10. m∠NFG = 2m∠JFK 10. Substitution Property
The total circumference is 20π inches.
of Equality
39. a. 2.4 in.2; 4.7 in.2; 7.1 in.2; 9.4 in.2; 11.8 in.2; 14.1 in.2

11. arc length of JK 11. Formula for arc length b. y
Sector area (square inches)

m∠ JFK
= — 2π FH,
360° ⋅ 16


14
arc length of NG 12
10
m∠ NFG
= — 2π FG
360° ⋅ 8
6

12. arc length of 

4
JK 12. Substitution Property 2
of Equality
⋅
m∠JFK 0
= — 2π (2FG), 0 60 120 180 x
360° Arc measure (degrees)

arc length of NG c. yes; Sample answer: The rate of change is constant.
2m∠ JFK
= — 2π FG
360° ⋅ d. yes; no; Sample answer: The rate of change will still be
constant.
13. arc length of 
NG 13. Transitive Property 41. Sample answer: Let 2a and 2b represent the lengths of the
= arc length of 
JK of Equality legs of the triangle. The areas of the semicircles are —12π a2,
1 1 1 1 1
—2 π b2, and —2 π ( a2 + b2 ). —2 πa2 + —2 πb2 = —2 π ( a2 + b2 ), and
11.1 Maintaining Mathematical Proficiency (p. 604)
subtracting the areas of the unshaded regions from both sides
43. 15 leaves the area of the crescents on the left and the area of the
11.2 Vocabulary and Core Concept Check (p. 610) triangle on the right.
1. sector 11.2 Maintaining Mathematical Proficiency (p. 612)
11.2 Monitoring Progress and Modeling with 43. 49 ft2 45. 15 ft2
Mathematics (pp. 610 – 612) 11.3 Vocabulary and Core Concept Check (p. 620)
3. about 0.50 cm2 5. about 78.54 in.2 7. about 5.32 ft 1. Divide 360° by the number of sides.
9. about 4.00 in. 11. about 464 people per mi2

A54 Selected Answers

11.3 Monitoring Progress and Modeling with 162π
c. The circumference increases by a factor of — = 9.
18π
Mathematics (pp. 620 – 622)
6561π
3. 361 5. 70 7. P 9. 5 11. 36° 13. 15° The area increases by a factor of r2 or — = 81.
81π
15. 45° 17. 67.5° 19. about 62.35 21. about 20.87
23. 342.24
11.4 Maintaining Mathematical Proficiency (p. 628)

25. The side lengths were used instead of the diagonals; 19. line symmetry; 1 21. rotational symmetry; 180°
A = —12(8)(4) = 16 Chapter 11 Review (pp. 630–632)
27. 48 ft2 29. about 294.44 in.2 31. about 166 in.2 1. about 30.00 ft 2. about 56.57 cm 3. about 26.09 in.
33. true; Sample answer: As the number of sides increases, the 4. 218 ft 5. about 169.65 in. 2 6. about 17.72 in.2
polygon fills more of the circle. 7. 173.166 ft 2 8. 130 9. 96 10. 105
35. false; Sample answer: The radius can be less than or greater 11. about 201.20 12. about 167.11 13. about 37.30
than the side length. 14. 224 in.2 15. about 49.51 m2 16. about 47.31 ft2
37. x2 = 324; 18 in.; 36 in. 39. about 59.44 17. about 119.29 in.2
41. yes; about 24.73 in.2; Sample answer: Each side length is 18. The perimeter increases by 84 − 30 = 54 centimeters and the
2 inches, and the central angle is 40°. 210
area increases by a factor of — = 7.
30
43. Sample answer: Let QT = x and TS = y. The area of PQRS 19. The perimeter increases by 66 − 28 = 38 meters and the area
is —12 d2x + —12d2y = —12d2(x + y) = —12 d2d1. 90
increases by a factor of — = 2.
45
45. about 6.47 cm 20. The perimeter increases by a factor of 5 and the area increases
47. A = —12d 2; A = —12 d 2 = —12 ( s2 + s2 ) = —12( 2s2 ) = s2 by a factor of 25.
about 43 square units; Sample answer: A = —12aP; There are
Chapter 12
49.
fewer calculations.

51. ( ) 180°
A = nr 2 tan — − nr 2 sin — cos —
n ( ) ( )
180°
n
180°
n
Chapter 12 Maintaining Mathematical
Proficiency (p. 637)
11.3 Maintaining Mathematical Proficiency (p. 622) 1. about 254.47 ft2 2. about 28.27 m2

Selected Answers
53. 26 cm; 36 cm2 3. about 314.16 cm2 4. 189 m2 5. 49 in.2
11.4 Vocabulary and Core Concept Check (p. 627) 6. about 105.59 cm2 7. A = π (ax) 2

1. When you change the linear dimensions of a figure 12.1 Vocabulary and Core Concept Check (p. 643)
proportionally, every linear dimension is multiplied by the 1. polyhedron
same constant. When you change the linear dimensions of
12.1 Monitoring Progress and Modeling with
a figure non-proportionally, each linear dimension can be
multiplied by a different constant.
Mathematics (pp. 643 – 644)
3. B 5. A 7. yes; pentagonal pyramid 9. no
11.4 Monitoring Progress and Modeling with
Mathematics (pp. 627–628) 11. circle 13. triangle
15.
3. The perimeter
—
increases by —
33 + √657 − 36 = −3 + √ 657 ≈ 22.63 feet and the area 8
108
increases by a factor of —
54
= 2.
5. The perimeter increases by 166 − 46 = 120 inches and the
1512
area increases by a factor of —
126
= 12.
8
7. The perimeter doubles and the area increases by a factor of 4.
9. The perimeter triples and the area increases by a factor of 9.
11. The formulas for changing dimensions proportionally are
used, but only one of the rectangle’s dimensions are changed;
Pnew = 2(8) + 2(1) = 18 cm; Anew = (8)(1) = 8 cm2
cylinder with height 8 and base radius 8
13. No; doubling the length and width of the posters will
quadruple their areas. 17.
3
15. Double the length or the width of the patio.
36π
17. a. The circumference increases by a factor of — = 2. The 3
18π
324π
area increases by a factor of — = 4.
81π sphere with radius 3
6π 1 19. There are two parallel, congruent bases, so it is a prism, not a
b. The circumference decreases by a factor of — = —.
18π 3 pyramid; The solid is a triangular prism.
9π 1
The area decreases by a factor of — = —.
81π 9

Selected Answers A55

21. 23. 29. the rectangular prism bin; The rectangular prism bin requires
1704 square inches of material and the cylinder bin requires
about 1470.27 square inches.
31. doubling the radius; The value of the radius is used three
times when calculating the surface area of a cylinder while
the value of the height is only used once.
33. 22 cm
35. a. The surface area will be 4 times the original surface area.
25. b. The surface area will be 9 times the original surface area.
c. The surface area will be —14 times the original surface area.
d. The surface area will be n2 times the original surface area.
37. a. 54 square units b. 52 square units
c. When you remove the red cubes, you are exposing the
same number of surface units that you removed, so the
27. your cousin; The sides come together at a point. 29. no surface area is the same as the surface area of the original
cube. When you remove the blue cubes, you are exposing
31. yes; Sample answer: The plane is parallel to a face.
6 surface units but removing 8 surface units.
33. yes; Sample answer: The plane passes through six faces.
39.
35. a.
2 8 ft 7 ft

3 3
4 ft

15 ft 8 ft 8 ft
two cones with heights 3 and base radii 2
7 ft
b. 8
5 4 15 ft

394 ft2
41. 128 square units
11
12.2 Maintaining Mathematical Proficiency (p. 652)
cone with height 3 and base radius 4 and cylinder with
43. 168 cm2 45. about 127.31 m2
height 8 and base radius 4
12.3 Vocabulary and Core Concept Check (p. 658)
12.1 Maintaining Mathematical Proficiency (p. 644)
1. Sample answer: Pyramids have a polygonal base, cones have
37. yes; SSS Congruence Theorem (Thm. 5.8)
a circular base; They both have sides that meet at a single
39. yes; ASA Congruence Theorem (Thm. 5.10) vertex.
12.2 Vocabulary and Core Concept Check (p. 650) 12.3 Monitoring Progress and Modeling with
1. lateral edge
base
Mathematics (pp. 658 – 660)
3. 60 in.2, about 70.83 in.2 5. 2320 ft2, 3920 ft2
7. about 402.12 in. , about 603.19 in.2
2

lateral lateral 9. about 424.12 in.2, about 678.58 in.2

face face
11. The height of the pyramid was used as the slant height;
S = 62 + —12 (24)(5) = 96 ft2
lateral lateral
13. about 31.73 in.2 15. about 127.65 yd2, about 127.65 yd2
base
edge edge 17. about 141.47 mm , about 183.04 mm2
2

19. The surface area is about 2.57 times the original surface area.
12.2 Monitoring Progress and Modeling with
21. The surface area is 9 times the original surface area.
Mathematics (pp. 650 – 652)
23. a. cone b. cone c. cone
3. about 150.80 in.2 5. 44 ft2, 92 ft2
25. x = 18 in., h = 12 in.
7. 35 in.2, about 48.76 in.2
27. Because the pyramid is irregular, the faces of the pyramid
9. about 10.05 in.2, about 14.07 in.2
will not all be the same, so the height of each lateral face will
11. about 3015.93 mm2, about 3920.71 mm2 not be the same.
13. about 753.98 ft2 15. about 69.70 cm2, about 101.70 cm2 29. a. ∠ A and ∠ D are congruent right angles and ∠C ≅ ∠C
17. about 468.23 in.2, about 573.00 in.2 by the Reflexive Property of Congruence (Thm. 2.2),
19. The diameter was used as the radius; S ≈ 207.35 cm2 so △ABC ∼ △DEC by the AA Similarity Theorem
21. The surface area is 4 times the original surface area. (Thm. 8.3).
23. The surface area is 4 —13 times the original surface area. b. BC = 5, DE = 1.5, EC = 2.5
25. about 13.09 m 27. 6s 2 = 343; about 7.56 in.

A56 Selected Answers

 c. 24π 2 square units; 6π 2 square units; The surface area 12.5 Vocabulary and Core Concept Check (p. 676)
of the smaller cone is 25% the surface area of the larger 1
—3
1. The volume of the square pyramid is the volume of the cube.
cone.
12.5 Monitoring Progress and Modeling with
31. yes; The area of the base of the pyramid can be represented Mathematics (pp. 676 –678)
by —12 Pa, where P is the perimeter of the base and a is the
apothem of the base. The lateral area can be represented 3. 448 m3 5. about 1361.36 mm3 7. 12 ft
by —12 Pℓ, where ℓ is the slant height. Since slant height is the 9. 8 m 11. 7 in.
hypotenuse of a triangle with a leg of length a, ℓ is always 13. One side length was used in the formula as the base area;
greater than a. So, —12Pℓ is always greater than —12Pa. V = —13 ( 62 )(5) = 60 ft3
33. cylinder; Both the cylinder and the cone have the same 15. Sample answer: A rectangular pyramid with a base area of
radius r— and height h. The slant height of the cone is 5 square meters and a height of 6 meters, and a rectangular
ℓ = √ r 2 + h 2 . Comparing the surface area formulas shows prism with a base area of 5 square meters and a height of
that the cylinder has a greater surface area. 2 meters; Both volumes are 10 cubic meters.
35. about 6.75 in. 17. The volume is 8 times the original volume.
37. a. 2, 2, 2, 2, 2; —13π , π , —43 π , 2π , —73 π ; about 1.99, about 1.94, 19. The volume is —19 times the original volume.
about 1.89, about 1.73, about 1.62 21. The volume is 4 times the original volume.
b. As x increases, the circumference of the base of the cone 23. 666 cm3 25. about 226.19 cm3 27. 1440 in.3
increases and the height of the cone decreases.
29. a. 3; Sample answer: The volume of the cone-shaped
12.3 Maintaining Mathematical Proficiency (p. 660) container is —13 the volume of the cylindrical container.
39. 290 mm3 b. the cylindrical container; Sample answer: Three
12.4 Vocabulary and Core Concept Check (p. 668) cone-shaped containers cost $3.75.
1. cubic units 31. about 3716.85 ft3
12.4 Monitoring Progress and Modeling with 33. yes; Sample answer: The automatic pet feeder holds about
Mathematics (pp. 668 – 670) 12 cups of food.
—
35. 2h; r √2 ; Sample answer: The original volume is V = —13 π r 2h

Selected Answers
3. 6.3 cm3 5. 175 in.3 7. about 288.40 ft3
and the new volume is V = —23π r 2h.
9. about 628.32 ft3
37. about 9.22 ft3
11. 8 cm
39. yes; Sample answer: The base areas are the same and the
total heights are the same.
11.2 cm 41. cone with height 15 and base radius 20, 2000π ; cone with
height 20 and base radius 15, 1500π ; two cones, one with
base radius 12 and height 9, the other with base radius 12
and height 16, 1200π
12.5 Maintaining Mathematical Proficiency (p. 678)
43. about 153.94 ft2 45. 32
310.38 cm3
12.6 Vocabulary and Core Concept Check (p. 684)
13. 10 ft 15. 4 cm 17. about 11.04 ft
19. The base circumference was used instead of the base area; 1. The plane must contain the center of the sphere.
V = πr 2h = 48π ft3 12.6 Monitoring Progress and Modeling with
21. The volume is 27 times the original volume. Mathematics (pp. 684 – 686)
23. The volume is —14 times the original volume. 3. about 201.06 ft2 5. about 1052.09 m2 7. 1 ft
25. The volume is —13 times the original volume. 27. 150 ft3 9. 30 m 11. about 157.08 m2 13. about 2144.66 m3
29. about 1900.66 in. 3 31. about 2,349,911,304 gal 15. about 5575.28 yd3 17. about 4188.79 cm3
19. about 33.51 ft 3
33. Sample answer: The stacks have the same height and the
rectangles have the same lengths, so the stacks have the 21. The radius was squared instead of cubed;
same area. V = —43 π (6)3 ≈ 904.78 ft3
35. a. 75 in.3 b. 20 23. The volume is 27 times the original volume.
37. the solid produced by rotating around the vertical line; 25. about 445.06 in.3 27. about 7749.26 cm3
Sample answer: The solid produced by rotating around the 29. S ≈ 226.98 in.2; V ≈ 321.56 in.3
horizontal line has a volume of 45π cubic inches and the
31. S ≈ 45.84 in.2; V ≈ 29.18 in.3
solid produced by rotating around the vertical line has a
volume of 75π cubic inches. 33. no; The surface area is quadrupled. 35. about 20,944 ft3
R√ 2
— 37. a. 144π in. , 288π in. ; 324π in. , 972π in.3; 576π in.2,
2 3 2
39. about 7.33 in.3 41. r = — 43. 36 ft, 15 ft 2304π in.3
2
b. It is multiplied by 4; It is multiplied by 9; It is multiplied
12.4 Maintaining Mathematical Proficiency (p. 670)
by 16.
45. 16 m2 47. 680.4 in.2 c. It is multiplied by 8; It is multiplied by 27; It is multiplied
by 64.

Selected Answers A57

39. a. Earth: about 197.1 million mi2; moon: about 3.
14.7 million mi2
b. The surface area of the Earth is about 13.4 times greater
than the surface area of the moon. 6
8
c. about 137.9 million mi2
41. about 50.27 in.2; Sample answer: The side length of the cube
is the diameter of the sphere. cone with height 6 and base radius 4 and hemisphere with
43. V = —13rS radius 8
45. Sample answer: radius 1 in. and height —43 in.; radius 4. rectangle 5. square 6. triangle
1 1
—3 in. and height 12 in.; radius 2 in. and height —3 in. 7. about 452.39 cm , about 552.92 cm2
2

47. S ≈ 113.10 in. , V ≈ 75.40 in.

2 3 8. 1000 ft2, 1240 ft2 9. about 345.58 ft2, 502.65 ft2
10. 2
144 in. , 225 in. 2 11. about 816.81 cm2, 1130.97 cm2
12.6 Maintaining Mathematical Proficiency (p. 686)
—, TP
49. Sample answer: RS — 51. Sample answer: plane RPT 12. 240 ft2, 312 ft2 13. about 273.32 cm2, about 301.59 cm2
14. 11.34 m 3 15. about 100.53 mm3 16. about 27.53 yd3
12.7 Vocabulary and Core Concept Check (p. 691)
1
17. a. The volume is —3 times the original volume.
1. Sample answer: A line in Euclidean geometry can extend
infinitely, a line in spherical geometry has finite length. b. The volume is 8 times the original volume.
12.7 Monitoring Progress and Modeling with 18. about 2563.54 in.3 19. about 8042.48 cm3
20. 300 m 3 21. about 562.10 m3 22. 12 in.
Mathematics (pp. 691 – 692)
3. There are no parallel lines in spherical geometry; All distinct 23. 15 cm 24. S ≈ 615.75 in.2; V ≈ 1436.76 in.3
great circles will intersect at two points. 25. S ≈ 907.92 ft2; V ≈ 2572.44 ft3
5. The length of a great circle is finite; A great circle does not 26. S ≈ 2827.43 ft2; V ≈ 14,137.17 ft3
extend infinitely. 27. S ≈ 74.8 million km2; V ≈ 60.8 billion km3
7. A triangle can have up to 3 right angles; The sum of the 28. about 329.10 m3 29. about 14.14 ft and about 42.41 ft
interior angles of a triangle in spherical geometry is greater 30. about 18.85 in.2 31. about 301.59 m2
than 180°. 32. about 197.92 cm2
9. about 12.57 cm and about 37.70 cm
11. about 3.14 ft and about 34.56 ft Chapter 13
13. about 18.33 yd and about 25.66 yd 15. about 3.14 m2 Chapter 13 Maintaining Mathematical
17. about 37.70 in.2 19. about 89.36 mm2 Proficiency (p. 703)
21. The diameter was used as the radius; about 18.85 cm and 6 p a 68
1. — = —, 20% 2. — = —, 17
about 56.55 cm 30 100 25 100
23. yes; When two distinct great circles intersect, they form a 34.4 p
two-sided polygon. 3. — = —, 40%
86 100
25. about 6220.35 mi 27. 8 4. Movies Watched
12.7 Maintaining Mathematical Proficiency (p. 692) per Week
35
29. about 26.18 ft2; about 52.36 ft2
30
31. about 47.12 m2; about 65.97 m2
Frequency

25
20
Chapter 12 Review (pp. 694 – 698)
15
1. 2. 10
5
0
0–1 2–3 4–5
Movies
7
9
5. no; The sofa will cost 80% of the retail price and the arm
chair will cost 81% of the retail price.
5
13.1 Vocabulary and Core Concept Check (p. 710)
1. probability
13.1 Monitoring Progress and Modeling with
cone with height 9 sphere with radius 7
and base radius 5 Mathematics (pp. 710–712)
3. 48; 1HHH, 1HHT, 1HTH, 1THH, 1HTT, 1THT, 1TTH,
1TTT, 2HHH, 2HHT, 2HTH, 2THH, 2HTT, 2THT, 2TTH,
2TTT, 3HHH, 3HHT, 3HTH, 3THH, 3HTT, 3THT, 3TTH,
3TTT, 4HHH, 4HHT, 4HTH, 4THH, 4HTT, 4THT, 4TTH,
4TTT, 5HHH, 5HHT, 5HTH, 5THH, 5HTT, 5THT, 5TTH,
5TTT, 6HHH, 6HHT, 6HTH, 6THH, 6HTT, 6THT, 6TTH,
6TTT

A58 Selected Answers

 5. 12; R1, R2, R3, R4, W1, W2, W3, W4, B1, B2, B3, B4 13.3 Vocabulary and Core Concept Check (p. 726)
5
7. —
16
, or about 31.25% 1. two-way table
11 13
9. a. —
12
, or about 92% b. — 18
, or about 72% 13.3 Monitoring Progress and Modeling with
11. There are 4 outcomes, not 3; The probability is —14 . Mathematics (pp. 726–728)
13. about 0.56, or about 56% 15. 4 3. 34; 40; 4; 6; 12
9 2
17. a. —
10
, or 90% b. —
3
, or about 67% 5.
c. The probability in part (b) is based on trials, not possible Gender
outcomes. Male Female Total
19. about 0.08, or about 8% 21. C, A, D, B

Response
23. a. 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Yes 132 151 283
1 1 1
b. 2: — 36
, 3: —
18
, 4: —
12
, 5: —19, 6: — 5
36
, 7: —16, 8: —5
36
, 9: —19, 10: —1
12
,
1 1 No 39 29 68
11: —
18
, 12: —
36
c. Sample answer: The probabilities are similar. Total 171 180 351
π
25. —, or about 52% 351 people were surveyed, 171 males were surveyed,
6
3
180 females were surveyed, 283 people said yes, 68 people
27. —
400
, or 0.75%; about 113; (0.0075)15,000 = 112.5 said no.
13.1 Maintaining Mathematical Proficiency (p. 712) 7.
1 88 18 7 Dominant Hand
29. —
12
31. —
35
, or 2 —
35
33. −—8
13.2 Vocabulary and Core Concept Check (p. 718) Left Right Total

Gender
1. When two events are dependent, the occurrence of one Female 0.048 0.450 0.498
event affects the other. When two events are independent,
the occurrence of one event does not affect the other. Male 0.104 0.398 0.502
Sample answer: choosing two marbles from a bag without Total 0.152 0.848 1

Selected Answers
replacement; rolling two dice
13.2 Monitoring Progress and Modeling with 9.
Mathematics (pp. 718–720) Gender
3. dependent; The occurrence of event A affects the occurrence Male Female Total
of event B.
Response

5. dependent; The occurrence of event A affects the occurrence Yes 0.376 0.430 0.806
of event B.
7. yes 9. yes 11. about 2.8% 13. about 34.7% No 0.111 0.083 0.194
15. The probabilities were added instead of multiplied;
P(A and B) = (0.6)(0.2) = 0.12 Total 0.487 0.513 1
17. 0.325
11.
19. a. about 1.2% b. about 1.0% Breakfast
You are about 1.2 times more likely to select 3 face cards
when you replace each card before you select the next card. Ate Did Not Eat
Feeling

21. a. about 17.1% b. about 81.4% Tired 0.091 0.333

23. about 53.5%
Not Tired 0.909 0.667
25. a. Sample answer: Put 20 pieces of paper with each of the
20 students’ names in a hat and pick one; 5% 13. a. about 0.789 b. 0.168
b. Sample answer: Put 45 pieces of paper in a hat with c. The events are independent.
each student’s name appearing once for each hour the 15. The value for P(yes) was used in the denominator instead of
student worked. Pick one piece; about 8.9% the value for P(Tokyo);
27. yes; The chance that it will be rescheduled is 0.049
(0.7)(0.75) = 0.525, which is a greater than a 50% chance. — ≈ 0.126
0.39
29. a. wins: 0%; loses: 1.99%; ties: 98.01% 17. Route B; It has the best probability of getting to school on
b. wins: 20.25%; loses: 30.25%; ties: 49.5% time.
c. yes; Go for 2 points after the first touchdown, and
then go for 1 point if they were successful the first
time or 2 points if they were unsuccessful the first
time; winning: 44.55%; losing: 30.25%
13.2 Maintaining Mathematical Proficiency (p. 720)
31. x = 0.2 33. x = 0.15

Selected Answers A59

19. Sample answer: 15. 870 17. 990 19. —1
21. 4 23. 20
56

Transportation to School 25. 5 27. 1 29. 220 31. 6435 33. 635,376
35. The factorial in the denominator was left out;
Rides Bus Walks Car Total
11!
11P7 = — = 1,663,200
(11 − 7)!
Gender

Male 6 9 4 19
37. combinations; The order is not important; 45
Female 5 2 4 11
39. permutations; The order is important; 132,600
Total 11 11 8 30 41. 50C9 = 50C41; For each combination of 9 objects, there is a
corresponding combination of the 41 remaining objects.
Transportation to School 43.
r=0 r=1 r=2 r=3
Rides Bus Walks Car Total
3 Pr 1 3 6 6
Gender

Male 0.2 0.3 0.133 0.633

3 Cr 1 3 3 1
Female 0.167 0.067 0.133 0.367
n! n!
nPr ≥ nCr; Because nPr = — and nCr = —,
Total 0.367 0.367 0.266 1 (n − r)! (n − r)! r! ⋅
> nCr when r > 1 and nPr = nCr when r = 0 or r = 1.
nPr
21. Routine B is the best option, but your friend’s reasoning of 1 1
why is incorrect; Routine B is the best choice because there 45. — 47. —
44,850 15,890,700
is a 66.7% chance of reaching the goal, which is higher than
n(n − 3)
the chances of Routine A (62.5%) and Routine C (63.6%). 49. a. nCn − 2 −n b. — 51. 30
2
23. a. about 0.438 b. about 0.387 1 1
53. a. b. —2 —2 ; The
probabilities are the same.
25. a. More of the current consumers prefer the leader, so they 1 9
should improve the new snack before marketing it. 55. a. b. —90
—10
1
b. More of the new consumers prefer the new snack than 57. —
406
; There are 30C5 possible groups. The number of groups
the leading snack, so there is no need to improve the that will have you and your two best friends is 27C2.
snack. 13.5 Maintaining Mathematical Proficiency (p. 744)
1
13.3 Maintaining Mathematical Proficiency (p. 728) 59. —5
27. 29. 13.6 Vocabulary and Core Concept Check (p. 749)
A B A B 1. a variable whose value is determined by the outcomes of a
1 2 4 8 6
7 3 probability experiment
3 9 10 14 12 9
5 11 13 20 16 18 15 21 13.6 Monitoring Progress and Modeling with
22
Mathematics (pp. 749–750)
2 4 6 8 10 12 14 1 5 7 11 13 17 19 23
3. 5.
13.4 Vocabulary and Core Concept Check (p. 735) x (value) 1 2 3 w (value) 1 2
—
1. yes; A is everything not in A; Sample answer: event A: you Outcomes 5 3 2 Outcomes 5 21
—
win the game, event A: you do not win the game 1 3 1 5 21
P(x) —2 — —5 P(w) — —
13.4 Monitoring Progress and Modeling with 10 26 26

Mathematics (pp. 735–736) Drawing a Ball Choosing a Letter

7 9
3. 0.4 5. —
12
, or about 0.58 7. — 20
, or 0.45 P(x) P(w)
7 0.5 1.0
9. — , or 0.7
Probability

Probability

10 0.4 0.8
11. forgot to subtract P(heart and face card); 0.3 0.6
11
P(heart) + P(face card) − P(heart and face card) = — 26
0.2 0.4
2 13 0.1 0.2
13. —3 15. 10% 17. 0.4742, or 47.42% 19. —18 0 0
3 1 2 3 x 1 2 w
21. —20
Number on ball Value
23. no; Until all cards, numbers, and colors are known, the
conclusion cannot be made.
7. a. 2 b. —58 9. about 0.00002
13.4 Maintaining Mathematical Proficiency (p. 736) 11. about 0.00018
25. 4x2 + 36x + 81 27. 9a2 − 42ab + 49b2
13.5 Vocabulary and Core Concept Check (p. 742)
1. permutation
13.5 Monitoring Progress and Modeling with
Mathematics (pp. 742–744)
3. a. 2 b. 2 5. a. 24 b. 12
7. a. 720 b. 30 9. 20 11. 9 13. 20,160

A60 Selected Answers

13. a. Binomial Distribution 3. a. 0.15625 b. about 0.1667
of Your Survey You are about 1.07 times more likely to pick a red then a
P(k) green if you do not replace the first marble.
0.5
4. a. about 0.0586 b. 0.0625

Probability
0.4
0.3 You are about 1.07 times more likely to pick a blue then a
0.2 red if you do not replace the first marble.
0.1
0
5. a. 0.25 b. about 0.2333
0 1 2 3 4 5 6 k
You are about 1.07 times more likely to pick a green and
Number of persons who
own a class ring then another green if you replace the first marble.
6. 0.2
b. The most likely outcome is that 1 of the 6 students owns 7.
Gender
a ring.
c. about 0.798 Men Women Total
15. The exponents are switched;

Response
3 5−3 Yes 200 230 430
P(k = 3) = 5C3 —16 —56 ≈ 0.032 ( )( )
17. a. P(0) ≈ 0.099, P(1) ≈ 0.271, P(2) ≈ 0.319,
No 20 40 60
P(3) ≈ 0.208, P(4) ≈ 0.081, P(5) ≈ 0.019,
P(6) ≈ 0.0025, P(7) ≈ 0.00014
Total 220 270 490
b.
x 0 1 2 3 4 About 44.9% of responders were men, about 55.1% of
P(x) 0.099 0.271 0.319 0.208 0.081 responders were women, about 87.8% of responders thought
it was impactful, about 12.2% of responders thought it was
x 5 6 7 not impactful.
8. 0.68 9. 0.02 10. 5040 11. 1,037,836,800
P(x) 0.019 0.0025 0.00014 12. 15 13. 70 14. 40,320 15. — 1

Selected Answers
84
c. Binomial Distribution of
16. about 0.12
Gopher Holes in Carrot Patch 17. Binomial Distribution
P(x) for Made Free Throws
0.5
Probability

P(k)
0.4
0.5
Probability

0.3
0.4
0.2
0.3
0.1
0.2
0
0 1 2 3 4 5 6 7 x 0.1
Number of gopher holes 0
0 1 2 3 4 5 k
in carrot patch
Number of free throws made

19. no; The data is skewed right, so the probability of failure The most likely outcome is that 4 of the 5 free throw shots
is greater. will be made.
21. a. The statement is not valid, because having a male and
having a female are independent events.
b. 0.03125
c. Binomial Distribution
of First Female Child
P(x)
0.5
Probability

0.4
0.3
0.2
0.1
0
0 1 2 3 4 5 6 7 8 9 10 x
Number of children a couple has
before their first female child

skewed right
13.6 Maintaining Mathematical Proficiency (p. 750)
23. FFF, FFM FMF, FMM, MMM, MMF, MFM, MFF
Chapter 13 Review (pp. 752–754)
2 7
1. —9 ; —9 2. 20 points

Selected Answers A61