MATHEMATICS GRADE 11 TASK 01 INVESTIGATION

NAME: __________________________________________________________

The aim of this this task is to explore the concept of Euclidean thinking, geometrical
proofs, theorems, and specifically some theorems in circle geometry, and to attempt to
prove some of the theorems and to apply these theorems to calculate the sizes of unknown
angles.
INSTRUCTIONS

1. To complete the investigation print this document, write in all your answers in the
spaces provided, scan, save and upload the document as instructed in the general
instructions in the investigation in your SBA course.

2. Read through all the material, follow the links, where necessary, and answer all
questions.

3. A protractor is needed in answering some of the questions.

4. Write your answers on the question paper, in the spaces provided for this purpose.

5. Provide reasons for all statements.

6. Write neatly and legibly.

SECTION A: FAMILIARISE YOURSELF WITH SOME THEORY

Euclidean geometry is a mathematical system attributed to ancient Greek
mathematician Euclid, which he described in his textbook on geometry: the Elements. Euclid's
approach consists in assuming a small set of intuitively appealing axioms (postulates) and
deducing many other propositions (theorems) from these.
For more than two thousand years, the adjective "Euclidean" was unnecessary because no other
sort of geometry had been conceived. Today, however, many other self-consistent non-
Euclidean geometries are known, the first ones having been discovered in the early 19th
century. An implication of Albert Einstein's theory of general relativity is that physical space
itself is not Euclidean, and Euclidean space is a good approximation for it only over short
distances (relative to the strength of the gravitational field).
Euclidean geometry is an example of synthetic geometry, in that it proceeds logically from
axioms describing basic properties of geometric objects such as points and lines, to propositions
about those objects. This is in contrast to analytic geometry, introduced almost 2,000 years later
by René Descartes, which uses coordinates to express geometric properties as algebraic
formulas.

Watch this video to help you understand the importance of deductive reasoning that is so vital in
geometry, and so many other fields:
https://youtu.be/WqzK3UAXaHs

Watch this video to better understand our axiomatic system as established by Euclid:
https://youtu.be/CYQps3_1-H0

QUESTION 1
Here are four of the seven axioms given by Euclid for geometry. Translate the axioms
into mathematical form using algebra in the space below each statement. The 2nd one is
done for you.
1.1 Variables which are equal to the same variable are equal to one another. (1)

1.2 If equals are added to equals, the wholes are equal.

𝑖𝑓 𝑎 = 𝑏 𝑎𝑛𝑑 𝑐 = 𝑑 𝑡ℎ𝑒𝑛 𝑎 + 𝑐 = 𝑏 + 𝑑

1.3 If equals are subtracted from equals, the remainders are equal. (1)

1.4 Variables which are double of equal variables are equal to one another (1)

[3]

QUESTION 2
Below are 3 of the 5 postulates of Euclid’s geometry. Fill in the missing words.

2.1 A _________________ line may be drawn from any point to another point.
(1)
2.2 A terminated ____________ can be produced indefinitely.
(1)
2.3 A circle can be drawn with any _________ and any radius.
(1)

[3]
QUESTION 3
3.1 If a + b =10 and a = c, state which axiom you would use to solve for c, and (2)
then determine c in terms of b.

____________________________________________________________________

_____________________________________________________
_____________________________________________________

3.2 Can two distinct intersecting lines be parallel to each other? Explain your (3)
answer with reference to Euclid’s 5th postulate. You may use a sketch to
support your explanation.

__________________________________________________________

__________________________________________________________
__________________________________________________________________________

[5]
QUESTION 4
DEFINITIONS OF THE CIRCLE
Watch the following video: https://youtu.be/Y5Z69g7A0eI .
Use the video and/or other sources to write down definitions of the following:

4.1 Chord (1)

4.2 Arc (1)

4.3 Secant (1)

4.4 Segment (1)

4.5 Minor Sector (1)

4.6 Angle subtended at the circumference (1)

[6]
SECTION B

THEOREMS OF A CIRCLE
There are a lot of theorems that need to be learnt that involve a circle and the various parts of a
circle and many different strategies and approaches to learning them in grade 11 circle
geometry. In this investigation you are going to explore some of these theorems by measuring
the angles using a protractor and comparing the sizes of the angles. Keep in mind that, in the act
of measurement, errors can creep in so we are looking for the obvious conclusion in each case .

Click on this link https://youtu.be/8SALBfpRwk8 to remind yourself how to measure

angles using a protractor.

QUESTION 5
In each of the diagrams below, O is the centre of the circle. In each case use a protractor to
measure the angles marked a (angle at the centre) and b (angle at the circumference), record
your measurements, and answer the questions that follow.

5.1.1

b Angle Size What do you notice about

the sizes of a and b?
Place your deduction in
a
the block below.

a b

(1)
5.1.2

Angle Size What do you notice

b about the sizes of a
and b? Place your
a
deduction in the block
below.
a
b

(1)

5.1.3

Angle Size What do you notice

about the sizes of a
and b? Place your
a
deduction in the block
below.
a
b b

(1)
5.1.4

b
Angle Size What do you notice
about the sizes of a and
a b? Place your deduction
in the block below.
a
b

(1)

5.1.5 Summarise your observations concerning the angle at the centre and the angle at
the circumference?
………………………………………………………………………………………… (1)

5.2 In the sketch O is the centre of the circle Measure 𝐴𝐶̂ 𝐵 and record your value in the
and AOB is a diameter. Therefore arc ACB is table below:
a semi-circle, and 𝐶̂ is an angle in a semi- Now follow the following steps to draw and
circle. measure two more angles in semicircle ACB:
● Choose any other point on semicircle
ACB and name it point D.
● Draw AD and BD.
● Measure 𝐴𝐷̂ 𝐵.

● Choose a third point on semicircle

ACB and name it point E.
● Draw AE and BE.
● Measure 𝐴𝐸̂ 𝐵.
Angle
𝐴𝐶̂ 𝐵 ̂𝐵
𝐴𝐷 𝐴𝐸̂ 𝐵
Size

(1)
5.3 In the sketch O is the centre of the Prove that 𝐿̂ is equal to 90°:
circle and KOM is a diameter. (Do not measure 𝐿̂, like you did in Q5.2, but use
the geometry facts explored in Q5.1 and other
grade 8 to grade 10 theorems to show why 𝐿̂ =
90°)
………………………………………………….

………………………………………………….

………………………………………………….

………………………………………………….

………………………………………………….

…………………………………………………..
(2)

5.4.1 In the sketch O is the centre of Measure 𝑆̂ and record the value in the table
the circle and 𝑆̂ is an angle in (major) below.
segment PR. Now, follow the steps below to draw and
measure two more angles in major segment
PR.
● Choose any other point on arc PSR (same
side of PR as S) and name it point T.
● Draw PT and TR.
● Measure 𝑇̂ and record in the table.
● Repeat for a third point Q.
Angle
𝑆̂ 𝑇̂ 𝑄̂

Size

Complete:
Angles in the same ………………………...
are ……………..
(2)
5.4.2 In the sketch O is the centre of the Prove that 𝐶̂ = 𝐷
̂.
circle and (Do not measure 𝐶̂ and 𝐷
̂ , but use a
𝐶̂ and 𝐷̂ are angles in segment AB of the theorem explored in Q1 and Euclid’s 1st
circle (or: angles subtended by chord AB). axiom to show why 𝐶̂ = 𝐷̂ .)
Hint: Draw in AO and BO.
……………………………..……………………….

…………………………..………………………….

…………………………..………………………….

…………………………..………………………….

…………………………….………………………..
(2)

5.5 In the sketch below ABCD is a cyclic

quadrilateral, i.e. a quadrilateral
with all four of its sides being chords of
the circle, or alternatively we could say
all 4 vertices are on the circumference
of the circle.

Measure each of the angles:

 = .......... B̂ = ..........

Ĉ = .......... D̂ = ..........
Complete:
𝐴̂ + ___________ = 180°
and also:
_____________ + ___________ = 180°

Therefore:
The ……………….. angles of a cyclic

quadrilateral are ………………………. (3)

5.6 In the sketch PQRS is a cyclic Complete the following proof, also giving
quadrilateral. reasons for statements where required.
O is the centre of the circle and QO 𝑂̂1 = 2 × 𝑎𝑛𝑔𝑙𝑒 ……..
and OS are drawn.
[Reason: .....…………………………………………..]

𝑂̂2 = 2 × 𝑎𝑛𝑔𝑙𝑒 ……..

[Reason: ……………………………

∴ 𝑂̂1 + 𝑂̂2 = 2 × 𝑎𝑛𝑔𝑙𝑒 …. + 2× 𝑎𝑛𝑔𝑙𝑒 ……..

Also: 𝑂̂1 + 𝑂̂2 = ………°

[Reason: ……………………..]

∴ 2 × 𝑎𝑛𝑔𝑙𝑒 ……. + 2× 𝑎𝑛𝑔𝑙𝑒 …….. =

……… °

∴ 𝑎𝑛𝑔𝑙𝑒 ……. + 𝑎𝑛𝑔𝑙𝑒 …….. = ……… °

(5)
[20]
SECTION C – SUMMARISE YOUR FINDINGS
QUESTION 6
Look carefully at what is given and write down, using mathematical notation, what you can
conclude from that in the column headed deduced; the correct reason has been filled in for you
and the first one has been done for you.
GIVEN DEDUCED REASON
6.1
𝐴𝑂̂𝐵 = 2𝐴𝐶̂ 𝐵 < at centre =2x <
at circumf

𝐴𝑂̂𝐵 is the
angle at the centre of the circle subtended by points
A and B. 𝐴𝐶̂ 𝐵 is the angle on the circumference,
subtended by the same points A and B.
6.2
< in semi circle
AOB is the diameter

(1)
6.3
<’s in same
Points A,B, C and D are on the segment
circumference of circle with centre
O.

(1)
6.4
Opp <’s of cyclic
Cyclic quad ABCD quad

(1)
[3]
SECTION D: APPLICATION
QUESTION 7
In each sketch O is the centre of the circle. Calculate the sizes of the angles marked with small
letters. Give reasons for all your statements.
7.1
A
……………………………………………………….

……………………………………………………….
C
a
B 86° ……………………………………………………….
O
……………………………………………………….

……………………………………………………….
(1)

7.2
……………………………………………………….
D
……………………………………………………….
65
O ° ……………………………………………………….

b F ……………………………………………………….
E
……………………………………………………….
(2)

7.3 K

G 43° ……………………………………………………….
c
…………………………………………………….....
L
……………………………………………………….
J
……………………………………………

H ……………………………………………………….
(1)
7.4
……………………………………………………….
V
2f …………………………………………………….....

R 84° ……………………………………………………….

……………………………………………………….

……………………………………………………….
e
3f T (3)
S

7.5
M ……………………………………………………….

i …………………………………………………….....

……………………………………………………….
N 54° O
……………………………………………………….
g
h Q
……………………………………………………….

……………………………………………………….
P (3)

[10]
TOTAL - 50