Congruence

4 and similarity
LEARNING SEQUENCE
4.1 Overview ................................................................................................................................................................. 186
4.2 Ratio and scale .....................................................................................................................................................189
4.3 Congruent figures ................................................................................................................................................ 198
4.4 Nets, polyhedra and Euler’s formula ............................................................................................................ 206
4.5 Similar figures ....................................................................................................................................................... 211
4.6 Area and volume of similar figures ................................................................................................................220
4.7 Review ..................................................................................................................................................................... 229
4.1 Overview
Why learn this?
Geometry allows us to explore our world in very precise
ways. It is also one of the oldest areas of mathematics.
It involves the study of points, lines and angles and
how they can be combined to make different shapes.
Similarity and congruence are two important concepts
in geometry. When trying to determine whether two
shapes are exactly the same, or if they are enlargements
of each other, the answers can be found by considering
the sides and angles of those shapes.
When you take a photo on your phone it is very small.
If you save it to your computer you can make it larger.
The larger photo is an enlargement of the original photo
— this is an example of how similar figures work in the
everyday world.
The principle of similar triangles can be used to work out the height of tall objects by calculating the length of
their shadows. This technique was extremely important in early engineering and architecture. Today, architects
and designers still prepare scale diagrams before starting the building process.
In manufacturing, the products that come off an assembly line all have exactly the same shape and size. These
products can be described as congruent. Designers, engineers and surveyors all use the concepts of congruence
and similarity in their daily work.

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities solutions
eLessons
to every
question

Digital
eWorkbook
documents

186 Jacaranda Maths Quest 9

Exercise 4.1 Pre-test

Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
2 3
1. Express the ratio 1 : 2 in simplest form.
3 5

2 3
1 ∶2 = ∶
3 5

2. Determine the value of x in the proportion 2 ∶ 3 = 9 ∶ x

3. MC Select the correct symbol for congruence.

A. =
B. ≈
C. ~
D. ≃
E. ≅

4. MC If OB = OC, choose which of the following congruency

A D
tests can be used to prove ΔAOB ≅ ΔDOC.
A. AAA
B. RHS O
C. SSS
D. ASA
E. SAS

B C
5. Determine the simplest ratio of y ∶ z if 3x = 2y and 4x = 3z.

6. The ratio 1.4 ∶ 0.2 in its simplest form is 14 ∶ 2. State whether this statement is True or False.

7. MC Select the only pair of congruent triangles from the following.

B E
A. ΔABC ≅ ΔBCD
B. ΔABD ≅ ΔBCD
4 5 4
C. ΔBCD ≅ ΔDEF
3 3
D. ΔABC ≅ ΔDEF
E. ΔABD ≅ ΔDEF A
C D F

8. For the diagram given:

a. name the angle that is equal to angle ABC
b. state the congruency test that can be used to prove B
ΔABC ≅ ΔCED.
D
C
A

TOPIC 4 Congruence and similarity 187

 9. MC Select which similarity test can be used to prove ΔABC = ΔADE.
A
A. AAA
B. RHS
C. SSS
D. ASA
E. SAS
B C

D E
10. MC ΔABC and ΔCDE are similar.
A B
Choose which of the following statements is true.
AB BC AB AC
A. = B. =
ED CD ED CD
C
AC BC AB BC
C. = D. =
EC CD ED CE
AB CD
E. =
ED AC
E D

11. ΔABC and ΔCDE are similar.

4.2 cm
2.4 cm

E
A C
x
1.4 cm

Determine the value of the length x correct to 1 decimal place.

12. ΔABC and ΔCDE are similar. Determine the value of b.

D E
b 2a

A
5a B

188 Jacaranda Maths Quest 9

 13. A pair of cones are similar. The ratio of their volumes is 27 ∶ 125.
a. The perpendicular height ratio of the two cones is : .
b. The areas of the base ratio of the two cones is : .

14. A pair of rectangles are similar. If the width of the first rectangle is 3 times the width of the other, the
ratio of their areas is:
larger area : smaller area = ∶ .

15. MC A rectangular box has a surface area of 94 cm2 and volume of 60 cm3 . Select the volume and
surface area of a similar box that has side lengths that are twice the size of the original.
A. Volume = 480 cm3 and surface area = 752 cm2
B. Volume = 480 cm3 and surface area = 376 cm2
C. Volume = 120 cm3 and surface area = 188 cm2
D. Volume = 240 cm3 and surface area = 376 cm2
E. Volume = 240 cm3 and surface area = 752 cm2

4.2 Ratio and scale

LEARNING INTENTION
At the end of this subtopic you should be able to:
• compare two quantities of the same type using ratios
• simplify ratios
• enlarge a figure using a scale factor
• calculate and use a scale factor.

4.2.1 Ratio
eles-4727
• Ratios are used to compare quantities of the same kind, measured in the same unit.
1
• The ratio ‘1 is to 4’ can be written in two ways: as 1 ∶ 4 or as .
4
• The order of the numbers in a ratio is important.
• In simplest form, a ratio is written using the smallest whole numbers possible.

WORKED EXAMPLE 1 Expressing ratios in simplest form

A lighthouse is positioned on a cliff that is 80 m high. A ship at sea is 3600 m from the base of the cliff.
a. Write the following ratios in simplest form.
i. The height of the cliff to the distance of the ship from shore
ii. The distance of the ship from shore to the height of the cliff
b. Compare the distance of the ship from shore with the height of the cliff.

Lighthouse

80 m

3600 m

TOPIC 4 Congruence and similarity 189

 THINK WRITE
a. i. 1. The height and distance are in the same a. i. Height of cliff : distance of ship from shore
units (m). Write the height first and the = 80 ∶ 3600
distance second.
2. Simplify the ratio by dividing both terms = 1 ∶ 45
by the highest common factor (80).

ii. 1. Write the distance first and the height ii. Distance of ship from shore : height of cliff
second. 3600
=
80

45
2. Simplify by dividing both terms by the =
highest common factor (80). 1
45
Note: Do not write as 45, because a ratio
1
is a comparison between two numbers.
b. 1. Write the ratio ‘distance of the ship from b. 45 ∶ 1
shore to height of the cliff’.
2. Write the answer. The distance of the ship from shore is
45 times the height of the cliff.

WORKED EXAMPLE 2 Simplifying ratios into simplest form

Express each of the following ratios in simplest form.

a. 24 : 8 b. 3.6 : 8.4 4 2
c. 1 :1
9 3
THINK WRITE
a. Divide both terms by the highest common factor (8). a. 24 ∶ 8
= 3∶1
b. 1. Multiply both terms by 10 to obtain whole numbers. b. 3.6 ∶ 8.4
= 36 ∶ 84
2. Divide both terms by the highest common factor (12). = 3∶7
4 2
c. 1. Change both mixed numbers into improper fractions. c. 1 ∶1
9 3
13 5
= ∶
9 3

2. Multiply both terms by the lowest common denominator (3) = 13 ∶ 15

to obtain whole numbers.

• A proportion is a statement that indicates that two ratios are equal. A proportion can be written in two
2 11.5
ways, for example in the format used for 4 ∶ 7 = x ∶ 15 or in the format used for = .
3 x

190 Jacaranda Maths Quest 9

 WORKED EXAMPLE 3 Calculating a value in a proportion

Find the value of x in the proportion 4 ∶ 9 = 7 ∶ x.

THINK WRITE
4 7
1. Write the ratios as equal fractions. =
9 x
4x
2. Multiply both sides by x. =7
9
3. Solve the equation to obtain the value of x. 4x = 63
4. Write the answer. x = 15.75

4.2.2 Scale
eles-4728
• Ratios are used when creating scale drawings or maps.
• Consider the situation in which we want to enlarge a triangle ABC (the object) by a scale factor of 2 (this
means we want to make it twice its size). The following is one method that we can use.

C B

1. Mark a point O somewhere outside the triangle and draw the lines OA, OB and OC as shown.

C B

TOPIC 4 Congruence and similarity 191

 2. Measure the length of OA and mark in the point A′ (this is called the image of A) so that the distance OA′
is twice the distance of OA. ( )
3. In the same way, mark in points B′ and C′ . OB′ = 2 × OB, and OC′ = 2 × OC.

A′
A

C B

B′
C′

4. Joining A′ B′ C′ gives a triangle that has side lengths double those of ΔABC. ΔA′ B′ C′ is called the image
of ΔABC.

Scale factor

image length
scale factor =
object length

WORKED EXAMPLE 4 Enlarging a figure

Enlarge triangle ABC by a scale factor of 3, with the centre of enlargement at point O.
B

A C

THINK DRAW
1. Join each vertex of the triangle to the centre of Bʹ
enlargement (O) with straight lines, then extend them.
′ ′ ′
2. Locate points A , B and C along the lines so
that OA = 3OA, OB = 3OB and OC′ = 3OC.
′ ′

′ ′
Aʹ Cʹ
′
3. Join points A , B and C to complete the image. B

A C

192 Jacaranda Maths Quest 9

• Enlargements have the following properties.
– The corresponding side lengths of the enlarged figure are changed in a fixed ratio (they have same ratio).
– The corresponding angles are the same.
– A scale factor greater than 1 produces an enlarged figure.
– If the scale factor is a positive number less than 1, the image is smaller than the object (this means that
a reduction has taken place).

WORKED EXAMPLE 5 Calculating the scale factor

A triangle PQR has been enlarged to create triangle P′ Q′ R′ . PQ = 4 cm, PR = 6 cm, P′ Q′ = 10 cm

and Q′ R′ = 20 cm. Calculate:
a. the scale factor for the enlargement
′ ′
b. the length of P R
c. the length of QR.

THINK WRITE/DRAW
a. 1. Draw a diagram. a. Q′

Q
4 10 20

P 6 R

P′ R′

′ ′ image length
2. Find two corresponding sides. P Q Scale factor =
corresponds to PQ. object length
P′ Q′
=
PQ
10
=
4
= 2.5

′ ′
b. 1. Apply the scale factor. P R = 2.5 × PR b. P′ R′ = 2.5 × PR
= 2.5 × 6
= 15
2. Write the answer. P′ R′ is 15 cm long.

′ ′ Q′ R′ 20 cm
c. 1. Apply the scale factor. Q R = 2.5 × QR c. = = 2.5
QR x cm
Q′ R′ = 2.5 × QR
20 = 2.5 × QR
20
QR =
2.5
=8

2. Write the answer. QR is 8 cm long.

TOPIC 4 Congruence and similarity 193

 Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Digital documents SkillSHEET Simplifying fractions (doc-6190)
SkillSHEET Simplifying ratios (doc-6191)
SkillSHEET Finding and converting to the lowest common denominator (doc-6192)
x
SkillSHEET Solving equations of the type a = to find x (doc-6193)
b
b
SkillSHEET Solving equations of the type a = to find x (doc-6194)
x
Interactivities Individual pathway interactivity: Ratio and scale (int-4494)
Proportion (int-3735)
Introduction to ratios (int-3733)
Scale factors (int-6041)

Exercise 4.2 Ratio and scale

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 5, 10, 13, 16, 17, 19, 22, 26 2, 4, 6, 8, 11, 15, 18, 21, 23, 27, 7, 9, 12, 14, 20, 24, 25, 29, 30, 31
28

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE1 The horse track shown is 1200 m long and
Finishing
35 m wide. Starting gate post
a. Write the following ratios in simplest form.
1200 m
i. Track length to track width 35 m
ii. Track width to track length

b. Compare the distance of the length of the track

with the width of the track.

2. A dingo perched on top of a cliff spots an emu on the ground below.

a. Write the following ratios in simplest form.

i. Cliff height to distance between cliff base and emu

ii. Distance between emu and cliff base to cliff height

b. Compare the height of the cliff with the horizontal distance between
the base of the cliff and the emu.
WE2a 20 m
3. Express each of the following ratios in simplest form.
a. 12 ∶ 18 b. 8 ∶ 56
c. 9 ∶ 27 d. 14 ∶ 35

4. Express each of the following ratios in simplest form.

a. 16 ∶ 60 b. 200 ∶ 155
8m
c. 32 ∶ 100 d. 800 ∶ 264

194 Jacaranda Maths Quest 9

 5. WE2b Express each of the following ratios in simplest form.
a. 1.2 ∶ 0.2 b. 3.9 ∶ 4.5 c. 9.6 ∶ 2.4 d. 18 ∶ 3.6

6. Express each of the following ratios in simplest form.

a. 1.8 ∶ 3.6 b. 4.4 ∶ 0.66 c. 0.9 ∶ 5.4 d. 0.35 ∶ 0.21

7. Express each of the following ratios in simplest form.

a. 6 ∶ 1.2 b. 12.1 ∶ 5.5 c. 8.6 ∶ 4 d. 0.07 ∶ 14

8. WE2c Write each of the following ratios in the simplest form.

1 3 1 2 1
a. 1 ∶ 2 b. 2 ∶ 1 c. 1 ∶ 2 d. 1 ∶1
2 4 3 5 4
9. Write each of the following ratios in the simplest form.
4 1 3 1 5 1
a. ∶2 b. 5 ∶ 1 c. 2 ∶1 d. 3 ∶2
7 2 4 3 6 2
10. WE3 Determine the value of the pronumeral in each of the following proportions.
a. a ∶ 15 = 3 ∶ 5 b. b ∶ 18 = 4 ∶ 3 c. 24 ∶ c = 3 ∶ 4

11. Determine the value of the pronumeral in each of the following proportions.
a. e ∶ 33 = 5 ∶ 44 b. 6 ∶ f = 5 ∶ 12 c. 3 ∶ 4 = g ∶ 5

12. Determine the value of the pronumeral in each of the following proportions.
a. 11 ∶ 3 = i ∶ 8 b. 7 ∶ 20 = 3 ∶ j c. 15 ∶ 13 = 12 ∶ k

For questions 13 to 15, enlarge the figures shown by the given scale factor and the centre of enlargement marked
with O. Show the image of each of these figures.
13. WE4 Scale factor = 2
O
A B

D C

14. Scale factor = 1.5

B

A C
O
1
15. Scale factor =
2
A B

D C
O

16. WE5 A quadrilateral ABCD is enlarged to A′ B′ C′ D′ . AB = 7 cm, AD = 4 cm, A′ B′ = 21 cm, B′ C′ =

10.5 cm. Determine:
a. the scale factor for enlargement
′ ′
b. A D
c. BC.

TOPIC 4 Congruence and similarity 195

Understanding
17. The estimated volume of Earth’s salt water is
1 285 600 000 cubic kilometres. The estimated volume
of fresh water is about 35 000 000 cubic kilometres.
a. Determine the ratio of fresh water to salt water (in
simplest form).
b. Determine the value of x, to the nearest whole
number, when the ratio found in part a. is expressed
in the form 1 ∶ x.
18. Super strength glue comes in two tubes that contain
‘Part A’ and ‘Part B’ pastes. These pastes have to
be mixed in the ratio 1 ∶ 4 for maximum strength.
Determine how many mL of Part A should be mixed
with 10 mL of Part B.
19. A recipe for a tasty cake says the butter and flour needs to be combined in the ratio 2 : 7. Determine the
amount of butter that should be mixed with 3.5 kg of flour.
20. The diagram shown lays out the floor plan of a house. The actual size of bedroom 1 is 8 m × 4 m.
Toilets

Lounge 1 Kitchen Bedroom 2 Gym

Toilet
and
shower
Linen
cupboard
Spa
Carport Bedroom 1
Family
room Bedroom 3
Ensuite

a. If the dimensions of bedroom 1 as it appears on the ground plan are 4 cm by 2 cm, calculate the scale
factor when the actual house (object) is built from the plan (image).
b. Determine the real-life dimensions of bedroom 3 if the dimensions as shown on the ground plan are
3 cm × 3 cm.
c. Determine the real-life dimensions of the kitchen if the dimensions as shown on the ground plan are
2.5 cm × 2.5 cm.

196 Jacaranda Maths Quest 9

Reasoning
21. Pure gold is classed as 24-carat gold. This kind of gold is
too soft to use for making jewellery, so it gets combined
with other metals to form an alloy. The ratio of gold to other
metals in 18-carat gold is 18 ∶ 6.
The composition of 18-carat rose gold is 75% gold, 22.25%
copper and 2.75% silver.
a. Show that the mass of silver in a 2.5-gram rose gold
bracelet is 0.07 g.
b. Determine the composition of metals in a rose gold
bracelet that contains 0.5 g of copper.

22. The angles of a triangle have the ratio 3 ∶ 4 ∶ 5. Show that the sizes of the three angles are 45°, 60° and 75°.

23. The dimensions of a rectangular box have the ratio 2 ∶ 3 ∶ 5. The box’s volume is 21 870 cm3 . Show that the
dimensions of the box are 18, 27 and 45 cm.
24. Tyler, Dylan and Ari invested money in the ratio 11 ∶ 9 ∶ 4. If their profits are shared in the ratio 17 ∶ 13 ∶ 6,
is this fair to each person? Explain your answer.
25. It costs the same amount to buy either 5 pens or 2 pens and 6 pencils. This is also the cost of 6 sharpeners
and a pencil. Show a relationship between the cost of each kind of item.

Problem solving
26. Sharnee, a tourist at Kakadu National Park, takes a
picture of a 2-metre-long crocodile beside a cliff.
When they develops the pictures, they can see that on
the photo the crocodile is 2.5 cm long and the
cliff is 8.5 cm high.
Determine the actual height of the cliff in cm.
27. Evaluate the ratio of y ∶ z if 2x = 3y and 3x = 4z.

28. The quantities P and Q are in the ratio 2 ∶ 3. If P is

1
reduced by 1, the ratio becomes . Determine the
2
values of P and Q.

29. The ratio of boys to girls among the students who signed up for a basketball competition is 4 ∶ 3.
If 3 boys drop out of the competition and 4 girls join, there will be the same number of boys and girls.
Evaluate the number of students who have signed up for the basketball competition.
30. In a group of students who voted in a Year 9 class president election, the ratio of girls to boys is 2 ∶ 3.
If 10 more girls and 5 more boys had voted, the ratio would have been 3 ∶ 4.
Evaluate the number of students who voted altogether.
31. The ratio of the base radii of two cylinders is 2 ∶ 1. The the ratio of their heights is 3 ∶ 1. Determine the ratio
of the volumes of these two cylinders.

TOPIC 4 Congruence and similarity 197

 4.3 Congruent figures
LEARNING INTENTION
At the end of this subtopic you should be able to:
• identify congruent figures
• show that two triangles are congruent using the appropriate congruency test.

4.3.1 Congruent figures

eles-4729
• Congruent figures are identical figures. They have exactly the same shape and size.
• Congruent figures can be superimposed exactly on top of each other using reflection, rotation or translation
(or a combination of some or all of these actions).

B Mirror line B' A B Q P

E T

A C C' A' D C R S

• The symbol for congruence is ≅. When reading this symbol out loud we say, ‘is congruent to’.
• For the diagrams shown, ABC ≅ A′ B′ C′ and ABCDE ≅ PQRST.
• When writing congruence statements, the vertices of each figure are named in corresponding order.

WORKED EXAMPLE 6 Identifying congruent shapes

Identify a pair of congruent shapes from the following set.

a. b. c. d.

THINK WRITE
Figures a and c are identical in shape and size. Shape a ≅ shape c
They just have different orientations.

4.3.2 Testing triangles for congruence

eles-4730
• To determine whether two triangles are congruent, it is not necessary to know that all three sides and all
three angles of a each triangle are equal to the corresponding sides and angles of the other triangle.
• Certain minimum conditions can guarantee that two triangles are congruent.

198 Jacaranda Maths Quest 9

 ( )
Side-side-side condition for congruence SSS
• If all of the corresponding sides of two triangles are equal, the angles
opposite those corresponding sides will also be equal. This means that the
two triangles are congruent.
• This is known as the side-side-side (SSS) condition for congruence.

( )
Side-angle-side condition for congruence SAS
• If two triangles have two corresponding sides that are equal, and the angles
between those corresponding sides are equal, then the two triangles are
congruent.
• This is known as the side–angle–side (SAS) condition for congruence.

( )
Angle-side-angle condition for congruence ASA
• If two triangles have two corresponding angles that are equal, and 1 side
that is also equal, then the two triangles are congruent. (Note: The third
corresponding angle will also be equal.)
• This is known as the angle–side–angle (ASA) condition for congruence.
( )
Right angle-hypotenuse-side condition for congruence RHS
• If the hypotenuse and one other side of two right-angled triangles are
equal, then the two triangles are congruent.
• This is known as the right angle–hypotenuse–side (RHS) condition for
congruence.

Summary of congruence tests

Congruence test Description Abbreviation

• All corresponding sides are SSS
equal in length. (side–side–side)

• Two corresponding sides are SAS

equal in length (side–angle–side)
• The corresponding angles
between them are equal
in size.
• Two corresponding angles are ASA
equal in size (angle–side–angle)
• One corresponding side is
equal in length.
• The hypotenuse and RHS
one other corresponding side (right angle–hypotenuse–side)
of two right-angled triangles
are equal in length.

TOPIC 4 Congruence and similarity 199

 WORKED EXAMPLE 7 Identifying congruent triangles

Identify which of the following triangles are congruent. Give reasons for your answer.
E
L
B 2 cm
2 cm 40° 60°
5 cm 5 cm M
2 cm 60° 5 cm
D
A C F K

THINK WRITE
In all three triangles two given sides are of equal length (2 cm and ΔABC ≅ ΔMLK (SAS)
5 cm). The included angles in triangles ABC and KLM are also
equal (60°). B corresponds to L, and A corresponds to M.

WORKED EXAMPLE 8 Using congruent triangles to determine pronumerals

Given that ΔABD ≅ ΔCBD, determine the values of the pronumerals in the figure shown.
B

40° z y
A x D C
3 cm

THINK WRITE
1. Congruent triangles have corresponding sides that are equal in ΔABD ≅ ΔCBD
length. Side AD (marked x) corresponds to side CD. AD = CD
x = 3 cm

2. Since these triangles are congruent, the corresponding angles ∠A = ∠C

are equal. y = 40°
∠BDA = ∠BDC
z = 90°

WORKED EXAMPLE 9 Proving that two triangles are congruent

Prove that ΔPQS is congruent to ΔRQS.

Q

P R

200 Jacaranda Maths Quest 9

 THINK WRITE
1. Study the diagram and state which sides and/or QP = QR (given)
angles are equal. PS = RS (given)
QS is common.
2. This fits the SSS condition, which proves ΔPQS ≅ ΔRQS (SSS)
congruence.

COLLABORATIVE TASK
On a piece of paper, draw the trapezium shown as per the dimensions 5 cm
given in the diagram. Working in pairs or small teams, try to divide the
trapezium into four congruent trapeziums that are similar in shape to
the original trapezium. 5 cm

10 cm

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Digital documents SkillSHEET Naming angles (doc-6195)
SkillSHEET Complementary and supplementary angles (doc-6196)
SkillSHEET Angles in a triangle (doc-6197)
Interactivities Individual pathway interactivity: Congruent figures (int-4495)
Congruency tests (int-3755)
Congruent figures (int-3749)
Congruent triangles (int-3754)

Exercise 4.3 Congruent figures

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 5, 8, 11, 12, 16, 17, 22 2, 6, 9, 13, 14, 18, 19, 23 3, 7, 10, 15, 20, 21, 24, 25

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE6 Select a pair of congruent shapes from the figures shown.
a. b. c. d.

TOPIC 4 Congruence and similarity 201

2. Select a pair of congruent shapes from the figures shown.

a. 2 cm b. 3 cm c. d.

2 cm
5 cm
5 cm 3 cm 6 cm

3 cm

3. Select a pair of congruent shapes from the figures shown.

a. b. c. d.

Understanding
4. MC Select which of the following is congruent to the triangle shown.

3 cm

5 cm
35°

A. 3 cm B. C.
5 cm
3 cm 35°

5 cm 5 cm
35° 3 cm

35°

D. E.

3 cm
3 cm
5 cm 35°

5 cm 35°

5. WE7 Identify which of the following triangles are congruent. Give a reason for your answer.
A N P

5 cm 5 cm
5 cm
C 4 cm R 30°
30°
4 cm 30° 4 cm Q
B L
M

202 Jacaranda Maths Quest 9

 6. Identify which of the following triangles are congruent. Give a reason for your answer.

2 L P
A 2 3
B N Q

2.5 1 1 2.5 3.5 1

C M R

7. Identify which of the triangles are congruent. Give a reason for your answer.
N
P
4
20°
A Q
5 5
M
20° 5
20°
B 4
4 C L R

8. Identify which of the following triangles are congruent. Give a reason for your answer.

A L P

35° C 55° 45° N 35° R

55° 55°
B 5 M 5 Q 5

9. Identify which of the following triangles are congruent. Give a reason for your answer.
A L P

5 5
3 3

C M N Q R
B 4 5

10. Identify which of the following triangles are congruent. Give a reason for your answer.

B E

5
3 3

A F
C D

11. WE8 Determine the value of the pronumeral in the following pair of congruent triangles. All side lengths are
in centimetres.

4 3
4 x

TOPIC 4 Congruence and similarity 203

12. Determine the value of the pronumeral in the pair of congruent triangles shown. All side lengths are
in centimetres.

85°

13. Determine the value of the pronumerals in the pair of congruent triangles shown. All side lengths are
in centimetres.

80° z
x y
30°

14. Determine the value of the pronumerals in the pair of congruent triangles shown. All side lengths are
in centimetres.
a. b.
x 40°

y n m
z
7 30° x y

15. Calculate the length of the side marked with the pronumeral using the following congruent triangles.
a. A P b. P Q

2 cm x 8 cm x

B 110° 110° Q

5 cm 30° R S
30° 5 cm

C R
c. 6 mm d. A

7 mm x
8 mm
B D
7 mm

x
C

204 Jacaranda Maths Quest 9

Reasoning
16. Do congruent figures have the same area? Explain your answer.

17. If two congruent triangles have a right angle, is the reason for their congruence always due to the RHS
condition of congruence? Justify your answer.
18. Give an example to show that triangles with two angles of equal size and a pair of non-corresponding sides
of equal length may not be congruent.

19. WE9 For each of the following, prove that the statement accompanying the diagram is true.
a. A b. P c. D

B C
B D

Q S
R
C A
ΔPQR ≅ ΔPSR
ΔABC ≅ ΔADC ΔDBA ≅ ΔDCA
20. ABCD is a trapezium with both AD and BC perpendicular
B
to AB. If a right-angled triangle DEC is constructed with an
angle ∠ECD equal to 45°, prove that ΔEDA ≅ ΔECB.
E
21. A teacher asked their class to each draw a triangle with side
lengths of 5 cm and 4 cm, and an angle of 45° that is not A
formed at the point joining the 5 cm and 4 cm side. Explain
why the triangles drawn by every member of the class would
be congruent.
D C

Problem solving
22. Construct five congruent triangles from nine matchsticks.

23. Construct seven congruent triangles from nine matchsticks.

24. Demonstrate how the figure shown can be cut into four congruent pieces.

25. Determine the ratio of the outer (unshaded) area to the inner (shaded) area of the
six-pointed star shown.

TOPIC 4 Congruence and similarity 205

 4.4 Nets, polyhedra and Euler’s formula
LEARNING INTENTION
At the end of this subtopic students should be able to:
• identify and produce nets of various solids
• define polyhedra and identify examples of Platonic solids
• verify Euler’s formula for various polyhedra.

eles-4731
4.4.1 Nets
• The faces forming a solid can be drawn as plane shapes, which are joined across the edges to form
the solid.
• The complete set of faces forming a solid is called its net. Note that for some figures, different nets can
be drawn.

WORKED EXAMPLE 10 Drawing a possible net for a cone

Draw a possible net for a cone, which has a radius of 7 cm and a

slanting height of 10 cm.
10 cm

7 cm

THINK DRAW
1. The base of a cone is a circle of radius 7 cm.

7 cm

2. The other (slanted) part of the cone when split open will
form a sector of a circle of radius 10 cm.
10 cm

3. If the two parts (from steps 1 and 2) are put together, the
complete net of a cone is obtained.
10 cm

7 cm

4.4.2 Polyhedra construction

eles-4839
• A 3-dimensional solid where each of the faces is a polygon is called a polyhedron. If all the faces are
congruent, the solid is called a regular polyhedron or a Platonic solid.

206 Jacaranda Maths Quest 9

 • Platonic solids are shown below.
• A cube, with 6 faces, • A tetrahedron, with • An octahedron, with
each of which is 4 faces, each of which 8 faces, each of which
a square. is an equilateral triangle. is an equilateral triangle.

• A dodecahedron, with • An icosahedron, with

12 faces, each of which 20 faces, each of which
is a regular pentagon. is an equilateral
triangle.

• Construction of polyhedra is conveniently done from nets.

WORKED EXAMPLE 11 Drawing a net of an octahedron

Draw a net of an octahedron.

THINK DRAW
An octahedron is a polyhedron with 8 faces, each of which is
an equilateral triangle. So its net will consist of 8 equilateral
triangles. Draw a possible net of an octahedron.

eles-4840
4.4.3 Euler’s formula
• Euler’s formula shows the relationship between the number of edges, the number of faces and the number
of vertices in any polyhedron. Note that a vertex (the singular of vertices) is a point or a corner of a shape
where the straight edges meet.

Euler’s formula
Euler’s formula states that for any polyhedron:

number of faces (F) + number of vertices (V) − 2 = number of edges (E)

F+V−2=E

TOPIC 4 Congruence and similarity 207

 WORKED EXAMPLE 12
Verify Euler’s formula for a tetrahedron.

THINK WRITE
1. Look at the shape of a tetrahedron and state In a tetrahedron there are four faces, four vertices
the number of faces, vertices and edges. and six edges.
2. Write Euler’s formula. number of faces (F) + number of vertices (V) − 2 =
number of edges (E)
3. To verify Euler’s formula, show that the left- F = 4, V = 4 and E = 6
hand side (LHS) is equal to right-hand side LHS = F + V − 2
(RHS). Substitute the values of F, V and E in = 4+4−2
the formula. =6
RHS = 6
LHS = RHS
4. Write the conclusion. Euler’s formula holds for a tetrahedron.

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Interactivities Individual pathway interactivity: Nets, polyhedra and Euler’s rule (int-4428)
Nets (int-3759)
Polyhedra construction (int-3760)
Euler’s rule (int-3761)

Exercise 4.4 Nets, polyhedra and Euler’s formula

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 7, 11, 14 2, 5, 8, 10, 12, 15 4, 6, 9, 13, 16

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE10 Draw a possible net for the cylinder shown.

5 cm

10 cm

208 Jacaranda Maths Quest 9

2. Draw a possible net for each of the following solids.
a. b. c.

3. WE11 Draw 2 different nets to form a cube.

4. Draw a net for the octahedron that is different from the one shown.
Cut out your net and fold it to form the octahedron.

5. Using nets generated from geometry software or elsewhere, construct:

a. a cube
b. a tetrahedron
c. a dodecahedron.

6. Construct the pyramids shown in the figures.

a. b.

Understanding
7. Draw some 3-dimensional shapes of your choice. State how many of these shapes are polyhedra, and
name them.
8. WE12 Verify Euler’s formula for the following Platonic solids.
a. A cube
b. An octahedron

9. Show that Euler’s formula holds true for these solids.

a. b. c.

TOPIC 4 Congruence and similarity 209

10. Make the prisms shown. Verify Euler’s formula for each shape.
a.

b.

Reasoning
11. Discuss why a knowledge of 3D shapes is important.

12. Explain whether you can verify Euler’s formula for the following shapes. Give reasons.
a. b. c.

13. A spherical scoop of ice-cream sits on a cone. Draw this shape. Explain whether you can verify Euler’s
formula for this shape.

Problem solving
14. Renee knows that a polyhedron has 12 faces and 8 vertices. Show how she can determine the number
of edges.
15. Determine which of the following compound shapes are nets that can be folded into a 3D solid. You may
wish to enlarge them onto paper, cut them out and fold them.
a. b. c.

210 Jacaranda Maths Quest 9

 16. The net forms an icosahedron as shown.
Verify Euler’s formula for this shape,
showing your working.

4.5 Similar figures

LEARNING INTENTION
At the end of this subtopic you should be able to:
• identify similar figures
• determine the scale factor between similar figures
• show that two triangles are similar using the appropriate similarity test.

4.5.1 Similar figures and similarity condition

eles-4732
• Similar figures are identical in shape, but
U
different in size.
• The corresponding angles in similar figures
are equal in size and the corresponding A
sides are in the same ratio. 10
6
• The symbol used to denote similarity is ~. 5
When reading this symbol out loud we say, 3
‘is similar to’.
• In the triangles shown ΔABC is similar to
B 4 C V 8 W
ΔUVW. That is, ΔABC~ΔUVW.
• The ratio of side lengths is known as the
scale factor.

Scale factor

length of image
scale factor =
length of object

• If the scale factor is > 1, an enlargement has occurred.

• If the scale factor is < 1, a reduction has occurred.

• The scale factor for the triangles shown is 2. Each side in UVW is twice the length of the corresponding
side in ABC.
• Enlargements and reductions are transformations that create similar figures.
• The method for creating enlarged figures that is explained in subtopic 4.2 can also be used to create
similar figures.

TOPIC 4 Congruence and similarity 211

Testing triangles for similarity
• As with congruent triangles, to determine whether two triangles are similar, it is not necessary to know that
all pairs of corresponding sides are in the same ratio and that all corresponding angles are equal.
• Certain minimum conditions can guarantee that two triangles are similar.
( )
Angle–angle–angle condition of similarity AAA
• If all of the angles of two triangles are equal, then the triangles are similar.
• This is known as the angle–angle–angle (AAA) condition for similarity.
• In the diagram shown, ΔABC ~ ΔRST (AAA).

S
B β
β

α γ α γ
A C R T
( )
Side–side–side condition for similarity SSS
• If two triangles have a constant ratio for all corresponding side lengths, then the two triangles are similar.
• This is known as the side–side–side (SSS) condition for similarity.
( )
9 15 10.5
• In the diagram shown, the ratios of all corresponding side lengths are equal = = = 1.5 ,
6 10 7
therefore ΔABC ~ ΔRST (SSS).

S
B

9 cm 10.5 cm
6 cm 7 cm

A 10 cm C R 15 cm T

( )
Side–angle–side condition for similarity SAS
• If two triangles have two corresponding sides in the same ratio and the included angles of those sides are
equal, then the two triangles are similar.
• This is known as the side–angle–side (SAS) condition for similarity.
( )
9 15
• In the diagram shown, the ratio of the triangles’ two corresponding side lengths are equal = = 1.5
6 10
and the included angles are also the same, therefore ΔABC ~ ΔRST (SAS).

S
B

9 cm
6 cm

α α
A 10 cm C R 15 cm T

212 Jacaranda Maths Quest 9

 ( )
Right angle–hypotenuse–side condition for similarity RHS
• If the hypotenuse and one other corresponding side of two right-angled triangles are in the same ratio, then
the two triangles are similar.
• This is known as the the right angle–hypotenuse–side (RHS) condition for similarity.
• In the diagram shown, the ratio of the hypotenuses and one other pair of corresponding sides are equal
( )
12 10
= = 2 , therefore ΔABC ~ ΔRST (RHS).
6 5

B
12 cm
6 cm

A 5 cm C R 10 cm T

Summary of similarity tests

• Triangles can be checked for similarity using one of the tests described in the table shown.

Test description Abbreviation

All corresponding angles are equal in size AAA (angle–angle–angle)
All corresponding sides are in the same ratio SSS (side–side–side)
Two corresponding sides are in the same ratio and the SAS (side–angle–side)
included angles are equal in size
The hypotenuse and one other corresponding side of two RHS (right angle–hypotenuse–side)
right-angled triangles are in the same ratio

Note: When using the AAA test, it is sufficient to show that two corresponding angles are equal. Since the
sum of the interior angles in any triangle is 180°, the third corresponding angle will automatically be equal.

WORKED EXAMPLE 13 Identifying similar triangles

Identify a pair of similar triangles from the triangles shown. Give a reason for your answer.
a. b. c.
15
30°
10 9 20
30°
6 30°
15

THINK WRITE

1. In each triangle we know the size of two sides and the For triangles a and b:
included angle, so the SAS test can be applied. Since 15 9
= = 1.5
all included angles are equal (30°), we need 10 6
to determine the ratios of the corresponding sides, For triangles a and c:
looking at two triangles at a time. 20 15
= 2, = 2.5
10 6
2. Write the answer. Triangle a ~ triangle b (SAS)

TOPIC 4 Congruence and similarity 213

 WORKED EXAMPLE 14 Proving that two triangles are similar

Prove that ΔABC is similar to ΔEDC.

A D
C

B
E

THINK WRITE
1. AB is parallel to DE. ∠ABC and ∠EDC are ∠ABC = ∠EDC (alternate angles)
alternate angles.
2. ∠BAC and ∠DEC are alternate angles. ∠BAC = ∠DEC (alternate angles)
3. The third pair of angles must be equal. ∠BCA = ∠DCE (vertically opposite angles)
4. This proves that the triangles are similar. ΔABC ~ ΔEDC (AAA)

• The ratio of the corresponding sides in similar figures can be used to calculate missing side lengths or
angles in those figures.

WORKED EXAMPLE 15 Solving worded problems using similar triangles

A pole 1.5 metres high casts a shadow 3 metres long, as

shown. Calculate the height of a building that casts
a shadow 15 metres long at the same time of the day.

1.5 m

3m
15 m

THINK WRITE/DRAW
1. Represent the given information on a diagram. B
∠BAC = ∠EDC; ∠BCA = ∠ECD
E
h
1.5 m

A 15 m C D 3m C

2. Triangles ABC and DEC are similar. This ΔABC ~ ΔDEC (AAA)
means the ratios of corresponding sides are h 15
=
the same. Write the ratios. 1.5 3

15 × 1.5
3. Solve the equation for h. h=
3
= 7.5

4. Write the answer in words, including units. The building is 7.5 metres high.

214 Jacaranda Maths Quest 9

 Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Video eLesson Similar triangles (eles-1925)
Interactivity Individual pathway interactivity: Similar figures (int-4496)

Exercise 4.5 Similar figures

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 2, 6, 7, 11, 14, 15, 19 3, 4, 8, 12, 16, 17, 20, 21 5, 9, 10, 13, 18, 22, 23, 24

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE13 For questions 1 to 5, Identify the pair of similar triangles among those shown. Give reasons for your
answers.
1. a. b. c.

40° 60° 50° 60° 40° 60°

2. a. b. c.
4 8 7
3 6 5

2 4 4

3. a. b. c.

4 2 8

20° 5 20° 2.5 20° 12

4. a. b. c.

5 5 10

3 4 6

5. a. 2 b. 2 c.

4 5 6
3 4 4.5

TOPIC 4 Congruence and similarity 215

Understanding
6. Name two similar triangles in each of the following figures, ensuring that vertices are listed in the
correct order.
a. A B b. Q c. P Q

B
D E
R
A C
P R
C

S T
d. B e. A
D

A C E B D C

7. In the diagram shown, C is the centre of the circle. Complete this statement: ΔABC is similar to …

A D

B E

8. For the diagram shown:

AB BC
a. complete the statement: = =
AD AE
b. determine the value of the pronumerals.

D
4
B
2
A 3
4 f
C
g
E

9. Using the diagram shown:

a. determine the values of h and i
b. determine the values of j and k.

A
2 2.5
B C
3 3 h
i E
D
j 3
F G
k

216 Jacaranda Maths Quest 9

10. Determine the value of the pronumeral in the diagram shown.

A
x
2
P
4 B 4 R

11. If the two triangles shown are similar, determine the values of the pronumerals x and y.

45°
4 45° 1

20° x
y
9

12. Determine the values of the pronumerals x and y in the diagram shown.

S
P
1.5 8
R
3
y 6
Q x

13. Determine the value of each pronumeral in the following triangles. Show how you arrived at your answers.
a.
6.8 cm 5.2 cm

x
9.3 cm
b. 30° 80°
6.1 cm
x 5.4 cm
10.6 cm
80° 30°

c.
5.2 cm
12.6 cm

x
11.1 cm
8.5 cm

TOPIC 4 Congruence and similarity 217

Reasoning
14. WE15 A ladder just touches a bench and also leans on a wall that is
4 metres high, as shown in the diagram. If the bench is 50 centimetres
high and 1 metre from the base of the ladder, show that the base of the
ladder is 8 metres from the wall. 4m

0.5 m

1m

15. WE14 Prove that ΔABC is similar to ΔEDC in each of the following.
a. D b. E c. D d. C
A4 A
cm
C6 7.5 cm B
C E D
m cm
B 3c B
D A B
E
A C E
16. Natalie is 1.5 metres tall. They cast a shadow 2 metres long at a certain time of the day. If Alex is 1.8 metres
tall, show that their shadow would be 2.4 m long at the same time of day.

17. A string 50 metres long is pegged to the ground and tied to the top of a flagpole. It just touches Maz on the
top of her head. If Maz is 1.5 metres tall and 5 metres away from the point where the string is held to the
ground, show that the height, h, of the flagpole is 14.37 m.

50 m
h
1.5 m

5m

18. Using diagrams or other methods, explain whether the following statements are True or False.
a. All equilateral triangles are similar.
b. All isosceles triangles are similar.
c. All right-angled triangles are similar.
d. All right-angled isosceles triangles are similar.

218 Jacaranda Maths Quest 9

Problem solving
19. Paw and Thuy play tennis at night under floodlights. When Paw
stands 2.5 m from the base of the floodlight, her shadow is 60 cm
long.
a. If Paw is 1.3 m tall, evaluate the height of the floodlight in
metres, correct to 2 decimal places.
b. If Thuy, who is 1.6 m tall, stands in the same place, calculate
her shadow length in cm.

20. To determine the height of a flagpole, Jenna and Mia decide to measure the shadow cast by the flagpole.
They place a 1 m ruler at a distance of 3 m from the base of the flagpole and measure the shadows that
both the ruler and flagpole cast. Both shadows finish at the same point. After measuring the shadow of the
flagpole, Jenna and Mia calculate that the height of the flagpole is 5 m.
Determine the length of the shadow cast by the flagpole, as measured by Jenna and Mia. Give your answer
in metres.
21. Use the diagram shown to determine the value of a if XZ = 8 cm, X′ Z′ = 12 cm, X′ X = a cm and
XY = (a + 1) cm.

Z'
Z

X' X Y

22. AB and CD are parallel lines in the figure shown.

a. State the similar triangles.
b. Determine the values of x and y.

A 12 cm B
x y
10.5 cm
C D

21 cm 23 cm

R
23. PQ is the diameter of the circle shown. The circle’s centre is located at S. R is
any point on the circumference. T is the midpoint of PR. T
a. Write down everything you know about this figure.
b. Explain why ΔPTS is similar to ΔPRQ. P Q
S
c. Determine the length of TS if RQ is 8 cm.
d. Determine the length of every other side, given that PT is 3 cm and the angle
PRQ is a right angle.

TOPIC 4 Congruence and similarity 219

 24. For the diagram shown, show that, if the base of the triangle is raised to half of the height of the triangle, the
length of the base of the newly formed triangle will be half of its original length.

θ
x

4.6 Area and volume of similar figures

LEARNING INTENTION
At the end of this subtopic you should be able to:
• convert between different units of length, area and volume
• determine the area of similar figures, given a scale factor of n2
• determine the volume of similar figures, given a scale factor of n3 .

4.6.1 Converting between units of length, area and volume

eles-4733
Units of length
• Metric units of length include millimetres (mm), centimetres (cm), metres (m) and kilometres (km).
• Length units can be converted using the chart shown.

÷ 10 ÷ 100 ÷ 1000

millimetres centimetres metres kilometres

(mm) (cm) (m) (km)

× 10 × 100 × 1000

Units of area
( ) ( )
• Area is measured in square units, such as square millimetres mm2 , square centimetres cm2 , square
( ) ( )
metres m2 and square kilometres km2 .
• Area units can be converted using the chart shown.

÷ 102 ÷ 1002 ÷ 10002

square square square square

millimetres centimetres metres kilometres
(mm2) (cm2) (m2) (km2)
102 = 100 1002 = 10 000 10002 = 1 000 000

× 102 × 1002 × 10002

• Area units are the squares of the corresponding length units.

220 Jacaranda Maths Quest 9

Units of volume
( ) ( )
• Volume is measured in cubic units, such as cubic millimetres mm3 , cubic centimetres cm3 and
( 3
)
cubic metres m .
• Volume units can be converted using the chart shown.

÷ 103 ÷ 1003 ÷ 10003

cubic cubic cubic cubic

millimetres centimetres metres kilometres
(mm3) (cm3) (m3) (km3)
103 = 1000 1003 = 1 000 000 10003 = 1 000 000 000

× 103 × 1003 × 10003

• Volume units are the cubes of the corresponding length units.

WORKED EXAMPLE 16 Converting between units of measurements

a. Convert 9 m into mm.

b. Convert 150 cm2 into mm2 .
c. A cube has a side length of 8 cm. Calculate the volume of the cube in m3 .

THINK WRITE
a. 1. To convert m to mm: a. 1 m = 1000 mm

millimetres centimetres metres

(mm) (cm) (m)

× 10 × 100
× 1000
2. To convert 9 m to mm, multiply 9 with 1000. 9 m = 9 × 1000 mm
3. Simplify and write the answer. 9000 mm
b. 1. To convert cm2 into mm2 : b. 1 cm2 = cm2 mm2

square square
millimetres centimetres
(mm2) (cm2)
102 = 100

× 102

2. To convert 150 cm2 into mm2 , multiply 150 by 150 cm2 = 150 × 100 mm2
102 (100).
3. Simplify and write the answer. 15 000 mm2
c. 1. Write the formula for the volume of a cube. c. Volume of a cube (V) = l × l × l,
where l is the side length.
2. Substitute the value of the side length (l) in the V = 8×8×8
volume formula. = 512 cm3

TOPIC 4 Congruence and similarity 221

 1
3. The question states that the answer should be given in m3 . 1 cm3 = m3
3
To convert cm into m : 3 1003

÷ 1003

cubic cubic
centimetres metres
(cm3) (m3)

1 512
4. To convert 512 cm3 into m3 , multiply 512 by m3 . 512 cm3 = m3
3 3
100 100
5. Simplify and write the answer. 0.000 512 m3

4.6.2 Area and volume of similar figures

eles-4734
Area and surface area of similar figures
• If the side lengths of any figure are increased by a scale factor of n, then the area of similar figures
increases by a scale factor of n2 .
For example, consider the squares shown.
C
B
A

2 cm
4 cm
6 cm
Area A = 2 × 2 Area B = 4 × 4 Area C = 6 × 6
= 4 cm2 = 16 cm2 = 36 cm2

• The scale factors for the side lengths and the scale factors for the areas are calculated in the table shown.

Squares Scale factor for side length Scale factor for area
4 16
A and B =2 = 4 = 22
2 4
6 36
A and C =3 = 9 = 32
2 4
( )2
6 3 36 9 3
B and C = = =
4 2 16 4 2

222 Jacaranda Maths Quest 9

 • The surface area of a 3D object also increases by the square of the length scale factor.
For example, consider the cubes shown.
C

2 cm

4 cm

6 cm
Surface area A = 6 × 4 Surface area B = 6 × 16 Surface area C = 6 × 36
= 24 cm2 = 96 cm2 = 216 cm2

• The scale factors for the side lengths and the scale factors for the surface areas are calculated in the
table shown.
Cubes Scale factor for side length Scale factor for surface area
4 96
A and B =2 = 4 = 22
2 24
6 216
A and C =3 = 9 = 32
2 24
( )2
6 3 216 9 3
B and C = = =
4 2 96 4 2

Areas of similar figures

When side lengths are increased by a factor of n, the area increases by a factor of n2 .

Volume of similar figures

• If the side lengths of any solid are increased by a scale factor of n, then the volume of similar solids
increases by a scale factor of n3 .
For example, consider the cubes shown.

2 cm

4 cm

6 cm
Volume A = 2 × 2 × 2 Volume B = 4 × 4 × 4 Volume C = 6 × 6 × 6
= 8 cm3 = 64 cm3 = 216 cm3

TOPIC 4 Congruence and similarity 223

 • The scale factors for the side lengths and the scale factors for the volumes are calculated in the table shown.

Cubes Scale factor for side length Scale factor for volume
4 64
A and B =2 = 8 = 23
2 8
6 216
A and C =3 = 27 = 33
2 8
( )3
6 3 216 27 3
B and C = = =
4 2 64 8 2

Volumes of similar figures

When side lengths are increased by a factor of n, the volume increases by a factor of n3 .

WORKED EXAMPLE 17 Calculating area and volume of similar figures

The side lengths of a box have been increased by a factor of 3.

a. Calculate the surface area of the new box if the original surface area
was 94 cm2 .
b. Determine the volume of the new box if the original volume was
60 cm3 .

THINK WRITE
a. 1. State the scale factor for side length used to increase a. Scale factor for side length = 3
the size of the original box.
2. The scale factor for surface area is the square of the Scale factor for surface area
scale factor for length. = 32
=9
3. Calculate the surface area of the new box. Surface area of new box
= 94 × 9
= 846 cm2

b. 1. The scale factor for volume is the cube of the scale b. Scale factor for volume
factor for length. = 33
= 27
2. Calculate the volume of the new box. Volume of new box
= 60 × 27
= 1620 cm3

224 Jacaranda Maths Quest 9

WORKED EXAMPLE 18 Using technology to calculate volume for similar figures

A small cone has a radius of 5 cm and a height of 15 cm.

a. If the scale factor is 4, determine the dimensions of a larger similar cone.
b. Giving your answers both in exact form and correct to 3 decimal places, calculate the volume of:
i. the smaller cone ii. the larger cone.
c. Show that the volumes of the two cones are in the ratio 1 ∶ 64.

THINK WRITE
a. The scale factor is 4, so multiply the radius and For the larger cone:
height by 4. Write the answers. radius = 5 cm × 4 = 20 cm
height = 15 cm × 4 = 60 cm

1
b. i. Use your calculator to work out the volume Vs = 𝜋r2 h
of the smaller cone by substituting the 3
1
following into the formula: = 𝜋 × 52 × 15
r=5 3
= 125𝜋 cm3
h = 15.
≈ 392.699 cm3 (to 3 d.p)

1
ii. Use your calculator to work out the volume VL = 𝜋r2 h
of the larger cone (VL ) by substituting the 3
1
following into the formula: = 𝜋 × 202 × 60
r = 20 3
= 8000𝜋
h = 60.
≈ 25 132.741 cm3 (to 3 d.p)

Vs 1
c. Use your calculator to evaluate the ratio of the =
volumes of the smaller cone and the larger cone. VL 64
Vs 125𝜋 The volumes are in the ratio 1 ∶ 64.
=
VL 8000𝜋

TOPIC 4 Congruence and similarity 225

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
a-b. In a new problem, a-b. a-b. On the Main a-b.
on a Calculator screen, complete
page, complete the the entry line as:
entry line as: 1
1 × 𝜋 × 52 × 15
× 𝜋 × 52 × 15 3
3 Then press EXE.
Then press ENTER. 1
× 𝜋 × 202 × 60
1 3
× 𝜋 × 202 × 60 Then press EXE.
3
Then press ENTER. Vs = 125𝜋 cm3 Note: Change
To convert the Vs ≈ 392.699 cm3 (to 3 d.p.) Standard to
Decimal
answer to decimal: VL = 8000𝜋 cm3
• Menu
• 2: Number VL ≈ 25 132.741 cm3 (to 3 d.p.)
• 1: Convert to Vs = 125𝜋 cm3
Decimal Vs ≈ 392.699 cm3 (to 3 d.p.)
Then press ENTER.
VL = 8000𝜋 cm3
VL ≈ 25 132.741 cm3 (to 3 d.p.)

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Interactivities Individual pathway interactivity: Area and volume of similar figures (int-4497)
Units of length (int-3779)
Area of similar figures (int-6043)
Volume and surface area of similar figures (int-6044)

Exercise 4.6 Area and volume of similar figures

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 3, 4, 8, 9, 13 2, 5, 7, 10, 14, 15 6, 11, 12, 16, 17, 18

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. WE17a The side lengths of the following shapes have all been increased by a factor of 3. Copy and complete
the table shown.
Original surface area Enlarged surface area
2
100 cm a.
2
7.5 cm b.
2
95 mm c.
d. 918 cm2
e. 45 m2
f. 225 mm2

226 Jacaranda Maths Quest 9

2. A rectangular box has a surface area of 96 cm2 and volume of 36 cm3 . Calculate the volume and surface area
of a similar box that has side lengths that are double the size of the original box.

3. WE17b The side lengths of the following shapes have all been increased by a factor of 3. Copy and complete
the table shown.
Original volume Enlarged volume
3
200 cm a.
3
12.5 cm b.
3
67 mm c.
d. 2700 cm3
e. 67.5 m3
f. 27 mm3

Understanding
4. The area of a bathroom as drawn on a house plan is 5 cm2 .
Calculate the area of the actual bathroom if the map has a scale
of 1 ∶ 100.
5. The area of a kitchen is 25 m2 .
a. WE16 Convert 25 m2 to cm2 .
b. Calculate the area of the kitchen as drawn on a plan if the
scale of the plan is 1 ∶ 120. (Give your answer correct to
1 decimal place.)
6. The volume of a swimming pool as it appears on its construction
plan is 20 cm3 . Determine the actual volume of the pool if the plan has a scale of 1 ∶ 75.
7. The total surface area of an aeroplane’s wings is 120 m3 .
a. Convert 120 m2 to cm2 .
b. Calculate the total surface area of the wings of a scale model of the aeroplane if the model is built using
the scale 1 ∶ 80.

Reasoning
′ ′ ′
8. A triangle ABC maps to triangle A B C under an enlargement.
AB = 7 cm, AC = 5 cm, A B = 21 cm, B′ C′ = 30 cm.
′ ′

a. Show that the scale factor for enlargement is 3.

b. Determine BC.
c. Determine A′ C′ .
d. If the area of ΔABC is 9 cm2 , show that the area of ΔA′ B′ C′ is 81 cm2 .
9. A pentagon has an area of 20 cm2 . If all the side lengths are doubled, show that the area of the enlarged
pentagon is 80 cm2 .
10. Two rectangles are similar. If the width of the first rectangle is twice of width of the other, prove that the
ratio of their areas is 4 ∶ 1.
11. A cube has a surface area of 253.5 cm2 . (Give answers correct to 1 decimal place where appropriate.)
a. Show that the side length of the cube is 6.5 cm.
b. Show that the volume of the cube is 274.625 cm3 .
c. Determine the volume of a similar cube that has side lengths twice as long.
d. Determine the volume of a similar cube that has side lengths half as long.
e. Determine the surface area of a similar cube that has side lengths one third as long.

TOPIC 4 Congruence and similarity 227

12. In the diagram shown, a light is shining through a hole, resulting in a circular bright spot with a radius of
5 cm on the screen. The hole is 10 mm wide. If the light is 1 m behind the hole, show that the light is 10 m
from the screen.

1m

Problem solving
13. The areas of two similar trapeziums are 9 and 25. Determine the ratio of one pair of these trapeziums’
corresponding side lengths.
14. Answer the following questions.
a. Calculate the areas of squares with sides 2 cm, 5 cm, 10 cm and 20 cm.
b. State in words how the ratio of the areas of these squares is related to the ratio of their side lengths.

15. Two cones are similar. The ratio of these cones’ volumes is 27 ∶ 64. Determine the ratio of:
a. the perpendicular heights of the cones b. the areas of the bases of the cones.

16. Rectangle A has dimensions 5 by 4 units, rectangle B has the dimensions 4 by 3 units, and rectangle C has
the dimensions 3 by 2.4 units.
a. Determine which of these rectangles are similar. Explain your answer.
b. Evaluate the area scale factor for the similar rectangles that you have identified.

17. A balloon in the shape of a sphere has an initial volume of 840 cm3 . Its volume is then increased to
430 080 cm3 . Determine the increase in the radius of the balloon.
18. WE18 The bottom half of an egg timer, which is shaped like two cones connected at their apexes, has sand
poured into it as shown by the blue section of this diagram. Using the measurements given, evaluate the
ratio of the volume of sand in the bottom half of the egg timer to the volume of empty space that is left in
the bottom half of the egg timer. You could also use technology to evaluate the answer.

5 cm

10 cm

228 Jacaranda Maths Quest 9

4.7 Review
4.7.1 Topic summary

Units of measurement •
Ratio and scale factors
When converting units of length: • Ratios compare quantities of the same type.
÷ 10 ÷ 100 ÷ 1000 • Always simplify ratios. For example: 8 : 24 = 1 : 3
image length
• Scale factor = – .
millimetres centimetres metres kilometres object length
(mm) (cm) (m) (km) • For a scale factor of n:
• if n > 1 the image is larger than the object
× 10 × 100 × 1000 • if n < 1 the image is smaller than the object.
When converting units of area:
÷ 102 ÷ 1002 ÷ 10002
Similar figures
millimetres centimetres metres kilometres
(mm2) (cm2) (m2) (km2) • Similar figures have the same shape, but
different sizes.
• The symbol for similarity is ~.
× 102 × 1002 × 10002
If the scale factor of similar figures’ sides is n, then:
When converting units of volume: • the scale factor of their areas is n2
÷ 103 ÷ 1003 ÷ 10003 • the scale factor of their volumes is n3.

millimetres centimetres metres kilometres

(mm3) (cm3) (m3) (km3) Tests for similar triangles

× 103 × 1003 × 10003 S

B β
β AAA
α γ α γ

CONGRUENCE A C R T

S
AND SIMILARITY B
6 cm 7 cm 9 cm 10.5 cm SSS

Congruent figures A 10 cm C R 15 cm T

• Congruent figures have exactly the same shape and size. S

• The symbol for congruence is ≅. B
6 cm 9 cm SAS
α α
Tests for congruent triangles A 10 cm C R 15 cm T

S
B 12 cm
SSS 6 cm RHS

A 5 cm C R 10 cm T

SAS • Note: Sides of similar triangles are not equal. They are
proportional, or have the same scale factor.

Nets, polyhedra and Euler's formula

ASA
• The complete set of faces forming a solid is called
its net.
• A 3-dimensional solid where each of the faces is a
polygon is called a polyhedron.
RHS
• Euler’s formula shows the relationship between the
number of edges (E), faces (F) and vertices (V) in
any polyhedron: F + V − 2 = E

TOPIC 4 Congruence and similarity 229

4.7.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you have understood it using the
traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

4.2 I can compare two quantities of the same type using ratios.

I can simplify ratios.

I can enlarge a figure using a scale factor.

I can calculate and use a scale factor.

4.3 I can identify congruent figures.

I can show that two triangles are congruent using the appropriate
congruency test.

4.4 I can identify and produce nets of various solids.

I can define polyhedra and identify examples of Platonic solids.

I can verify Euler’s formula for various polyhedra.

4.5 I can identify similar figures.

I can determine the scale factor between similar figures.

I can show that two triangles are similar using the appropriate similarity test.

4.6 I can convert between different units of length, area and volume.

I can, for a given scale factor of n2 , determine the area of similar figures.

I can, for a given scale factor of n3 , determine the volume of similar figures.

4.7.3 Project
What’s this object?

When using geometrical tools to construct shapes, we have to make

sure that our measurements are precise. Even a small error in one single
step of the measuring process can result in an incorrect shape. The
object you will be making in this task is a very interesting one. This
object is made by combining three congruent shapes.

230 Jacaranda Maths Quest 9

The instructions for making the congruent shape that you will use to then make the final object are
given below.
Part 1: Making the congruent shape
1. Using a ruler, a protractor, a pencil and two compasses, draw a shape in your workbook by following the
instructions below.
• Measure a horizontal line (AB) that is 9.5 cm long. To make sure there is enough space for the whole
of the final object, draw this first line close to the bottom of the page you are working on.
• At point B, measure an angle of 120° above the line AB. Draw a line that follows this angle for 2 cm.
Mark the end of this line as point C, creating the line BC.
• At point C, measure an angle of 60° on the same side of line BC as point A. Draw a line that follows
this angle for 7.5 cm. Mark the end of this line as point D, creating the line CD.
• At point D, measure an angle of 60°above the line CD. Draw a line that follows this angle for 3.5 cm.
Mark the end of this line as point E, creating the line DE.
• At point E, measure an angle of 120° above the line DE. Draw a line that follows this angle for 2 cm.
Mark the end of this line as point F, creating the line EF.
• Join point F to point A.
Colour or shade this shape using any colour you wish.
2. Determine the length of the line joining point A to point F.
3. Describe what you notice about the size of the angles FAB and AFE.

Part 2: Making the final object

You have now constructed the shape that will be used three times to make the final object. To make this
object, follow the instructions below.
• Trace the original shape onto a piece of tracing paper twice. Cut around
the edges of both of the shapes you have just drawn. Label the shapes
with the same letters you used to mark the points A–F when making the
original shape.
• Place line AF of the first traced copy of the original shape so that it is
covering up line CD of the shape you first drew. Use the tracing paper
to transfer this shape onto the original shape. Colour or shade the traced
shape using a colour that is different to the colour you used for the
first shape.
• Place the line DC of your second traced copy so that it is covering up
line FA of the shape you first drew. Use the tracing paper to transfer this
shape onto the original shape. Colour or shade this third section with a
third colour.
4. Describe the object you have drawn.
5. Using the internet, your school library or other references, investigate
other ‘impossible objects’ that can be drawn as 2-dimensional shapes.
Recreate these shapes on a separate sheet of paper. Beside these
shapes, briefly write some reasons for these shapes being referred to
as‘impossible’.

Resources
Resourceseses
eWorkbook Topic 4 Workbook (worksheets, code puzzle and project) (ewbk-2004)
Interactivities Crossword (int-2693)
Sudoku puzzle (int-3205)

TOPIC 4 Congruence and similarity 231

Exercise 4.7 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.

Fluency
1. Express each of the following ratios in simplest form.
a. 8 ∶ 16 b. 24 ∶ 16 c. 27 ∶ 18

2. Express each of the following ratios in simplest form.

a. 56 ∶ 80 b. 8 ∶ 20 c. 49 ∶ 35

3. MC There are 9 girls and 17 boys in a Year 9 maths class. Select the ratio of boys to girls.
A. 9 ∶ 17 B. 17 ∶ 9 C. 17 ∶ 26 D. 9 ∶ 26 E. 26 ∶ 9

4. Jan raised $15 for a charity fundraising event, while her friend Lara raised $25. Calculate the ratio of:
a. the amount Jan raised to the amount Lara raised
b. the amount Jan raised to the total amount raised by the pair
c. the amount the pair raised to the amount Lara raised.

5. A pigeon breeder has 45 pigeons. These include 15 white, 21 speckled pigeons, and the rest grey.
Calculate the following ratios.
a. White pigeons to grey pigeons
b. Grey pigeons to speckled pigeons
c. White pigeons to the total number of pigeons

6. Express each of the following ratios in simplest form.

1 1 1 1
a. 4 ∶1 b. 6 ∶9 c. 7 ∶3
2 8 4 2

7. Express each of the following ratios in simplest form.

a. 8.4 ∶ 7.2 b. 0.2 ∶ 2.48 c. 6.6 ∶ 0.22

8. MC Jack has completed 2.5 km of a 4.5 km race. Choose the ratio of the distance Jack has completed to

the remaining distance he has left to run.

A. 9 : 5 B. 4 : 5 C. 4 : 9 D. 5 : 4 E. 5 : 9

9. MC If x ∶ 16 = 5 ∶ 4, select the value of the pronumeral x.

A. 1 B. 4 C. 16 D. 20 E. 25

10. MC If 40 ∶ 9 = 800 ∶ y, select the value of the pronumeral y.

A. 20 B. 40 C. 180 D. 450 E. 761

11. Determine the value of the pronumeral in each of the following.

a. a ∶ 15 = 2 ∶ 5 b. b ∶ 20 = 5 ∶ 8 c. 9 ∶ 10 = 12 ∶ c

12. Determine the value of the pronumeral in each of the following.

a. 11 ∶ 9 = d ∶ 5 b. 7 ∶ e = 4 ∶ 5 c. 3 ∶ 4 = 8 ∶ f

232 Jacaranda Maths Quest 9

13. ΔPQR ~ ΔDEF. Determine the length of the missing side in each of the following combinations.
a. Calculate DF if PQ = 10 cm, DE = 5 cm and PR = 6 cm
b. Calculate EF if PQ = 4 cm, DE = 12 cm and QR = 5 cm
c. Calculate QR if DE = 4 cm, PQ = 6 cm and EF = 8 cm
d. Calculate PQ if DF = 5 cm, PR = 8 cm and DE = 6 cm
e. Calculate DE if QR = 16 cm, EF = 6 cm and PQ = 12 cm

14. Identify which of the following pairs of shapes are congruent.

a. b.

c.

15. Name the congruent triangles in these figures and determine the value of the pronumerals in each case.
a. P

2 cm
135°
N 3 cm A

D x
W
2 cm 135°

b. B p
x T
30°
m
5c
75°
y z
K q S

TOPIC 4 Congruence and similarity 233

 16. Copy each of the following shapes and enlarge (or reduce) them by the given factor.
a. b.

Enlarge by a factor of 2. Reduce by a factor of 3.

c.

Enlarge by a factor of 4.

17. Determine the enlargement factors that have been used on the following shapes.
a. b.
A' B'
A B 12.5 5

2 cm 6 cm 4
D 3 cm C 10
D' 9 cm C'

c. P d.
P'

2 cm 7 cm

Q R Q' R'
5 cm 3 cm

18. Evaluate the value of the pronumerals in the pair of congruent triangles
shown. 80° z

x
12 cm
40°
60° y

19. The area of a family room is 16 m2 and the length of the room is 6.4 m. Calculate the area of the room
if it is drawn on a plan that uses a scale of 1 : 20.

234 Jacaranda Maths Quest 9

20. Each of the diagrams shown shows a pair of similar triangles. Calculate the value of x in each case.
a.
5
3
10
6 4

x
b.
3 3

x
9 9

12
c.

5
7

x
d.
3

8 10

Problem solving
21. The diagram shows a ramp made by Jinghua for her automotive
class. The first post has a height of 0.25 m and is placed 2 m from
the end of the ramp. 1.5 m
If the second post is 1.5 m high, determine the distance it should be 0.25 m
placed from the first post. 2m

22. Consider the figure shown.

9
a. Write a formal proof for a similarity relationship between two triangles in this A B
figure. Give a reason for the similarity.
6 y
b. Determine the values of the pronumerals.
C
4 2

P z Q

TOPIC 4 Congruence and similarity 235

 23. Slocum is a yacht with a length of 12 m and a beam (width) of 2.5 m. A model of Slocum is constructed
for a museum. If the length and width of the model are one fifth of the yacht’s actual length and width,
determine how the volume of the yacht and the volume of the model compare.

24. Before the start of a yacht race, judges must certify that all of the yachts have the same size of sail.
Without removing the triangular sails from their masts, state the congruency rule that the official could
most efficiently use to work out if the sails on each of the boats are exactly the same.
Explain why this is the most appropriate rule.

25. Calculate the height of the top of the ladder in the photo shown by using similar triangles. Give your
answer correct to 1 decimal place.

1.6 m

0.7 m

0.9 m

26. Poh is given a 1 m ruler and asked to estimate the height of a palm tree. She places the ruler vertically
so that its shadow ends at exactly the same point as the shadow of the palm tree. The ruler’s shadow is
2.5 m long and the palm tree’s shadow is 12.5 m long.

1-m ruler
2.5 m
12.5 m

Poh performed some calculations using similar triangles and calculated the height of the palm tree to be
4 m. Her friend Mikalya said that she thought Poh’s calculations were incorrect, and that the answer
should be 5 m.
a. State the correct answer.
b. Explain the error that was made by the person with the incorrect answer.

236 Jacaranda Maths Quest 9

27. A flagpole casts a shadow 2 m long. If a 50 cm ruler is placed upright at the base of the flagpole it casts
a shadow 20 cm long. Evaluate the height of the flagpole.

50 cm

20 cm
2m

28. A student (S) uses a tape measure, backpack (B), water bottle (W), tree (T) and jacket (J) to help
calculate the width of a river.

River

5 mJ
S 50 m B 2.7 m
W

a. Copy and complete the following:

i. ∠____ and ∠ ____ are both ____.
ii. ∠SBT and ∠ ____ are equal because ____.
iii. ∠STB and ∠ ____ are equal because ____.
b. Rewrite the following statement, selecting the correct alternatives from within each set of brackets.
∠STB and ∠JWB are (similar / congruent) (SSS / SAS / AAA / ASA / RHS/)
c. Copy and complete the following equation.

ST
=
JW

d. Use your answer to part c to evaluate the width of the river.

29. A polyhedron has a faces, 3a vertices and (2a + 8) edges.

Evaluate a.

To test your understanding and knowledge of this topic go to your learnON title at
www.jacplus.com.au and complete the post-test.

TOPIC 4 Congruence and similarity 237

Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook 4.4 Individual pathway interactivity: Nets, polyhedra and

Euler’s rule (int-4428) ⃞
Download the workbook for this topic, which includes Nets (int-3759) ⃞
worksheets, a code puzzle and a project (ewbk-2004) ⃞ Polyhedra construction (int-3760) ⃞
Euler’s rule (int-3761) ⃞
Solutions 4.5 Individual pathway interactivity: Similar figures (int-4496) ⃞
Download a copy of the fully worked solutions to every 4.6 Individual pathway interactivity: Area and volume of
question in this topic (sol-0724) ⃞ similar figures (int-4497) ⃞
Units of length (int-3779) ⃞
Digital documents Area of similar figures (int-6043) ⃞
Volume and surface area of similar figures (int-6044) ⃞
4.2 SkillSHEET Simplifying fractions (doc-6190) ⃞ 4.7 Crossword (int-2693) ⃞
SkillSHEET Simplifying ratios (doc-6191) ⃞ Sudoku puzzle (int-3205) ⃞
SkillSHEET Finding and converting to the lowest common
denominator (doc-6192) ⃞
x Teacher resources
SkillSHEET Solving equations of the type a = to find x
b There are many resources available exclusively for teachers
(doc-6193) ⃞ online.
b
SkillSHEET Solving equations of the type a = to find x
x
(doc-6194) ⃞
4.3 SkillSHEET Naming angles (doc-6195) ⃞
SkillSHEET Complementary and supplementary angles
(doc-6196) ⃞
SkillSHEET Angles in a triangle (doc-6197) ⃞

Video eLessons
4.2 Ratio (eles-4727) ⃞
Scale (eles-4728) ⃞
4.3 Congruent figures (eles-4729) ⃞
Testing triangles for congruence (eles-4730) ⃞
4.4 Nets (eles-4731) ⃞
Polyhedra construction (eles-4839) ⃞
Euler’s formula (eles-4840) ⃞
4.5 Similar figures (eles-4732) ⃞
Similar triangles (eles-1925) ⃞
4.6 Converting between units of length, area and volume
(eles-4733) ⃞
Area and volume of similar figures (eles-4734) ⃞

Interactivities
4.2 Individual pathway interactivity: Ratio and scale
(int-4494) ⃞
Proportion (int-3735) ⃞
Introduction to ratios (int-3733) ⃞
Scale factors (int-6041) ⃞
4.3 Individual pathway interactivity: Congruent figures
(int-4495) ⃞
Congruency tests (int-3755) ⃞
Congruent figures (int-3749) ⃞
Congruent triangles (int-3754) ⃞

To access these online resources, log on to www.jacplus.com.au.

238 Jacaranda Maths Quest 9

Answers 16. a. 3 b. 12 cm c. 3.5 cm
175 ∶ 6428 37
Topic 4 Congruence and similarity 17. a. b.
18. 2.5 mL
Exercise 4.1 Pre-test
19. 1000 g
1. 25 ∶ 39
20. a. 200 b. 6m×6m c. 5m×5m
2. x = 13.5
21. a. Sample responses can be found in the worked solutions
3. E in the online resources.
4. C b. 1.69 g gold, 0.5 g copper, 0.06 g silver
5. y∶z=9∶8 22. 3 + 4 + 5 = 12
6. False 180 ÷ 12 = 15
7. D 3 × 15 = 45; 4 × 15 = 60; 5 × 15 = 75
8. a. ∠CED b. ASA The 3 angles are 45°, 60° and 75°.
3
9. A 23. 2k × 3k × 5k = 30k

10. B, D 30k3 = 21870

11. x = 2.3 cm k3 = 729
12. b = 7.5 k=9
13. a. 3 ∶ 5 b. 9 ∶ 25 Substituting k into the ratio 2k ∶ 3k ∶ 5k, the dimensions are
18 cm, 27 cm and 45 cm.
14. 9∶1
24. The profits aren’t shared in a fair ratio. Tyler gets more
15. B
profit than his share and Dylan gets less profit than his
share. Only Ari gets the correct share of the profit.
Exercise 4.2 Ratio and scale
25. The cost of a pen is twice as much as a pencil.
1. a. i. 240 ∶ 7 ii. 7 ∶ 240
The cost of 2 sharpeners is the same as 3 pencils.
2 The cost of 4 sharpeners is the same as 3 pens.
b. The track is 34 times as long as it is wide.
7 Pen: pencil: sharpener = 1 ∶ 2 ∶ 3
2. a. i. 5∶2 ii. 2 ∶ 5
26. 680 cm
The cliff is 2.5 times as high as the distance from the
b. 27. y∶z=9∶8
base of the cliff to the emu.
28. P = 4, Q = 6
3. a. 2 ∶ 3 b. 1 ∶ 7 c. 1 ∶ 3 d. 2 ∶ 5
29. 49 students
4. a. 4 ∶ 15 b. 40 ∶ 31 c. 8 ∶ 25 d. 100 ∶ 33 30. 125 students
5. a. 6∶1 b. 13 ∶ 15 c. 4∶1 d. 5∶1 31. 12 ∶ 1
6. a. 1∶2 b. 20 ∶ 3 c. 1∶6 d. 5∶3
Exercise 4.3 Congruent figures
7. a. 5∶1 b. 11 ∶ 5 c. 43 ∶ 20 d. 1 ∶ 200
1. b and c
8. a. 3∶4 b. 8∶7 c. 2∶3 d. 28 ∶ 25
2. a and c
9. a. 2∶7 b. 10 ∶ 3 c. 33 ∶ 16 d. 23 ∶ 15 3. a and b
10. a. a=9 b. b = 24 c. c = 32 4. D
3 2 3 5. ∆ABC and ∆PQR, SAS
11. a. e = 3 b. f = 14 c. g = 3
4 5 4 6. ∆ABC and ∆LNM, SSS
1 4 2 7. ∆LMN and ∆PQR, SAS
12. a. i = 29 b. j = 8 c. k = 10
3 7 5 8. ∆ABC and ∆PQR, ASA
13. • 9. ∆ABC and ∆LMN, RHS
A B 10. ∆ABC and ∆DEF, ASA
D C 11. x = 3 cm
A' B'
12. x = 85°
D' C' 13. x = 80°, y = 30°, z = 70°
14. B'
14. a. x = 30°, y = 7
B b. x = 40°, y = 50°, z = 50°, n = 90°, m = 90°
A'
A C'
• C 15. a. 2 cm b. 8 cm c. 6 mm d. 7 mm
15. A B 16. Yes, because they are identical.
A' B' 17. No. The reason for congruence in this situation
D C could alternatively be ASA.
• D' C'

TOPIC 4 Congruence and similarity 239

18. 25. 1∶1
15 cm
15 cm
20° 89° 89° 20°

19. a. SSS b. SSS c. SAS

20. Sample responses can be found in the worked solutions in
the online resources.
21. Because the angle is not between the two given sides, the
general shape of the triangle is not set. This means that
it is possible to draw many different shapes that fit these
conditions.
22. This can be done by making an equilateral triangle and a
regular tetrahedron.

Exercise 4.4 Nets, polyhedra and Euler’s

formula
1.
5 cm

10 cm
23. This can be done by making a a double regular tetrahedron.

5 cm

2. a.

b.

24. Each piece shown in this solution is similar to the original

shape. c.

3. Two possible nets are:

or

240 Jacaranda Maths Quest 9

4. A possible net is: 10. x=4
1
11. x = 20°, y = 2
4
12. x = 3, y = 4
13. a. x = 7.1 b. x = 3.1 c. x = 7.5, y = 7.7
14. Sample responses can be found in the worked solutions in
the online resources.
5 to 7 Please see the worked solutions.
15. Sample responses can be found in the worked solutions in
8. a. E = 12, V = 8, F = 6, 8 + 6 − 2 = 12
the online resources.
b. E = 12, V = 6, F = 8, 6 + 8 − 2 = 12 16. Sample responses can be found in the worked solutions in
the online resources.
9. a. E = 18, V = 12, F = 8, 8 + 12 − 2 = 18
17. Sample responses can be found in the worked solutions in
b. and c E = 12, V = 8, F = 6, 6 + 8 − 2 = 12
the online resources.
10. For each shape, E = 9, V = 6 and F = 5 where
18. a. True b. False c. False d. True
5 + 6 − 2 = 9.
19. a. 6.72 m b. 78 cm
11. Answers will vary. Sample response: A knowledge of 3D
shapes reinforces key maths concepts such as volume 20. 3.75 m
relationships, geometrical models and shape recognition. 21. a = 1 cm
Identify and orgainse visual information. Interpretations of 22. a. ∆EDC and ∆EBA
data displays require an understanding of the representation b. x = 3 cm, y ≈ 3.29 cm
of space. 23. a. Sample response can be found in the worked solutions in
12. No. Edges, vertices and faces can not be identified on a the online resources.
solid with curves. b. SAS
13. No c. 4 cm
d. PR 6 cm, PS 5 cm and PQ 10 cm
24. The triangles are similar (AAA). l = y/2.

Exercise 4.6 Area and volume of similar figures

1. a. 900 cm2 b. 67.5 cm2 c. 855 mm2
2 2 2
d. 102 cm e. 5 m f. 25 mm
14. According to Euler’s formula: 2. SA = 384 cm2 , V = 288 cm3
F+V−E=2 3 3
3. a. 5400 cm b. 337.5 cm c. 1809 mm3
12 + 8 − E = 2 3 3 3
d. 100 cm e. 2.5 m f. 1 mm
20 − E = 2
E = 18 4. 50 000 cm2
Number of edges = 18 5. a. 250 000 cm
2
b. 17.4 cm2
15. a. Yes b. Yes c. No 6. 8 437 500 cm3
16. 20 triangular faces, 30 edges and 12 vertices 2
7. a. 1 200 000 cm b. 187.5 cm
2
20 + 12 − 2 = 30
8. a. Sample responses can be found in the worked solutions
in the online resources.
Exercise 4.5 Similar figures
b. 10 cm
1. a and c, AAA
c. 15 cm
2. a and b, SSS
d. Sample responses can be found in the worked solutions
3. a and b, SAS
in the online resources.
4. a and c, RHS
9. Sample responses can be found in the worked solutions in
5. a and c, SSS the online resources.
6. a. ∆ABC and ∆DEC 10. Sample responses can be found in the worked solutions in
b. ∆PQR and ∆ABC the online resources.
c. ∆PQR and ∆TSR 11. a. Sample responses can be found in the worked solutions
d. ∆ABC and ∆DEC in the online resources.
e. ∆ADB and ∆ADC b. Sample responses can be found in the worked solutions
7. a. ∆EDC in the online resources.
3
AB BC AC c. 2197 cm
8. a. = = d. 34.3 cm
3
AD DE AE
b. f = 9, g = 8 e. 28.2 cm
2

9. a. h = 3.75, i = 7.5
b. j = 2.4, k = 11.1

TOPIC 4 Congruence and similarity 241

12. Sample responses can be found in the worked solutions in 15. a. ∆ANP ≅ ∆DWR, x = 3 cm
the online resources. b. ∆TKB ≅ ∆KTS or ∆TKB ≅ ∆KST,
13. 3 ∶ 5 x = 75°, y = 30°, z = 75°, p = 5 cm, q = 5 cm
2 2 2 2
14. a. 4 cm , 25 cm , 100 cm , 400 cm 16. a.
b. The ratio of the areas is equal to the square of the ratio
of the side lengths.
15. a. 3 ∶ 4 b. 9 ∶ 16
16. a. A and C are similar rectangles by the ratio 5 ∶ 3 or scale
5
factor .
3
25
b.
9
17. The new radius is 8 times the old radius.
18. The ratio is 7 ∶ 1.

Project
1. b.
F

D C
A B
2. 7.5 cm
3. ∠FAB = 60°, ∠AFE = 60°
4. The impossible triangle

c.

5. Students are required to research and investigate other

‘impossible’ objects drawn as two-dimensional shapes.
These need to be created on a separate sheet of paper with
reasons as to why they are termed ‘impossible’.

Exercise 4.7 Review questions

1. a. 1:2 b. 3:2 c. 3:2
2. a. 7 : 10 b. 2:5 c. 7:5
17. a. 3 b. 0.4 3 d. 3.5
3. B c.
5
4. a. 3:5 b. 3:8 c. 8:5 18. x = 12 cm, y = 80°, z = 40°
5. a. 5:3 b. 3:7 c. 1:3 19. 400 cm2
6. a. 9:2 b. 49 : 72 c. 29 : 14 20. a. x = 8 b. x = 4
1 2
c. x = 11 d. x = 26
5 3
7. a. 7:6 b. 5 : 62 c. 30 : 1 21. 10 m
8. D 22. a. ∆ABC ~ ∆QPC, AAA
9. D b. y = 12, z = 3
10. C 1
1 23. The model is the volume of the yacht.
11. a. a=6 b. b = 12.5 c. c = 13 125
3 24. The easiest way to check for congruency is to measure
1 3 2 the parts of each sail that are easiest to reach. This would
12. a. d=6 b. e=8 c. f = 10
be the bottom of each sail and the angles at the bottom of
9 4 3
each of those sails. In this situation ASA would be the most
13. a. 3 cm b. 15 cm c. 12 cm
appropriate rule to use.
d. 9.6 cm e. 4.5 cm
25. 2.1 m
14. a. Congruent b. Not congruent c. Congruent

242 Jacaranda Maths Quest 9

26. a. 5m
b. Mikalya had the correct answer. Poh used the distance
of 10 m (from the ruler to the tree) in her calculations
instead of 12.5 m (the whole length of the tree’s
shadow).
27. 5 m
28. a. i. ∠TSB and ∠WJB are both right angles.
ii. ∠SBT and ∠JBW are equal because they are
vertically opposite.
iii. ∠STB and ∠JWB are equal because they
are alternate.
b. ∠SBT and ∠BJW are similar (AAA).
ST 50
c. =
JW 5
d. 27 m
29. a = 5

TOPIC 4 Congruence and similarity 243