Geometry – Concepts required for Grade 12 Geometry

Similarity

An important skill when dealing with similar triangles is to be able to write up the proportion
statements from the statement regarding the triangles being similar.
In other words, If ∆𝑃𝑄𝑅///∆𝑇𝑅𝑆 then = =

Note that the sides in the statement match up with how the sides are paired up in the
concluding statement regarding which sides will be in proportion.

To prove two triangles similar, they can do one of two things:

 Prove three equal angles
 Prove that the sides are in proportion

It will usually be clear which one to use from the information given. If any angle sizes are
given, the first one will be appropriate. If any side lengths are given the second one will be
appropriate.
Be aware that if two pairs of angles are equal, the third pair must be equal because of
angles of a triangle. So essentially, you only need to find two equal angles and the third one
will ‘sort itself out’ using the angles of a triangle theorem.

The correct order (in other words with the paired sides that are or in proportion and the
corresponding angles that are equal) is always given when asked to prove similarity. This
can work in your favour.
For example, if the question asks to prove that ∆𝐴𝐷𝐸///∆𝑃𝑄𝑅, then there is already
evidence as to where to start looking for what sides are in proportion what angles might be
equal. In this case, AD is in proportion to PQ, DE is in proportion to QR and AE is in
proportion to PR. As well as: 𝐴 = 𝑃, 𝐷 = 𝑄 & 𝐸 = 𝑅

HOWEVER, that this is not to say you can use this in the proof. It should merely be used as
a guide as to where to look for equal sides or angles if you are stuck.

1
Fully worked examples and notes
Example 1: As parallel lines have been given you
1) Prove ∆𝐴𝐷𝐸///∆𝐴𝐶𝐵 need to start thinking about what
2) Find the length of 𝐴𝐷 and 𝐴𝐵 parallel line theorems you know and
what angles could be equal.
The ‘bowtie’ shape always implies
vertically opposite angles are present.

Statement Reason
1) In ADE and ACB
𝐴 =𝐴
Vert opp <’s equal
𝐷=𝐶
Alt <’s equal; DE//BC
∴ 𝐸=𝐵
<’s of ∆ = 180
∴ ∆𝐴𝐷𝐸///∆𝐴𝐶𝐵
AAA
2) = =
∆𝐴𝐷𝐸///∆𝐴𝐶𝐵

∴ = =

∴ 9𝐴𝐵 = (6)(12)
9𝐴𝐵 = 72
𝐴𝐵 = 8

12𝐴𝐷 = (9)(14)
12𝐴𝐷 = 126
𝐴𝐷 = 10,5

2
Example 2: We always assume a perfect world in
Find the height of the tree (BC) maths questions. In other words, the
𝐴𝐷 = 3𝑚, 𝐷𝐸 = 2𝑚 and 𝐴𝐶 = 30𝑚 tree here is perpendicular to the
ground.
Therefore, we can assume that
DE//tree (BC)

Statement Reason
In ∆𝐴𝐵𝐶 and ∆𝐴𝐸𝐷
Common
𝐴=𝐴
Corres <’s; parallel lines
𝐵=𝐸
<’s of a ∆= 180
𝐶=𝐷

𝐴𝐴𝐴
∴ ∆𝐴𝐵𝐶///∆𝐴𝐸𝐷

𝐴𝐵 𝐵𝐶 𝐴𝐶
∴ = = ∴ ∆𝐴𝐵𝐶///∆𝐴𝐸𝐷
𝐴𝐸 𝐸𝐷 𝐴𝐷

𝐵𝐶 30
=
2 3
∴ 3𝐵𝐶 = 30 × 2
∴ 3𝐵𝐶 = 60
∴ 𝐵𝐶 = 20
The tree is 20m high

3
Example 3: Note the parallel lines given. Look for equal
angles linked to the parallel lines.
The two triangles (ABE and ACD) also
share a common angle.
Remember that once you have made a
similar statement, you need to be able to
change it into a ratio statement.

When ratios are given, it is usually easier to

re-write them in the format more commonly
(1) Which triangle is similar to ∆𝐴𝐶𝐷?
used – that of fractions.
(2) If 𝐴𝐸: 𝐴𝐷 = 3: 8 and 𝐴𝐵 = 9𝑐𝑚,
This way, knowledge of ratios can be used:
determine the length of BC
If 𝑎: 𝑏 = 𝑐: 𝑑 then =
ANA exemplar
Statement Reason
(1) ∆𝐴𝐶𝐷///∆𝐴𝐵𝐸 𝐴𝐴𝐴
𝐴𝐶 𝐶𝐷 𝐴𝐷 sides in proportion
∴ = =
𝐴𝐵 𝐵𝐸 𝐴𝐸
(2) If 𝐴𝐸: 𝐴𝐷 = 3: 8
then =

Now you need to find the fraction in the previous statement (1) that matches what is
mentioned here. It doesn’t matter that it is ‘upside down’ providing you change the
numerator and denominator of the other fraction which will be of use. The one linked to AB
and BC
𝐴𝐵 𝐴𝐸
=
𝐴𝐶 𝐴𝐷
9 3
=
𝐴𝐶 8
∴ 3𝐴𝐶 = (9)(8)
3𝐴𝐶 = 72
𝐴𝐶 = 24
𝐵𝐶 = 𝐴𝐶 − 𝐴𝐵
∴ 𝐵𝐶 = 24 − 9
𝐵𝐶 = 15

4
Ratio and Proportion

A good understanding of these terms is essential to a better understanding of the Grade 12

theorems.
The two terms, ‘ratio and proportion’ are used together often. They are very closely
connected but are not the same.
Ratio: the comparison of the size of two quantities of the same unit.
Proportion: a mathematical concept, which states the equality of two ratios. When two sets
of numbers increase or decrease in the same ratio, they are said to be directly proportional
to each other.
The following diagrams explain the difference between the two concepts a bit better than the
definitions.

Ratio Proportion

R B R B R R B B

R R B B B B
In the given figure, there are 3 red flowers 1 out of 3 flowers is red. Therefore, 2 out
to 2 blue flowers. In other words, the red of 6 flowers are red.
to blue flowers are in the ratio 3: 2.
3 and 2 are two quantities of the same 1: 3 = 2: 6

unit.

Some points to note regarding ratios:

 The order of the terms is significant
 The existence of ratios can only be between quantities of the same kind
 The unit of the quantity should be the same (in other words, although length may
be same, both should be in ‘cm’ for example)

5
Note the following concerning proportions:
Begin with a basic statement concerning the proportion between 4 variables,𝑝, 𝑞, 𝑟 and 𝑠.
If 𝑝 ∶ 𝑞 = 𝑟 ∶ 𝑠,
then =

and 𝑝𝑠 = 𝑞𝑟 (cross multiplication)

If: Then: Note how:
𝑝∶ 𝑞 = 𝑟∶ 𝑠 𝑞∶ 𝑝 = 𝑠∶ 𝑟 the variables were inverted
𝑝∶ 𝑞 = 𝑟∶ 𝑠 𝑝∶ 𝑟 = 𝑞∶ 𝑠 The pairs were alternated but the first variable in
one ratio went with the first variable in the other
ratio
𝑝∶ 𝑞 = 𝑟∶ 𝑠 𝑝 + 𝑟∶ 𝑞 + 𝑠 The first 2 units in each ratio are added and the
second two units in each ratio are added.
𝑝∶ 𝑞 = 𝑟∶ 𝑠 𝑝– 𝑟 ∶ 𝑞– 𝑠 The first 2 units in each ratio are subtracted and
the second two units in each ratio are
subtracted.

Not all of these will be used regularly. The first original statement and the first two rules are
used the most often.

6
The midpoint theorem

The midpoint theorem was covered in Grade 10.

It basically means the following:

Full theorem: The line which joins the midpoints of two sides of a triangle is parallel to the
third side of the triangle and equals half its length.
Fully worked examples and notes:
Find 𝑥 This is a straightforward question.
The midpoint theorem can be used to get
the answer with little calculation.

Solution:
𝑥 = 12 mid-point theorem

7
In ∆𝑃𝑄𝑅, A and B are the midpoints of sides Always read through the information given
PQ and PR respectively. AR and BQ carefully and confirm
intersect at W. D and E are points on WQ (1) you understand it
and WR respectively such that 𝑊𝐷 = 𝐷𝑄 (2) it has been transferred onto the
and 𝑊𝐸 = 𝐸𝑅. diagram
As you do this, start thinking what else you
already know from theorems you have
learned.
Look for the triangles where the theorem
can be applied
(∆𝑃𝑄𝑅, ∆𝑊𝑄𝑅)
How can we prove that a quadrilateral is a
parallelogram?
(1) both pairs of opposite sides equal
Prove that ADEB is a parallelogram. (2) both pairs of opposite sides parallel
NSC Nov 2016
(3) one pair of opposite sides equal and
parallel
(4) diagonals bisect each other
There is one more way, but it involves
angles which have not been given in this
question.

Solution:
In ∆𝑃𝑄𝑅:
𝐴𝐵 = 𝑄𝑅 mid-point theorem

𝐴𝐵 ∥ 𝑄𝑅 mid-point theorem
In ∆𝑊𝑄𝑅:
𝐷𝐸 = 𝑄𝑅 mid-point theorem

𝐷𝐸 ∥ 𝑄𝑅 mid-point theorem
∴ 𝐴𝐵 = 𝐷𝐸 and 𝐴𝐵 ∥ 𝐷𝐸
∴ 𝐴𝐷𝐸𝐵 is a parm one pair oppos sides equal and parallel

8
Geometry – Proportionality theorem
The following triangle will be used to demonstrate the proportionality theorem.
DE is parallel to BC. (DE is a line parallel to one side of the triangle)

Note: BC does not need to be in the ‘base’ position. It could be to the right or left.
If each of the following sides were measured (no matter the size of a triangle), each pair of
proportions will be equal.
𝑨𝑫 𝑨𝑫 𝑩𝑫
= = =
𝑩𝑫 𝑨𝑩 𝑨𝑩
𝑨𝑬 𝑨𝑬 𝑪𝑬
= = =
𝑬𝑪 𝑨𝑪 𝑨𝑪

In other words, using possible measurements:

𝑨𝑫 2 𝑨𝑫 2 𝑩𝑫 3
= = =
𝑩𝑫 3 𝑨𝑩 5 𝑨𝑩 5
𝑨𝑬 2 𝑨𝑬 2 𝑪𝑬 3
= = =
𝑬𝑪 3 𝑨𝑪 5 𝑨𝑪 5

9
Note how to find these equal proportions visually:
𝐴𝐷 Start the making of the curves at A
𝐵𝐷

𝐴𝐸
𝐸𝐶

AD to BD is equal to AE to EC
𝐴𝐷 𝐴𝐸
=
𝐵𝐷 𝐸𝐶
𝐴𝐷 Start the making of the curves at A
𝐴𝐵

𝐴𝐸
𝐴𝐶

AD to AB is equal to AE to AC
𝐴𝐷 𝐴𝐸
=
𝐴𝐵 𝐴𝐶
𝐵𝐷 Start the making of the curves at B and C
𝐴𝐵

𝐶𝐸
𝐴𝐶

BD to AB is equal to CE to AC
𝐵𝐷 𝐶𝐸
=
𝐴𝐵 𝐴𝐶

10
Proportionality theorem:

Theorem Acceptable abbreviated form

A line drawn parallel to one side of a triangle divides the Line parallel one side of ∆
other two sides proportionally.

In the case of this theorem, you are given that a line is parallel to one of the sides of the
triangle and therefore you can say that the other two sides are in proportion.

You may notice that this theorem looks a little like the midpoint theorem.
The midpoint theorem is a special case of the proportionality theorem as it only works if the
line drawn parallel to the third side is through the midpoints of the other two sides and
although we could say that the sides are in proportion, we know that the sides are really
equal.

The converse of the theorem (when the rule is used in reverse) is as follows:
Theorem Acceptable abbreviated form
If a line divides two sides of a triangle in the same Line divides 2 sides of ∆ in
proportion, then the line is parallel to the third side proportion

In the case of the converse, you are given that the sides are in proportion and therefore you
can say that the lines are parallel.

11
Fully worked example and notes:
Example Notes
Given that 𝐵𝐶//𝐷𝐸, find the value of 𝑥. In geometry we need to be clear on why
a statement is known to us by giving a
reason for any new statement we make.
Using the proportionality theorem, we can
say that:
𝐵𝐷 𝐶𝐸
=
𝐴𝐷 𝐴𝐸
It could also have been = or

= - you need to find the statement

which will give the easier calculation.

Once the statement has been made,
substitute the given values and solve.
Solution:
= Line parallel one side of ∆

3(𝑥 + 3) = 5(𝑥 − 2)
3𝑥 + 9 = 5𝑥 − 10
2𝑥 = 19
𝑥 = 9,5

The proof of this theorem is required for examination purposes.

All theorems can be proved using other theorems. Proving why a theorem works can often
offer an understanding of another aspect of geometry. Understanding why a theorem will
always work may also assist you in remembering the theorem better. When proving a
theorem, it is accepted practice to use other previously accepted statements (other
theorems) but not the statement regarding the theorem that is being proved.

Using the theorem and proving the theorem are very different. In the above example, we
were using the theorem. Now we will prove it.

When proving a theorem, the same headings are always used:

Given, Required to prove (RTP) and Proof.

12
Proof for: A line drawn parallel to one side of a triangle divides the other two sides
proportionally

GIVEN: 𝐷𝐸 ∥ 𝐵𝐶

RTP: =

CONSTRUCTION: In ∆𝐴𝐷𝐸, draw height 𝐷𝐺 (to base 𝐴𝐸) and height 𝐸𝐹 (to base 𝐴𝐷).
Join BE and CD to create ∆𝐵𝐷𝐸 and ∆𝐶𝐸𝐷.
PROOF:

Statement Reason
1
𝐴𝑟𝑒𝑎 ∆𝐴𝐷𝐸 𝐴𝐷. 𝐸𝐹 𝐴𝐷
=2 =
𝐴𝑟𝑒𝑎 ∆𝐵𝐷𝐸 1 𝐵𝐷. 𝐸𝐹 𝐵𝐷
2
1
𝐴𝑟𝑒𝑎 ∆𝐴𝐷𝐸 𝐴𝐸. 𝐷𝐺 𝐴𝐸
=2 =
𝐴𝑟𝑒𝑎 ∆𝐶𝐷𝐸 1 𝐸𝐶. 𝐷𝐺 𝐸𝐶
2
same base (DE), same height
and 𝐴𝑟𝑒𝑎 ∆𝐵𝐷𝐸 = 𝐴𝑟𝑒𝑎 ∆𝐶𝐷𝐸
(between parallel lines)

𝐴𝑟𝑒𝑎 ∆𝐴𝐷𝐸 𝐴𝑟𝑒𝑎 ∆𝐴𝐷𝐸

∴ =
𝐴𝑟𝑒𝑎 ∆𝐵𝐷𝐸 𝐴𝑟𝑒𝑎 ∆𝐶𝐷𝐸
𝐴𝐷 𝐴𝐸
∴ =
𝐵𝐷 𝐸𝐶

13
Geometry – Similarity theorem
If ∆𝐷𝐹𝐺///∆𝑃𝑄𝑅 then:

𝐷 = 𝑃, 𝐹 = 𝑄 and 𝐺 = 𝑅 and = =

Other statements can be made from the proportion statements using cross multiplication:
𝐷𝐹 𝐹𝐺 𝐷𝐺
= =
𝑃𝑄 𝑄𝑅 𝑃𝑅
Using the first pair: Using the second pair: Using the outer pair:
𝐷𝐹 𝐹𝐺 𝐹𝐺 𝐷𝐺 𝐷𝐹 𝐷𝐺
= = =
𝑃𝑄 𝑄𝑅 𝑄𝑅 𝑃𝑅 𝑃𝑄 𝑃𝑅
𝐷𝐹. 𝑄𝑅 = 𝑃𝑄. 𝐹𝐺 𝐹𝐺. 𝑃𝑅 = 𝑄𝑅. 𝐷𝐺 𝐷𝐹. 𝑃𝑅 = 𝑃𝑄. 𝐷𝐺

In this section you may have to work in reverse sometimes to find which sides and which
triangles to look in for the solution.
For example: Prove 𝐸𝐹 = 𝐸𝐻. 𝐹𝐺
Ask yourself what this could have looked like before the cross multiplication and
simplification happened:
= or =

From this statement you need to look carefully to see which triangles should be looked at to
prove this:
𝐸𝐹 𝐹𝐺
=
𝐸𝐻 𝐸𝐹

First look at the statements this way and if EFH forms a triangle and if FGE forms one when
looking at the diagram.
If that is not feasible according to the diagram, perhaps the other option will work better:
𝐸𝐹 𝐸𝐻
=
𝐹𝐺 𝐸𝐹

Again, we get EFG and EHF. Either these triangles exist and can be proved similar OR if
they cannot, you need to start looking for equal sides that could be substituted for one of the
sides so that two triangles CAN be found within the ratios formed.

This will be covered in an example later.

Fully worked examples and notes:
(these examples cover proportionality more extensively as it is usually combined with
similarity)

14
Example:
1. Complete the following statement of the theorem:
If a line divides two sides of a triangle in the same proportion, then …
2. In the diagram, ABC is a triangle with F on AB and E on AC. 𝐵𝐶 ∥ 𝐹𝐸. D is on AF with
= . 𝐴𝐸 = 12 units and 𝐸𝐶 = 8 units.

a) Prove that 𝐷𝐸 ∥ 𝐹𝐶.

b) If 𝐴𝐵 = 14 units, calculate the length of BF.
SEP 2015

Notes
(1) This is bookwork – you need to know your theorems.
Note: being asked a theorem at the beginning of a question is an indication that this
theorem will be required – this is very useful if you find the question difficult – making this
theorem your focus may assist you in seeing something you may not have done without the
hint.
(2a) Parallel lines have always implied that we look for corresponding and alternate angles
but remember that now this could also be linked to the proportionality theorem. (If a line
divides two sides of a triangle in the same proportion then that line must be parallel to the
third side)
So, ask yourself: which sides would have to be in proportion to make 𝐷𝐸 ∥ 𝐹𝐶?
(𝐴𝐸: 𝐸𝐶 = 𝐴𝐷: 𝐷𝐹 OR 𝐴𝐸: 𝐴𝐶 = 𝐴𝐷: 𝐴𝐹)
Using either one of these pairs will work. If we can show that any of these proportions are
equal, then the lines must be parallel.
(2b) Consider the two sides mentioned. Do they have a connection?
(yes – using the parallel lines given in the question, BF: BA = CE: CA)
Is there enough information available to use these pairs? In other words, could I make a
statement with just one unknown?
(yes – using the 8, 12 and 14)
Start with the unknown side – it will make the algebraic manipulation easier.

15
Solution:
1. … then the line is parallel to the third side.
2. a) = =

= =

∴ =

∴ 𝐷𝐸 ∥ 𝐹𝐶 line divides two sides of ∆ in proportion

(If 𝐴𝐸: 𝐴𝐶 = 𝐴𝐷: 𝐴𝐹 had been used, the ratios would have been 3: 5)

2. b) = line ∥ one side ∆

=
8.14
∴ 𝐵𝐹 =
20
28
∴ 𝐵𝐹 = = 5,6
5

16
Example:
In the diagram below, ACBT is a cyclic quadrilateral having 𝐴𝐶 ∥ 𝑇𝐵. CT is produced to P
such that the tangent PA meets the circle at A. BT produced meets PA at D.

1. Prove that
∆𝑃𝐴𝑇///∆𝑃𝐶𝐴.
2. If 𝑃𝐴 = 6, 𝑇𝐶 = 5 and
𝑃𝑇 = 𝑥,
a) show that 𝑃𝑇 = 4
b) calculate the
length of PD.
GAUTENG SEP 2017

Notes
(1) What do we need to prove two triangles similar?
(sides in proportion or 2 (3) equal angles)
From the information given, which is it likely to be? (angles)
Don’t forget that the triangles are given in the correct order. Use this to look carefully at the
pairs of angles that should be equal if you get stuck.
Look carefully again at the information given: cyclic quad, tangent, parallel lines – one or
more of these will need to be used to find the 2 equal angles required. Also, any of the
above not used will more than likely be needed in another question.
(2a) Remember: If ‘show that’ or ‘prove that’ is in a question, you may not use it. It should
merely be used as a check as if you were asked to ‘find’ rather. However, it does mean that
it may need to be used in a further question.
Consider the side mentioned.
Is there a connection with other sides to make a proportion statement?
(yes – using the similar triangles proved)
Once a statement has been made, ask yourself, is there enough information on the sides
mentioned? In other words, could I make a statement with just one unknown?
Write the proportion statement from the similar triangles. Tick what is wanted and tick what
is known.
 
𝑃𝑇 𝐴𝑇 𝑃𝐴
= =
𝑃𝐴 𝐶𝐴 𝑃𝐶


17
It seems clear the middle fraction will not be required.
𝑃𝑇 𝑃𝐴
=
𝑃𝐴 𝑃𝐶
Secondly, notice that two sides are the same, so when we cross multiply, there are only 3
sides involved. PA = PT. PC
It doesn’t seem to be enough. But what else were we given? (TC = 5) There is no TC here –
look at the drawing, find TC. See that it lies on PC – the line in our statement. Do we have a
length for PC? (yes - x + 5)
Remember that a length cannot be negative.
(2b) Consider the side mentioned. Is there a connection with other sides to make a
proportion statement?
(yes – using the parallel lines given in the question, PD: PA = PT: TC)
Is there enough information available to use these pairs? In other words, could I make a
statement with just one unknown?
(yes – using the 4, 6 and 9 – from the 5+4)
Solution:
1. In ∆𝑃𝐴𝑇 and ∆𝑃𝐶𝐴
𝑃=𝑃 common
𝐴 =𝐶 tan chord theorem
∴ 𝑃𝑇𝐴 = 𝑃𝐴𝐶 int <’s of ∆
∴ ∆𝑃𝐴𝑇///∆𝑃𝐶𝐴 AAA
2a. = = ∆𝑃𝐴𝑇///∆𝑃𝐶𝐴

𝑃𝐴 = 𝑃𝑇. 𝑃𝐶
(6) = 𝑥(𝑥 + 5)
36 = 𝑥 + 5𝑥
0 = 𝑥 + 5𝑥 − 36
0 = (𝑥 + 9)(𝑥 − 4)
∴ 𝑥 = −9 or 𝑥 = 4
∴ 𝑃𝑇 = 4
2b. = line ∥ one side ∆

=
.
𝑃𝐷 =

∴ 𝑃𝐷 = = 2,67

18
Example:
In the diagram below, D and E are points on the sides AC and AB respectively of ∆𝐴𝐵𝐶
such that 𝐷𝐸 ∥ 𝐵𝐶. F is a point on BC such that 𝐸𝐹 ∥ 𝐴𝐶. AB produced, and DF produced
meet in G.

1. Prove that = .

2. Prove that:
∆𝐵𝐹𝐸///∆𝐸𝐷𝐴
3. It is further given that 𝐸𝐹 = 2, 𝐵𝐹 = 3,5 and 𝐸𝐷 = 10, determine the length of
a) AD
b) DC
EC SEP 2017

Notes
(1) Is there a direct connection between these sides? (no)
Is there a two-way connection? In other words, do both pairs have sides in common that
they are connected to?
(yes – both are in proportion to 𝐵𝐴: 𝐸𝐴 using the two pairs of parallel sides given)
(2) What do we need to prove two triangles similar?
(sides in proportion or 2 (3) equal angles)
From the information given, which is it likely to be? (angles)
Don’t forget that the triangles are given in the correct order. Use this to look carefully at
the pairs of angles that should be equal if you get stuck.
Look at all the information given – in this case the parallel lines.
(3a) Is there a connection with the sides given and the unknown side?
(yes – the sides are all directly linked to the triangles that were proved similar in (2))
(3b) Is there a connection with the sides given and the unknown side?
(yes – it is opposite a known side and opposites sides of a parallelogram are equal)

19
Solution:

1. = line ∥ one side ∆ (𝐸𝐹 ∥ 𝐴𝐶)

= line ∥ one side ∆ (𝐷𝐸 ∥ 𝐵𝐶)

𝐵𝐶 𝐴𝐶
∴ =
𝐹𝐶 𝐷𝐴
2. In ∆𝐵𝐹𝐸 and ∆𝐸𝐷𝐴
𝐸 =𝐴 corres <’s; 𝐸𝐹 ∥ 𝐴𝐶
𝐵 =𝐸 corres <’s; 𝐸𝐷 ∥ 𝐵𝐶
∴𝐹 =𝐷 int <’s of ∆
∴ ∆𝐵𝐹𝐸///∆𝐸𝐷𝐴 AAA
3a. = ∆𝐵𝐹𝐸///∆𝐸𝐷𝐴

= ,
.
𝐴𝐷 = ,

𝐴𝐷 = = 5,71

3b. 𝐷𝐶 = 2 opp sides of parm

20
Example:
In the diagram below, cyclic quadrilateral EFGH is drawn. Chord EH produced and chord
FG produced meet at K. M is a point on EF such that 𝑀𝐺 ∥ 𝐸𝐾. Also, 𝐾𝐺 = 𝐸𝐹.

1. Prove that:
a) ∆𝐾𝐺𝐻///∆𝐾𝐸𝐹
b) 𝐸𝐹 = 𝐾𝐸. 𝐺𝐻
c) 𝐾𝐺 = 𝐸𝑀. 𝐾𝐹
2. If it is given that 𝐾𝐸 = 20 units, 𝐾𝐹 = 16 units and 𝐺𝐻 = 4 units, calculate the
length of EM.
MAY/JUNE 2016

Notes
(1a) What do we need to prove two triangles similar?
(sides in proportion or 2 (3) equal angles)
From the information given, which is it likely to be? (angles)
Don’t forget that the triangles are given in the correct order. Use this to look carefully at
the pairs of angles that should be equal if you get stuck.
Look carefully again at the information given: cyclic quad, parallel lines – one or both will
need to be used to find the 2 equal angles required. Also, point out, any of the above not
used will more than likely be needed in another question.
(1b) As two triangles have just been proved similar, it would make sense to start with the
proportion statements from those triangles to check if they would be any help in proving
what is required.
You may not be sure at this stage if this will be helpful so in an assessment situation you
should work on scrap paper or the question paper.
If ∆KGH///∆KEF then: = =

(This is what was shown on page 14)

21
Start with the statement given and reverse back into a proportion statement:
EF = KE. GH
Work in reverse:
= or =

Can you see a connection with any of these statements and the one we are trying to
prove? (yes – many sides are the same)
Perhaps we should remove the fraction from the first statement which is not useful then
have a closer look.
= and =

Can you see the connection is looking clearer now? But what is the problem?
(The first one has a KG and the second one has 2 EF’s)
Look carefully to see what the issue could be. (EF = KG was given in the question)
(1c) Note that the side that has been squared is yet again the side that is equal to another
side. Substitution will probably be needed again.
Work with the statement that needs to be proved and change it back into a proportion
statement.
𝐾𝐺 = 𝐸𝑀. 𝐾𝐹
= or =

Look at the diagram and check each of the statements made. It should be clear that the
first one is not useful. The second one almost links to the triangle EFK which has parallel
lines MG and EK.
But what is the problem? (EM: EF would be the statement made from that triangle)
But what do we know? (EF = KG)
(2) Is there a connection with the sides given and the unknown side?
(not a clear one, and this makes it more difficult)
Look back at any given information as well as what has been proved. These are the only
places that the answer could lie.
Remember that EF = KG
Also, look at the two statements that have been proved.
What if we substituted one for the other?
(that would make the LHS of the 2 statements equal and therefore, the RHS of both would
be equal too).

22
 Solution:
1a. In ∆𝐾𝐺𝐻 and ∆𝐾𝐸𝐹
𝐾=𝐾 common
𝐻 =𝐹 ext < cyclic quad
∴𝐺 =𝐸 int <’s of ∆
∴ ∆𝐾𝐺𝐻///∆𝐾𝐸𝐹 AAA

1b. = ∆𝐾𝐺𝐻///∆𝐾𝐸𝐹

but 𝐾𝐺 = 𝐸𝐹 given

∴ =

∴ 𝐸𝐹 = 𝐾𝐸. 𝐺𝐻
1c. = line ∥ one side ∆

but 𝐾𝐺 = 𝐸𝐹 given
∴ =

∴ 𝐾𝐺 = 𝐸𝑀. 𝐾𝐹
2. 𝐾𝐺 = 𝐸𝑀. 𝐾𝐹 and 𝐸𝐹 = 𝐾𝐸. 𝐺𝐻
but 𝐾𝐺 = 𝐸𝐹
∴ 𝐾𝐸. 𝐺𝐻 = 𝐸𝑀. 𝐾𝐹
∴ 20. 4 = 𝐸𝑀. 16
∴ 𝐸𝑀 = 5 units

The proof of this theorem is required for examination purposes.

23
Proof for: If two triangles are equiangular, their sides are in proportion (and therefore the
triangles are similar).

GIVEN: 𝐴 = 𝐷 , 𝐵 = 𝐸 and 𝐶 = 𝐹

RTP: = =

CONSTRUCTION: Mark off P and Q on DE and DF so that PD = AB and DQ = AC.

Join PQ.
PROOF:

Statement Reason
∆𝐴𝐵𝐶 ≡ ∆𝐷𝐸𝐹 SAS
∴ 𝐷𝑃𝑄 = 𝐵
but 𝐵=𝐸 given

∴ 𝐷𝑃𝑄 = 𝐸
∴ 𝑃𝑄 ∥ 𝐸𝐹 corres <’s equal
𝐷𝑃 𝐷𝑄
∴ =
𝐷𝐸 𝐷𝐹
but 𝐷𝑃 = 𝐴𝐵 and 𝐷𝑄 = 𝐴𝐶
𝐴𝐵 𝐴𝐶
∴ =
𝐷𝐸 𝐷𝐹
Similarly, by constructing PE and QE on DE and EF
respectively it could be proved that
𝐴𝐵 𝐵𝐶
=
𝐷𝐸 𝐸𝐹
𝐴𝐵 𝐴𝐶 𝐵𝐶
∴ = =
𝐷𝐸 𝐷𝐹 𝐸𝐹

24
Geometry – Pythagorean theorem
The diagram below will be used to demonstrate:

Note the number of right-angled triangles – you should see that there are three.
(∆ABC, ∆ABD and ∆ACD)
Prove ∆𝐴𝐵𝐶///∆𝐷𝐵𝐴.
In ∆𝐴𝐵𝐶///∆𝐷𝐵𝐴:
𝐶𝐴𝐵 = 𝐴𝐷 𝐵 = 90 given
𝐵=𝐵 common
∴ 𝐴𝐶 𝐵 = 𝐵𝐴𝐷 <’s of ∆
∆𝐴𝐵𝐶///∆𝐷𝐵𝐴 AAA

Prove ∆𝐴𝐵𝐶///∆𝐷𝐴𝐶.
In ∆𝐴𝐵𝐶///∆𝐷𝐴𝐶:
𝐶𝐴𝐵 = 𝐴𝐷 𝐶 = 90 given
𝐶=𝐶 common
∴ 𝐴𝐵𝐶 = 𝐶𝐴𝐷 <’s of ∆
∆𝐴𝐵𝐶///∆𝐷𝐴𝐶 AAA

We have just proved that:

∆𝐴𝐵𝐶///∆𝐷𝐵𝐴 and ∆𝐴𝐵𝐶///∆𝐷𝐴𝐶
Note that each statement has ∆𝐴𝐵𝐶 in common.

What can you deduce? ∆𝐷𝐵𝐴///∆𝐷𝐴𝐶

Which must mean then that all three triangles are similar to each other:

∆𝐴𝐵𝐶///∆𝐷𝐵𝐴///∆𝐷𝐴𝐶

25
Using this statement, we are going to make proportion statements:

If ∆𝐴𝐵𝐶///∆𝐷𝐵𝐴 If ∆𝐴𝐵𝐶///∆𝐷𝐴𝐶 If ∆𝐷𝐵𝐴///∆𝐷𝐴𝐶

then = = then = = then = =

Let’s focus on a specific pair and work with the proportions.

Note that the pair chosen was the one that had the repeated side in it.

If = If = If =

then 𝐴𝐵 = 𝐵𝐷. 𝐵𝐶 then 𝐴𝐶 = 𝐶𝐷. 𝐶𝐵 then 𝐴𝐷 = 𝐵𝐷. 𝐶𝐷

The following diagrams shows what has been found visually:

𝐴𝐵 = 𝐵𝐷. 𝐵𝐶

(read right to left)

AB squared is equal to BD multiplied by BC

𝐴𝐶 = 𝐶𝐷. 𝐶𝐵

(read left to right)

AC squared is equal to CD multiplied by CB

𝐴𝐷 = 𝐵𝐷. 𝐶𝐷

(read down and left to right)

AD squared is equal to CD multiplied by DB
Try see the pattern – it will make it easier in an assessment situation.

26
We have proved the following theorem:
The perpendicular drawn from the vertex of the right angle of a right-angled triangle to the
hypotenuse, divides the triangle into two triangles that are similar to each other and similar to
the original triangle.

In the case of the above diagram:

The perpendicular drawn from the vertex (A) of the right angle of a right-angled triangle
(∆𝐴𝐵𝐶) to the hypotenuse (BC), divides the triangle into two triangles (∆𝐴𝐶𝐷 & ∆𝐴𝐵𝐷) that
are similar to each other and similar to the original triangle (∆𝐴𝐵𝐶).

Using the results of this theorem, we can also prove the theorem of Pythagoras.
Proof for the theorem of Pythagoras
RTP: 𝐵𝐶 = 𝐴𝐵 + 𝐴𝐶

PROOF:
𝐴𝐵 = 𝐵𝐷. 𝐵𝐶 and 𝐴𝐶 = 𝐶𝐷. 𝐶𝐵

∴ 𝐴𝐵 + 𝐴𝐶 = 𝐵𝐷. 𝐵𝐶 + 𝐶𝐷. 𝐶𝐵
∴ 𝐴𝐵 + 𝐴𝐶 = 𝐵𝐶(𝐵𝐷 + 𝐶𝐷)
∴ 𝐴𝐵 + 𝐴𝐶 = 𝐵𝐶(𝐵𝐶)
∴ 𝐴𝐵 + 𝐴𝐶 = 𝐵𝐶

27
Fully worked example and notes:
Example Notes
Find 𝑥 and 𝑦: Look for the pattern.
Once 𝑥 or 𝑦 have been found, the
theorem of Pythagoras can be used for
the other one using RT as the
hypotenuse. But below, the new
theorem has been used for both
calculations.
Solution:
𝑥 = 4.20
𝑥 = 80
𝑥 = √80 = 4√5
𝑦 = 16.20
𝑦 = 320
𝑦 = √320 = 8√5

28
Fully worked examples combining all concepts using past paper questions

Example
In the diagram, PQRS is a quadrilateral with diagonals PR and QS drawn. W is a point on
PS. WT is parallel to PQ with T on QS. WV is parallel to PR with V on RS. TV is drawn.
𝑃𝑊: 𝑊𝑆 = 3: 2

a) Write down the value of

the ratios: (𝑖) (𝑖𝑖)

b) Prove that 𝑇 = 𝑄 .
c) Complete the following
statement: ∆𝑉𝑊𝑆/// ….
d) Determine 𝑊𝑉: 𝑃𝑅
Notes
Before you begin, you should fill in the ratio given using 3k and 2k and also show that PS
will be 5k.
As other ratios are found fill them in on the diagram to assist in future questions.
(a)
Both (i) and (ii) should be easily recognized. If you have highlighted the parallel lines, it
should be easy to see.
(b)
Note that both statements share . Therefore, the other two must also be in proportion.

And if they are in proportion, then what else must be true? (parallel sides and
corresponding angles)
(c)
If you have highlighted the parallel sides, you should recognise the similar triangles in ∆PRS.
(d)
This is a statement made directly made from the previous answer – if triangles are similar,
their sides are in proportion.

29
Solution:

a) (i) = line // one side ∆

(ii) = line // one side ∆

b) = both equal

∴ 𝑇𝑉 ∥ 𝑄𝑅 line divides two sides ∆ in proportion

∴ 𝑇 =𝑄 corres <’s
c) ∆𝑉𝑊𝑆/// ∆𝑅𝑃𝑆

d) = ∆𝑉𝑊𝑆/// ∆𝑅𝑃𝑆

30
Example
In the diagram below, ∆𝐴𝐵𝐶 and ∆𝑃𝑄𝑅 are given with 𝐴 = 𝑃, 𝐵 = 𝑄 and 𝐶 = 𝑅

DE is drawn such that 𝐴𝐷 = 𝑃𝑄 and 𝐴𝐸 = 𝑃𝑅.

a) Prove that ∆𝐴𝐷𝐸 ≡ ∆𝑃𝑄𝑅.
b) Prove that 𝐷𝐸 ∥ 𝐵𝐶.
c) Hence, prove that =

Notes
(a) You should find this straightforward, providing you know your conditions of congruency. Ask
yourself, which condition of congruency will be used? (SAS)
(b) How do you prove that 2 lines are parallel? (find corresponding or alternate angles equal). Is
there enough information here to do that? (yes, using the fact that the two triangles were proved
congruent)
(c) What do we know about the sides in ∆ABC now that the sides have been proved parallel? (the
sides are in proportion)
Once this statement has been made, equal sides can be substituted.
Solution:
a) In ∆𝐴𝐷𝐸 and ∆𝑃𝑄𝑅:
𝐴𝐷 = 𝑃𝑄 given
𝐴𝐸 = 𝑃𝑅 given
𝐴=𝑃 given
∴ ∆𝐴𝐷𝐸 ≡ ∆𝑃𝑄𝑅 SAS
b) 𝐴𝐷 𝐸 = 𝑄 ∆𝐴𝐷𝐸 ≡ ∆𝑃𝑄𝑅
but 𝐵 = 𝑄 given
∴ 𝐴𝐷 𝐸 = 𝐵
∴ 𝐷𝐸 ∥ 𝐵𝐶 corres <’s equal

c) = line parallel one side ∆

𝐴𝐷 = 𝑃𝑄 given
𝐴𝐸 = 𝑃𝑅 given
𝐴𝐵 𝐴𝐶
∴ =
𝑃𝑄 𝑃𝑅

31
Example
In the diagram below, VR is a diameter of a circle with centre O. S is any point on the
circumference. P is the midpoint of RS. The circle with RS as diameter cuts VR at T. ST,
OP and SV are drawn.

a) Why is 𝑂𝑃⏊𝑃𝑆?
b) Prove that
∆𝑅𝑂𝑃///∆𝑅𝑉𝑆.
c) Prove that
∆𝑅𝑉𝑆///∆𝑅𝑆𝑇.
d) Prove that 𝑆𝑇 = 𝑉𝑇. 𝑇𝑅
Notes
Always read all the information carefully and fill anything onto the diagram that they think
may be useful.
What do you think is useful? (VSR = 90 because VR is a diameter; STR = 90 because RS
is a diameter; OP = OR because O is the centre; P = P = 90 , because the line from the
centre to the midpoint of a chord is perpendicular to the chord)
Mark all of these on the diagram – but remember that these pieces of information were not
given and that if any of them are used, a reason will need to be given.
(a) This was covered above
(b) and (c) How do we prove two triangles similar? (equal angles or sides in proportion)
Which one is more suitable for these triangles? (equal angles)
(d) ‘Undo’ the statement given in the question to ascertain which triangles need to be
considered.
ST = VT. TR
ST TR
=
VT ST

Do the letters (STV and TRS) form triangles that could be proved similar?

32
Solution:
a) Line from centre to midpoint chord
b) 𝑂𝑃 ∥ 𝑉𝑆 midpt theorem
In ∆𝑅𝑂𝑃 and ∆𝑅𝑉𝑆:
𝑂 =𝑉 corres <’s ; 𝑂𝑃//𝑉𝑆
𝑅=𝑅 common
∴𝑃 =𝑆 <’s of ∆
∴ ∆𝑅𝑂𝑃///∆𝑅𝑉𝑆 AAA
c) In ∆𝑅𝑉𝑆 and ∆𝑅𝑆𝑇:
𝑅=𝑅 common
𝑉𝑆𝑅 = 𝑆𝑇𝑅 = 90 < in semi-circle
𝑅𝑆𝑇 = 𝑅𝑉 𝑆 <’s of ∆
∴ ∆𝑅𝑉𝑆///∆𝑅𝑆𝑇 AAA
d) In ∆𝑅𝑇𝑆 and ∆𝑆𝑇𝑉:
𝑅𝑇𝑆 = 𝑉𝑇𝑆 = 90 <’s on straight line
𝑅𝑆𝑇 = 𝑅𝑉 𝑆 proved above
∴𝑅=𝑆 <’s of ∆
∴ ∆𝑅𝑇𝑆///∆𝑆𝑇𝑉 AAA
𝑅𝑇 𝑇𝑆
∴ =
𝑆𝑇 𝑉𝑇
∴ 𝑆𝑇 = 𝑉𝑇. 𝑇𝑅

33