Prentice Hall Geometry Randall |. Charles Basia Hall Dan Kennedy Laurie E. Bass Art Johnson Stuart J. Murphy Grant Wiggins COO tet ee eee ee eke wa cu CaAkron yrents oppor o 1908 962-963, which consivte on exersion ofthis Copyright © 2011 Pearson Education, Inc, o its floes Al ighs Reserved. Pinted i the United Sites of Amica. This publcaion is protected by copyrigh, and permission should be cbiined fam ta p ‘ony prhibted reproduction, storage in @rteval syst, oF toxsmssion ino 3s, elacton fam or by any me ‘ocopying, eccrting, or Bkewike. For formation regarding permissions, we 8 Righ's Manager 0! sao In, 221 River Shes, Hoboken, New Jersey 07030. 8 Contac’ son, Prentice Hal, Pectin Prentice Hall, ond Math ove Yademots, in he US: and/or ether counts, of owson Education, Ine, ot ofan SAT@ io hademark of he Colage Entance Exoinoton Board, ACT isa rodemask owed by ACT, Ine. Use ofthe trademarks implies no relationship, spon Feorson Edveatin, Ine, oF Hs aloes ‘oship, endossement, sol, or promotion on the part of I5BN19; 9780133500417 é 'S8N70: 013350041 12:19 14 15 16 17 18 19 20 VOS7 18 17 16 15 14Contents in Brief = 42h Using Your Book for Success Contents Entry-Level Assessment Chapter 1 Tools of Geometry Chapter 2. Reasoning and Proof. Chapter 3. Parallel and Perpendicular Lines Chapter 4. Congruent Triangles Chapter 5 Relationships Within Triangles Chapter 6 Polygons and Quadrilaterals Chopler 7 Similarity... : Chapter 8 Right Triangles and Trigonometry Chapter 9 Transformations Chapter 10 Area. Chapter 11 Surface Area and Volume Chapter 12 Circles, End-of-Course Assessment Skills Handbook Using a Ruler end Protactor, 824; Classifying Triangles, 825; Measurement Conversions, 826; Measurement, Rounding Eror, ond Reasonableness, 827; The Effect of Measurement Errors on Coleuletions, 828, Squating Numbers and Finding Square Roots, 829; Evaluating and Simplifying Expressions, 830; Simplifying Ratios, 831; Absolute Value, 832; The Coordinate Plane, 893 Solving ond Weiting Linear Equations, 834; Percens, 835; Probabiliy, 836 Reference 7 A Meosures, 837; Formulas, 838; Reading Math Symbols, 840; Properties of Real Numbers, 841; Posulates and Theorems, 842 Visual Glossary Selected Answers Index Acknowledgments 816 824-836 837-850 851 895 947 962 ContentsSeries Authors Rendall |. Charles, Ph.., is Professor Emeritus inthe Deporiment of Mathematics and Computer Science ot San Jose State Univers, San Jose, Califomia, He begon his career as a high schoo! mathematics teacher, ond he was « mathematics supervisor fr five years. Dr. Chaules has been ©: member of several NCTM committees ond isthe former Vice President of the National Counc of Supervisors of Mathematics. Much of his wring and research hos been in the area of problem solving. He has aulhered more than 75 mathematics textbooks for kindergarten through collage. Don Kennedy, Ph.., isa classroom leachex and the Lupton Disingvished Professor of Mathematics ot the Bayloe School in Chationoogo, Tennessee. & frequent speaker at professional meetings on he subject of mathematics education reform, Dr. Kennedy has conducted more than 50 workshops ond Insitute for high schoo! teachers. He is coauthor of texbooks in calculus and peecaleulus, ond fromm 1990 to 1994 he chaived the College Boar's AP Calculus Development Committee. He iso 1992 Tandy Technology Scholar and @ 1995 residential Award winner Basia Hall curently serves as Manager of Instructional Programs forthe Houston Independent School Disict. With 33 yeors of teaching experiance, Ms, Hall has served as o depariment chat, insiucional supervisor, schoo! improvement fecliatey, and professional developmen rainer. She hos developed curricula for Algebra 1, Geomety, and Algebra 2 and co-developed the Texas sole mathematics standards. A 1992 Presidential Awaidee, Ms. Hal is post president ofthe Texes ‘Association of Supervisors of Mathematics and is stale representative forthe National Council of Supervisors of Mathematics [NCSM Consulting Authors Stuart J. Murphy ‘so visual leoming author ond consultant. He is @ champion of developing visual leaning skils ond using relied siotegies o help children become more successful students. He is the author of MathStor, «series of children’s books that presents mathematical concepis in the conten! of stories. A graduate of he Rhode Islond School of Design, he has worked extensively in educational publishing and hos been on the authorship teams of a number of elementary cond high schoo! mathematics programs. He is « frequent presenter at meetings of the National Council of Teachers of Mathematics, the Intemational Reading Association, ond other professional cxganizations| Grant Wiggins, Ed... isthe President of Authentic Education in Hopewell, New Jetsey. He omed his ED. fom Harvard University and his B.A. fom SL. Jahns Collage in Annopols Dr. Wiggins consis wih schools, dsticts, ond ste education depariments on & vate of reform mate's; crganizes conferences and workshops; and develops prin maletials and Web resources cn curculr change. He is perhoos best krown for being the coauthor, with jay MeTighe, of Understanding by Design ond The Understanding by Design Handbook, the award-winning and hight successful moterials on curiculum published by ASCD. His werk has been supported by the Pew Charitable Tiss, the Geraldine R. Dodge Foundation, and the National Science Foundation,Program Authors Geometry Laurie E, Boss is 2 dassioom teacher athe 9-12 division ofthe Ethical Cultute Fieldston School in Riverdale, New York. A classioom teacher for more than 30 years, Ms. Bass has a wide base teaching expetience, ranging ftom Grade 6 through Advanced Placement Coleulus. She was the recipient of 2 2000 Honorable Mention for he Radio Shack Nation Teacher Awards. She has been @ contributing writer for @ number of publications, including software-based activites forthe Algebro | classroom. Among students and geometry exploration oo the comer, Ms. Bass is lrequent pe her oreas of special inieres ore cooperative laaming fo high school regienal, cnd national conferences. Art Johnson, Ed.D, is 0 professor of mathematics education at Boston Universiy, He is 2 mathematics educator wih 32 years of public school teaching experience, a frequen’ specter ond workshop leader, and the recipient of @ number of awards: the Tandy Prize for Teaching Excellence, the Presidential Awad for Excellence in Mathematics Tecching, and New Year, He wos olio profiled by the Disney Corporation in the American Teacher ofthe Year Program. Dr. Johnson has contibuted 18 articles to NCTM journals end has cuthored over 50 books on vorious aspect of mathematics Algebra I and Algebra 2 Allan E. Bellman, Ph.D,, is « Lecturer/Supervisor in th cation at the University of Califoric, Davis. Before coming Yo Davis, he was a mathematics tox Montgomery County, Maryland, He has been on instruct for boh the Woodrow Wilson National Fellowship Foundation and the ompshire Teacher af he School ol program. He hos been involved in the development of mony products from Texas Instumens, Dt. Bellmon has @ particular expertise inthe u teducotion and speaks frequently on this lop. He was a 1992 Tandy listed in Who's Who Among America’s Teachers Sadie Chovis Bragg, Ed.D,, is Senior Vice President of Academic Afais othe Borough of AMashattan Community Collage ofthe Ciy Universty of New York. A former professor of mathematics, she is @ pos! president oF he American Mathematical Association of TweYear Colleges |AMATYC), coditector ofthe AMATYC projec o vse the tandords for into college mahematis befor calculus, ond an ocive membe of he Berjorin Bomneker Associaton Dr. Bragg hes co matics exbooks for kirdergoren though college wwhoted more than 50 ma William 6. Handlin, Sr, 's o closs;oom teccher and Deporiment Chatman of Technology Applications ot Spring Woods High in Houston, Texas. Awarded lile Membership in the Texas Congress of Parens and Teachers fr his contibutions othe weltbeing of chide MMs. Hondin is also a frequent workshop and seminar leader in professional meetings throughout the worldReviewers Tommy Baumann K12 Mathematics Coordinator School District of the City of Erie Erie, Pennsylvania Sandy Cowgill Mathematics Department Chair Muncie Central High School Muncie, Indiana Kari Egnot ‘Mathematics Teacher Newport News High School Newport News, Virginia Shoryl Exze Mathematics Chairperson DeWitt High School Lansing, Michigan Dennis Griebel Mathematics Coordinator Cherry Craek School District Aurora, Colorado Bill Harrington Secondary Mathematics Coordinator State College Schoo! District State College, Pennsylvania Michael Herzog Mathematics Teacher Tucson Small School Project Tueson, Arizona Camilla Horton Secondary Instruction Support Memphis School District Memphis, Tennessee National Gary Kubina Mathematics Consultant Mobile County School System Mobile, Alabama Sharon Liston Mathematics Department Chair Moore Public Schools Oklahoma City, Oklchoma ‘Ann Marie Palmeri Monahan Mathematics Supervisor Bayonne Public Schools Bayonne, New Jersey Indike Mortis ‘Mathematics Department Chair ‘Queen Creek School District ‘Queen Creek, Arizona Jennifer Petersen K-12 Mathematics Curriculum Facilitator Springfield Public Schools Springfield, Missouri ‘Tammy Popp: Mathematics Teacher Mebbvlle Schoo! District St. Lovis, Missouri Mickey Porter Mathematics Teacher Dayton Public Schools Dayton, Ohio Steven Sachs Mathematics Department Chair Lowrence North High School Indianapolis, Indiana John Staley Secondary Mathematics Coordinator Office of Mathematics, PK:12 Baltimore, Maryland Robert Thomas, Ph.D. Mathematics Teacher ‘Yuma Union High Schoo! District #70 Yuma, Arizona Linda Ussery Mathematics Consultant ‘Alabama Department of Education Tuscumbia, Alabama Denise Vi Mathematics Teacher Clarksburg High School Montgomery County, Maryland Marcia White Mathematics Specialist ‘Academic Operations, Technology and Innovations Memphis City Schools ‘Memphis, Tennessee Merrie Wolf Mathematics Department Chair Tulsa Public Schools Tulsa, OklahomaFrom the Authors Welcome Math is « powerful tool with far-reaching applications throughout your life. We hove designed a unique and engaging program that will enable you to tap into the power cof mathematics and mathematical reasoning, Developing mathematical skills and problem-solving strategies is an ongoing process—a journey both inside and outside the classroom. This course is designed to help make sense of the mathematics you encounter in and out of class each day. You will earn important mathematical principles. You will also learn how the principles are connected to one another and to what you already know. You will learn to solve problems ond learn the reasoning that lies behind your solutions. Ech chapter begins with the “big ideas” of the chapter and some essential questions that you will learn to answer. Through this question-and-answer process you will develop your ability to analyze problems independently and solve them in different copplications. Your skills and confidence will increase through practice and review. Work the examples so you understand the concepts and methods presented and the thinking behind them. Then do your homework. Ask yourself how new concepts relate to old ‘ones. Make the connections! Everyone needs help sometimes. You will find that this program has builtin opportunities, both in this text and online, to get help whenever you need it. This course will clso help you succeed on the tests you take in class and on other tests like the SAT, ACT, and state exoms. The practice problems in each lesson will prepare you for the format and content of such tests. No surprises! The reasoning habits and problem-solving skills you develop in this program will serve ‘you in all your studies and in your daily life. They will prepare you for future success not only as @ student, but also as a member of a changing technologicel society Best wishes, Shant 7 eer LasPowerGeometry.com Welcome to Geometry. Prentice Hall Geometry is part of an integrated digital and print environment for the study of high school mathematics. Take some time to look through the features of our mathematics program, starting with PowerGeometry.com, the site of the digital features of the program. (i,Tm Darius. My friends and T will be showing you the great features of the Prentice Hall Geometry program. \ enero In each chapter opener, you will be invited to visit he PowerGeometry.com site to access these online features. Look for these buttons throughout the lessons.Big Ideas We start with Big Ideas. Each chapter is organized around Big Ideas that convey the key mathematics concepts you will be studying in the program. Take a look at the Big Ideas on pages 2 and ideas Essential Question How can you make @ conjecture and prove that it is true? The Big Ideas are organizing ideas for all ofthe lessons in the program. At the beginning of ‘each chapter, we'll ill you which Big Ideas you'll be studying. Welll oso present on Essential Question for each Big Idea. Yu can observe pattems to make a conjecture; you can prove its tue ‘sing given infomation, deftions properties, postulates, and theorems Inthe Chapter Review at the end of the chapter, you'll find the answers to the Essential Question for each Big Idea. We'll also remind you of the lesson(s) where you studied the concepts that support the Big Ideas.Exploring Concepts The lessons offer many opportunites fo explore concepts in diferent contexts and through different medio. Hi, Im Serena, I never have to power down when Tam in math class now. (421) corer Fg For each chapter, there is a video that you can access at PowerGeometry.com. The video presents concepts in a real-life context. And you can contribute your own math video. Here's another cool feature. Each lesson opens with a Solve It, a problem that helps you connect what you know to an important concept in the lesson. Do you notice how the Solve It frame looks like it comes from a computer? That's because all of the Solve Its can be found at PowerGeometry.com.Exploring concepts in print and digitally helps you develop important ‘2ist Century Skills, such as technological literacy ‘Say Yury Skills (>> (128) cies in 25) Stn Hone Want to do some more exploring? Look for this icon in your book. It lets that there is a Dynamic Aci at PowerGeometry.com. With the Dynamic Activity, you can continue to explore the concept that is presented in the lesson. ona | xing AAA Try a Concept Byte! Ina Concept Byle, you might explore technology, do a hands-on activi or try a chollenging extension.Thinking Mathematically Mathematical reasoning isthe key to solving problems and making sense of math. Throughout the program you'll learn strategies to develop mathematical reasoning habits (Hello, Tyler 7 |. These plan boxes will SS help me figure out here to start, seein mca © cco = 180 Ga See Other worked-out problems model « problem-solving plan that includes the stops of stating what you Know, identifying what you Need, and developing a Plan. ‘Steyn ton The worked-out problems include call-outs that reveal the strategies and reasoning behind the solution. Look for the boxes labeled Plan and Think. The Think-Write problems model the thinking behind each step of a solution,onde Congruece Gs) ae bance 29) Soier ‘ng nate Essential Understanding You can prove that wo tangles are congruent ‘without having to show that al eorzesponding parts are congruent. In this lesson, ‘you will prove triangles congruent by using (2) thre pars of corresponding sides tnd (2) two pairs of corresponding sides and one palr of corresponding angles ATake Note box highlights important cconcepls in a lesson. You can use these boxes to review concepts throughout the year. Part of thinking mathematically is making sense of the concepts that are being presented. The Essential Understandings help you b « framework for the Big Ideas. Re Re aacActive Learning Through active learning, you become a successful, independent problem solver. The Student Companion has graphic organizers and other fools to help you master skills and problem solving Hello, I'm Maya. Talways review my work in the Student Companion when T'm studying, wes PP orc tenes nian Vocabulary Builder corresponding odes} kowe oh tut ding (ther Word Forms correspond (et crsespendence (noun) Deion: Corresponding mess sini n poston, purpose, rr ° ‘Math Usage: Congrucn! gues have congruent corresponding pats. As you learn a new postulate or theorem, you use the Take Note support to make sure you understand new concepts before you move on The Companion has a Vocabulary Builder for each lesson. After reading the definitions, examples and nonexamples in the Vocabulary Builder, you usé the vocabulary in realistic contextsSD eison check bo You uNDUESTANDT Use the Lesson Cheeks to actively participate in the presentation of a lesson. These will help you make sure you understand a lesson before you do your homework. Not sure you “got it” yet? Try out the Online Problems ct PowerGeometry.com. You will find some problems with stepped-out solutions as well as some helpful math tools, such «8 the graphing utility, ReesPractice Makes Perfect Ask any professional and you'll be told that the one requirement for becoming an expert is practice, practice, practice. —— Hello, I'm Anya. T can leave my book at school and still get my || homework done. All of the lessons | are at PowerGeometry.com x a lon We give you lots of practice! There are Practice exercises for each concept or skill. Having difficulty with any of them? The green arrow tells you what problem with a worked- ‘out solution in the lesson fo revisit In the Apply section, you opply the concepts or skills to different situations cr contexts You can test your knowledge using the Self-Quiz for each lesson ot PowerGeometry.com.Mid-chapter Quiz Want more practice? Look for this icon in your book. Check out all of the opportunities in MathXL? for School. Your teacher can assign you some practice exercises or you can choose some on your own. And you'll know right away if you got the right answer! Pull All Together But the best practice occurs when you Pull It All Together — understanding of concepts, mathematical thinking, and problem solving — to solve interesting problems. And look: there are those Big Ideas again.Pearson Video Challenge Be inspired by My Math Video and moke your own math video. Show math concepls in action, Enter your video in Pearson’s Video Challenge! If selected, your video will be added to our library of math videos. Hi, Tm Max I finally get it! Tm going to make. avideo to show” math the wayAcing the Test Doing wel on tests, whether they are chapter tests or stale assessments, depends on a good understanding of math concepts, skil at solving problems, and, just os important, good test-toking skil. At the end of the chapter, you'll find a Quick Review of the concepts in the chapter and a few examples and exercises s0 you can check your skill at solving problems related to the concepls. In the Cumulative Test Prep at the tend ofthe chapter, you'll also find Tips for Success to strengthen your tesHaking sil. We include problems of al diferent formats and types so you can feel comfortable with any test item on your stale assessment Penn oe‘Stay connected! ‘These Big Tdeas will help you understand how the math you ‘study in high schoo! fits together. BiGideas These Big Ideas are the organizing ideas forthe study of important oreas of mathematics: algebra, jeometry, cn! satsics, Algebra Properties «+ In the transtion from arithmetic to algebra, attention shifts leddition, subi operations. om arithmetic operations ‘mutilation, and division} fo use ofthe properties ofthese * Allo he foci of arithmetic ond algebra follow from cerain properties Variable ‘+ Quonites are used to form expressions, equations, and inequalities. + An expression refers 102 quantity ‘on inequaiy) is a stotemert about he g but does not make a statement about i. An equ nies it mentions, * Using variables in place of numbers in equations (or inequalities} allows the slotement of relationships among numbers that ore unknown or unspec Equivalence ‘+ A single quantity may be represente + The focts doout a quanity may be expressed by mony di Solving Equations & Inequalities + Solving an equation isthe process of rewting the equ caiablels) as simple as possible ¢ Propet of numbers and equality con be used to equivalent, simpler equations (or inequalities) in order to i * sell information ab crazing graphs or tb Proportionality + Two quonttis are proportional f hey have the same rt measured tegelher. + Two quanities cre inversely proportional where they are measured logethe Function + A function is relationship between vo cssociaied with 9 unique value ofthe bles in which ed iput variable, * Functions can be represented in a variety of ways, such os gi ‘words, Each representation is paricularly useful in certain * Some important families of funetions are developed th form of the Functio ified, many different expressions ferent equations jor inequalties to make w wsform an equation for inequality) into solutions, Deis and types of solutions vary predictably, based on the type of equation > in each instance where they are have the some product in each instance ach value ofthe input variable is phs, tobles, ech Hons, oF gh ironslrmations ofthe simples * New functions can be made from othe functions by applying arithmetic operations or by ‘applying one function tothe ouput oF ancther Modeling * Many teohworld mathematical problems can be represented algebraically. These representations can lead to algebraic solutions * Alfunction that models a real-world suction con be used ‘chou future occur make esiimates or predictionsStatistics and Probability Data Collection and Analys + Sampling techniques are used 10 gather dota from realworld sitvations. tf he data ore represeniaive ofthe larger population, inferences can be made about that population «Biased sompling techniques yield data unikely lobe representative of ihe larger population, ‘Seis of numerical data are described using measures of central tendency and dispersion, Data Representation +The mos! appropriate data representations qualiatve, and univariate or bivavite. + Line plots, box plos, and histograms are differen! ways fo show distribution of da depend on the lype of dota—quanttatve or possible range of volves Probability + Probability expresses te litethood that @ ponicular event will cour Data can be used to calculate an experimenial probably, ond mathematical properties con be Used to determine a theoretical probabil + Ether experimental or theoretical probabilty can be used to make predictions or decisions abou! future events «Various counting methods can be used to develop theoretical probebilites, ac RRR NR Geometry Visualization + Visualization can help you see the relationships between two figues end connect properties of real objects wih two-dimensional drawings oF these objects Transformations + Transformations ate mathematical functions that model relationships with Figures. * Transformations may be described geometicaly ot by coordinates. + Symmeties of figures may be defined and cassied by transformations Measurement ‘+ Some attributes of geometric fig measurable. Units are used to desc such as length, oreo, volume, and angle measure, ore 2 atrioutes, Reasoning & Proof + Defintions estabish meanings and remove possible misunderstanding * Other ttuhs are move complex and dificult to se. itis often possible fo vetfy complex ruhs by reasoning from simpler ones using deductive reasoning, Similarity + Two geometric figures are similar when corresponding lenghs ore proportional and conesponding engles cre congruent «Areas of similar figutes are proportional to he squores of heir corresponding lengths. * Volumes of similar figues are proportional tothe cubes oftheir corresponding lengths. Coordinate Geometry ‘© Accooedinate system on c ine is a number line on which points are labeled, coresponding to the + Accoordinale system in a plane is formed by two perpendicular number lines, called the x+ and y-axes, and the quodranss they form. The coordinate plane can be wsed to graph mony functions «+ I's possible to verify some complex tus using deductive reasoning in combination wit the distance, midpoint, ond slope formulas. Using Your Book for Success vodTools of Geometry Get Ready! ‘My Math Video -1__Nets and Drawings for Visualizing Geometry 2 Points, Lines, and Planes 3 Measuring Segments 4 Measuring Angles 5 Exploring Angle Pairs Mid-Chapter Quiz Concept Byte: Compass Designs 1-6 Basic Constructions Concept Byte: Exploring Constructions 1-7. Midpoint and Distance in the Coordinate Plane Review: Clossifying Polygons 1-8 Perimeter, Circumference, and Area Concept Byte: Comparing Perimeters and Areas Assessment and Test Prep Pull lt All Together Chapter Review Chapter Test Cumulative Test Prep u 20 27 34 al 42 43 a 50 57 59 68 “3 70 75Reasoning and Proof Patterns and Inductive Reasoning Conditional Statements ‘Concept Byte: Logic and Truth Tables Biconditionals and Definitions Mid-Chapter Quiz Deduetive Reasoning Reasoning in Algebra and Geometry Proving Angles Congruent Assessment and Test Prep. Pull All Together ‘Cumulative Test Prep Visual See It! Reasoning Try It! CL LALA Cone ee ee 81 82 89 9% 98 105 106 113 120 128 129 133 134 Practice Do It! ee a aid Se ey a Error Analysis/Reasoning 31 neyParallel and Perpendicular Lines Get Ready! My Math Video 341 Lines and Angles Concept Byte: Parcilel Lines and Related Angles 3-2 Properties of Parallel Lines 3-3 Proving Lines Parallel 3-4 Parallel and Perpendicular Lines Concept Byte: Perpendicular Lines and Planes 3-5 Parallel Lines and Triangles Concept Byte: Exploring Spherical Geometry Mid-Chapter Quiz 3-6 Constructing Parallel and Perpendicular Lines 3-7 Equations of Lines in the Coordinate Plane 3-8 Slopes of Parallel and Perpendicular Lines ‘Assessment and Test Prep Pull All Together Chapter Review Chapter Test Cumulative Test Prep 137 139 140 147 14g 156 164 170 171 179 181 182 189 197 205 206 2u1Congruent Triangles Get Ready! My Math Video 217 4-1 Congruent Figures 218 Concept Byte: Building Congrvent Triangles 25 42 Triangle Congruence by SSS and SAS 226 4-3 Triangle Congruence by ASA and AAS 234 Concept Byte: Exploring AAA and SSA 242 Mid-Chapter Quiz 243 4-4. Using Corresponding Parts of Congrvent Triangles 244 Concept Byte: Paper Folding Conjectures 249 4:5 Isosceles and Equilateral Triangles 250 Algebra Review: Systems of Linear Equations 257 4-6 Congruence in Right Triangles 258 4-7 Congruence in Overlapping Triangles 265 ‘Assessment and Test Prep Pull It All Together 272 Chapter Review 273 Chapter Test Ww Cumulative Test Prep 278 VTL Reasoning Try It! Practice Do It! Ce Kor Dd rr) Essenticl Understanding 244 Dee ae Era) Per cay 253 Sey fe a ed re Cee eS oon)Relationships Within Triangles Get Ready! 281 My Math Video 283 Concept Byte: Investigating Midsegments, 284 5-1 Midsegments of Triangles 285 5:2 Perpendicular and Angle Bisectors 292 Concept Byte: Paper Folding Bisecors 300 5-3. Bisectors in Triangles, 301 Concept Byte: Special Segments in Triangles 308 5-4 Medians and Altitudes 309 Mid-Chapter Quiz 316 5-5 Indirect Proof 317 Algebra Review: Solving Inequalities 323 5-6 Inequalities in One Triangle 324 5-7 Inequalities in Two Triangles 332 Assessment and Test Prep Pull It All Together 340 , Chapter Review 341 Chapter Test 345 Cumulative Test PrepVoom ar PN aa Connecting BIG IDEAS Polyg ions and Quadrilaterals Get Ready! My Math Video Concept Byte: Exterior Angles of Polygons 61 The Polygon-Angle Sum Theorems 6-2 Properties of Parallelograms 63 Proving That « Quadrilateral Is @ Parailelogram 6-4. Properties of Rhombuses, Rectangles, and Squares 6-5 Conditions for Rhombuses, Rectangles, and Squares 6-6 Trapezoids and Kites ‘Mid-Chapter Quiz Algebra Review: Simplifying Radicals 67 Polygons in the Coordinate Plane &8 Applying Coordinate Geometry Concept Byte: Quadrilaterals in Quadrilaterals. 6-9 Proofs Using Coordinate Geometry Assessment and Test Prep PEK} re} era) Pall All Together ‘Chapter Review Chapter Test ‘Cumulative Test Prep. Reasoning Try It! 349 351 352 353 359 367 375 383 389 398 399 400 406 413 Ald Ag 420 425 426 Practice Do It! es rt) Essential Understanding 406 Dead Se cry ey 386 ErAY Cee ee od See ee) Cae oZ!Similarity Get Ready! My Math Video 7-1 Ratios and Proportions Algebra Review: Solving Quadratic Equations 7-2 Similar Polygons Concept Byte: Fractals 7-3 Proving Triangles Similar Mid-Chapter Quiz 7-4 Similarity in Right Triangles Concept Byte: The Golden Ratio ‘Concept Byte: Exploring Proportions in Triangles 7-5 Proportions in Triangles Assessment and Test Prop Pull It All Together ‘Chapter Review ‘Chapter Test Cumulative Test Prep 429 431 432 439 440 448 450 459 460 468 470 47 479 480 483OTe ex Caen eed Fea ea) Right Triangles and Trigonometry Get Ready! 487 My Math Video 489 Concept Byte: The Pythagorean Theorem 490 8-1 The Pythagorean Theorem and Is Converse 491 8-2 Special Right Triangles 499 ‘Concept Byte: Exploring Trigonometric Ratios 506 8-3 Trigonometry 507 Mid-Chapter Quiz 514 Concept Byte: Measuring From Afar 515 8:4 Angles of Elevation and Depression 516 Concept Byte: Law of Sines and Law of Cosines 522 8:5 Vectors 524 Assessment and Test Prep Pull I All Together 533 Chapter Review 534 Chapter Test 537 rnd rr cry Cumulative Tet Prep Reasoning Try It! Es & Pe cue) rn 538 Practice Do It! Cee aoc ory Sy rr Error Analysis/Reasoning 455 mes!Transformations Get Ready! My Math Video 9-1 Translations Concept Byte: Paper Folding and Reflections 9-2 Reflections 9-3 Rotations Concept Byte: Tracing Paper Transformations 9-4 Symmetry Mid-Chapter Quiz 9-5 Dilations Concept Byte: Transformations Using Vectors aand Matrices 9-6 Compositions of Reflections Concept Byte: Frieze Patterns Concept B; 9-7 Tessellations eating Tessellations ‘Assessment and Test Prep Paul All Together Chapter Review Chopter Test Cumulative Test Preps 541 543 5d 552 553 559 566 568 574 575 582 584 593 594 595 602 603 607Get Ready! on My Math Video 613 Concept Byte: Transforming to Find Area 614 10-1 Areas of Parallelograms and Triangles 616 10-2 Areas of Trapezoids, Rhombuses, and Kites 623 10-3. Areas of Regular Polygons 629 10-4 Perimeters and Areas of Similar Figures 635 Mid-Chapter Quiz 642 10-5 Trigonometry and Area 643 10-6 Circles and Ares 649 Concept Byte: Circle Graphs 658 Concept Byte: Exploring the Area of « Circle 659 10-7. Areas of Circles and Sectors 660 Concept Byte: Exploring Area and Circumference 667 10-8 Geometric Probability 668 ‘Assessment and Test Prep Pull It All Together 675 Chapter Review 676 Chapter Test 681 Voom Li or) aNd 613, Cea 544 Connecting BIG IDEAS 676 Area Cumulative Tet Prop Reasoning Try It! z eRe ees) Se Ty Poe oe ee Le 682 Practice Do It! Cea oe] Peay rod Error Anolysis/Reasoning 578 esd]Surface Area and Volume Get Ready! My Math Video 11-1 Space Figures and Cross Sections ‘Concept Byte: Perspective Drawing Algebra Review: literal Equations 11-2. Surface Areas of Prisms and Cylinders 11-3 Surface Areas of Pyramids and Cones Mid-Chapter Quiz 11-4. Volumes of Prisms and Cylinders Concept Byte: Finding Volume 11-5. Volumes of Pyramids and Cones 11-6 Surface Areas and Volumes of Spheres Concept Byte: Exploring Similar Solids 11-7 Areas and Volumes of Similar Solids ‘Assessment and Test Prep Pul ft All Together Chapter Review Chapter Test Cumulative Test Prep 685 687 688 696 698 699 708 716 77 725 726 733 7at 742 750 751 755Wet Ly Cee i) aac Cea eT ena) Circles Get Ready! My Math Video 124 12-2 123 Tangent Lines Concept Byte: Poper Folding With Circles Chords and Arcs Inscribed Angles Mid-Chapter Quiz 124 125 12-6 Concept Byte: Exploring Chords and Secants Angle Measures and Segment Lengths Circles in the Coordinate Plane Locus: A Set of Points ‘Assessment and Test Prep ra) Cr nn Pull i All Together Chapter Review Chapter Test ‘Cumulative Test Prep Reasoning Try It! Es eee ea eas Poe ead 759 761 762 ™m 780 788 789 790 798 804 810 38i 815 816 Practice Do It! rea Practice by Example Ly Ce ea eo EO) ryEntry-Level Assessment Multiple Choice Read each question. Then write the letter of the correct answer on your paper. 1. Whats the solution to Sa ~ 15 + 94 = 3a + 297 4 > a= @Qaa7 Dans Dau 2. Whats the simplified form of 4x ~ (2 — 3x) + 5? x43 Dr-7 @Qet7 Dts plified form of Vasa"? © saat DD 90°V5a 3. Whatis the BD 3aV5a B® &vBa 4. In the diagram below, the perimeter of the triangle is equal to the perimeter of the square. What is the length ofa side of the square? 2% a3 ae 5. Whatis 53 written as a decimal? BD 375 5.75 @® 525 © 23 6. Maria gave one half of her jelly beans to Carole. Carole gave one third of those to Austin, Austin gave ‘one fourth of those to Tony. If Tony received two jelly beans, how many did Maria start with? Qe Das D9 ea pouiv Entry-Level Assessment 7. Whatis the ratio 0.6 :2.4 written in simplest form? Qa : 6:04 8. What is the solution to|x] — 7 = 6? @®ret ®Dr=- @x-1 Dress 9. What is the solution to the system of equations? yoxn-2 2x + 2y ® (2,0) © (-2,9) ® Oo -) B (0,2) 10, What is the next figure in the sequence? Ct 11. Which of the following is equivalent to (—21)?” @® ~401 On ® -2 Dai 12, How many feet are in 180 in.? iste BD 1080 @® we D 2160 fe43, Whats the next term in the pattem? Dw Os 14. Whatisthe area of ABC, tothe nearest tenth? A al eee oon 1W1in? D 218in. & 109in? cD 2178in? 15. What is the value of the expression —x(y ~ 8)? for —2and y = 5? @® -18 O.6 Dao D> 18 16. You and some friends go out for dinner. The bill is $68.50, You want to tip the waiter 18%. What is the total ‘amount you and your friends should pay? $379 HD $00.83 @® $12.33 > $122.40 47. Whatis the solution to y — 7 > 8 + 2y? & y<-10 &y>-8 BDyrt Dy<-4 48. Through which quadrants does the graph pass? Coo / DH =] 4 Ml Co Cor cE} land GD Mand It @ landill CD Mandiv 19, What is the ratio 186? to 45h written in simplest form? BH 181045 @ bors B® 2? 05d 2bw05 rem 20. A farmer leans a 12-ft adder against a bam. The base of the ladders 3 ft from the barn. To the nearest tenth, how high on the barn does the ladder reach? H s2ie @® use ® ist D Bat 21, Amap has a scale of 1 in, : 25 mi. Two cities are 175 mi apart, How far apart are they on the map? @® Bin, © 6i ® Sin 22. Whatie the equation ofthe ine that parallel tothe —, Dy=-e+2 Dynkr-e SS y= 5x+8B Dy=5x-8 23. The graph below shows the distance and time of your car trip. What does the slope of the line mean? oH ‘1234s Time (h) You traveled 0.017 mith. BD You traveled for Sh © Youtaveled 60 mi/h, DD You traveled 300 mi 24, You are building a rectangular dog pen with an area of 90 #2. You want the length of the pen to be 3 t longer than twice its width. Which equation can you use to find the width w of the pen? BH 9 = ww+3) BD 99 = aww +3) @ W=wQw+3) cH w= 2+ ww +3) 25. The formula for the surface area ofa sphere is 4nr®, Whatis the formula solved for r? Bron Qr=e @®r-t @Dr=26. A square has an area of 25 cm®. Ifits perimeter increases by 4 cm, whats its area? ® Bem? @D 36 em? @ Bem? D tem 27.A bagcontains 4 blue marbles, 6 green marbles, and 2 red marbles. You select one ball at random from the bag, Whatis P(red)? @® QS 28. You select one green marble from the full bag in Exercise 27. What is the probability that the next ‘marble you select will be blue? 3} @} 29, What are the coordinates of points A, B, and Cin the coordinate plane below? peer Coo Be BD AGB, ~4), B(-2, ~1), C(-4, 2) @} Al, -3), B(, 2), C(-2, 4) ©} Al-3,4), BQ, 1), 0(4, ~2) D Al~4,3), B-1, -2), €(2, -4) 30. What is 3V20 + 25 in simplest form? @ sve D uve @ sve D avs 31. An athletic club has 248 members, Of these, 164 lift weights and 208 perform cardiovascular exercises regularly. All members do at least one of these activities. How many members do both? Qa au D 4 xxxvi Entry-Level Assessment 32. Whatis the slope of the line through (~4,2) and (5, 8)? Qt wi @} De 33. What is the next figure in the sequence below? OO BD acircle inside a square B] a square inside a circle inside a square a citcle inside a square in asquare acircle inside DD a square inside a circle inside a square inside acircle 34. Whatis an equation of the line that passes through the point (1, 3) with slope ~2? B® y= 24-5 Dy @® y= 2x42 2x +5 Dyer 35. Which is the graph of a ine with a slope of 3 and a yeintercept of -2? @q @D fae 36. A circular pond has a radius of 2x ~ 3, Which expression describes the area of the pond? ® (4x 6)e @ (4x2 + ex - 9) @®] (4x +9) D (42? - 12x + 9)e