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# Mathematics 116

Supplementary
Materials
Geometry
Student Worksheets
Prepared by:
Olga Courtois............................ Massey Vanier High School, 1998
Peter Balyta............................... Massey Vanier High School, 1997
John Lou...................................Chateauguay Valley Regional High
School, 1998
George Calder............................ Howard S. Billings High School, 1997
Andre Del Castilho.....................Centennial Regional High School,
1997 - 1998
Tony Rosciano........................... Penfield Academy, 1997 - 1998
Kevin Harvey..............................Macdonald Cartier High School, 1998
Wendy Bain............................... Macdonald Cartier High School, 1997

Resource Personnel:
Carolyn Gould.................. MEQ, 1998
South Shore School Board, 1997
Françoise Boulanger..........MEQ, 1997
Louise Gauthier
Peter Balyta...................... South Shore School Board, 1998

Classification of Triangles

1. For homework prior to the classroom activity (individual activity):

Using only one 8 1/2” × 11” piece of paper, cut out 4 different triangles,
using as much of the sheet of paper as you can. State any
characteristics that came to mind when you were attempting to make

eg.

This ∆
This ∆ has 2
has 1 right angle. equal sides.

Bring your triangles to class tomorrow.

2. Class Activity

Part 1 (Group Activity)

In groups of 4, sort your 16 triangles and state the characteristics that
you used to form each group.

eg. 1) 1 right angle
2) no right angles (oblique)
3) 3 congruent sides
4) 2 congruent sides
5) no congruent sides

–1–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Part 2 (Whole Class Activity)

Compare the categories which you have established with those
determined by other groups.

Part 3 (Small Group Activity)

Number each of your triangles from 1 through 16. Place each of your
group’s 16 triangles in the appropriate cell on the classification grid.
Label each triangle with the correct terms (eg. right scalene).

Two cells are impossible to fill. Can you tell why? Write the word
“impossible” in these cells.

If any other one of your cells does not contain a triangle, produce one or
more new triangles that would fit in that cell.

Classification of Triangles

By Sides
Scalene Isosceles Equilateral
By Angles

Acute

Right

Obtuse

–2–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Part 4 (Group Activity)

Label each of your triangles ABC. Measure each angle and side and
record your data on the table below.

Measure of –

AB BC AC ∠BAC ∠ABC ∠BCA

Equilateral 1
2
3
Isosceles 1
2
3
Scalene 1
2
3
Right 1
2
3

On the basis of the data from the table, what conjectures would you
make:

–3–
Math 116 materials prepared by teachers of the South Shore, Chateauguay Valley (Protestant), District of Bedford,
L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Part 6 (Individual Practice Activity) 1. District of Bedford. How does the length of BD compare with that of DC? –4– Math 116 materials prepared by teachers of the South Shore. Construct a scalene triangle having a perimeter of 17 cm. (D) The altitude from B to AC. (B) The angle bisector of ∠B. 2. Fold the triangles to produce the following special segments. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . (C) The median from B to AC. What is the length of altitude AD? 3. Chateauguay Valley (Protestant). Construct an equilateral triangle ABC with a perimeter of 18 cm. • about right triangles? • about the sum of the interior angles of any triangle? Part 5 (Group Activity) Make sure you have 4 acute scalene triangles each labelled ABC. (A) The perpendicular bisector of side AC.

Chateauguay Valley (Protestant). (a) A Vertex Base A BC B C B C (b) D F Vertex Base D E F E (c) M Vertex Base O N –5– Math 116 materials prepared by teachers of the South Shore. Name the vertex and its corresponding base. Draw the three altitudes for each of the following triangles. An altitude is __________________________________________________________ ______________________________________________________________________ . Constructing Altitudes of Triangles 1. . District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . District of Bedford. (d) A Vertex Base C B (e) E Vertex Base G F What do you notice in each triangle about the three altitudes? ________________________________________________________________________ What conjecture can you make? ________________________________________________________________________ –6– Math 116 materials prepared by teachers of the South Shore. Chateauguay Valley (Protestant).

2. Draw the following triangles. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. (a) an acute triangle (b) an obtuse triangle (c) a right triangle –7– Math 116 materials prepared by teachers of the South Shore. each having one altitude of 5 cm. . Chateauguay Valley (Protestant). District of Bedford.

(c) Without using your protractor. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. (b) Calculate the area of this triangle. in both centimetres and millimetres.3. Chateauguay Valley (Protestant). . Statement Justification m ∠A = ________ given m AB ? m AC given m ∠C = m ∠B The measures of the angles opposite the equal sides of an isosceles triangle ___________ m ∠A + m ∠B + m ∠C = 180° _____________________________ _____________________________ m ∠B + m ∠C = ________ The acute angles in a right triangle are _________________ m ∠B = ________ m ∠C = ________ –8– Math 116 materials prepared by teachers of the South Shore. find the measures of angles B and C and justify your work. in both centimetres and millimetres. Given the following triangle: A in cm in mm m AB m AC m BC C B (a) Find the perimeter of this triangle. District of Bedford.

District of Bedford. (a) equilateral (b) isosceles (c) scalene –9– Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.4. An axis of symmetry is _________________________________________________ ________________________________________________________________________ Draw all the axes of symmetry for the following triangles. Chateauguay Valley (Protestant). .

. District of Bedford. Axes of Symmetry of Triangles 5. draw a picture. On the dot paper provided below. Chateauguay Valley (Protestant). • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • If you were able to draw such a triangle. what kind of triangle have you drawn? – 10 – Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. if possible. of a large triangle that has exactly one axis of symmetry.

if possible. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. If you were able to draw such a triangle. Chateauguay Valley (Protestant). District of Bedford. Axes of Symmetry of Triangles (continued) 6. what kind of triangle have you drawn? – 11 – Math 116 materials prepared by teachers of the South Shore. . draw a picture. of a large triangle that has exactly three axes of symmetry. On the dot paper provided below.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . what kind of triangle have you drawn? – 12 – Math 116 materials prepared by teachers of the South Shore. On the dot paper provided below. Axes of Symmetry of Triangles (continued) 7. if possible. draw a picture. of a large triangle that has exactly two axes of symmetry. Chateauguay Valley (Protestant). District of Bedford. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • If you were able to draw such a triangle.

Chateauguay Valley (Protestant). On the dot paper provided below. if possible. what kind of triangle have you drawn? – 13 – Math 116 materials prepared by teachers of the South Shore. . draw a picture. Axes of Symmetry of Triangles (continued) 8. District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • If you were able to draw such a triangle. of a large triangle that has no axes of symmetry.

District of Bedford. Constructing a Perpendicular Bisector of a Segment 9. . A perpendicular (right) bisector is ______________________________________ ________________________________________________________________________ Construct the perpendicular bisector (right bisector) of each given segment. B C A (use compass and ruler) D (use protractor F and ruler) E (use another method of your choice) – 14 – Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Chateauguay Valley (Protestant).

. District of Bedford.Constructing a Perpendicular Bisector of a Segment (continued) 10. Chateauguay Valley (Protestant). Construct the perpendicular bisectors of all the sides of the given triangles. (use compass and ruler) (use protractor and ruler) (use another method of your choice) What do you notice. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. in each triangle. about the three perpendicular bisectors? ________________________________________________________________________ What conjecture would you make? ________________________________________________________________________ ________________________________________________________________________ – 15 – Math 116 materials prepared by teachers of the South Shore.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . A l (b) Construct a line through point B perpendicular to line m. (a) Construct a line through point A perpendicular to line l . Chateauguay Valley (Protestant). District of Bedford. m B – 16 – Math 116 materials prepared by teachers of the South Shore. Constructing a Line Perpendicular to a Given Line Through a Given Point 11.

Where is the point of intersection of the three perpendicular bisectors of a right isosceles triangle located? ________________________________________________________________________ How many right isosceles triangles are now found in the diagram? ________________________________________________________________________ – 17 – Math 116 materials prepared by teachers of the South Shore. Chateauguay Valley (Protestant). Construct the perpendicular bisectors of all the sides of the given right isosceles triangle. . Constructing a Perpendicular Bisector of a Segment 12. District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Bisecting Angles 13. Chateauguay Valley (Protestant). District of Bedford. Bisect the given angles. . L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. B A C (use compass and ruler only) D E (use a method of your choice) F – 18 – Math 116 materials prepared by teachers of the South Shore.

Bisecting Angles (continued) 14. Chateauguay Valley (Protestant). Use a method of your choice to bisect all the angles of the given triangles. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . District of Bedford. – 19 – Math 116 materials prepared by teachers of the South Shore.

District of Bedford. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. (continued) What do you notice in each triangle about the three angle bisectors? ________________________________________________________________________ What conjecture can you make? ________________________________________________________________________ ________________________________________________________________________ – 20 – Math 116 materials prepared by teachers of the South Shore. . Bisecting Angles (continued) 14. Chateauguay Valley (Protestant).

A median is ___________________________________________________________ _______________________________________________________________________ Draw the three medians for each of the following triangles. Constructing Medians of a Triangle 15. . Chateauguay Valley (Protestant). L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. District of Bedford. A P B C Q M R O N What do you notice in each triangle about the three medians? ________________________________________________________________________ What conjectures can you make? ________________________________________________________________________ – 21 – Math 116 materials prepared by teachers of the South Shore.

District of Bedford. – 22 – Math 116 materials prepared by teachers of the South Shore. . Constructing Medians of a Triangle (continued) 17. Chateauguay Valley (Protestant). Draw a triangle such that: (a) only one median is also an axis of symmetry. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. (b) all the medians act as axes of symmetry. .

– 23 – Math 116 materials prepared by teachers of the South Shore. On the sketch. 2 units. District of Bedford. You should draw your own hypotheses using each of the ten cases. circle the vertex of the largest angle. 2. Each row of the chart must be completed before proceeding to the next one. 4. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. In the fourth column of the chart. Then record your conclusions. Investigating Special Relationships in Triangles Possible Materials: Linguini Spaghetti Straws Coffee Straws String You will need three of each of the following lengths: 1 unit. Use the materials provided and try to construct triangles using the sides given in the chart (see page 26). Chateauguay Valley (Protestant). Part A 1. You will manipulate the selected lengths to attempt to create triangles. . answer the questions “Is it a triangle?” 3. 3 units and 4 units. Sketch as accurately as possible the figure formed by the three sides.

Investigating Triangles (continued) Part B Answer these questions only after you have completed the chart. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Chateauguay Valley (Protestant). . 1. Consider the first triangle: (a) What is the sum of the lengths of sides #1 and #2? __________________________________________________________________ What is the length of side #3? __________________________________________________________________ (b) What is the sum of the lengths of sides #1 and #3? __________________________________________________________________ What is the length of side #2? __________________________________________________________________ (c) What is the sum of the lengths of sides #2 and #3? __________________________________________________________________ What is the length of side #1? __________________________________________________________________ What conjecture might you make? __________________________________________________________________ Verify this conjecture for the other nine cases. District of Bedford. Conclusion: __________________________________________________________________ __________________________________________________________________ – 24 – Math 116 materials prepared by teachers of the South Shore. Do your calculations mentally.

Describe in words what this relation is. check the position of the shortest side in relation to the smallest angle. . Do your calculations mentally. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Describe in words what this relation is. check the position of the longest side in relation to the largest angle. District of Bedford. __________________________________________________________________ __________________________________________________________________ (b) In cases where triangles exist. Conclusion: __________________________________________________________________ __________________________________________________________________ 3. (a) In cases where triangles exist. __________________________________________________________________ __________________________________________________________________ Conclusion: __________________________________________________________________ __________________________________________________________________ – 25 – Math 116 materials prepared by teachers of the South Shore. _____________________ What is the length of side #1? __________________________________ What conjecture can you make? __________________________________________________________________ __________________________________________________________________ Verify this conjecture for the other nine cases.2. Consider the first triangle: (a) Find the difference between sides #1 and #2 ______________________ What is the length of side #3? __________________________________ (b) Find the difference between sides #1 and #3_______________________ What is the length of side #2? ___________________________________ (c) Find the difference between sides #2 and #3. Chateauguay Valley (Protestant).

District of Bedford. Investigating Triangles Sketch your construction. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Side # 1 Side # 2 Side # 3 Triangle? Circle the largest angle. . 1 1 1 1 2 1 1 2 3 2 2 2 4 1 2 3 5 2 2 3 6 1 3 4 7 2 3 4 8 3 3 4 9 1 2 4 10 4 1 4 – 26 – Math 116 materials prepared by teachers of the South Shore. Chateauguay Valley (Protestant). Length of Length of Length of Is it a Indicate the side lengths.

District of Bedford. b) Which triangles are right isosceles? ______________________________ – 27 – Math 116 materials prepared by teachers of the South Shore. . A a) m ∠1 = ________ m ∠2 = ________ m ∠3 = ________ E F m ∠4 = ________ 14 m ∠5 = ________ m ∠6 = ________ 2 3 5 6 B D C Justify your answers. Find the missing angles. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Find the missing angles: ∆ABC is equilateral. Chateauguay Valley (Protestant). DF and BF are the perpendicular triangle. Interior Angles of Triangles 1. BE. AD and CF are medians. ∆ABC is a right isosceles EF. a) m ∠1 = ________ A m ∠2 = ________ m ∠3 = ________ m ∠4 = ________ F E 1 m ∠5 = ________ 2 5 m ∠6 = ________ 3 6 4 B C Justify your answers. D b) Which triangles are congruent? __________________________________ 2. bisectors of the sides.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . Interior Angles of Triangles (continued) 3. ∆DEF. Find the missing angles: DF // AC ∆ADE. – 28 – Math 116 materials prepared by teachers of the South Shore. DE // BC B 100° D 3 4 5 F 1 2 6 8 30° 9 7 50° A C E a) m ∠1 = ________ m ∠4 = ________ m ∠7 = ________ m ∠2 = ________ m ∠5 = ________ m ∠8 = ________ m ∠3 = ________ m ∠6 = ________ m ∠9 = ________ Justify your answers. District of Bedford. Chateauguay Valley (Protestant). ∆BDF and ∆CEF are congruent.

__________________________________________________________________ (g) I am the only triangle with an altitude which is one of my sides. __________________________________________________________________ (b) I am the only triangle with exactly 1 axis of symmetry. __________________________________________________________________ (j) I am the only triangle whose medians. __________________________________________________________________ (d) I am the only triangle with no perpendicular medians. District of Bedford. __________________________________________________________________ (f) I am the only triangle with 3 perpendicular medians. __________________________________________________________________ – 29 – Math 116 materials prepared by teachers of the South Shore. Who am I? (a) I am the only triangle with no axis of symmetry. Who Am I? 1. __________________________________________________________________ (c) I am the only triangle with 3 axes of symmetry. __________________________________________________________________ (i) I am the only triangle that has exactly 1 altitude which is also a perpendicular bisector and a median. __________________________________________________________________ (h) I am the only triangle with exactly 1 axis of symmetry which is also a median and a right bisector. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Chateauguay Valley (Protestant). . __________________________________________________________________ (e) I am the only triangle with exactly 1 perpendicular median. angle bisectors and altitudes are one and the same.

rectangle. rhombus. Compile your results in the table at the end of this section (see page 38). 1. – 30 – Math 116 materials prepared by teachers of the South Shore. . Square H C G E J B D I A F (a) Do the diagonals of squares bisect each other? __________________________________________________________________ (b) Are the diagonals of squares perpendicular? __________________________________________________________________ (c) Are the diagonals of squares congruent? __________________________________________________________________ (d) Draw two other squares and verify that your findings are still valid. isosceles trapezoid. Properties of the Diagonals of Quadrilaterals A diagonal is a line segment joining two non-adjacent vertices. The properties of the diagonals of the following quadrilaterals will be explored: square. District of Bedford. Chateauguay Valley (Protestant). parallelogram. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

Chateauguay Valley (Protestant). District of Bedford. – 31 – Math 116 materials prepared by teachers of the South Shore. . Properties of the Diagonals of Quadrilaterals 2. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Rhombus H A D E G B C F (a) Do the diagonals of rhombuses bisect each other? __________________________________________________________________ (b) Are the diagonals of rhombuses perpendicular? __________________________________________________________________ (c) Are the diagonals of rhombuses congruent? __________________________________________________________________ (d) Draw two other rhombuses and verify that your findings are still valid.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. – 32 – Math 116 materials prepared by teachers of the South Shore. Rectangles E H A D B C F G (a) Do the diagonals of rectangles bisect each other? __________________________________________________________________ (b) Are the diagonals of rectangles perpendicular? __________________________________________________________________ (c) Are the diagonals of rectangles congruent? __________________________________________________________________ (d) Draw two other rectangles and verify that your findings are still valid. District of Bedford. . Properties of the Diagonals of Quadrilaterals 3. Chateauguay Valley (Protestant).

. Chateauguay Valley (Protestant). Parallelograms H B G C J E I A F D (a) Do the diagonals of the parallelograms bisect each other? __________________________________________________________________ (b) Are the diagonals of the parallelograms perpendicular? __________________________________________________________________ (c) Are the diagonals of the parallelograms congruent? __________________________________________________________________ (d) Draw two other parallelograms and verify that your findings are still valid. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. District of Bedford. – 33 – Math 116 materials prepared by teachers of the South Shore. Properties of the Diagonals of Quadrilaterals 4.

Isosceles Trapezoid A D E H F G B C (a) Do the diagonals of isosceles trapezoids bisect each other? __________________________________________________________________ (b) Are the diagonals of isosceles trapezoids perpendicular? __________________________________________________________________ (c) Are the diagonals of isosceles trapezoids congruent? __________________________________________________________________ (d) Draw two other isosceles trapezoids and verify that your findings are still valid. District of Bedford. . Properties of the Diagonals of Quadrilaterals 5. Chateauguay Valley (Protestant). – 34 – Math 116 materials prepared by teachers of the South Shore. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

District of Bedford. Properties of the Diagonals of Quadrilaterals 6. – 35 – Math 116 materials prepared by teachers of the South Shore. . Chateauguay Valley (Protestant). L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Kite A B D E F H G C (a) Do the diagonals of kites bisect each other? __________________________________________________________________ (b) Are the diagonals of kites perpendicular? __________________________________________________________________ (c) Are the diagonals of kites congruent? __________________________________________________________________ (d) Draw two other kites and verify that your findings are still valid.

Properties of the Diagonals of Quadrilaterals 7. . Chateauguay Valley (Protestant). District of Bedford. Trapezoid (with only one pair of parallel sides) A D E H F G B C (a) Do the diagonals of these trapezoids bisect each other? __________________________________________________________________ (b) Are the diagonals of these trapezoids perpendicular? __________________________________________________________________ (c) Are the diagonals of these trapezoids congruent? __________________________________________________________________ (d) Draw two other similar trapezoids and verify that your findings are still valid. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. – 36 – Math 116 materials prepared by teachers of the South Shore.

perpendicular and bisect each other? – 37 – Math 116 materials prepared by teachers of the South Shore. District of Bedford. Properties of the Diagonals of Quadrilaterals 4. Chateauguay Valley (Protestant). What figure is obtained when the diagonals: • intersect at right angles? • intersect at right angles and only one diagonal bisects the other? • bisect each other? • are congruent and bisect each other? • are perpendicular and bisect each other? • are congruent. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. .

__________________________________________________________________ – 38 – Math 116 materials prepared by teachers of the South Shore. Justify each of the following statements: (a) A square is a rhombus. District of Bedford. Complete the table which summarizes the properties of the diagonals within different quadrilaterals Diagonals Diagonals Diagonals Diagonals are Properties are Bisect are Perpendicular Congruent Each Perpendicular Bisectors of Other Each Other Quadrilaterals Trapezoid (with only one pair of parallel sides) Isosceles Trapezoid Parallelogram Rectangle Rhombus Square 6. . __________________________________________________________________ (b) A rectangle is a trapezoid. Chateauguay Valley (Protestant). __________________________________________________________________ (c) A rhombus is a trapezoid. Properties of Diagonals of Quadrilaterals (continued) 5. __________________________________________________________________ (d) A square is a parallelogram. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant.

L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. . – 39 – Math 116 materials prepared by teachers of the South Shore. Chateauguay Valley (Protestant). The shading will cause a “desert” shape to occur. Classifying Quadrilaterals Shade the whole box if it has an incorrect figure. District of Bedford.

. Construction of Triangles 1. District of Bedford. Chateauguay Valley (Protestant). – 40 – Math 116 materials prepared by teachers of the South Shore. Construct a triangle that has: (a) sides measuring 7 cm. (b) an angle of 30° contained by sides measuring 20 mm and 40 mm. (c) angles of 78° and 52° at the endpoints of a segment measuring 6 cm. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. 6 cm and 4 cm.

How many isosceles triangles can be formed with a side of 4 cm and an angle of 50°? Construct your solutions. 3. District of Bedford. Construct an isosceles triangle having: • an angle of 50° contained by its two congruent sides. – 41 – Math 116 materials prepared by teachers of the South Shore. . Construction of Triangles (continued) 2. • an altitude of 5 cm from the vertex of the 50° angle. L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Chateauguay Valley (Protestant).

2 cm (b) a rhombus with diagonals measuring 5 cm and 8 cm (c) a rhombus with side measuring 3 cm and one angle of 40° – 42 – Math 116 materials prepared by teachers of the South Shore. Construct the following quadrilaterals with the given measurements: (a) a square with side measuring 4. Chateauguay Valley (Protestant). District of Bedford. . L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. Construction of Quadrilaterals 1.

Construct a parallelogram with sides measuring 5 cm and 7 cm and an angle of 65°. forming an angle of 30°. District of Bedford. 3. Construction of Quadrilaterals (continued) 2. . L’Eau-Vive and Brossard School Boards with funding provided by a PEOPT grant. – 43 – Math 116 materials prepared by teachers of the South Shore. Construct a rectangle with diagonals measuring 6 cm. Chateauguay Valley (Protestant).