# This set of activities is designed to support basic Geometry – in particular the properties and behaviour of angles in circles.

Page 1 of 3

SUGGESTED SOLUTIONS Tasks 1, 2, 3 and 6 can be assessed on the work presented on the Answer Sheet. Tasks 4 and 5 will need to be assessed electronically by examining and testing the completed construction(s), and ensuring that the procedure is accurately recorded on the Answer Sheet. This could be done in class (if time permits). REMIND STUDENTS TO SAVE FREQUENTLY DURING THE CLASS ACTIVITIES. TASK 1 ANGLES AT THE CIRCUMFERENCE STANDING ON THE SAME ARC

The classic “butterfly” construction figure is an easy straightforward task to start with. Answers : a) Students will have different values. b) ∠AMB = ∠ANB c) Move A or B, and the measured angle values change Move M or N, and the measured values do NOT change TASK 2 ANGLES AT THE CIRCUMFERENCE AND AT THE CENTRE STANDING ON THE SAME ARC

Another straightforward construction, but there are several complications : (a) the angle at the centre can only be measured up to 180˚ – beyond that the program then measures the angle on the other side. (b) depending on the precision of measurement selected, the relationship between the two angles may not always be exactly two (2). This is due to rounding off errors within the program. Answers : a) Students will have different values. b) ∠AOB = 2 × ∠APB c) Move A or B, and the measured angle values change Move P, and the measured values do NOT change d) Both angles have obtuse values. (the program cannot measure reflex angles) 360˚ – ∠AOB = 2 × ∠APB TASK 3 AN ANGLE IN A SEMICIRCLE

This task and its followup carry through this concept quite powerfully. Answers : a) ∠ACB = 90˚ b) It is a RIGHT angle c) The values does NOT change d) The vertex at which the right angle of the triangle is located lies on the circumference of the circle. Since the hypotenuse is acting as a diameter, it is illustrating the same feature in another way, that the angle in a semicircle is a right angle.

Page 2 of 3