the Art of Problem Solving Introduction to Crentaiay Richard Rusczyk errorof Contents. Contents and Introduction ‘Table of Contents Legal Information How to Use This Book Acknowledgements 1 Whats in a Name? 1.1 Why Names ana Symbols? 1.2 Ponts, nes, and Planes 113 Round end Round 1.8 Construction: Copy 2 Segment 1.8 The Burden of Proof 1.6 Summary Angles 21 Whatis en Angle? 22 Measuring Angles 2.3 right and Vertical Angles 2.4Paralel Lines 25 Angle in 2.sterer Angles 27 Parallel Lines Revises 2.2Summay Review Problems Challenge Problems 3 Congruent Triangles 2.1 teroauetion 3.285 Congruence 3.3 SAS Congiuence 4 ASA and AAS Congruence '35SSANotNecescany Cngruence 8.6 Ieosoeles and Equtatera Triangles 3,7 Conetruction:Equlateral Tangle and Perpendicular Bisector 2.8Summary Review Problems Challenge Problems 4 Perimeter and Area 4.1 Perimeter a2aces 44.3 same BaserSame altude 44 Summary Review Problems Challenge Problems 5 Similar Triangles 5.1 hat is Sine? 5.2AASimlarty 5.358 Sinletity 54595 Similarity 5.5 Using Similarty in Probleme 5.6 Constucton: Angles and Praile 87 Summary Review Problem Challenge Problems 6 Right Triangles 6:1 Pythagorean Theorem 6.2 Two Special Right Tangles 6.3 Pytnagorean Tapes ‘6.4 Congruence and Similony Revised 6.5% Herons Formula {6.5 Construction: Perpendicular Lines 67 Summary Review Problems Challenge Probleme 7 Special Parts of a Triangle 71 Bisectors 12 Perpend 73 Angle Bisectore ofa Trangle 74 Medtane 7.5 Alktudee 16x Challenging Problems 77 Construction sectors 72Summary Review Problems Challenge Problems cur Biectors ofa Triangle 8 Quadrilaterals, 8.1 uedulateral Basis 8.2 Trapezoids 8.3 Paclelogrems 8.4Rhomb 8 SRectancles 8.6 Squares 8.7 and Only if 8.3% Quaclaterl Probleme 8.9Summary Review Problems Challenge Problems 9 Polygons 9.1 Introduction to Polyaons 9.2Angles in aPolygon 9.3 Polygon Area 9.4 Polygon Problems 9.5 Conctruction: Regular Polygons 8.5 Summany Review Problems Challenge Problems 10 Geometric Inequalities 10.1 Sees and Angles of Triangle 10.2 Pythagoras Not dst Fee Right Tralee? 10:3 The Tangle Inequally 10.4 Summary Review Problems Challenge Problems 11 Circles 11 Ate Measure, Are Length and Ckeumference 12a 11.3 Funky ees 114 Summary Review Problems Challenge Problems, 12 Circles and Angles 12.1 sorbed Angles 12.2 Angles inside and Outside Ciles 12.3 Tangents 12.4 Problems 12:5 Conetration:Tangente Review Problems Challenge Problems 13 Power of a Point 12: Whatie Power of «Point? 12.2 Pawer of Pent Probleme 13:3 Summary Review Problems Challenge Problems ‘14 Three-Dimensional Geometry 14 Planes 142 Prisms M43 Pyramids 14.4 ReaulerPoleda 145 Summary Review Problems Challenge Problems, 15 Curved Surfaces 15.1 cylinders 18:2Cones 152 Spheres 154 Problems 185 Summary Review Problem Challenge Probes 16 The More Things Change. 16.1 Tranlations 16:2Rotatione 16.3 Reflections 184 Diation 16.5 Changing the Question 166 Consinztion: Transformations 1627 Summary Review Problems Challenge Problems 17 Analytic Geometry 17. Lines 172¢rcles 17.3 Basle Analyte Geometry Problems 174 Proofs with Analytic Geometry 17 Distance Betws a Point and a Line 176 Advanced Analyte Geometry Problems 177 Summary Review Problems Challenge Problems ‘18 Introduction to Trigonometry 18.1 Trigonometry and Right Tansles 18.2 Not ust For Right Triangles 18.3 Law of Sies and Law of Cosies 18.4Sunmay Review Problems Challenge Problems 19 Problem Solving Strategies in Geometry 19.1 The Extra Line 19.2 Assigning Vaibles 19:3 Proofs 19.4 Summary Challenge Problemsee ee ee ee ee. easton of npn of tis book wivet he wt pemon of A2PSReupaldes iely enBted, el eta ue abe oncom ‘ses cenes eten 107 18 oF eS. onIACL ‘is ore sone usa soy ute tems cr ACPS Incorporates Orne Bok Less Aan aan ESE tse. (ese) er4593 Pret Yersien SEN 378-138126086 fen) $7 13E104089 (ons) Core nage decd Yarses Rusk ng Yl toe Cor ces 2 site image ofthe Mig ier Das for MASA ath ‘bac tdapot ef toca an compaat VarnesHow to Use This Book Learn by Solving Problems “This books probably ver ferent from most ofthe math bocks that you have read before, Webeleve thatthe best way to learn ‘mathematics is by saving problems. Lots and lts of probe. Infact, we believe thatthe best way to leam mathematics isto tty to sohe problems tet you dont inow howto do, When yeu discover something on your com, youl understand f much beter thanif someone just tes ito you Most ofthe sections of ths book begin wit several problems. The solutions to these problems will be covered in the tet but ty te solve the problems before reacing the section Ifyou cant salve some cf the problems, that’s OK, because they wil all be fully solved as you ree the section Evenfyou solve all ofthe problems, ts silimportant to read the section both to make sure that Your Solution is cvrect, and alse because you may find that the Books colton Is simpler ar easier to understand tan you cw, It yu fing thatthe problems are too easy ths means that you should ny harder problems. Nobody leans very much by soling robles that are too e959 fr them. Navigating This Book From any page inthe book, you can clekon the mage ofthe bock’s cover Inthe topleft comer to view the table af contents. On large-seteen devices, you ean alo click anywhere onthe lt-side navigation bar to jmp to the carresponding section of he ‘book You can use the lft and right erons atthe top ofthe page to mave to the previous ornext chapter or section ofthe book. Most sections begin vith all of the problems that appear in the section, as explained In the “Learn by Saving Prblems* ‘supsection above, Clicking onthe Jump to Souton nk wll ump forward inthe section toner hat problem and ts alution ‘appear inthe tet. Hovering over a paragraph will create @ small jfeon i the left magn. Clicking on that ioon wl pop up @ window wih ‘ermanet nko that paragraph, You ean cut-and pate ti lnkinte an emall message or community post Interactive Features ‘There ere ceveral Interactive festures bull into the book. lenin book ar inked te the AoPS commun, £0 thet atudente using the online pace ean clacute the back wth other students. lek on thet Communty Icon next to section or problem to view al ofthe cscussions about tat section or problem. Click the V New Topic icon to start anew discussion topic ebout the ‘section or problem, “This book is also linked to Alcumus, Ar of Problem Solving’ innovative online lestring system, Clicking on the 9 Acumus link st the top ofa section takes you to Alcumus. This gives you the opportunty to work on addtional practice problems that enforce ‘the material n your curent section ef the book. (Natal sections ae linked to ATcumus, eo the icon may not appear atthe top of ‘some sections) To leam mere about lcumus, clk hee Explanation of Icons ‘Trroughout the beok, youl see various shaded boxes and Icons. ‘Concept: This will be a general problem-solving technique or strategy. These ae the “ays! to | becoming a better problem solve! Important: Ths wil be something Important that you should lear. might be @ formula, 2 J saltontetnias oa causton WARNING Beware you see this box! The will point out 9 commen mistake opal ° Game: Remember maths fun! This box wil contain 2 game to tink about. ‘Sidenote: This box ill contain material which, although Interesting, Is ot part of the main material ofthe tex is OK 10 skip over these boxes, but if you read ther, you might learn something intresting) Bogus Seluton: Just Ike the impossible cube shown to the lef, thers something wrong wth any y__ tater anew tito tra! This lean “Extra” and might be a quote, some biographical or Nstrcal background oF y__eitens an interesting oe to nk about Exercises, Review Problems, and Challenge Problems ost sections end with several Exercises. These vil test your understanding ofthe meter that wes covered nthe section that you just finished. You should try to ol al ofthe exerices. Exercises marked with ax are ore difical, Most chapters have 3 section containing Review Problems, Thece are probleme which tect your underetandng ofthe material ‘covered inthe chapter. You goal should be to salve mest oral ofthe Review Problems for every chapter ~ if your unable to do this, means that you have yet mastered the material, and you should probably go back and read the chapter again. ‘Allof the chaptre end with acection containing Challenge Problems. These probleme are generally more difeit than the other robles inthe book, and wil eli test your mastery ofthe material. Some ofthe ate very. very hed ~ the hardest ones ae ‘matked with 2. Dorit necezcaly expect tbe able to solve al of he Challange Probleme on your fret ty ~ these ae difcut Droblems even for experienced problem solves. If you ate able fo solve lige number of Challenge Problems, ten ‘congratulations you are on your way to becoming an expert problem cole, You ean type your seltion or notes for any Exercise, Review Problem or Challenge Problem direct into the book. Your wok wll automaticaly be saved. You won beable fo view the solution to @ problem utilyou tye someting in the solution box. Meany problems come with one or move hints. You can view any avalabe hint by eSching on the Flt link efter the problem ‘statement. You can then hide the hint by again licking onthe Hint ink. Its very important that you fst try to salve the problem ‘nithout peeking atthe hint, Only ater you've seriously thought abouts problem and ae stuck should you look at hint. Alo. for problems which have multiple hints, use the hints ane at atime; doit goto the second hint until youve thought about the fest ‘The solutions to al of the Exercizes, Review Problems, and Challenge Problems are bul nto the book. ilbking the Show Soluton button wil spay the solution but you werkt be able 10 slew the solution until you've made an attempt 19 solve the problem and typed something nto the solution box. Once you've viewed the solution, you can add notes tothe eolton in & ‘separate box. You ean also click the Reset button o clear your soluton ard notes and start fresh Here are some verympertant things ta keep in mind about the solutions: 1. Make sure that you male a serous attempt at the problem before looking atthe solute. You shoul think hard about a 5roblem before deciding o give up and o0% at the salut. Remernber, ance you wew @sonon you cant change what you typed for your solution 2. Aer you salve a problem, i's usualy @ geod idea to 96 the solution, even if you thnk you know how to se the problem. ‘Our solution might show you a quicker or more concise way to sole the problem o it might have a completly ferent ‘solution method that you might not have thought of 3. Ifyou have to lock atthe solution m order to solve a problem, make sure that you make @ note ofthat problem. You cen then comeback to the problem in @ week or two to make sure tat you re able o solve ton your own without esorting to the sostion. Resources Here are come ether goo resources for you further pursue your study of mathematics: 1 -Artaf Problem Solving has a complete library of books (both pnt ané online) specially designed for aué math students: 1 The nteduction series: Prealgbr, Introduction to Algetra, ttoducton to Counting & Probably, and Introduction to Number Theory, designed for students n grades 6-10. 1 The Intermedate series: Intermeciate Algeba, Inemedate Counting & Probabity, Precalculss, and Calcul, designed for stent in gadias 912. 1 The Problem Soluing series: designed for students preparing for math competttens. In adcton to our classes the {Art of Problem Seiving Velume I the Basis (for students i grad 7-10 preparng for MATHCOUNTS and the AMC {8/1/12 contests) andthe Art of Problem Sana. Volume 2: and Beyond (ar students in grades 912 preparing for ‘advanced contests such asthe AIME), we leo have Competition Math for Mile Sehocl, 18235 Academy: a ful igorous, entertaining cumiulum for aspling math beasts n grades 2-5 1 The rtof Problem Solving website contains many oer resources for students +The AoPS Community hastens of thousands of members (i you are reaing this online book, youre a member to!) and lions of posts ona variety of math, problem solving, and ctr fun topics 1m, our fee adaptive online learning system containing over 13000 practice provlems 1 Forthe Win eur free Interactive online game nepted by the MATHCOUNTS Countdown Round + Our vast vices litrary contains hundred of videos featuring AGPS founder Richard Ruscayk. + Leam LaTeX, the mathematical typeseting eystem used by most professional mathematicians and scientists, rom ‘our witely-used LaTex guce and practice your LaTex skis wit he Texex 1+ AOPS Community members cllabrate to bull the AoPSHi. + Wehave a colecton of ences ona variety of prablemsolving topics, You can hone your problem solving skis (and pethaps win prizes) by participating in various math contests. Please see the Acknowledgements section of this back for more information, A Note to Teachers We belay that students lean best when they te chellerged wth hat problems tha fst they may not know ow to 60. This isthe motivating philosophy behind te book, Rather than fst introducing new material and then giving tudente exercises, we present probleme at the cart of each section ‘that siucents should ry to solve Deore the new material's presented The goal so get studens o discover there material on their own. Often, complicated problems ae broken nt smaller pats, co that students can discover new techriques cre piece at 1 me, Then the new material Is formaly presented Inthe text, ard full slstions fo eat problem are explained long with problem solving sategies. We hope that teachers wil find that many students wil discover most of the material in tis book on their own by wotking ‘though the problems. Other students may leam Dette fim a mere wreltional approach of fist seeing the new material, then working the probleme. Teachers have the flexbilty to use either approach when teaching fom this book. ‘The book i linear in coverage, Generally, stucents and teachere should progress straight through the book in order without skipping chapters. Seotions denoted wth % contain supplementary material thet may be safely sloped. In general chapters _arenotequain length, co ferent chaptere may take diferent amount of classroom time.I Fe perorteagement Contests We would lke o thank the folowing contests for allowing us to use a selection ef ther preblems inthis book: = The American Mathematics Competitions, saris of contest for US middle an high school students, The AMC @, AMC 10, and AMC 12 contests are mutplechoice taste that are taken by over 35,000 students every year. Top scorers on the [AMC 10 and AMC 12 are mite to take the American Invitational Mathematics Examination (AIME), which is a more Aca, shorvanswer contest. Approximately 10000 students every year participate In the AIME, Then, based on the results ofthe AMC and AIM cortests, about 500 students are imvited to participate in the USA Junior Mathematical (Olympiad (USAJMO) ana USA Mathematial Olympiad (USAMO), 2-ay, nour examinations in which each stusent must show all of his or her work. Results ffom the USAUIMO are used to invite students to the Math Olympiad Summer Program which the US. 2am forthe International Mathematical Olympiad (IMO) is rained Mere Information about tne ANC contest canbe found on the AMC website a ictp wns. maa, org/ath-compettions, ‘= MATHCOUNTS®, the premier contest for US. middle school students, MATHCOUNTS is 2 national enrichment, coaching, and competion program that promotes me school mathemati achevement though raserots involvement In every US. state end terttory with over 160,000 students participating In 2012-14. President Barack Obsma, and former Presidents Bush, Clinton, Bush and Reagan have all recognized MATHCOUNTS in White House ceremonies. The MATHCOUNTS program hes also received two White House otations ae an outstanding piste sector inate, More Informations avalabl at itcp:/ ss mathcounts org. 1 The Mandelbrot Competition which was founded in 1990 by Sandor Lehoczky, Richard Fusczyk are Sam Vanderelde ‘The sim of the Mandelarot Compettion ie ta provide challenging, engaging mathemstical experiance wich i beth competitive and educational. Students compete both as inviduals and in teams. The Mandelbrot Competition i offereé 1 the national level for more advanced students and the relonal level for less expenenced problem solvers. The Mandeliot Compettion ie curently on hiatus until 2017. More information can be found et icte:// 1 The Harvard-MIT Mathematics Tourmament (HMM), which s = twice-anrusl math tournament for high sahool stunts, hel at MIT and Harvard is run exclusively by MIT and Harvard students, most of whom themselves participated in math Contests in high school More information ie avaiable ath: ware. nit. du 1» The USA Mathematical Talent Search (USAMTS), which was founded in 1989 by Professor George Berzseny. The USAMTS is a free mathematica competiton open to all United States mide and high chol students. As oppoaed to ‘most mathemati competitions, the USAMTS allows students fll month to work aut thet solutions. Carefully wrtten |ustficetons are required foreach problem. Mere information's avalable at ite 9:/ass-usomt>.0°8. 1 The American Regions Math League (ARML), which was founded in 1976. The annual ARML campaition brings together rneary 2000 of tha nation's fnest students. Thay meet, compete against, and socal wth one another, forming fendshios and sharpening thee mathematical skils. The contest is writen fr high school students, akhough some exceptional junior hgh students attend each year. The compettion consists of several events, which Incl a team round, 8 power question (in which team selves prooforented questions), an invdual round, and two relay rounds. More Informations avaliable at to://arn1.com How We Wrote This Book ‘This book ta callabocave effort ofthe taf of the Art of Problem Solving, Richara Rusceyk was the lead author for his bodk, and wrote mast ofthe text Some ofthe Sidebar and Extra sections were prepared by Ashley Rater Ain Vanessa Rusc2yk, and Naoki Soto, Te soltions were ween by Ruozhod ia, Bran Ree, lehate use2yk, nd NBok Sato. Extensive proofreading of ‘the manuscriot was cone by Mathew Crawford, Lisa Davis, Amandla Jones, David Patrick Tim Lambert Naokt Sato, and Joke \ildstrom, Vanessa Rusez)k designed the cover and slso contibited greatly to he nenor design of the book. Oa Paik. Nook Sato, Ravi Boppana, Meena Boppana, Valentin Voricu, Greg Brockman, Lary Evans, ard Joaeph Lauren contbuted problems and proofreading to the second edtion. ‘Tre author would also like to thank Josh Zucker whose comments about haw he learmed mathematics inspired the questions beforesnelessons approach of etext. ‘Te pin version ofthis book wae wrtan using the LaTeX document processing sytem, andthe clarame were areparec using Metapost ard Asympite. We thank the authors of the various LaTeX packages tht we used while preosting this beck, ane also ‘the lant authors of The LaTeX Companion fer wrtng a reference dock that Isnt only thorough Bt also very readable The source fle forthe pert book were intially converted to ths online Book using script wnt n the Python programming language. Palmer Mebane managed the conversion ofthis book from pit to enline and Paul Selemo aso wrote tools used in ‘he conversion. Jason Batterson andthe Jacob Tyer Creative Group desgned the ook an feel ofthis one book. James Fun Shalley Garg, Kyle Gullet, Tacha Moyer, David Patrick, Shannon Rogers, Any Szszepanck, Deven Ware, Phylis Xu, and Laura Zenner al elped to review and ei the onine book content Dedication For Professor Harolé Rete, vino brought me back to education and for Vanessa Ruse2yk, whose confcence in me and love of ‘the desert has kept mehere ever since‘The Golden Ratio Spiral Donat bh at teons ove tem ere pone infact memento ee ener of ees ons. ~ Read Fan CHAPTER 1 What's in a Name? Each of thece images hele tll a story. Throughout this book well share these cores wth you, but before we tll these stores, we havetoname our charectess. 1.1 Why Names and Symbols? To convince you that names and symbols are useful well star atthe end ofthe book instead ofthe beginning. Heres the final ‘example poblem mths ok, writen without any special symools or names. ‘raw tee points and connect each to he other two with srslgnt paths, Also, draw the erle thet passes though sl three af these pointe. Then, ers line through ane of thase hee pons auch that the line goes nse the re39n you ust formed anc is equelly lose tothe two other straight paths you formes italy though ths point Draw the excle that goes through the one cf your three fst pein you jst drew line through through the paint where this ne hts ‘the staight path that connects the other two of your frst tree poets, and tough the pointes nalFway between these two ether points Consider he two paths from the pont we dew the extra line trough tothe athe to of our fret tree pains. These paths hit our second ciele before they nit these other two polnts. Show thatthe distance from where the cle nis ‘these paths to the pints where these paths end ethe same fo beth paths. you can make much sense ofthis prablem, youre a much more careful reader than Iam! We need some special names and ‘symbols so we can communicate mathematical ideas more simpy1.2 Points, Lines, and Planes - fig 11:8 Pot ‘A dot. speck. In geometry a point you ned on pl, yu be awfully Bored. There would be no UP and dwn, no aht and eft, You court move any amount in any tection, Since you can't move on your point n any dcecton we say e pont has 0 fimensions. In oder atl one pint rom another, we usually abel hem wh capral eters, suchas point P above, 4 Figure 12:ASegmert [Now aay you got so bored on one pont tha you just had t go 10 another point. there were straight path fom ane pont 19 natn that path woul be called line segment, or just a Segment. The Wo points at the ends of @ segment te cleverly elles the endpoints ofthe seament. We use these endpoints o label the seamen For example, AB isthe segment fom A to B. To oe oe (2) Whatis the measure in degrees of AO B? (0) Whats the measure in degrees of ZCOD? (©) Whatis the measure in degrees of / HOF? (6) Whatis the measure in degrees of ZGOH? (©) Whats s0 special about 360, why do we use 360 forthe number of degrees in a whole crc? Do not use protractor, use what you ere told about the angles inthe text. Problem 2.3 4 dump to Solution Given that ZWOY = 60 and ZWOX = 20°below find NOY | /« “G & Problem 24 “4 Jump to Soltion| Suppose instead of measuring an angle the ‘regular’ way, we go the Tong’ way eround, as shown inthe 5 diagram. The ‘equa’ angle PQA has measure 40°. What isthe measure of the long’ way around angle? = “ag oy 8 Problem 2.5 “4 Jump to Soltion| Use your protractor to create a 37° angle and @ 143° angle. or ee Solution for Problem 2.1: The protactor tee is hal cole (which we cal semiiele); we use Ito measure the number of degyees of cle the angle cuts of. Here are the stops we fallow to use our prtactr to measure anges: 1. Place the protractor on the angle 2o thatthe vertex ofthe angle is exactly where the center of the cle would be Hf the protractor were a whole circle. Your protractor shoul clearly show ts center por; fs near herd ofthe stvaight side 2. Tum the proiactor so that one side ofthe angle along the ‘eo line ie, the line though the centerpoint akong the straightedge ofthe protractor, 2 Find where he omer side of eagle meets he caved side of he pratr Te number hte els othe esse of ‘heard For ZYOZ, we put ur protractor on the page as shown below We line up side OZ of the angle wih the zero Ine of the rac lacing the center pol f the rotator over. Wend that sie OF hts te cured edge at 0" When we follow tis procedure with ZCLX D, we find that there are two numbers where XD meets the curved edge in the folowing grr We nut tke he ama of hese minders ~ lary here re 0 degrees, ot A dors stwsen NC and XB. We ean also note hat ZCX Die ss tan hal te ene semiccl cos meature mst be he smal ofthe two numbers where XD meets the curved edge o the rotator \iecan seo ute the above carer to find the messune of ZX FE Once again our angle nit pot on the curves eae win ‘yo numbers, but this time we know the angle is greater than 90 (since the ange is more than half the semicitle). Thus, we naw tat ZONE — 115" Fina we can place the retractor as inthe Glagram below tofind thet ZDX = 757 @ ee eee e, raw ot lu C ae Notice tat ZOX'D + ZDX'E = ZCX'E. this anton accident! Since ZOXD and DX share sie and 8 vertex, puting them together gies ZOX E. = ie saw in Problem 21 that lnowing whether an angle i geste than or less than 90° is necessary for finding measure using 8 protractor This Ole such an important meseure that angles tat are 0" Ihave a special name ight angles. We usualy mark ight angles with slile box as shown in ZJACL at ‘ight. Two lines, ayo ine segments that form aright enge ate ead to be perpendicular TR and RT. ‘are perpendicular; we can use the symbol | towntethis brety: JK 1 KL. angles that ate less man 90° ae called acute, and those that are greater than QO? but less than 180° ate called obtuse ‘Sometimes we wte the measure of en angle inside the angle as shown above ee Se eee pease SviereTE ore ed tO th wel nut Sao for eben 22: Since a whole cles 360 and Z ADB is 1/4 cle ne have 2408 = (3) 60") = 90° Wecan tote the tere angles inexact te came ay 120" cco = (2) oa) cor = (+ cxor- (33) econ = (3) ary =a 360") = 30° ‘The number 260 comes ftom the ancient Babylonians. Te Babylonians weed @ number system with 60 digs, inetend of our decimal system, which oly has 10 digits. When choosing a umber of degrees fr a whole circle, they were Ikely influenced by ‘thelr number system and possibly by setronomy (a year has around 260 day). However, look a our anewers above pont 10 iat might have been the largest factor in choosing 360. The Babylonians, ike most people today, probably hated fractions. ‘Since 360 i delle by lots of efferent numbers, many common angles in eomety have integer measures Had we Used 100 degen deltneenrcenas Ih egenheper deo Problem 23 ae Solution for Problem 2: As we just saw in Problem 2.1, we can combine two angles that share a side and vertex to make @ third whose measure equals the sum of the measure ofthe ist to. Applying this to the diagram inthe problem, we see that ZWOX + ZXOY = ZWOY. theetore 20" + ZXOY = 60",00 2XOY = 40". ‘We call anoles that share sie ke ZWOLX and Z NOY in Problem 23, adlcent angles or) ore ts ote Solution for Problem 2.4 we imagine cur ‘egulr angle PQ cuting off a cle, we know tt cuts off 40” ofthe cele. The “long way round then must be the rest of the oie. Since a whole ckele 1s 36IF, the remainder of cur ove Ie 360" 40" — $20" 5 ‘Angles that are greater than 180 are called reflex angles. They at rarsly enporant in problerns Wie rsh cu lscussion of measuring ances by leaming how to draw them given angle measurements eee ere eres Sotuton for Problem 2.5: We start with one side, OA of te 37" angle, which we can daw anywhere. To creste the oer side, We se our proactorto figure ou where the other side would have to go ln erder to make a 37" angle. We place our prowactor aver a as twe are measuring an angle wan OA as a sie. We then find the 37° point onthe cuved side, since 237° ange would hhave to go throh this pont. As weve noticed before, our protractor has two 7's, one on each side. Since a 37° angle is clearly ‘cute, webnow'to choose pint Hn the igue onthe next page, thus making an angle that is less than 0 ‘Surilarly we have two choices when we bulld our 143° angle. Ts te we choose the one that creates the obtuse angle, as ‘showin nthe diagram below. Exercises Use your protactr to make angle withthe following measur: or (6) 45 as* (a) 220 {ype your solution notes and/or work here ‘Use your protractor to measure the angles shown, Classify each angle 9 ight, acute, or abtute (@ 2x “Type your slution,netes ander wor here (©) ZABC ang DBC 2 a e {be your solution, notes andor work hee (© ZPQR.ZPRO,and ZRPQ. Q R > ype your solution notes andor work hee, ‘Baral The golden ratio that we discussed in Section 1.6 here does Not only appear in v ‘geometry Fer example, canelderthe Fibonacel sequence shown below. 1,1,2,3,5,8, 18,21, 34,55, 89, LA, 233 The frst two terms ofthe sequence are both 1, and each subsequent erm isthe sum ‘ofthe previous two terms. Caleulate the rato between each teem andthe tem before such a8 34/21 ~ 1.619. See anything interesting?