1 2 Line Segments and Distance

1-2
Line Segments and Distance
Find each measure. Assume that each figure is ALGEBRA Find the value of x and BC if B is
not drawn to scale. between C and D.
1. CD 3. CB = 2x, BD = 4x, and BD = 12
SOLUTION:
Here B is between C and D.
SOLUTION:
So, CD = 3.8 in.
ANSWER:
3.8 in.

Therefore, x is 3. BC = 2x = 2(3) = 6.
2. RS
Thus, BC is 6.

ANSWER:
SOLUTION: x = 3; BC = 6
So, RS = 2.4 cm.

ANSWER:
2.4 cm
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1-2 Line Segments and Distance
4. CB = 4x – 9, BD = 3x + 5, and CD = 17 6. WZ
SOLUTION: SOLUTION:
Here B is between C and D.
The distance between W and Z is 9 units. So, WZ =
9.
ANSWER:
9

Then x = 3.
Use the value of x to find BC.
BC = CB = 4(3) – 9 = 3
ANSWER:
x = 3; BC = 3
Use the number line to find each measure.
5. XY
SOLUTION:
The distance between X and Y is 8 units. So, XY = 8.
ANSWER:
8

TIME CAPSULE Graduating classes have 8. A(4, 9), C(9, 0)
buried time capsules on the campus of East Side
SOLUTION:
High School for over twenty years. The points
Use the Distance Formula.
on the diagram show the position of three time

capsules. Find the distance between each pair of
time capsules.

The distance between A and C is or about 10.3
units.

ANSWER:
7. A(4, 9), B(2, –3) or about 10.3 units
SOLUTION: 9. B(2, –3), C(9, 0)
SOLUTION:
Substitute.

The distance between A and B is or about 12.2
units.
ANSWER:
or about 12.2 units
The distance between B and C is or about 7.6
units.

ANSWER:
or about 7.6 units

10. ANALYZE RELATIONSHIPS Which two time 13. SV
capsules are the closest to each other? Which are
farthest apart?
SOLUTION:
Look at the distances found for each segment AB, SOLUTION:
AC, and BC. Since BC is the shortest, B and C are
the closest to each other. Since AB is the longest
distance, A and B are farthest apart.
ANSWER:
B and C; A and B
So, SV = 1.5 in.
Find each measure. Assume that each figure is
not drawn to scale. ANSWER:
11. JL 1.5 in.
14. PR
SOLUTION:
SOLUTION:
So, JL = 1.1 cm.
ANSWER:
1.1 cm
12. EF So, PR = 2.1 mm.

ANSWER:
2.1 mm
SOLUTION:
So, EF = 5.3 in.
ANSWER:
5.3 in.

15. FG 17. SENSE-MAKING The stacked bar graph shows
the number of canned food items donated by the girls
and the boys in a homeroom class over three years.
Use the concept of betweenness of points to find the
SOLUTION: number of cans donated by the boys for each year.
Segments that have the same measure are called Explain your method.
congruent segments.
Here,
So, FG = GH = HJ = JK. Let each of the lengths be
x.

SOLUTION:
The length of the region shaded in orange represents
Therefore, FG = 4.2 cm. the number of cans donated by girls and the length
shaded in blue represents the number of cans donated
by boys.
ANSWER: For 2009, the bar stops at 45 and the orange colored
4.2 cm region stops at 25. So, the number of cans donated by
girls is 25 and that by boys is 45 – 25 = 20.
16. WY
Similarly, for 2010, the bar stops at 55 and the orange
colored region stops at 20. So, the number of cans
donated by girls is 20 and that by boys is 55 – 20 =
35.
SOLUTION: For 2011, the bar stops at 75 and the orange colored
Segments that have the same measure are called region stops at 45. So, the number of cans donated by
congruent segments. girls is 45 and that by boys is 75 – 45 = 30.
Here, WY = YX. Let WY = YX = x.
ANSWER:
2009: 20 cans, 2010: 35 cans, 2011: 30 cans; Subtract
the number of cans the girls brought in from the total
number of cans brought in by the girls and the boys.

Therefore, WY = 4.4 mm.
ANSWER:
4.4 mm

Find the value of the variable and YZ if Y is 20. XY = 7a, YZ = 5a, XZ = 6a + 24
between X and Z.
SOLUTION:
18. XY = 11, YZ = 4c, XZ = 83
Here Y is between X and Z.
SOLUTION:
So, XZ = XY + YZ.

So, YZ = 5a = 5(4) = 20.
ANSWER:
a = 4; YZ = 20

So, YZ = 4c = 4(18) = 72. 21. XY = 11d, YZ = 9d – 2, XZ = 5d + 28
ANSWER: SOLUTION:
c = 18; YZ = 72 Y is between X and Z.
19. XY = 6b, YZ = 8b, XZ = 175
SOLUTION:

So, YZ = 9d = 9(2) – 2 = 16.
So, YZ = 8b = 8(12.5) = 100. ANSWER:
d = 2; YZ = 16
ANSWER:
b = 12.5; YZ = 100

22. XY = 4n + 3, YZ = 2n – 7, XZ = 22 23. XY = 3a – 4, YZ = 6a + 2, XZ = 5a + 22
SOLUTION: SOLUTION:
Here Y is between X and Z. Here Y is between X and Z.

So, YZ = 6a = 6(6) + 2 = 38.
ANSWER:
a = 6; YZ = 38
Use the number line to find each measure.
ANSWER:
24. JL
SOLUTION:
JL = 5
ANSWER:
5

25. JK 28. JP
SOLUTION: SOLUTION:
JK = 3
JP = 12
ANSWER:
3
ANSWER:
26. KP 12
SOLUTION: 29. LN
SOLUTION:
KP = 9

LN = 5
ANSWER:
9
ANSWER:
27. NP 5
SOLUTION:
NP = 2

ANSWER:
2

Find the distance between each pair of points.
31.
30.
SOLUTION:
SOLUTION: Use the Distance Formula.

The distance between M and L is or about 6.7
units.
The distance between J and K is or about 9.4
ANSWER:
units.
or about 6.7 units
ANSWER:
or about 9.4 units

32. 33.
SOLUTION: SOLUTION:
Use the Distance Formula. Use the Distance Formula.

The distance between S and T is or about 7.6 The distance between U and V is 5 units.
units.

ANSWER:
ANSWER: 5 units
or about 7.6 units

34.
SOLUTION: 35.
SOLUTION:


The distance between X and Y is or about 14.4
units.

The distance between E and F is or about 14.1
ANSWER: units.
or about 14.4 units
ANSWER:
or about 14.1 units

Find the distance between each pair of points. 38. M(–3, 8), N(–5, 1)
36. X(1, 4), Y(6, 9)
SOLUTION:

The distance between M and N is or about 7.3
units.

units.
ANSWER:
ANSWER:
or about 7.3 units
or about 7.1 units
39. Y(–4, 9), Z(–5, 3)
37. P(3, 4), Q(7, 2) SOLUTION:


units.
The distance between P and Q is or about 4.5

units.
ANSWER:
ANSWER: or about 6.1 units
or about 4.5 units

40. A(2, 4), B(5, 7) 42. REASONING Vivian is planning to hike to the top
of Guadalupe Peak on her family vacation. The
SOLUTION:
coordinates of the peak of the mountain and of the
base of the trail are shown in feet. If the trail can be

approximated by a straight line, estimate the length
of the trail to the nearest tenth of a mile. (Hint: 1 mi
= 5280 ft)

The distance between A and B is or about 4.2
units.

ANSWER:
or about 4.2 units SOLUTION:
41. C(5, 1), D(3, 6)
SOLUTION:

Divide by 5280 to convert to miles.
The length of the trail is about 10 mi.

ANSWER:
The distance between C and D is or about 5.4
10.0 mi
units.

ANSWER:
or about 5.4 units

Determine whether each pair of segments is 45.
congruent.
43.
SOLUTION:
Segments that have the same measure are called
SOLUTION: congruent segments.
Here, EH = 0.45 cm and FG = 0.5 cm. So, EH ≠ FG.
congruent segments. Therefore, are not congruent.
Here, KJ = HL = 4 in.
ANSWER:
Therefore, no
ANSWER:
46.
yes
44.
SOLUTION:
SOLUTION:
congruent segments.
Here, the lengths of the segments ZY and VW are
congruent segments.
given to be equal. But the length of UZ is not known.
Here, AC = BD = 3 ft.
So, the congruency cannot be determined from the
Therefore, information given.
ANSWER: ANSWER:
yes Cannot be determined from the information given.

47. 49. TRUSSES A truss is a structure used to support a
load over a span, such as a bridge or the roof of a
house. List all of the congruent segments in the
figure.

SOLUTION:
congruent segments.
Here, MN = RQ = 4x.
All segments must have a measure greater than 0.
Therefore, for all x > 0,
SOLUTION:
ANSWER: Segments that have the same measure are called
yes congruent segments.
Here the segments marked with the same symbol are
48. congruent to each other.
ANSWER:
SOLUTION:
congruent segments.
Here, SU = 4a + a = 5a and RQ = 2a + 3a = 5a.
All segments must have a length greater than 0. 50. CONSTRUCTION For each expression:
Therefore, for all a > 0,
construct a segment with the given measure,
ANSWER: explain the process you used to construct the
yes segment, and
verify that the segment you constructed has
the given measure.
a. WZ
b. 2(XY)
c. 6(WZ) – XY
SOLUTION:

a. intersection of the last arc drawn and the line. From
Sample answer: that point draw an arc in the opposite direction
Step 1: Draw a line and a point on the line. Label the (towards point A). Label the point of intersection B.
point A.
Step 2: Place the compass at point W and adjust the
compass setting so that the pencil is at point Z.
Step 3: Using that setting, place the compass point at
A and draw an arc that intersects the line. Label the
Since arc measure WZ was used six times in the
second point of intersection B.
same direction and arc measure XY was used to
come back in the opposite direction, AB = 6(WZ) –
XY.
ANSWER:
a.
Since the same arc measure was used to construct
from , AB = WZ.
b. Sample answer:
Step 1: Draw a line and a point on the line. Label the
point A.
Sample answer: I measured with my compass
Step 2: Place the compass at point X and adjust the
by placing the point of my compass at W and
compass setting so that the pencil is at point Y.
adjusting the compass until the pencil point was at Z.
Step 3: Using that setting, place the compass point at
Then with the compass point at A, I drew an arc
A and draw an arc that intersects the line. From that
that intersected the ray. The intersection point is B.
point of intersection, draw another arc in the same
AB is the same length as WZ.
direction that intersects the line. Label the second
b.
point of intersection B.
Since the same arc measure was used to construct Sample answer: I measured with my compass

two times, AB = 2(XY). and used this measurement to construct two
times. Since I used the same arc measure to
c. Sample answer: construct two times, the segment is 2(XY).
Step 1: Draw a line and a point on the line. Label the c.
point A.
Step 2: Place the compass at point W and adjust the
compass setting so that the pencil is at point Z.
Step 3: Using the setting, place the compass at A
and draw an arc that intersects the line. From that Sample answer: I measured with my compass
point of intersection, draw another arc in the same and constructed 6 segments equal to WZ. I measured
direction that intersects the line. Continue this until and subtracted this measurement from the
you have marked a total of 6 arcs out from A. segment just constructed. Since I used the same arc
Step 4: Place the compass at point X and adjust the measure to construct six WZ segments, the segment
compass setting so that the pencil is at point Y. is 6(WZ). I then used the arc measure of XY to
Step 5: Using this setting, place the compass at the subtract from my previous segment. So, the resulting
segment is 6(WZ) – XY.
SOLUTION:
51. BLUEPRINTS Use a ruler to determine at least a. The coordinates of the houses are: Penny (4, 6)
five pairs of congruent segments with labeled and Akiko (7, 1)
endpoints in the blueprint below.
Use the Distance Formula to find the distance
between their houses.

SOLUTION:
When using the student edition, the lengths, BD = CE
= PQ, YZ = JK, PQ = RS, and GK = KL. Therefore, The distance between their houses is about 5.8
For blocks.
other forms of media, the answer will vary.
Note that you can find congruent segments other than b. If Penny moves 3 blocks to the north, then the
the given too. coordinates of her house become (4, 9). If Akiko
moves 5 blocks to the west, then the coordinates of
ANSWER: her house become (2, 1).
Sample answer:
Use the Distance Formula to find the new distance.

52. MODELING Penny and Akiko live in the locations
shown on the map below.

The distance between their houses after their move is
about 8.2 blocks.
ANSWER:
a. 5.8 blocks
a. If each square on the grid represents one block b. 8.2 blocks
and the bottom left corner of the grid is the location
of the origin, what is the straight-line distance from 53. MULTI-STEP Coach Willis designs a play that
Penny’s house to Akiko’s? requires the ball to be passed from point A to point
b. If Penny moves three blocks to the north and E as shown below. The arrows represent quick
Akiko moves 5 blocks to the west, how far apart will passes to different members of his team. Randi can
they be? throw the ball from under the basket to midcourt,
Jen and Mandy can throw the ball half the width of into an infinite number of line segments.
the court, Makayla can throw the ball to the free a. Geometric Use a ruler to draw a line segment 3
throw line from under the basket, and Kim can centimeters long. Label the endpoints A and D. Draw
throw the ball farther than Jen. two more points along the segment and label them B
and C. Draw a second line segment 6 centimeters
long. Label the endpoints K and P. Add four more
points along the line and label them L, M, N, and O.
b. Tabular Use a ruler to measure the length of the
line segment between each of the points you have
drawn. Organize the lengths of the segments in
and into a table. Include a column in your table
to record the sum of these measures.
a. In which position should each girl be?
b. Describe your solution process.
c. What assumptions did you make?
SOLUTION: c. Algebraic Write an equation that could be used to
a. A: Kim, B: Jen or Mandy, C: Jen or Mandy, D: find the lengths of and . Compare the lengths
Randi, E: Makayla determined by your equation to the actual lengths.
b. I know that Makayla can throw the shortest
distance of all 5 team members and that Randi can SOLUTION:
throw the farthest. So I chose to place these players a.
at points E and D, respectively. Jen and Mandy can Step 1:Use a ruler to draw a line segment 3
centimeters long
each throw 25 feet (half the width of the court), so I
Step 2: Label the endpoints A and D.
placed them at either point B or point C. Kim will be
Step 3: Draw two more points along the segment
at point A, and the team will be able to complete the and label them B and C.
play provided Kim can throw at least 33.3 feet.
c. I assumed that the player at point B would be 25
feet from point C.

ANSWER: Step 4: Draw a second line segment 6 centimeters
a. A: Kim, B: Jen or Mandy, C: Jen or Mandy, D: long.
Randi, E: Makayla Step 5: Label the endpoints K and P.
b. I know that Makayla can throw the shortest Step 6: Add four more points along the line and label
distance of all 5 team members and that Randi can them L, M, N, and O.
throw the farthest. So I chose to place these players
at points E and D, respectively. Jen and Mandy can
each throw 25 feet (half the width of the court), so I b. Using your ruler and the line segments and
placed them at either point B or point C. Kim will be , measure each section. Then total the lengths
at point A, and the team will be able to complete the and record in the table.
play provided Kim can throw at least 33.3 feet.
c. I assumed that the player at point B would be 25
feet from point C.
54. MULTIPLE REPRESENTATIONS Betweenness
of points ensures that a line segment may be divided
c. The equation for is AD = AB + BC + CD. 56. TOOLS Draw a segment that measures

The equation for is KP = KL + LM + MN + NO between 2 and 3 inches long. Then sketch a segment
+ OP .
congruent to , draw a segment
The lengths of each segment add up to the length of
the whole segment. congruent to , and construct a segment
congruent to . Compare your methods.
ANSWER:
SOLUTION:
a.
b. Sample answers given.
Both and were created using a ruler, while

was created using a straightedge and compass
and was created without any of these tools. ,
c. AD = AB + BC + CD ; KP = KL + LM + MN + , and have the same measure, but not
NO + OP ; the lengths of each segment add up to the only does not have the same length, it isn’t even a
length of the whole segment.
straight line.
55. WRITING IN MATH If point B is between points
ANSWER:
A and C, explain how you can find AC if you know
AB and BC. Explain how you can find BC if you
know AB and AC.
SOLUTION:
If point B is between points A and C then, AC = AB +
BC. So, if you know AB and BC, add AB and BC to
find AC. Both and were created using a ruler, while
If you know AB and AC, solve the equation to find was created using a straightedge and compass
BC.
and was created without any of these tools. ,

, and have the same measure, but not
only does not have the same length, it isn’t even a
straight line.

Therefore, subtract AB from AC to find BC.

ANSWER:
If point B is between points A and C, and you know
AB and BC, add AB and BC to find AC. If you know
AB and AC, subtract AB from AC to find BC.

57. REASONING Determine whether the statement If 58. CHALLENGE Point P is located on the segment
point M is between points C and D, then CD is between point A(1, 4) and point D(7, 13). The
greater than either CM or MD is sometimes, never, distance from A to P is twice the distance from P to
or always true. Explain. D. What are the coordinates of point P?
SOLUTION:
The statement is always true. If the point M is
between the points C and D, then CM + MD = CD.
Since measures cannot be negative, CD, which
represents the whole, must always be greater than
either of the lengths of its parts, CM or MD.
ANSWER: SOLUTION:
Always; if point M is between points C and D, then By the Segment Addition Postulate,
CM + MD = CD. Since measures cannot be . We are given that , so
negative, CD, which represents the whole, must . , so P is
always be greater than either of the lengths of its located of the distance from D to A.
parts, CM or MD. The horizontal distance from D to A equals 7 – 1 =
6 units. So P is located units to the left of
point D or 7 – 2 = 5.
The vertical distance from D to A equals 13 – 4 = 9
units. So P is located units to the below point
D or 13 – 3 = 10.
So the coordinates of point P are (5, 10).
ANSWER:
(5, 10)

59. WRITTING IN MATH Explain how the 60. Jonah draws . Then he draws a line and labels

Pythagorean Theorem is used to derive the Distance point X on the line. Next, he places the compass point
Formula. at P and opens the compass so the pencil is at point
Q. Using that setting, he places the compass point at
SOLUTION: X and draws an arc that intersects the line at point Y.
The Pythagorean Theorem relates the lengths of the
legs of a right triangle to the length of the hypotenuse
using the formula c2 = a 2 + b 2.
If you take the square root of the formula, you get

Think of the hypotenuse of the triangle as the
distance between the two points, the a value as the
horizontal distance x2 – x1, and the b value as the
vertical distance y2 – y1. Which of the following must be true?
I. PQ = XY
If you substitute, the Pythagorean Theorem becomes
II.
the Distance Formula,
III. PX = QY

ANSWER:
A I only
Sample answer: The Pythagorean Theorem relates
B II only
the lengths of the legs of a right triangle to the length
C I and II only
of the hypotenuse using the formula c2 = a 2 + b 2. If D I, II, and III
you take the square root of the formula, you get
Think of the hypotenuse of the triangle SOLUTION:
as the distance between the two points, the a value By using the compass to measure the distance of PQ,
as the horizontal distance x2 – x1, and the b value as XY is than equal in length. Since their lengths are
equal, the line segments are congruent. Thus, I. PQ
the vertical distance y2 – y1. If you substitute, the
= XY and II. are true. The correct choice
Pythagorean Theorem becomes the Distance is C.
Formula,
ANSWER:
C

61. Shauntay has a thumbtack that is as long as the 63. is 7.8 m long. If B lies between A and C and AB

paper clip shown below. is three times the length of , what is AC?

A 2.6 m
B 5.2 m
C 10.4 m
D 23.4 m
SOLUTION:
Which of the following is the length of the
thumbtack? AB = 7.8
AB = 3BC
F 1.2 cm
G 10.8 cm
H 3.6 cm
J 0.33 cm AB + BC = AC
SOLUTION:
Using the ruler, you can determine the length of the AC = 10.4
paperclip is about 3.6 cm.
ANSWER:
Multiply by to find the length of the thumbtack. C
.
64. Xavier draws and point Y, which lies between X
Thus the correct choice is F.
and Z. If is as long as , which statement
ANSWER:
correctly describes in terms of ?
F
SOLUTION:
62. What is the length of ? XY + YZ = XZ

SOLUTION:
RV = RS + ST + TU + UV

Since all of the segments are congruent, then RV =
4RS.
22.8 = 4RS is as long as .
RS = 5.7
ANSWER:
RU = RS + ST + TU = 3RS A
RU = 3RS = 3(5.7) = 17.1
ANSWER:
17.1

65. Isaac draws so that MN = 5.2 cm. Then he a ray from Point C. Use the compass to draw and

draws a point P between M and N so that P is of arc that intersects the ray and label it Point D.
the distance from M to N.
Which of the following is the length of ?
A 1.3 cm
B 3.9 cm
C 20.8 cm
D 15.6 cm
SOLUTION:
Draw a line segment 5.2 cm. Divide it into 4 equal
sections. P is the distance from M, or at the first
point to the right of M.
c.

Create a congruent segment of the original segment
using the steps from part b. Then using the compass,
open it up wider than half the segment. place pointed
P is the distance away from N. part on one endpoint and make an arc above and
NP = below the segment. Repeat on the other endpoint
Thus, the correct choice is B. making sure the arcs intersect. Use the straightedge
to draw a straight line connecting the arcs. The
ANSWER: resulting two segments will be congruent and half the
B length of the original segment.
66. MULTI_STEP Perform the geometric constructions
of the following figures using a compass and a d.
straightedge. Then provide an explanation on how Draw a congruent segment to like part b and
each construction was formed. label the first endpoint as point G and the second
endpoint point B. Extend the ray past point B.Then
a. Construct a segment. place pointed end on Point B and draw an arc that
b. Construct a congruent segment. intersects the ray. Then put the compass with the
c. Construct a segment that is one half of the original same settings on the new point created by the
segment. segment and the arc intersection. Draw another
d. Construct a segment that is three times the length intersecting arc in the same direction as the previous
of the original segment. arc. Label that intersection as point H.

SOLUTION: ANSWER:
a. a.
Draw a Point A on the paper. Then use a Draw a Point A on the paper. Then use a
straightedge to extend from Point A to Point B. straightedge to extend from Point A to Point B.

b. b.
Use the compass to determine the distance from Use the compass to determine the distance from
Point A to Point B. Draw Point C on the paper. Draw Point A to Point B. Draw Point C on the paper. Draw

a ray from Point C. Use the compass to draw and
arc that intersects the ray and label it Point D.
c.

Create a congruent segment of the original segment
using the steps from part b. Then using the compass,
open it up wider than half the segment. place pointed
part on one endpoint and make an arc above and
below the segment. Repeat on the other endpoint
making sure the arcs intersect. Use the straightedge
to draw a straight line connecting the arcs. The
resulting two segments will be congruent and half the
length of the original segment.
d.
Draw a congruent segment to like part b and
label the first endpoint as point G and the second
endpoint point B. Extend the ray past point B.Then
place pointed end on Point B and draw an arc that
intersects the ray. Then put the compass with the
same settings on the new point created by the
segment and the arc intersection. Draw another
intersecting arc in the same direction as the previous
arc. Label that intersection as point H.
GH = 3AB

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Since the same arc measure was used to construct Sample answer: I measured with my compass

c. The equation for is AD = AB + BC + CD. 56. TOOLS Draw a segment that measures

Both and were created using a ruler, while

eSolutions Manual - Powered by Cognero Page 19

eSolutions Manual - Powered by Cognero Page 20

59. WRITTING IN MATH Explain how the 60. Jonah draws . Then he draws a line and labels

eSolutions Manual - Powered by Cognero Page 21

61. Shauntay has a thumbtack that is as long as the 63. is 7.8 m long. If B lies between A and C and AB

eSolutions Manual - Powered by Cognero Page 22

65. Isaac draws so that MN = 5.2 cm. Then he a ray from Point C. Use the compass to draw and

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eSolutions Manual - Powered by Cognero Page 24

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