UNIT 1

GEOMETRY

1.1 Introduction
The concept of angle is introduced in this topic. It covers the types of angles,
determine parallel and perpendicular lines, identify intersecting lines, determine
the properties of vertically opposite, complementary and supplementary angles
and also solve problems using Pythagoras theorem.

1.2 Learning Outcomes

At the end of the topic, you will be able to:
 Recognize, denote and label angles.
 Measure and draw angles using a protractor.
 Recognize, compare and classify angles as acute, right, obtuse and reflex
angles.
 Determine that an angle on a straight line is 1800 and one whole turn is
3600.
 Determine parallel and perpendicular lines.
 State that an angle formed by two perpendicular lines is 900
 Identify intersecting lines.
 Determine the properties of vertically opposite, complementary and
supplementary angles.
 Determine the value of an angle on a line, given the adjacent angle.
 Solve problems involving angles formed by intersecting lines

 Solve problems using Pythagoras theorem.

1.3 Learning Content
1.3.1 Angles
Angle is a measure of a rotation. The symbols used to denote angles are  and ^ . An
angle is formed by two lines that meet at a point. The point is called the vertex. The
angle formed by the lines AB and AC (see figure 1).

A Figure 1 B

can be labeled as or or

vertex alone vertex in the middle

Parts of an Angle Bahagian Sudut

The corner point of an angle is called the vertex
And the two straight sides are called arms.
The angle is the amount of turn between each arm.
Titik penjuru satu sudut dipanggil bucu
Dan dua garis lurus telah dipanggil lengan.
Sudut ialah jumlah pusingan antara setiap lengan.

Table 1
A protractor (see figure 2) is a geometrical instrument used to measure angles in
degrees.

2
 outer scale centre base line inner scale

Figure 2
1.3.1.1 Types of angles
Angles are usually measured in degrees (denoted by ), radians (denoted by rad, or
without a unit), or sometimes gradians (denoted by grad).

Figure 3

3
Based on figure 3, one full rotation in these three measures corresponds to 360 0,
rad, or 400 grad. Half a full rotation is called a straight angle, and a quarter of a full
rotation is called a right angle. An angle less than a right angle is called an acute
angle, an angle greater than a right angle (but less than a straight angle) is called an
obtuse angle, and an angle greater than a straight angle (but less than a full angle) is
called a reflex angle.

 Maths Tips:

Type of angle Description

Acute Angle an angle that is less than 90°

Right Angle an angle that is 90° exactly

Obtuse Angle an angle that is greater than 90° but less than 180°

Straight Angle an angle that is 180° exactly

Reflex Angle an angle that is greater than 180°

Example 1.1
Use a protractor to measure ABC.
(a) (b)

4
 A C

C A B

Solution:
(a) (b)

A C

C A B

Example 1.2
Draw an angle of 450 using a protractor and a ruler.
Solution:
C

450
A B A B A B

Example 1.3
State whether each of the following angles is an acute angle, right angle, an obtuse
angle or a reflex angle.

(a) 1340 (c) 900

(b) 850 (d) 3170

5
Solution:
(a) 1340 is an obtuse angle. (c) 900 is a right angle.
(b) 850 is an acute angle (d) 3170 is a reflex angle.

Example 1.4
In the diagram on the right, RST is a straight
y
line. Find the value of x + y.

630
x 780
R S T

Solution:
x = 630 + y + 780 = 1800
x + y = 1800 – 630 – 780
= 390

1.3.2 Lines
A line is one of the basic terms in geometry and is a straight one-dimensional figure
having no thickness and extending infinitely in both directions.

Figure 4

6
A line is uniquely determined by two points, and the line passing through points A and
B is denoted (Figure 4).

1.3.2.1 Parallel and perpendicular lines

Lines are parallel if they are always the same distance apart (called "equidistant"), and
will never meet. Just remember:
Always the same distance apart and never touching.
Parallel lines also point in the same direction.

Table 2 shows examples of parallel lines:

F
H
A > B
C > D
E
G

Example 1 Example 2

Table 2

A perpendicular line is a line that makes a 900 with another line. Perpendicular means
"at right angles".

Table 3 shows perpendicular lines:

7
 Example 1 Example 2
Table 3

Example 1.5
The diagram on the right shows the face of a clock. Determine whether each of the
following pairs of lines are parallel. G W
11 12 1
10 2
(a) RL and WL
F 9 3 L
(b) GW and TR
8 4
(c) FT and LR 7 6 5
(d) FG and RL T R

Solution:
(a) RL and WL are not parallel lines.
(b) GW and TR are parallel lines.
(c) FT and LR are not parallel lines.
(d) FG and RL are parallel lines.

8
Example 1.6 B
Use a protractor to determine the lines that
are perpendicular to each other. P
L
F
Solution:
(a) AB is perpendicular to GH. G H
E
(b) PQ is perpendicular to LM. Q
A M

Practice 1.1

Use a protractor to find the angles formed by the following lines.

(a) (b)

S P N

F L M
Q
K

Then, determine whether the lines are perpendicular.

Solution:

(a) The angle formed by FL and KS is (b) The angle formed by PQ and MN is
____ . Therefore, FL and KS are not ___ . Therefore, PQ and MN are

9
 perpendicular lines. _____________ lines.

S P N
900

650
F L M Q
K

1.3.2.2 Intersecting lines

The term intersect is used when lines meet, that is, they share a common point. The
point they share is called the point of intersection.

Example 1.7

In Figure 5, line AB and line GH intersect at point D.

Figure 5

Two non-adjacent angles formed by intersecting lines are called vertically-opposite

angles. Vertical-opposite angles are equal.

10
 (a) p = q p and q are vertically-opposite
angles.
x
x and y are vertically-opposite p
(b) x = y q
angles.
y

Figure 6

 Maths Tip:
Angles that do not share a common side are called non-adjacent angles.

Two angles are complementary angles if their sum is 900. Meanwhile, two angles are
supplementary angles if their sum is 1800.

The following table is examples on complementary angles and supplementary angles:

Complementary angles Supplementary angles

y y x
x

If  x and  y are complementary angles, If  x and  y are supplementary angles,

then then

 x +  y = 900 .  x +  y = 1800 .

11
 270
1200
600
630

The angles do not have to be together. The angles do not have to be together.

These two are complementary because These two are supplementary because
270+630 = 900. 60° + 120° = 180°.

Two angles in a plane which share a common vertex and a common side but do not
overlap are called adjacent angles. The sum of adjacent angles on a straight line is
1800. Figure 7 shows of adjacent angles.

y
x z

Figure 7

Example 1.8
Determine whether each pair of the following lines shows intersecting lines.
(a) (b)

Solution:
(a) Not intersecting lines.

12
(b) Intersecting lines.

Example 1.9
In the diagram, line JW intersects lines FM M
and PT at points A and B, respectively.
J
State all the vertically-opposite angles. T
A
B
F W
P

Solution:
FAW and JAM, FAJ and MAW, PBW and JBT, PBJ and WBT.

Example 1.10
In the diagram, PQ and RS are two lines S Q
that intersect at point O. Find the value of
x.
1390 x
Solution: T
O 950
ROQ = POS
x + 950 = 1390 P

x = 1390 – 950
= 440.

Example 1.11
Determine whether each pair of the following angles shows complementary angles.
(a) 530, 470 (b) 60, 840
Solution:
(a) 530 + 470 = 1000  Sum of the two angles is not 900.
530 and 470 are not complementary angles.
(b) 60 + 840 = 900  Sum of the two angles is 900.
60 and 840 are complementary angles.

13
 Practice 1.2

Determine whether each pair of the following angles shows supplementary angles.
(a) 760, 1040 (b) 800, 900
Solution:
(a) 760 + 1040 = ____  Sum of the two angles is ____ .
760 and 1040 are supplementary angles.
(b) 800 + 900 = ____  Sum of the two angles is not 1800.
800 and 900 are ___________________ .

Example 1.12
In the diagram, PQR is a straight line. Find the value of x.
(a) (b)

x
x 720 850
Q
P Q
390

Solution:
(a) x + 390 = 1800  x and 390 are adjacent angles on straight line.
x = 1800 – 390
=1410.
(b) 720 + x + 850 = 1800  720, x and 850 are adjacent angles on straight line.
x = 1800 – 720 - 850
=230.
Practice 1.3

14
In the diagram, JOS and LOQ are straight lines. V
J
FOJ is the complement of JOV. Find the Q
values of x, y and z. F 17 0 y
O
Solution: x 530
x + ___= 530  JOL and QOS are z
460
L
x = 530 – ____ vertically-opposite
S
=360. angles.

(460, z and 530 are adjacent angles on

170 + y = ____  FOJ is the
a straight line.)
y = ____ – 170 complement
460 + z + 530 = ____
= 730. of JOV.
z = ____ – ____ –____
= 810.

1.3.3 Pythagoras Theorem

Pythagoras Theorem is one of the most important theorem in mathematics, because it

has many applications in practical situations and technical problems. Pythagoras
Theorem expresses the relationship between the sides in any right-angled triangle.

In a right-angled triangle, the hypotenus is the side that is

(a) opposite the right angle. (b) the longest among the three sides in the triangle.

Example 1 Example 2 Example 3

X Y
A P

hypotenus hypotenus hypotenus

The hypotenus in XYZ is XZ.

C B Q R

15
The hypotenus in ABC The hypotenus in PQR
is AC. is PR.

Concept. Pythagoras Theorem.

In right-angled triangle ABC, Pythagoras Theorem states that

c2 = a2 + b2
where c is the hypotenuse, and a and b are the lengths of the other two sides.

c
a

C A
b

Figure 8

Example 1.13
Use Pythagoras Theorem to write an equation to show the relationship between the
sides for each of the following right-angled triangles.

(a) (b) P Q (c)

y
5
x

4 3
z

16
Solution:
(a) x2 + y2 = z2 (b) QR2 = PQ2 + PR2 (c) 32 + 42 = 52

Example 1.14
Find the length of the missing side, x, in each of the following right-angled triangles. Do
calculation in two decimal places.

(a) (b) (c)

3.2 cm

4 cm x 13 cm
5 cm
4.8 cm
x

x
3 cm

Solution:
By using Pythagoras theorem,
(a) (b) (c)

17
 Practice 1.4

In the diagram, PQR and QRS are right- Hence

angled triangles. Find the length of QS, P

correct to two decimal places. 5 cm 13 cm

Q R

6 cm

Solution:
S
By using Pythagoras Theorem,
,

Example 1.15
The diagram shows an outdoor camp. The
entrance of the tent is built in a shape of an
P
isosceles triangle PQR. Calculate the
length of the slant height, correct to two
decimal places. 3m
Q
S R
2.4 m

Solution:

18
The slant heights are PQ and PR. Hence, by using Pythagoras Theorem,

PQ = PR .

1.3.3.1 Converse of Pythagoras Theorem

If , then C = 900. c
a
Therefore, is a right-angled triangle.

C A
b

A
c
If , then C is an obtuse angle.
b B
Therefore, is an obtuse-angled triangle.
a
C

c
A B

If , then C is an acute angle.

a
b
Therefore, is an acute-angled triangle.

Example 1.16
State whether each of the following triangles with the given sides is a right-angled
triangle, an obtuse angled triangle or an acute-angled triangle.

(a) 9 cm, 12 cm, 15 cm

(b) 6 cm, 8 cm, 13 cm
(c) 6 cm, 5 cm, 4 cm

Solution:

19
(a) The square of its longest side is 152 = 225
The sum of the squares of the other two sides is 92 + 122 = 81 + 144 = 225
 152 = 92 + 122. Therefore, the triangle is a right-angled triangle.

(b) The square of its longest side is 132 = 169

The sum of the squares of the other two sides is 62 + 82 = 36 + 64 = 100
 132 > 62 + 82. Therefore, the triangle is an obtuse-angled triangle.

(c) The square of its longest side is 62 = 36

The sum of the squares of the other two sides is 52 + 42 = 25 + 16 = 41
 62 < 52 + 42. Therefore, the triangle is an acute-angled triangle.

Example 1.17
Azam has three pieces of wire measuring 9 cm, 14 cm and 17 cm. Determine the type of
triangle that can be formed with these three pieces of wire.

Solution:
The square of the longest piece of wire is 172 = 289
The sum of the squares of the other two pieces of wire is 92 + 142 = 81 + 196 = 277
Since 172 is greater than 92 + 142 or 172 > 92 + 142,
therefore, the triangle formed by these three pieces of wire is an obtuse-angled triangle.

EXERCISE 1

1. Identify the following angle measures as right, straight, acute, reflex or obtuse.

(a) 400 (b) 1750 (c) 900 (d) 2550 (e) 1800 (f) 100

2. For each angle below, state whether the angle is acute, obtuse or reflex.

20
3. Use a protractor to measure the following angles.
(a)  GTF = 350 (b) = 2000
(c)  PHM = 1400 (d) = 3280

4. For each shape below state whether the angle at each corner is acute, obtuse or reflex.

21
5. The picture below shows an open door. Determine B E
whether each of the following pairs of lines are
C
parallel.
(a) AF and BE (b) AB and AD
(c) AB and DC (d) AD and BC F
A
(e) AD and AF (f) CD and EF
D

6. Determine whether the following pairs of lines are parallel.

(a) (b)

(c) (d)

7. Based on the picture given, state all R

(a) parallel lines, S
(b) perpendicular lines. M
N

8. Use a protractor to determine whether the following pairs of lines are perpendicular.

(a) (b)

22
 (c) (d)

9. Determine the lines that are perpendicular to each other.

J
S
N
H
P W
F L
K

10. Determine whether each pair of the following lines shows intersecting lines.

(a) (b) (c)

11. State all the vertically-opposite angles in each of the following diagrams.

(a) m (b) x
k t t
s p
y
n

12. In each of the following diagrams, PQ and VW are two straight lines. Find the value
of y.

23
 (a) W (b) y Q (c) Q 1000 V
500
P W
640 V y
1700 W P
P

y
Q

13. Determine whether each pair of the following angles shows complementary angles.

(a) 180, 420 (b) 360, 540 (c) 250, 650 (d) 770, 330

14. Determine whether each pair of the following angles shows supplementary angles.

(a) 490, 1310 (b) 800, 100 (c) 1520, 2080 (d) 1110, 690

15. In each of the following diagram, HOK is a straight line. Find the value of r.

(a) (b) K
r 29
0

H O O
880
r
H

(c) H (d)
130 K
117 0

O
r
r O
K

16. In the diagram below, PQRS is a straight line. Find the values of x and y.

24
 S
1580 R
y
x 660
Q
P

17. JFM and GFS are two straight lines. Find the values of x and y.

M
S
450
700
F y

x 300
G
J

18. In the diagram below, AB and KL are two straight lines that intersect at point O.
Find the values of p, q and r.

q p
K O L
r

180
B

25
19. In exercises (a)–(f), find each missing length. All measurements are in centimeters.

(a) (b)

(c) (d)

(e) (f)

20. In exercises (a)–(f), use the converse of the Pythagorean Theorem to determine
whether each triangle is a right triangle. If not, state whether the triangle is an
obtuse-angled triangle or an acute-angled triangle.

(a) (b)

(c) (d)

(e) (f)

Answer to Exercise 1:
1. (a) acute (b) obtuse (c) right (d) reflex (e) straight (f) acute
2. (a) reflex (b) obtuse (c) obtuse (d) reflex (e) acute (f) obtuse
4. (a) point: A = acute, B = obtuse, C = acute, D = reflex
(b) point: A = acute, B = obtuse, C = obtuse, D = acute, E = acute, F = reflex

26
5. (a) parallel (b) not parallel (c) parallel (d) parallel (e) not parallel (f) parallel
6. (a) not parallel (b) parallel (c) parallel (d) not parallel
7. (a) MN and RS, MR and NS (b) MN and NS, NS and RS, RS and MR, MR and MN
8. (a) not perpendicular (b) perpendicular (c) perpendicular
(d) not perpendicular
9. FN and PS, HK and LW
10. (a) intersecting lines (b) not intersecting lines (c) intersecting lines
11. (a)  k and  f,  m and  s (b) p and  y,  x and  z,  t and  n
0 0 0
12. (a) 64 (b) 170 (c) 15
13. (a) not complementary angles (b) complementary angles
(c) complementary angles (d) not complementary angles
14. (a) supplementary angles (b) not supplementary angles
(c) not supplementary angles (d) supplementary angles
0 0 0
15. (a) 151 (b) 92 (c) 63 (d) 1670
0 0
16. x = 22 , y = 114
17. x = 150, y = 650
18. p = 720, q = 1080, r = 720
19. (a) 12 cm (b) 19.2 cm (c) 5.3 cm (d) 10 cm (e) 8.5 cm (f) 3.5 cm
20. (a) yes (b) yes (c) no, acute-angled triangle (d) no, obtuse-angled triangle
(e) no, obtuse-angled triangle (f) no, acute-angled triangle

Activity 1

1. In the figure below, AA' is parallel to CC'. The size w of angle A'AB is equal to 135
degrees and the size z of angle C'CB is equal to 147 degrees. Find angle ABC.

27
2. Kumar wants to swim across a river that is 400 meters wide. He begins swimming
perpendicular to the shore he started from but ends up 100 meters down river from
where he started because of the current. How far did he actually swim from his
starting point ?

3. In construction, floor space must be given for staircases. If the second floor is 3.6
meters above the first floor and a contractor is using the standard step pattern of 28
cm of tread for 18 cm of rise then how many steps are needed to get from the first to
the second floor and how much linear distance will need to be used for the staircase?

4. A 25-foot ladder is placed against a building. The bottom of the ladder is 7 feet from
the building. If the top of the ladder slips down 4 feet, how many feet will the bottom
slide out?

Answer for Activity 1:

1. 780 2. 412.3 m 3. 5.6 m 4. 8 ft

28