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Angle
6
relationships
and properties
of geometrical
Chapter figures 1
NSW Syllabus
for the Australian
Curriculum
Strand: Measurement and Geometry
Substrands: ANGLE RELATIONSHIPS
PROPERTIES OF GEOMETRICAL
FIGURES
Outcomes
(MA4–18MG)
(MA4–17MG)
a°
a° 50° a°
30° 220°
3 This diagram includes a pair of parallel lines and a third line called a transversal.
a°
50° b° e°
c° d° f°
g°
4 Name the triangle that best fits the description. Choose from scalene, isosceles, equilateral,
acute, right or obtuse. Draw an example of each triangle to help.
a One obtuse angle b Two equal length sides
c All angles acute d Three different side lengths
e Three equal 60° angles f One right angle
6 Find the value of x in these shapes, using the given angle sum.
a Angle sum = 180° b Angle sum = 360°
120° x°
20°
x° 70°
■■
–– It is shown using a dot and generally labelled with an upper case letter.
–– The diagram shows points A, B and C. C
B
■■ This diagram shows intervals AC and CB. These are sometimes A
called line segments.
–– AC and CB form two angles. One is acute and one is reflex. C
–– C is called the vertex. The plural is vertices.
B
■■ This diagram shows acute angle ACB. It can be written as: A
∠C or ∠ACB or ∠BCA or ACB ˆ or BCA
ˆ
–– CA and CB are sometimes called arms. C x°
–– The pronumeral x represents the number of degrees in the angle.
B
■■ This diagram shows reflex ∠ACB . A
x° C
Key ideas
■■ This diagram shows two angles sharing a vertex and an arm. A
They are called adjacent angles.
C
B
a + b = 90 a°
b°
p + q + r + s = 360 p° q°
s° r°
When two straight lines meet they form two pairs of vertically opposite angles. Vertically
Key ideas
■■
■■ If one of the four angles in vertically opposite angles is a right angle, then all four angles are
right angles.
C x = 90
A y = 90
z = 90
z° x°
y°
B D
A
– AB and CD are perpendicular lines. This is written as AB ⊥ CD.
■■ The markings in these diagrams indicate that: B
– AB = AD D
– BC = CD
– ∠ABC = ∠ADC
C
65°
a°
30°° a°
b°
SOLUTION EXPLANATION
a a + 30 = 90 (angles in a right angle) a° and 30° are adjacent complementary angles.
a = 60
b + 90 = 360 (angles in a revolution) b° and 90° make a revolution.
b = 270
b a + 65 = 180 (angles on a straight line) a° and 65° are adjacent supplementary angles.
a = 115
b = 65 (vertically opposite angles) b° and 65° are vertically opposite angles.
Exercise 6A REVISION
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1 Complete these sentences for this diagram. C
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a 20° and 70° are ______________________ angles. A M AT I C A
T
130°
b 20° is the _________________________ of 70°.
50°
c 130° and 50° are ______________________ angles.
d 130° is the __________________________ of 50°. 20° 70°
D
e The five angles in the diagram form a complete
_______________.
C B
2 State the value of the pronumeral in these diagrams.
a b c
a°
45°
45 b° c°
120°
50°
d d° e
120°
e°
R K I NG
WO
U F
Example 1 4 Determine the value of the pronumerals, giving reasons. C
R PS
MA
Y
LL
a b c HE
M AT I C A
T
65° a° 52°
a°
b° b°
a°
20° b°
d e f
146° a°
a° a°
35°
b° 30°
50°
g h i
120° 130° a°
a° b°
a°
130°
120°
j k l
a°
b°
a°
41°
41
20°
a° c°
32°
b°
R K I NG
6 What is the complement of the following? WO
U F
a 30° b 80° c 45° d 17° C
R PS
MA
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HE
M AT I C A
T
7 What is the supplement of the following?
a 30° b 80° c 45° d 17°
e 120° f 95° g 135° h 167°
R K I NG
WO
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8 A round birthday cake is cut into sectors for nine C
R PS
MA
Y
LL
HE
friends (including Jack) at Jack’s birthday party. M AT I C A
T
After the cake is cut, there is no cake remaining.
What will be the angle at the centre
of the cake for Jack’s piece if:
a everyone receives an equal share?
b Jack receives twice as much as everyone
else? (In parts b, c and d assume his
friends have equal shares of the rest.)
c Jack receives four times as much as everyone else?
d Jack receives ten times as much as everyone else?
a° a° a°
d e f
(5a)° (2a)° (a − 5)°
a° (3a)° (a + 5)°
C x°
D B A
x° D
B
c D d A
C
x° B
E A
B
C x°
R K I NG
WO
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11 Explain what is wrong with these diagrams. C
R PS
MA
Y
LL
HE
a b A c M AT I C A
T
B A
D
43° C
141° C 260°
49° D
37° B
A
B E
C
12 Write down an equation (e.g. 2a + b = 90) for these diagrams.
a b c
a°
(2b)°
a°
a°
(3b)°
b°
(3a)°
a°
a° 130° (2a + 20)°
(2a)°
(4a)°
d e f
a° a°
a°
(3a)° (3a)°
(7a + 21)°
(2a − 12)° (4a)°
(3a − 11)°
line
parallel
point line
■■
– vertically opposite
b° a=b
a°
Key ideas
– the alternate angles are equal
Note: There are two pairs of alternate angles.
a° b° b° a=b
a°
y° y°
x° x + y = 180
x°
SOLUTION EXPLANATION
a a = 120 (corresponding angles on parallel lines) Corresponding angles on parallel lines are
equal.
b = 120 (vertically opposite angles) Vertically opposite angles are equal.
c + 120 = 180 (co-interior angles on parallel lines) b° and c° are co-interior angles and sum to
c = 60 180°. Alternatively, look at a° and c°, which
are adjacent supplementary angles.
b a + 72 = 180 (co-interior angles on parallel lines) The pairs of angles are co-interior, which are
a = 108 supplementary because the lines are parallel.
b + 72 = 180 (co-interior angles on parallel lines)
b = 108
Exercise 6B REVISION
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1 Two parallel lines are cut by a transversal. Write the missing word. (equal or supplementary) C
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a Corresponding angles are _______________. M AT I C A
T
b Co-interior angles are _______________.
c Alternate angles are _______________.
R K I NG
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3 State whether the following pairs of marked angles are corresponding, alternate or co-interior. C
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For each diagram write down the relationship between a° and b°. M AT I C A
T
a b c
a°
a°
b°
b° a° b°
d e f
a°
a°
b° a°
b° b°
R K I NG
4 Find the value of the pronumerals in these diagrams, giving reasons. WO
Example 2a U F
C
a b c R PS
MA
Y
LL
HE
M AT I C A
T
110°
120° b°
74°
b°
a° a°
c°
c° a°
b°
d e f
b° 40°
a°
a° 80° b°
b° a°
95°
Example 2b 5 Find the value of the pronumerals in these diagrams, giving reasons.
a b c
a° a° b°
39°
122° a°
b° 80°
b°
d e f
75° a° a°
64°
b° 61° 30°
118° 25°
a° b°
b°
R K I NG
WO
6 For each of the following diagrams decide if AB and CD are parallel. Explain each answer. U F
a b c C
B C D R PS
MA
Y
B
LL
HE
M AT I C A
T
A
D
99°
71° 81°
69° 97°
A 93°
D C
A
C
B
R K I NG
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7 Find the value of a in these diagrams. C
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MA
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a b c HE
M AT I C A
T
a° 40°
61°
a°
70°
67°
a°
d e f
a° 117°
40°
40
65°
a°
37°
a°
31°
31
g h i
a° a°
a° 82° 65°
120°
290° 85°
R K I NG
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8 Sometimes parallel lines can be added to a diagram to help find an A C
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unknown angle. For example, ∠AOB can be found in this diagram
LL
40° HE
M AT I C A
T
by first drawing the dashed line and finding ∠AOC (40°) and O 40°
C
∠COB (70°). So ∠AOB = 40° + 70° = 110°. 70°
70°
B
Apply a similar technique to find ∠AOB in these diagrams.
a A b
A
50° B
50° 45°
45
O O
80°
B
c d
O
O A
20° A 116°
110°
B
B 147°
e B A f
a B b O c O
b°
A A a°
a°
A O
a° B B
e° 170° 165°
6C Triangles
A triangle is a polygon with three
sides. The triangle is a very rigid
shape and this leads to its use in
the construction of houses and
bridges. It is one of the most
commonly used shapes in design
and construction.
Knowing the properties of
triangles can help to solve many
geometrical problems and this
knowledge can be extended to
explore other more complex shapes. Triangles are often used to striking effect in architecture, as shown by part of the
National Gallery of Canada.
Let’s start: Illustrating the angle sum and the triangle inequality
You can complete this task using a pencil and ruler or using dynamic
geometry software.
• Draw any triangle and measure each interior angle and each side.
• Add all three angles to find the angle sum of your triangle.
• Compare your angle sum with the results of others. What do you
notice?
• Add the two shorter sides together and compare that sum to the longest side.
• Is the longest side opposite the largest angle?
If dynamic geometry is used, drag one of the vertices to alter the sides and the interior angles. Now check
to see if your conclusions remain the same.
Key ideas
■■ A triangle has: B
– 3 sides: AB, AC, BC
– 3 vertices (singular ‘vertex’): A, B, C
– 3 interior angles: ∠ABC, ∠BAC, ∠ACB
A
C
60°
60° 60°
■■
b°
c°
z° x+y=z
26°
38° 92°
SOLUTION EXPLANATION
a a + 38 + 92 = 180 (angle sum of triangle) The angle sum of the three interior angles of a triangle
a + 130 = 180 is 180°. Also 38 + 92 = 130 and 180 – 130 = 50.
a = 50
b 2a + 26 = 180 (angle sum of a triangle) The angles opposite the
2a = 154 equal sides are equal. a°
a = 77
26°
a°
161°
a°
A B
SOLUTION EXPLANATION
a + 90 = 161 (exterior angle of ABC ) Use the exterior angle theorem for a triangle.
a = 71 The exterior angle (161°) is equal to the sum
of the two opposite interior angles.
or ∠ABC
∠ABC = 180 – 161 = 19 (angles on a straight line) Alternatively find ∠ABC
∠ABC (19°), then use the
so a = 180 – (19 + 90) (angle sum of a triangle) triangle angle sum to find the value of a.
= 71
Exercise 6C R K I NG
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1 Give the common name of a triangle with these properties. C
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a One right angle b Two equal side lengths M AT I C A
T
c All angles acute d All angles 60°
e One obtuse angle f Three equal side lengths
g Two equal angles h Three different side lengths
d e f
R K I NG
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U F
Example 3a 4 Use the angle sum of a triangle to help find the value of the pronumeral in these triangles. C
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MA
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LL
a b c HE
M AT I C A
T
a°
a° 116°° a°
70° 30° 24°
32°
d e f
a° a° 127° a°
54° 17°
92°
71°
a°
80°
a° 68° 37° a°
a° 100°
28°
d e f
a° a°
110° 60°
100°
115°
60°
a°
R K I NG
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U F
8 Decide if it is possible to draw a triangle with the given description. Draw a diagram to C
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support your answer. HE
M AT I C A
T
a Right and scalene b Obtuse and equilateral
c Right and isosceles d Acute and isosceles
e Acute and equilateral f Obtuse and isosceles
9 Use your knowledge of parallel lines and triangles to find the unknown angle a.
a b c
74°
55° 35°
70° 85° 81°
a° a°
a°
22° 72°
C D
a°
D a°
B C a° A C
29°
E
B
d e A f A 150° D
C D
C C
116° 49°
a°
a° E
a°
A B B
B
155°
R K I NG
WO
U F
11 A triangle is constructed using two radii and a chord. C
R PS
MA
? Explain. HE
M AT I C A
T
O R K I NG
12 To prove that the angle sum of a triangle is 180°, B W
U F
D E C
work through these steps with the given diagram. R PS
MA
Y
b°
LL
HE
a Using the pronumerals a, b or c, give the value M AT I C A
T
of these angles and state a reason. a° c°
A C
i ∠ABD ii ∠CBE
b What is true about the three angles ∠ABD, ∠ABC and ∠CBE and why?
c What do parts a and b above say about the pronumerals a, b and c, and what does this say about
the angle sum of the triangle ABC?
Steel girders arranged in triangular shapes combine strength and lightness in load-bearing structures.
A
C
c°
a° b°
60°
e What do you notice about the sum of a and c for all the circles
above?
6D Quadrilaterals
Quadrilaterals are four-sided polygons. All quadrilaterals have the same angle sum, but other properties
depend on such things as pairs of sides of equal length, parallel sides and lengths of diagonals. All
quadrilaterals can be drawn as two triangles and, since the six angles inside the two triangles make up the
four angles of the quadrilateral, the angle sum is 2 × 180° = 360°.
180°
180°
Some quadrilaterals possess special properties and can therefore be classified as one or more of the
following:
• kite
• trapezium
• parallelogram
• rhombus
• rectangle
• square
Key ideas
■■ Every quadrilateral has two diagonals.
– In some quadrilaterals the diagonals bisect each other
(i.e. cut each other in half)
b° a°
b° d°
a°
c°
d° c°
a + b + c + d = 360
■■ Quadrilaterals with parallel sides contain two pairs of
co-interior angles. d° c + d = 180
a° c°
b°
a + b = 180
a° 115°
77°
SOLUTION EXPLANATION
a a + 77 = 180 (co-interior angles in Two angles inside parallel lines are co-interior and
parallel lines) therefore add to 180°.
a = 103 Opposite angles in a parallelogram are equal.
b = 77 (opposite angles in
parallelogram)
b a + 100 + 90 + 115 = 360 (angle sum of The sum of angles in a quadrilateral is 360°.
a quadrilateral)
a + 305 = 360
a = 55
Exercise 6D R K I NG
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1 Decide if these quadrilaterals are convex or non-convex. C
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M AT I C A
T
a b c
2 Use a ruler and protractor to make a neat and accurate drawing of these special quadrilaterals.
3 cm 3 cm
rectangle 3 cm kite
square
7 cm 7 cm 7 cm
5 cm
parallelogram
m
3 cm trapezium
3c
R K I NG
WO
Use your shapes to write YES in the cells in the table, for the statements that are definitely true. U F
C
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HE
M AT I C A
T
Property trapezium kite parallelogram rectangle rhombus square
R K I NG
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U F
Example 5a 3 Find the value of the pronumerals in these quadrilaterals. C
R PS
MA
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LL
a b c HE
M AT I C A
T
b°
b°
a°
108°
a° 52°
a°
76°
Example 5b 4 Use the quadrilateral angle sum to find the value of a in these quadrilaterals.
a b c
110° 88° a°
115°
70° a° 81°
96° 84°
a°
R K I NG
WO
d e f U F
35° a° a° 15° C
80° 37° R PS
MA
Y
250°
LL
HE
230° M AT I C A
T
a° 23° 25°
75°
5 By considering the properties of the given quadrilaterals, give the values of the pronumerals.
a b cm b 2 cm c
3 cm c° 70°
a° 100° cm
b° a cm a
cm
5
50° b°
R K I NG
WO
U F
6 Use your knowledge of geometry from the previous sections to find the values of a. C
R PS
MA
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LL
a b c HE
M AT I C A
T
40° a° 74° 17°
85° a°
a°
27° 62°
97° 22°
d e f
a° 31°
31
106° 30°
a° a°
55°
R K I NG
WO
U F
8 The word ‘bisect’ means to cut in half. C
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MA
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LL
a Which quadrilaterals have diagonals that bisect each other? HE
M AT I C A
T
b Which quadrilaterals have diagonals that bisect all their interior angles?
9 By considering the properties of special quadrilaterals, decide if the following are always true.
a A square is a type of rectangle.
b A rectangle is a type of square.
c A square is a type of rhombus.
d A rectangle is a type of parallelogram.
e A parallelogram is a type of square.
f A rhombus is a type of parallelogram.
10 Is it possible to draw a non-convex quadrilateral with two or more interior reflex angles? Explain and
illustrate.
Enrichment: Proof
11 Complete these proofs of two different angle properties of quadrilaterals. dd° e°
c°
a Angle sum = a + b + c + ____ + ____ + ____ b°
= ____ + ____ (angle sum of a triangle)
= ____ f°
a°
b ∠ADC
∠ADC = 360 – (____ + ____ + ____) (angle sum D
of a quadrilateral)
Reflex ∠ADC
∠ADC = 360 – ∠ADC
∠
= 360 – (360 – (____ + ____ + ____))
= ____ + ____ + ____
a°
A
b° c° C
B
6E Polygons E X T E N S I ON
Pentagon 5
Hexagon 6
Heptagon 7
Octagon 8
Key ideas
■■ Polygons can be convex or non-convex.
– Convex polygons have all vertices pointing outwards.
– Non-convex (or concave) polygons have at least one vertex pointing inwards.
Con x
Conve Non-conve
Non-con x
SOLUTION EXPLANATION
S = (n – 2) × 180 A heptagon has 7 sides so n = 7.
= (7 – 2) × 180
= 5 × 180 Simplify (7 – 2) before multiplying by 180°.
= 900
80°
95°
170°
a°
SOLUTION EXPLANATION
S = (n – 2) × 180 First calculate the angle sum of a pentagon using n = 5.
= (5 – 2) × 180
= 540
a + 170 + 80 + 90 + 95 = 540 Sum all the angles and set this equal to the angle sum
a + 435 = 540 of 540°. Then simplify and solve for a.
a = 105
SOLUTION EXPLANATION
S = (n – 2) × 180 First calculate the angle sum of a octagon using n = 8.
= (8 – 2) × 180
= 1080
Angle size = 1080 ÷ 8 All 8 angles are equal in size so divide the angle sum
= 135 by 8.
Exercise 6E EXTENSION
R K I NG
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1 State the number of sides on these polygons. C
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HE
a Hexagon b Quadrilateral c Decagon M AT I C A
T
R K I NG
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U F
Example 6 5 Find the angle sum of these polygons. C
R PS
MA
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LL
a Hexagon b Nonagon c Heptagon HE
M AT I C A
T
d 15-sided polygon e 45-sided polygon f 102-sided polygon
d e f
60° 30° 30°
320°
a°
40°
215°
a° 215°
a°
100° 265°
30° 30°
Example 8 7 Find the size of an interior angle of these regular polygons. Round the answer to one decimal
place where necessary.
a Regular pentagon b Regular heptagon
c Regular undecagon d Regular 32-sided polygon
R K I NG
WO
U F
8 Find the number of sides of a polygon with the given angle sums. C
R PS
MA
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LL
30°
R K I NG
d e f WO
U F
120° C
R PS
MA
Y
50°
LL
HE
x° M AT I C A
T
x°
40°
70°
16°
x°
85°
R K I NG
WO
U F
10 Consider a regular polygon with a very large number of sides (n). C
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LL
a What shape does this polygon look like? HE
M AT I C A
T
b Is there a limit to the size of a polygon angle sum or does it increase to infinity as n increases?
c What size does each interior angle approach as n increases?
13 With the limited information provided, find the value of x in these diagrams.
a b c
40° x°
60° 75° 120°
40°
40
• Now locate the centre of each shape and place a sharp pencil on this point. Rotate the shape 360°.
How many times does the shape make an exact copy of itself in its original position? This number
describes the rotational symmetry.
Key ideas
■■ An axis or line of symmetry divides a shape into two equal parts. It acts as
a mirror line, with each half of the shape being a reflection of the other.
■■
SOLUTION EXPLANATION
a 2 lines of symmetry
rotational symmetry:
order 2
b 5 lines of symmetry
rotational symmetry:
order 5
Exercise 6F R K I NG
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1 How many ways could you fold each of these shapes in half so that the two halves match C
R PS
MA
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LL
HE
exactly? (To help you solve this problem, try cutting out the shapes and folding them.) M AT I C A
T
a Square b Rectangle c Equilateral triangle
d Isosceles triangle e Rhombus f Parallelogram
2 For the shapes listed in Question 1, imagine rotating them 360° about their 1
centre. How many times do you make an exact copy of the shape in its original
position?
R K I NG
WO
U F
Example 9 3 Give the number of lines of symmetry and the order of rotational symmetry for each shape. C
R PS
MA
Y
LL
HE
a b c M AT I C A
T
d e f
R K I NG
6 State the number of lines of symmetry and order of rotational symmetry for each of the WO
U F
following. C
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HE
a b M AT I C A
T
c d
7 Of the capital letters of the alphabet shown here, state which have:
a 1 line of symmetry
A B C D E F G H I J K L M
b 2 lines of symmetry
N O P Q R S T U V W X Y Z
c rotational symmetry of order 2
8 Complete the other half of these shapes for the given axis of symmetry.
a b c
R K I NG
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9 Draw the following shapes, if possible. C
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LL
a A quadrilateral with no lines of symmetry HE
M AT I C A
T
b A hexagon with one line of symmetry
c A shape with seven lines of symmetry and rotational symmetry of order 7
d A diagram with no line of symmetry but rotational symmetry of order 3
e A diagram with one line of symmetry and no rotational symmetry
10 These diagrams are made up of more than one shape. State the number of lines of symmetry
and the order of rotational symmetry.
a b c
R K I NG
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U F
11 Many people think a rectangle has four lines of symmetry, including C
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LL
HE
the diagonals. M AT I C A
T
a Complete the other half of this diagram to show that this is tr y
not true. mme
of sy
b Using the same method as that used in part a, show that the line
diagonals of a parallelogram are not lines of symmetry.
Enrichment: Symmetry in 3D
13 Some solid objects also have symmetry. Rather than line symmetry,
they have plane symmetry. This cube shows one plane of
symmetry, but there are more that could be drawn.
A solid occupies three-dimensional space. The outside surfaces could be flat or curved and the number
of surfaces will vary depending on the properties of the solid. A solid with all flat surfaces is called a
polyhedron, plural polyhedra or polyhedrons. The word ‘polyhedron’ comes from the Greek words poly,
meaning ‘many’, and hedron, meaning ‘faces’.
The top of this Canary Wharf building in London (left) is a large, complex polyhedron. Polyhedra also occur in nature,
particularly in rock or mineral crystals such as quartz (right).
• What do you notice about the numbers in the columns for E and F + V?
• What does this suggest about the variables F, V and E? Can you write a formula?
• Add rows to the table, draw your own polyhedra and test your formula by finding the values for F, V
and E.
Key ideas
■■ A polyhedron (plural: polyhedra) is a closed solid with flat surfaces (faces), vertices and edges.
– Polyhedra can be named by their number of faces:
e.g. tetrahedron (4 faces), pentahedron (5 faces) and hexahedron (6 faces)
■■ Euler’s formula for polyhedra with F faces, V vertices and E edges is given by:
E=F+V–2
■■ Prisms are polyhedra with two identical (congruent) Hexagonal
ends. The congruent ends define the cross-section prism
of the prism and also its name. The other faces are
parallelograms. If these faces are rectangles, as shown,
then the solid is a right prism.
■■ Pyramids are polyhedra with a base face and all other faces apex Square
meeting at the same vertex point called the apex. They are pyramid
named by the shape of the base.
b Name these solids as a type of prism or pyramid, e.g. hexagonal prism or hexagonal pyramid.
SOLUTION EXPLANATION
a i Hexahedron The solid has 6 faces.
ii Heptahedron The solid has 7 faces.
iii Pentahedron The solid has 5 faces.
b i Rectangular prism It has two rectangular ends with rectangular sides.
ii Pentagonal prism It has two pentagonal ends with rectangular sides.
iii Square pyramid It has a square base and four triangular faces meeting
at an apex.
SOLUTION EXPLANATION
E=F+V–2 Write down Euler’s formula and make the appropriate
10 = F + 6 – 2 substitutions. Solve for F, which represents the number
10 = F + 4 of faces.
F=6
Exercise 6G FRINGE R K I NG
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1 Write the missing word in these sentences. C
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a A polyhedron has faces, ____________ and edges. M AT I C A
T
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2 Find the value of the pronumeral in these equations. WO
U F
a E = 10 + 16 – 2 b 12 = F + 7 – 2 c 12 = 6 + V – 2 C
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M AT I C A
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3 Count the number of faces, vertices and edges (in that order) on these polyhedra.
a b c
4 Which of these solids are polyhedra (i.e. have only flat surfaces)?
A Cube B Pyramid C Cone D Sphere
E Cylinder F Rectangular prism G Tetrahedron H Hexahedron
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Example 10a 5 Name a polyhedron that has the given number of faces. C
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a 6 b 4 c 5 d 7 HE
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e 9 f 10 g 11 h 12
b Compare the number of edges (E) with the value F + V for each polyhedron. What do you notice?
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10 Use Euler’s formula to calculate the missing numbers in this table. U F
C
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Faces (F ) Vertices (V ) Edges (E )
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M AT I C A
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6 8 ___
___ 5 8
5 ___ 9
7 ___ 12
___ 4 6
11 11 ___
11 a A polyhedron has 16 faces and 12 vertices. How many edges does it have?
b A polyhedron has 18 edges and 9 vertices. How many faces does it have?
c A polyhedron has 34 faces and 60 edges. How many vertices does it have?
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12 Decide if the following statements are true or false. Make drawings to help. C
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a A tetrahedron is a pyramid. HE
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b All solids with curved surfaces are cylinders.
c A cube and a rectangular prism are both hexahedrons.
d A hexahedron can be a pyramid.
e There are no solids with 0 vertices.
f There are no polyhedra with 3 surfaces.
g All pyramids will have an odd number of faces.
13 Decide if it is possible to cut the solid using a single straight cut, to form the new solid given in the
brackets.
a Cube (rectangular prism) b Square based pyramid (tetrahedron)
c Cylinder (cone) d Octahedron (pentahedron)
e Cube (heptahedron)
14 This solid is like a cube but is open at the top and bottom and there is a square hole in the middle
forming a tunnel. Count the number of faces (F), F), vertices (V
F V) and edges (E) then decide if Euler’s
formula is true for such solids.
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15 a A cuboid is a common name for a solid with six rectangular faces. Name the solid in two C
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other different ways. M AT I C A
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b A pyramid has base with 10 sides. Name the solid in two ways.
To test for a non-convex solid, join two vertices or two faces with a line segment that passes outside
the solid.
a Decide if these solids are convex or non-convex.
i ii iii
b Draw your own non-convex solids and check by connecting any two vertices or faces with a line
segment outside the solid.
Constructions
Investigation
Geometric construction involves a precise set of mathematical and geometric operations that do
not involve any approximate measurements or other guess work. The basic tools for geometric
construction are a pair of compasses, a straight edge and a pencil or drawing pen. Computer geometry
or drawing packages can also be used, and include digital equivalents of these tools.
For the following constructions use only a pair of compasses, a straight edge and a pencil.
Alternatively, use computer geometry software and adapt the activities where required.
Perpendicular line
Construct:
a a segment AB
b a circle with centre A
c a circle with centre B A B
d a line joining the intersection points of
the two circles
Perpendicular bisector
Repeat the construction for a perpendicular line, but ensure that the two circles have the same radius. If
computer geometry is used, use the length of the segment AB for the radius of both circles.
A 60° angle
D
Construct:
a a ray AB
b an arc with centre A
c the intersection point C
60°
d an arc with centre C and radius AC
e a point D at the intersection of the two arcs A C B
f a ray AD
Equilateral triangle
Repeat the construction for a 60° angle then construct the segment CD.
Angle bisector
B
Construct:
a any angle ∠BAC D
b an arc with centre A
c the two intersection points D and E F
d two arcs of equal radius with centres at D and E A
e the intersection point F E C
f the ray AF
Rhombus
Repeat the construction for a parallel line through a point and construct the segments AP and CD.
Construction challenges
For a further challenge try to construct these objects. No measurement is allowed.
a 45° angle
b Square
c Perpendicular line at the end of a segment
d Parallelogram
e Regular hexagon
60°
110° D
B
5 Is it possible to draw a net for these solids? If so, draw the net.
a b
Sphere
Cone
e°
c°
d°
Chapter summary
Angles in a right angle Angles on a straight line Angles in a revolution
a + 25 = 90 a + 125 = 180 2a + 240 = 360
a° a = 65 125° a = 55 (2a)° 2a = 120
25° a° a = 60
240°
a° a°
100°
35° 50°
Symmetry
• 5 lines of symmetry
• Rotational symmetry
of order 5
regular
pentagon
Multiple-choice questions
1 What is the name given to two angles that add to 90°?
A Right
B Supplementary
C Revolutionary
D Complementary
E Vertically opposite
2 The value of a in this diagram is:
A b+c B c+d c°
C b+d D 180 – a a°
b° d°
E d + 180
3 The value of a in this diagram is:
A 45 B 122 119°
C 241 D 119 a°
E 61
4 Which quadrilateral has four equal sides and diagonals equal in length?
A Kite
B Rhombus
C Square
D Parallelogram
E Rectangle
5 The size of an interior angle of an equilateral triangle is:
A 30°
B 45°
C 60°
D 120°
E 180°
6 The size of an exterior angle on an equilateral triangle is:
A 60° B 120° C 180° D 100° E 360°
7 What is the complement of 60°?
A 15° B 30° C 120° D 300° E 360°
8 What is the supplement of 60°?
A 15° B 30° C 120° D 300° E 360°
9 What is the value of a?
a° 60°
a°
Short-answer questions
1 Find the value of a in these diagrams.
a b c
a°
40° a°
115°
a° 120°
d e f
36° 29°
a° a°
a° 42°
a° a°
81°
103°
132° a°
d e f
51°
80°
116° 150° a°
a°
59°
a°
3 Use the dashed construction line to help find the size of ∠AOB in this diagram.
A
45°
O
50°
B
4 Use the side lengths and angle sizes to give a name for each triangle (e.g. right-angled isosceles) and
find the value of a.
a b c
25° a°
120° 75° a°
a°
d a° e f
73°
19°
71°
80° a° a°
29°
140° a°
a° b°
a° 95°
a° 47°
79° 52°
82°
30°
70°
x°
Extended-response questions
1 Find the value of a, giving reasons.
D
A
E
a° 50°
70°
B
C
2 Find the size of ∠ABE
∠ , giving reasons.
B
A
130°
C D E
3 In the diagram, ABDE is a rectangle. AB = 5 cm, AE = 8 cm, EC = 13 cm. Find the value of a, giving
reasons.
A B
a°
E D C