Jim Sauerberg and Alan Tarr
|
|
- Derrick Lawrence
- 5 years ago
- Views:
Transcription
1 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex Centering Jim Sauerberg and Alan Tarr Jim Sauerberg is an associate professor of mathematics and computer science at Saint Mary s College of California. His mathematical interests are in number theory, and his personal interests are currently centered around Elmo and vacuuming (thanks to his two young sons). He thanks his Spring 1999 Finite Mathematics students for inspiring this article. Alan Tarr (alantarr@hotmail.com) is currently a student at Campolindo High School, expecting to graduate in Spring His interests in mathematics include number theory. He also enjoys eating π and playing percussion in the jazz and symphonic bands at Campo. Introduction Four very egotistical friends are having a conversation. Each wants to be the center of attention so, simultaneously, each moves so as to be at the center of the circle determined by the locations of the other three friends. For example, suppose the friends started at the locations (3, 0), (0, 1), ( 1, 0) and (0, 1). The friend at (3, 0) knows that the center of the circle passing through (0, 1), (0, 1) and ( 1, 0) is (0, 0), and will move from (3, 0) to (0, 0). Likewise, the friend at (0, 1) knows that the center of the circle passing through (0, 1), (3, 0), and ( 1, 0) is (1, 1), and will move from (0, 1) to (1, 1). Similarly, the friends at ( 1, 0) and (0, 1), respectively, will move (4/3, 0) and (1, 1), respectively. (See Figure 1.) (0,1) (3,0) (-1,0) (0,0) (0,-1) (1,-1) Original Locations (1,1) (1,1) (4/3,0) (0,0) (4/3,0) (1,-1) Final Locations Figure 1. The friends finding their centers. Of course, since each friend moved, none becomes the center of attention and so the result satisfies none of them. So they do it again. And again. Will the process stop? Will it bring the friends closer together? Or push them further apart? Let us make a definition. 24 c THE MATHEMATICAL ASSOCIATION OF AMERICA page 24
2 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 25 Definition. Fix a set of points in the plane. A point centers itself by (1) Determining its three nearest neighbors (2) Finding the center of the circle those neighbors determine, and (3) Translating itself to that center. A set of points centers itself when all of its member points center themselves simultaneously. Most of this paper is devoted to the study of how centering affects sets of four points, or, equivalently, quadrilaterals. Our main results show how the interior angles, area, and edge-lengths of the original quadrilateral determine the angles, area, and edge-length of the centered quadrilateral. When the set contains more than four points the center in step (2) may or may not be well-defined. For example, although each vertex of a regular octagon has four nearest neighbors, any three of these define the same circle, and the octagon centers itself to its center. On the other hand, one cannot center {(0, 0), ( 1, 0), (1, 0), (0, 2), (0, 2)} for (0, 0) would be centered to either (0, 3/4) or (0, 3/4) depending on whether (0, 0) s nearest neighbors are chosen to be {( 1, 0), (1, 0), (0, 2)} or {( 1, 0), (1, 0), (0, 2)}. At the end of the paper we give several examples of sets of many points for which the centering map is well-defined and which have interesting behaviors under it. Simple examples We begin with a couple of simple examples to help the reader gain some familiarity with our map. The simplest way to construct graphically the new location A of a point A is to find the intersection of the perpendicular bisectors of the segments BC and CD,whereAs nearest neighbors are B, C, andd. This is because these bisectors contain the points equidistant from B and C, andc and D, respectively. Hence, their intersection is the point that is equidistant from B, C, andd, i.e., the center of the circle determined by B, C,andD. B B A C A C D D Figure 2. A quadrilateral ABCD centered to A B C D. The set consisting of the vertices of a square centers itself to the center of the square. In fact, the vertices of a regular polyhedron with at least four edges center themselves to the center of the polyhedron. More generally, any set of at least four points lying on a circle behave this way. As a slightly more complicated example, consider the rhombus with corners at (±x, 0), (0, ±y). It is easy to show that the centered object is also a rhombus with VOL. 33, NO. 1, JANUARY 2002 THE COLLEGE MATHEMATICS JOURNAL 25
3 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 26 corners at (±t, 0), (0, s),wheret = y2 x 2 and s = y2 x 2. Notice that x/y = s/t, 2x 2y so the centered rhombus has the same interior angles as the original, with the major and minor axes having switched. (0,y) (0, t) (-s,0) (-x,0) (x,0) (s,0) (0, -t) (0, -y) Figure 3. A rhombus and centered rhombus. The area of the original rhombus is 2xy while the area of the centered rhombus is (y 2 x 2 ) 2 /(2xy). If the area of the rhombus is preserved, then (x 2 x 2 ) 2 = (2xy) 2, so y = (1 + 2)x. In this case, both rhombi are equilateral, since one can check that edge-length is preserved if and only if y = (1 + 2)x. Hence, a rhombus centers itself to a congruent rhombus if and only if its interior angles are 45 and 135. Interior angles In this section we discuss the effect centering has on the interior angles of a quadrilateral. Proposition. Let ABC D be a quadrilateral that has been centered to A B C D. The angle at each corner of A B C D is equal to the supplement of the angle at the opposite corner in ABC D. The proof follows from the construction (see Figure 2). Point A is formed from the intersection of the perpendicular bisectors of segments CB and CD.ThatA lies on the quadrilateral formed by A, C and the feet of the two bisectors on BC and CD shows that A = 180 C,where A means the interior angle at the vertex A. We might say that a quadrilateral centers itself to a supplementary quadrilateral,by which we mean the angles are changed to their supplements. If we center a quadrilateral twice in succession then we get a quadrilateral with the same interior angles as the original. However, the new quadrilateral is not necessarily similar to the original since the edge-lengths do not change proportionally, as we will see in the next section. It is well-known that a quadrilateral may be inscribed in a circle if and only if its opposite angles are supplementary. We have seen that a quadrilateral inscribed in a circle is centered to the center of that circle. So if we have a quadrilateral whose angles consist of supplementary pairs but which does not become trivial upon being centered, then these supplementary pairs must be consecutive. That is, our original quadrilateral must be a parallelogram. 26 c THE MATHEMATICAL ASSOCIATION OF AMERICA
4 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 27 Corollary 1. A quadrilateral is centered to a non-trivial quadrilateral with the same interior angles if and only if it is a parallelogram. This result explains why the parallelogram with corners at (±x, 0), (0, ±y) was centered to one with the same interior angles. Area and edge-length We next consider the area and edge-lengths of a centered quadrilateral. Any nonrectangular convex quadrilateral ABCD must have an acute angle adjacent to an obtuse or right angle. So we may position the quadrilateral to have corners at (0, 0), (0, y 1 ), (x 2, y 2 ),and(x 3, y 3 ), with x 2, x 3, y 1, y 2 > 0, y 3 0, as in Figure 4. The area of the quadrilateral is (x 3 y 2 + x 2 y 1 x 2 y 3 )/2. (0,y1) B C (x2,y2) (0,0) A D (x3,y3) Figure 4. A general quadrilateral. After a bit of work, and with the help of Mathematica, we find that the area of the centered quadrilateral is (x 3 y 2 + x 2 (y 1 y 3 ))(x 2 x 3 (x 2 x 3 ) + x 3 y 2 (y 2 y 1 ) x 2 y 3 (y 3 y 1 )) 2. 8x 2 x 3 (x 2 (y 1 y 3 ) + x 3 (y 2 y 1 ))(x 2 y 3 x 3 y 2 ) The ratio of the area of the centered quadrilateral to the area of the original simplifies to new area old area = (x 2x 3 (x 2 x 3 ) + x 3 y 2 (y 2 y 1 ) + x 2 y 3 (y 3 y 1 )) 2 4x 2 x 3 (x 2 (y 1 y 3 ) + x 3 (y 2 y 1 ))(x 2 y 3 x 3 y 2 ). Next we compute the tangents of the interior angles of ABCD: tan( A) = x 3 y 3 tan( B) = x 2 y 1 y 2 tan( C) = tan( D) = x 2 (y 1 y 3 ) + x 3 (y 2 y 1 ) x 2 (x 2 x 3 ) + (y 2 y 3 )(y 2 y 1 ) x 2 y 3 x 3 y 2 x 3 (x 2 x 3 ) + y 3 (y 2 y 3 ). A simple computation then gives our main result. VOL. 33, NO. 1, JANUARY 2002 THE COLLEGE MATHEMATICS JOURNAL 27
5 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 28 Theorem 1. The ratio of the area of the centered quadrilateral to the area of the original quadrilateral is given by R = 1 ( )( 1 4 tan( A) + 1 tan( C) 1 tan( B) + 1 tan( D) ). (1) In words, when centered, the area of a quadrilateral changes proportionally with the inverse of the product of the harmonic means of the tangents of the opposite angles. We are unaware of a synthetic proof of Theorem 1, although one would be almost certainly preferable to the analytic proof given here. The ratio in (1) explains much of the centering process. First, notice that it is never positive. Clearly R = 0when A and C,or B and D are supplementary. If neither of the sums of the opposite angles is equal to 180, then obviously one is larger and one is smaller. However, if A + C > 180 and B + D < 180,then 1 tan( A) + 1 tan( C) > 0 and 1 tan( B) + 1 tan( D) < 0. Hence we always have R 0. This is why, as the observant reader will already have noticed, the centering process reverses the rotation of the quadrilateral. That is, if the order of the vertices of a quadrilateral, read clockwise, is ABCD, then the order of the vertices of the centered quadrilateral, read clockwise, will be A D C B. In effect, the centered quadrilateral is inverted, giving negative area. We may also deduce our earlier geometric results from this algebraic one. First, if our quadrilateral is a rectangle, then the tangents of the various angles are infinite. Hence (1) indicates that the area of the centered rectangle will be zero, as we have seen. Next, suppose one of the angles of the quadrilateral is 180, so the quadrilateral degenerates into a triangle. Then (1) implies that the centered object will have infinite area. This agrees with our geometric intuition, since centering will put the noncollinear corner of the quadrilateral at infinity. In a parallelogram angles A and C are the supplements of B and D. Hence ( tan( A) + 1 tan( C) )( ) 1 tan( B) + 1 tan( D) = 1 tan 2 ( A). (2) Since 1/ tan 2 ( A) >1 exactly when 45 < A, we see that a parallelogram whose smaller angle is larger than 45 will have its area grow when repeatedly centered, while those whose smaller angle is less than 45 will shrink toward nothingness. Further, a parallelogram with angles 45 and 135 will not have its area change. Finally, we also see in this result a proof of the fact that a quadrilateral may be inscribed in a circle if and only if its opposite angles are supplementary. For R will be 0 if and only if tan( A) = tan( C) or tan( B) = tan( D), and this is so if and only if A, C and B, D form supplementary pairs. Just as (1) relates the angles and the areas of our quadrilaterals, we may ask for a similar relationship between the angles and the edge-lengths. In Figure 5 we see two quadrilaterals, A 1 BCD and A 2 BCD, that are nearly identical. However, in the centered versions, the edges A B 1 and A B 2 have very different lengths. This suggests we cannot hope for a relationship relating only the lengths of AB and A B to the angles involved. 28 c THE MATHEMATICAL ASSOCIATION OF AMERICA
6 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 29 D C A 1 A 2 A B 1 B 2 Figure 5. Variations in edge-length. B Perhaps surprisingly, when we consider pairs of opposite edges simultaneously, there is such a relationship. We state without proof the following result, which is easily checked with Mathematica. Theorem 2. If ABC D is a quadrilateral and A B C D is the centered quadrilateral, then we have A B C D AB CD = A D B C AD BC = A C B D AC BD = R. In words, while it is not true in general that the individual edge-lengths grow in proportion, the products of the lengths of opposites edges do grow in such a manner. Further, this holds also for the diagonals. In the special case of parallelograms, since opposite edges have the same edgelength, we do have proportional growth, with A B = A D = 1. (Again the negative denotes the flipping of the figure.) Hence we AB AD tan( A) have Corollary 2. A parallelogram is centered to a similar parallelogram. It is not clear to us when individual edge-lengths are preserved. By Theorem 2, if the centering preserves edge-length, then it also preserves area, but the converse is not necessarily true. It also would be interesting to determine exactly which quadrilaterals have predecessors, i.e., which quadrilaterals are centered versions of other quadrilaterals. It is easy to see that an inscribed quadrilateral cannot have a predecessor, since by the Proposition its predecessor would also be inscribable. On the other hand, all parallelograms do have predecessors. Examples of other behavior When the set under consideration has more than four points a variety of interesting behaviors can result. In this section we give several of these. We continue to consider only sets of points for which centering is well-defined. Finite pointwise fixed sets. We have seen that no set of four points stays fixed when centered. The reader may demonstrate that this is also true for sets consisting of five and six points. The smallest pointwise fixed set is that of the seven points making up the vertices of a regular hexagon plus its center. In fact, any finite tiling such that every point is either the center or corner of a regular hexagon is pointwise fixed. VOL. 33, NO. 1, JANUARY 2002 THE COLLEGE MATHEMATICS JOURNAL 29
7 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 30 Plane-covering pointwise fixed sets. There are many tilings of the plane whose vertices remain pointwise fixed when centered. For example, any tiling composed of equilateral triangles, squares, and regular hexagons, all of whose edge-lengths are the same, will be pointwise fixed, as will any tiling made up of squares and their centers. Many of the well-known tilings of the plane will also be pointwise fixed. For example, all eleven of the Archimedean or uniform tilings of the plane (with the proper choice of edge-lengths for ( ), (4.6.12) and (4.8 2 ))[1, p. 63], and seven of the eleven Laves tilings of the plane ([3 6 ], [ ], [ ], [ ], [4 4 ], [4.8 2 ],and[6 3 ]) [1, p. 96] have this property. Infinite pointwise fixed sets with finite area. There are pointwise fixed sets with infinitely many points but whose convex hulls have finite area. One example is the self-similar figure we call a fan. Begin with a point A. Add to it three connecting lines of length one separated by 60 each and place points B, C, andd at the end of each of these lines. Shrink this three-segment prong by a factor of 1/r for any fixed r > 2 and append it to each of the end points. Continue repeating this process of appending a prong to the end of each line, shrinking the prong by a factor of 1/r at each step. (See Figure 6.) D C B E F A Figure 6. The Beginning of the Fan, and Several Generations of the Fan. Are the points in the fan actually pointwise fixed? Certainly it appears from our picture that the points B, C, andd are the closest to point A and so A should remain fixed when the set is centered. To prove this we will first show that all of the points in the family of points extending from B, C, andd remain outside of the unit circle centered at A, and then will show that the families of points emanating from B and C do not interact. First notice that the entire fan fits inside a circle of radius r/(r 1). So, traveling along the connecting lines of the prongs, the distance from point A to any end point is also r/(r 1). Because of the self-similarity, the distance from point B to any end point is (1/r) r/(r 1) = 1/(r 1), and from point E to any end point is 1/(r 2 r). If we place point A at the origin, point E has coordinates ( 3/2, 1/2 + 1/r) and is a distance of r 2 + r + 1/r from A. Hence the closest a point extending from B could r 2 +r+1 come to point A is. But it is easy to show that this is larger than 1 for r > 2. Hence the closest point to A in the family of points emanating from B is B. To see that the points from Bs andcs families stay separated, notice that the distance from E to the line midway between B and C is the same as the distance from 1 r r 2 r point F to the x-axis. Since the coordinates of F are ( 3 ( r+1 ), 1 ( r 1 )), and this is 2 r 2 r greater than 1/(r 2 r) when r > 2. Hence if we take, for instance, r = 3 then none 30 c THE MATHEMATICAL ASSOCIATION OF AMERICA
8 Integre Technical Publishing Co., Inc. College Mathematics Journal 33:1 September 28, :30 a.m. sauerberg.tex page 31 of the three families emanating from A can interfere with each other, and, by selfsimilarity, this holds for all the subsequent families. Therefore the fan is an infinite pointwise fixed set occupying finite area. Open questions We finish with a small list of unanswered questions. (1) The fundamental building blocks for the finite pointwise fixed structures we gave were regular hexagons, equilateral triangles and squares. Are there other ways of building finite pointwise fixed structures? (2) Our finite pointwise fixed examples were built from regular hexagons, equilateral triangles, and squares, so the distance from a point to its nearest neighbor(s) was independent of the point. Are there any finite pointwise fixed structures in which this is not so? Are there any tilings of the plane for which this is not so? (3) Is there a finite set of points that is set-wise fixed but not pointwise fixed? (4) It is possible to create four points so that two of them coalesce in the next centering (or, if you prefer, so that one disappears)? Is there a set of points that nicely vanishes, one by one, until three or fewer are left? (5) Is there a set of points that exhibits true movement? Our quadrilaterals all lurch around, and generally either grow or shrink, but do not really have directional motion. (6) What happens in the general case? Suppose we have n points on the plane and during each unit time interval each point finds its t nearest neighbors, determines the position so that the sum of the distances to those neighbors is minimal, and then at the end of the unit time interval translates itself to that position. If we iterate this process, how does the set of points behave? The boundary case t = 3 was considered in this paper. The other boundary case is easier to understand. If t = n then all points move to the same point (what we d probably call the center of mass of the set of points) at the end of the first time interval. In fact, if t is a sufficiently large fraction of n, we d similarly expect the points to lump together into one or more centers of mass. For example, if t = n/4 and the points were in four widely separated groups of n/4 points, then we d end up with four points at the end. What happens for t small in relation to n? Reference 1. Branko Grünbaum, Tilings and Patterns, W. H. Freeman, VOL. 33, NO. 1, JANUARY 2002 THE COLLEGE MATHEMATICS JOURNAL 31
Postulates, Theorems, and Corollaries. Chapter 1
Chapter 1 Post. 1-1-1 Through any two points there is exactly one line. Post. 1-1-2 Through any three noncollinear points there is exactly one plane containing them. Post. 1-1-3 If two points lie in a
More informationGeometry Unit 6 Properties of Quadrilaterals Classifying Polygons Review
Geometry Unit 6 Properties of Quadrilaterals Classifying Polygons Review Polygon a closed plane figure with at least 3 sides that are segments -the sides do not intersect except at the vertices N-gon -
More informationFebruary Regional Geometry Individual Test
Calculators are NOT to be used for this test. For all problems, answer choice E, NOTA, means none of the above answers is correct. Assume all measurements to be in units unless otherwise specified; angle
More informationGeometry Rules. Triangles:
Triangles: Geometry Rules 1. Types of Triangles: By Sides: Scalene - no congruent sides Isosceles - 2 congruent sides Equilateral - 3 congruent sides By Angles: Acute - all acute angles Right - one right
More informationVideos, Constructions, Definitions, Postulates, Theorems, and Properties
Videos, Constructions, Definitions, Postulates, Theorems, and Properties Videos Proof Overview: http://tinyurl.com/riehlproof Modules 9 and 10: http://tinyurl.com/riehlproof2 Module 9 Review: http://tinyurl.com/module9livelesson-recording
More informationGeometry Vocabulary Math Fundamentals Reference Sheet Page 1
Math Fundamentals Reference Sheet Page 1 Acute Angle An angle whose measure is between 0 and 90 Acute Triangle A that has all acute Adjacent Alternate Interior Angle Two coplanar with a common vertex and
More informationAny questions about the material so far? About the exercises?
Any questions about the material so far? About the exercises? Here is a question for you. In the diagram on the board, DE is parallel to AC, DB = 4, AB = 9 and BE = 8. What is the length EC? Polygons Definitions:
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES HONORS GEOMETRY. 3 rd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES HONORS GEOMETRY 3 rd Nine Weeks, 2016-2017 1 OVERVIEW Geometry Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationGeometry (H) Worksheet: 1st Semester Review:True/False, Always/Sometimes/Never
1stSemesterReviewTrueFalse.nb 1 Geometry (H) Worksheet: 1st Semester Review:True/False, Always/Sometimes/Never Classify each statement as TRUE or FALSE. 1. Three given points are always coplanar. 2. A
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY. 3 rd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES GEOMETRY 3 rd Nine Weeks, 2016-2017 1 OVERVIEW Geometry Content Review Notes are designed by the High School Mathematics Steering Committee as a resource for
More informationPeriod: Date Lesson 13: Analytic Proofs of Theorems Previously Proved by Synthetic Means
: Analytic Proofs of Theorems Previously Proved by Synthetic Means Learning Targets Using coordinates, I can find the intersection of the medians of a triangle that meet at a point that is two-thirds of
More informationGeometry Vocabulary. acute angle-an angle measuring less than 90 degrees
Geometry Vocabulary acute angle-an angle measuring less than 90 degrees angle-the turn or bend between two intersecting lines, line segments, rays, or planes angle bisector-an angle bisector is a ray that
More informationMoore Catholic High School Math Department
Moore Catholic High School Math Department Geometry Vocabulary The following is a list of terms and properties which are necessary for success in a Geometry class. You will be tested on these terms during
More informationUnit 2: Triangles and Polygons
Unit 2: Triangles and Polygons Background for Standard G.CO.9: Prove theorems about lines and angles. Objective: By the end of class, I should Using the diagram below, answer the following questions. Line
More informationEOC Review: Practice: 1. In the circle below, AB = 2BC. What is the probability of hitting the shaded region with a random dart?
EOC Review: Focus Areas: Trigonometric Ratios Area and Volume including Changes in Area/Volume Geometric Probability Proofs and Deductive Reasoning including Conditionals Properties of Polygons and Circles
More informationIndiana State Math Contest Geometry
Indiana State Math Contest 018 Geometry This test was prepared by faculty at Indiana University - Purdue University Columbus Do not open this test booklet until you have been advised to do so by the test
More informationAn Approach to Geometry (stolen in part from Moise and Downs: Geometry)
An Approach to Geometry (stolen in part from Moise and Downs: Geometry) Undefined terms: point, line, plane The rules, axioms, theorems, etc. of elementary algebra are assumed as prior knowledge, and apply
More informationAcute Triangulations of Polygons
Europ. J. Combinatorics (2002) 23, 45 55 doi:10.1006/eujc.2001.0531 Available online at http://www.idealibrary.com on Acute Triangulations of Polygons H. MAEHARA We prove that every n-gon can be triangulated
More informationSOME IMPORTANT PROPERTIES/CONCEPTS OF GEOMETRY (Compiled by Ronnie Bansal)
1 SOME IMPORTANT PROPERTIES/CONCEPTS OF GEOMETRY (Compiled by Ronnie Bansal) 1. Basic Terms and Definitions: a) Line-segment: A part of a line with two end points is called a line-segment. b) Ray: A part
More informationGeometry Reasons for Proofs Chapter 1
Geometry Reasons for Proofs Chapter 1 Lesson 1.1 Defined Terms: Undefined Terms: Point: Line: Plane: Space: Postulate 1: Postulate : terms that are explained using undefined and/or other defined terms
More informationPoints, lines, angles
Points, lines, angles Point Line Line segment Parallel Lines Perpendicular lines Vertex Angle Full Turn An exact location. A point does not have any parts. A straight length that extends infinitely in
More informationGeometry Final Exam - Study Guide
Geometry Final Exam - Study Guide 1. Solve for x. True or False? (questions 2-5) 2. All rectangles are rhombuses. 3. If a quadrilateral is a kite, then it is a parallelogram. 4. If two parallel lines are
More informationSelect the best answer. Bubble the corresponding choice on your scantron. Team 13. Geometry
Team Geometry . What is the sum of the interior angles of an equilateral triangle? a. 60 b. 90 c. 80 d. 60. The sine of angle A is. What is the cosine of angle A? 6 4 6 a. b. c.. A parallelogram has all
More informationMATH 113 Section 8.2: Two-Dimensional Figures
MATH 113 Section 8.2: Two-Dimensional Figures Prof. Jonathan Duncan Walla Walla University Winter Quarter, 2008 Outline 1 Classifying Two-Dimensional Shapes 2 Polygons Triangles Quadrilaterals 3 Other
More informationMoore Catholic High School Math Department
Moore Catholic High School Math Department Geometry Vocabulary The following is a list of terms and properties which are necessary for success in a Geometry class. You will be tested on these terms during
More informationGeometry Ch 7 Quadrilaterals January 06, 2016
Theorem 17: Equal corresponding angles mean that lines are parallel. Corollary 1: Equal alternate interior angles mean that lines are parallel. Corollary 2: Supplementary interior angles on the same side
More informationUnderstanding Quadrilaterals
Understanding Quadrilaterals Parallelogram: A quadrilateral with each pair of opposite sides parallel. Properties: (1) Opposite sides are equal. (2) Opposite angles are equal. (3) Diagonals bisect one
More informationGeometry Basics of Geometry Precise Definitions Unit CO.1 OBJECTIVE #: G.CO.1
OBJECTIVE #: G.CO.1 OBJECTIVE Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance
More informationElementary Planar Geometry
Elementary Planar Geometry What is a geometric solid? It is the part of space occupied by a physical object. A geometric solid is separated from the surrounding space by a surface. A part of the surface
More informationModeling with Geometry
Modeling with Geometry 6.3 Parallelograms https://mathbitsnotebook.com/geometry/quadrilaterals/qdparallelograms.html Properties of Parallelograms Sides A parallelogram is a quadrilateral with both pairs
More informationParallelograms. MA 341 Topics in Geometry Lecture 05
Parallelograms MA 341 Topics in Geometry Lecture 05 Definitions A quadrilateral is a polygon with 4 distinct sides and four vertices. Is there a more precise definition? P 1 P 2 P 3 09-Sept-2011 MA 341
More informationName Honors Geometry Final Exam Review
2014-2015 Name Honors Geometry Final Eam Review Chapter 5 Use the picture at the right to answer the following questions. 1. AC= 2. m BFD = 3. m CAE = A 29 C B 71⁰ 19 D 16 F 65⁰ E 4. Find the equation
More informationProving Triangles and Quadrilaterals Satisfy Transformational Definitions
Proving Triangles and Quadrilaterals Satisfy Transformational Definitions 1. Definition of Isosceles Triangle: A triangle with one line of symmetry. a. If a triangle has two equal sides, it is isosceles.
More informationChapter 2 QUIZ. Section 2.1 The Parallel Postulate and Special Angles
Chapter 2 QUIZ Section 2.1 The Parallel Postulate and Special Angles (1.) How many lines can be drawn through point P that are parallel to line? (2.) Lines and m are cut by transversal t. Which angle corresponds
More informationGeometry/Trigonometry Summer Assignment
Student Name: 2017 Geometry/Trigonometry Summer Assignment Complete the following assignment in the attached packet. This is due the first day of school. Bring in a copy of your answers including ALL WORK
More informationGeometry Period Unit 2 Constructions Review
Name 2-7 Review Geometry Period Unit 2 Constructions Review Date 2-1 Construct an Inscribed Regular Hexagon and Inscribed equilateral triangle. -Measuring radius distance to make arcs. -Properties of equilateral
More informationIf two sides and the included angle of one triangle are congruent to two sides and the included angle of 4 Congruence
Postulates Through any two points there is exactly one line. Through any three noncollinear points there is exactly one plane containing them. If two points lie in a plane, then the line containing those
More informationKillingly Public Schools. Grades Draft Sept. 2002
Killingly Public Schools Grades 10-12 Draft Sept. 2002 ESSENTIALS OF GEOMETRY Grades 10-12 Language of Plane Geometry CONTENT STANDARD 10-12 EG 1: The student will use the properties of points, lines,
More informationGeometry Summative Review 2008
Geometry Summative Review 2008 Page 1 Name: ID: Class: Teacher: Date: Period: This printed test is for review purposes only. 1. ( 1.67% ) Which equation describes a circle centered at (-2,3) and with radius
More informationM2 GEOMETRY REVIEW FOR MIDTERM EXAM
M2 GEOMETRY REVIEW FOR MIDTERM EXAM #1-11: True or false? If false, replace the underlined word or phrase to make a true sentence. 1. Two lines are perpendicular if they intersect to form a right angle.
More informationPARCC Review. The set of all points in a plane that are equidistant from a given point is called a
Name 1. Select the drop-down menus to correctly complete each sentence. PARCC Review The set of all points in a plane that are equidistant from a given point is called a The given point is called the Radius
More informationEUCLID S GEOMETRY. Raymond Hoobler. January 27, 2008
EUCLID S GEOMETRY Raymond Hoobler January 27, 2008 Euclid rst codi ed the procedures and results of geometry, and he did such a good job that even today it is hard to improve on his presentation. He lived
More informationFor all questions, E. NOTA means none of the above answers is correct. Diagrams are NOT drawn to scale.
For all questions, means none of the above answers is correct. Diagrams are NOT drawn to scale.. In the diagram, given m = 57, m = (x+ ), m = (4x 5). Find the degree measure of the smallest angle. 5. The
More informationIf three points A (h, 0), P (a, b) and B (0, k) lie on a line, show that: a b 1.
ASSIGNMENT ON STRAIGHT LINES LEVEL 1 (CBSE/NCERT/STATE BOARDS) 1 Find the angle between the lines joining the points (0, 0), (2, 3) and the points (2, 2), (3, 5). 2 What is the value of y so that the line
More informationGEOMETRY is the study of points in space
CHAPTER 5 Logic and Geometry SECTION 5-1 Elements of Geometry GEOMETRY is the study of points in space POINT indicates a specific location and is represented by a dot and a letter R S T LINE is a set of
More informationPROPERTIES OF TRIANGLES AND QUADRILATERALS (plus polygons in general)
Mathematics Revision Guides Properties of Triangles, Quadrilaterals and Polygons Page 1 of 15 M.K. HOME TUITION Mathematics Revision Guides Level: GCSE Foundation Tier PROPERTIES OF TRIANGLES AND QUADRILATERALS
More informationModule Four: Connecting Algebra and Geometry Through Coordinates
NAME: Period: Module Four: Connecting Algebra and Geometry Through Coordinates Topic A: Rectangular and Triangular Regions Defined by Inequalities Lesson 1: Searching a Region in the Plane Lesson 2: Finding
More informationU4 Polygon Notes January 11, 2017 Unit 4: Polygons
Unit 4: Polygons 180 Complimentary Opposite exterior Practice Makes Perfect! Example: Example: Practice Makes Perfect! Def: Midsegment of a triangle - a segment that connects the midpoints of two sides
More informationGeometry Period Unit 2 Constructions Review
Name 2-7 Review Geometry Period Unit 2 Constructions Review Date 2-1 Construct an Inscribed Regular Hexagon and Inscribed equilateral triangle. -Measuring radius distance to make arcs. -Properties of equilateral
More informationDEFINITIONS. Perpendicular Two lines are called perpendicular if they form a right angle.
DEFINITIONS Degree A degree is the 1 th part of a straight angle. 180 Right Angle A 90 angle is called a right angle. Perpendicular Two lines are called perpendicular if they form a right angle. Congruent
More informationUNIT 6: Connecting Algebra & Geometry through Coordinates
TASK: Vocabulary UNIT 6: Connecting Algebra & Geometry through Coordinates Learning Target: I can identify, define and sketch all the vocabulary for UNIT 6. Materials Needed: 4 pieces of white computer
More informationContents. Lines, angles and polygons: Parallel lines and angles. Triangles. Quadrilaterals. Angles in polygons. Congruence.
Colegio Herma. Maths Bilingual Departament Isabel Martos Martínez. 2015 Contents Lines, angles and polygons: Parallel lines and angles Triangles Quadrilaterals Angles in polygons Congruence Similarity
More informationGeometry Review for Test 3 January 13, 2016
Homework #7 Due Thursday, 14 January Ch 7 Review, pp. 292 295 #1 53 Test #3 Thurs, 14 Jan Emphasis on Ch 7 except Midsegment Theorem, plus review Betweenness of Rays Theorem Whole is Greater than Part
More informationGeometry Midterm Review 2019
Geometry Midterm Review 2019 Name To prepare for the midterm: Look over past work, including HW, Quizzes, tests, etc Do this packet Unit 0 Pre Requisite Skills I Can: Solve equations including equations
More informationadded to equal quantities, their sum is equal. Same holds for congruence.
Mr. Cheung s Geometry Cheat Sheet Theorem List Version 6.0 Updated 3/14/14 (The following is to be used as a guideline. The rest you need to look up on your own, but hopefully this will help. The original
More information3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ).
Geometry Kindergarten Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 1 Describe objects in the environment using names of shapes,
More informationPoint A location in geometry. A point has no dimensions without any length, width, or depth. This is represented by a dot and is usually labelled.
Test Date: November 3, 2016 Format: Scored out of 100 points. 8 Multiple Choice (40) / 8 Short Response (60) Topics: Points, Angles, Linear Objects, and Planes Recognizing the steps and procedures for
More informationPARCC Review 1. Select the drop-down menus to correctly complete each sentence.
Name PARCC Review 1. Select the drop-down menus to correctly complete each sentence. The set of all points in a plane that are equidistant from a given point is called a The given point is called the Radius
More informationGeometry. Geometry is one of the most important topics of Quantitative Aptitude section.
Geometry Geometry is one of the most important topics of Quantitative Aptitude section. Lines and Angles Sum of the angles in a straight line is 180 Vertically opposite angles are always equal. If any
More informationChapter 8. Properties of Triangles and Quadrilaterals. 02/2017 LSowatsky
Chapter 8 Properties of Triangles and Quadrilaterals 02/2017 LSowatsky 1 8-1A: Points, Lines, and Planes I can Identify and label basic geometric figures. LSowatsky 2 Vocabulary: Point: a point has no
More informationLesson 9: Coordinate Proof - Quadrilaterals Learning Targets
Lesson 9: Coordinate Proof - Quadrilaterals Learning Targets Using coordinates, I can find the intersection of the medians of a triangle that meet at a point that is two-thirds of the way along each median
More informationTerm Definition Figure
Notes LT 1.1 - Distinguish and apply basic terms of geometry (coplanar, collinear, bisectors, congruency, parallel, perpendicular, etc.) Term Definition Figure collinear on the same line (note: you do
More informationSecondary Math II Honors. Unit 4 Notes. Polygons. Name: Per:
Secondary Math II Honors Unit 4 Notes Polygons Name: Per: Day 1: Interior and Exterior Angles of a Polygon Unit 4 Notes / Secondary 2 Honors Vocabulary: Polygon: Regular Polygon: Example(s): Discover the
More informationGeometry CST Questions (2008)
1 Which of the following best describes deductive reasoning? A using logic to draw conclusions based on accepted statements B accepting the meaning of a term without definition C defining mathematical
More informationSOL Chapter Due Date
Name: Block: Date: Geometry SOL Review SOL Chapter Due Date G.1 2.2-2.4 G.2 3.1-3.5 G.3 1.3, 4.8, 6.7, 9 G.4 N/A G.5 5.5 G.6 4.1-4.7 G.7 6.1-6.6 G.8 7.1-7.7 G.9 8.2-8.6 G.10 1.6, 8.1 G.11 10.1-10.6, 11.5,
More informationMath 6, Unit 8 Notes: Geometric Relationships
Math 6, Unit 8 Notes: Geometric Relationships Points, Lines and Planes; Line Segments and Rays As we begin any new topic, we have to familiarize ourselves with the language and notation to be successful.
More informationGeometry Third Quarter Study Guide
Geometry Third Quarter Study Guide 1. Write the if-then form, the converse, the inverse and the contrapositive for the given statement: All right angles are congruent. 2. Find the measures of angles A,
More informationUnit 1, Lesson 1: Moving in the Plane
Unit 1, Lesson 1: Moving in the Plane Let s describe ways figures can move in the plane. 1.1: Which One Doesn t Belong: Diagrams Which one doesn t belong? 1.2: Triangle Square Dance m.openup.org/1/8-1-1-2
More informationClass VIII Chapter 3 Understanding Quadrilaterals Maths. Exercise 3.1
Question 1: Given here are some figures. Exercise 3.1 (1) (2) (3) (4) (5) (6) (7) (8) Classify each of them on the basis of the following. (a) Simple curve (b) Simple closed curve (c) Polygon (d) Convex
More information1. AREAS. Geometry 199. A. Rectangle = base altitude = bh. B. Parallelogram = base altitude = bh. C. Rhombus = 1 product of the diagonals = 1 dd
Geometry 199 1. AREAS A. Rectangle = base altitude = bh Area = 40 B. Parallelogram = base altitude = bh Area = 40 Notice that the altitude is different from the side. It is always shorter than the second
More informationNAEP Released Items Aligned to the Iowa Core: Geometry
NAEP Released Items Aligned to the Iowa Core: Geometry Congruence G-CO Experiment with transformations in the plane 1. Know precise definitions of angle, circle, perpendicular line, parallel line, and
More informationGeometry Foundations Planning Document
Geometry Foundations Planning Document Unit 1: Chromatic Numbers Unit Overview A variety of topics allows students to begin the year successfully, review basic fundamentals, develop cooperative learning
More informationUNIT 1 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 1
UNIT 1 GEOMETRY TEMPLATE CREATED BY REGION 1 ESA UNIT 1 Traditional Pathway: Geometry The fundamental purpose of the course in Geometry is to formalize and extend students geometric experiences from the
More informationGeometry: Traditional Pathway
GEOMETRY: CONGRUENCE G.CO Prove geometric theorems. Focus on validity of underlying reasoning while using variety of ways of writing proofs. G.CO.11 Prove theorems about parallelograms. Theorems include:
More informationCourse: Geometry Level: Regular Date: 11/2016. Unit 1: Foundations for Geometry 13 Days 7 Days. Unit 2: Geometric Reasoning 15 Days 8 Days
Geometry Curriculum Chambersburg Area School District Course Map Timeline 2016 Units *Note: unit numbers are for reference only and do not indicate the order in which concepts need to be taught Suggested
More informationTheta Circles & Polygons 2015 Answer Key 11. C 2. E 13. D 4. B 15. B 6. C 17. A 18. A 9. D 10. D 12. C 14. A 16. D
Theta Circles & Polygons 2015 Answer Key 1. C 2. E 3. D 4. B 5. B 6. C 7. A 8. A 9. D 10. D 11. C 12. C 13. D 14. A 15. B 16. D 17. A 18. A 19. A 20. B 21. B 22. C 23. A 24. C 25. C 26. A 27. C 28. A 29.
More informationBoardworks Ltd KS3 Mathematics. S1 Lines and Angles
1 KS3 Mathematics S1 Lines and Angles 2 Contents S1 Lines and angles S1.1 Labelling lines and angles S1.2 Parallel and perpendicular lines S1.3 Calculating angles S1.4 Angles in polygons 3 Lines In Mathematics,
More informationMathematics Standards for High School Geometry
Mathematics Standards for High School Geometry Geometry is a course required for graduation and course is aligned with the College and Career Ready Standards for Mathematics in High School. Throughout
More informationGrade IX. Mathematics Geometry Notes. #GrowWithGreen
Grade IX Mathematics Geometry Notes #GrowWithGreen The distance of a point from the y - axis is called its x -coordinate, or abscissa, and the distance of the point from the x -axis is called its y-coordinate,
More informationGeometry SOL Study Sheet. 1. Slope: ! y 1 x 2. m = y 2. ! x Midpoint: + x y 2 2. midpoint = ( x 1. , y Distance: (x 2 ) 2
Geometry SOL Study Sheet 1. Slope: 2. Midpoint: 3. Distance: m = y 2! y 1 x 2! x 1 midpoint = ( x 1 + x 2 2, y 1 + y 2 2 ) d = (x 2! x 1 ) 2 + (y 2! y 1 ) 2 4. Sum of Interior Angles (Convex Polygons):
More informationUNM - PNM STATEWIDE MATHEMATICS CONTEST XLI. February 7, 2009 Second Round Three Hours
UNM - PNM STATEWIDE MATHEMATICS CONTEST XLI February 7, 009 Second Round Three Hours (1) An equilateral triangle is inscribed in a circle which is circumscribed by a square. This square is inscribed in
More informationMath Geometry FAIM 2015 Form 1-A [ ]
Math Geometry FAIM 2015 Form 1-A [1530458] Student Class Date Instructions Use your Response Document to answer question 13. 1. Given: Trapezoid EFGH with vertices as shown in the diagram below. Trapezoid
More informationChapter 1-2 Points, Lines, and Planes
Chapter 1-2 Points, Lines, and Planes Undefined Terms: A point has no size but is often represented by a dot and usually named by a capital letter.. A A line extends in two directions without ending. Lines
More informationHigh School Mathematics Geometry Vocabulary Word Wall Cards
High School Mathematics Geometry Vocabulary Word Wall Cards Table of Contents Reasoning, Lines, and Transformations Basics of Geometry 1 Basics of Geometry 2 Geometry Notation Logic Notation Set Notation
More informationMath 2 Plane Geometry part 1 Unit Updated January 13, 2017
Complementary angles (two angles whose sum is 90 ) and supplementary angles (two angles whose sum is 180. A straight line = 180. In the figure below and to the left, angle EFH and angle HFG form a straight
More informationGeometry Mathematics Content Standards
85 The geometry skills and concepts developed in this discipline are useful to all students. Aside from learning these skills and concepts, students will develop their ability to construct formal, logical
More informationPCTI Geometry. Summer Packet
PCTI Geometry Summer Packet 2017 1 This packet has been designed to help you review various mathematical topics that will be necessary for your success in Geometry. INSTRUCTIONS: Do all problems without
More informationGeometry Practice. 1. Angles located next to one another sharing a common side are called angles.
Geometry Practice Name 1. Angles located next to one another sharing a common side are called angles. 2. Planes that meet to form right angles are called planes. 3. Lines that cross are called lines. 4.
More informationGlossary of dictionary terms in the AP geometry units
Glossary of dictionary terms in the AP geometry units affine linear equation: an equation in which both sides are sums of terms that are either a number times y or a number times x or just a number [SlL2-D5]
More informationMathematics High School Geometry An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts
Mathematics High School Geometry An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts interpreting a schematic drawing, estimating the amount of
More informationEssential Questions Content Skills Assessments Standards/PIs Resources/Notes. Restates a nonmathematical. using logic notation
Map: Geometry R+ Type: Consensus Grade Level: 10 School Year: 2011-2012 Author: Jamie Pietrantoni District/Building: Island Trees/Island Trees High School Created: 05/10/2011 Last Updated: 06/28/2011 Essential
More informationFind the locus of the center of a bicycle wheel touching the floor and two corner walls.
WFNMC conference - Riga - July 00 Maurice Starck - mstarck@canl.nc Three problems My choice of three problems, ordered in increasing difficulty. The first is elementary, but the last is a very difficult
More informationUnit 3: Triangles and Polygons
Unit 3: Triangles and Polygons Background for Standard G.CO.9: Prove theorems about triangles. Objective: By the end of class, I should Example 1: Trapezoid on the coordinate plane below has the following
More informationPerimeter. Area. Surface Area. Volume. Circle (circumference) C = 2πr. Square. Rectangle. Triangle. Rectangle/Parallelogram A = bh
Perimeter Circle (circumference) C = 2πr Square P = 4s Rectangle P = 2b + 2h Area Circle A = πr Triangle A = bh Rectangle/Parallelogram A = bh Rhombus/Kite A = d d Trapezoid A = b + b h A area a apothem
More informationThe radius for a regular polygon is the same as the radius of the circumscribed circle.
Perimeter and Area The perimeter and area of geometric shapes are basic properties that we need to know. The more complex a shape is, the more complex the process can be in finding its perimeter and area.
More informationCommon Core Cluster. Experiment with transformations in the plane. Unpacking What does this standard mean that a student will know and be able to do?
Congruence G.CO Experiment with transformations in the plane. G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point,
More informationFlorida Association of Mu Alpha Theta January 2017 Geometry Team Solutions
Geometry Team Solutions Florida ssociation of Mu lpha Theta January 017 Regional Team nswer Key Florida ssociation of Mu lpha Theta January 017 Geometry Team Solutions Question arts () () () () Question
More information(D) 1 9 (E) 9 80 (A) 25% (B) 30% (C) 35% (D) 60% (E) 65% 6. What is the sum of the digits of the decimal form of the product ?
50th AHSME 999 2. 2 + 3 4 + 98 + 99 = (A) 50 (B) 49 (C) 0 (D) 49 (E) 50 2. Which one of the following statements is false? (A) All equilateral triangles are congruent to each other. (B) All equilateral
More information2 Formula (given): Volume of a Pyramid V = 1/3 BH What does B represent? Formula: Area of a Trapezoid. 3 Centroid. 4 Midsegment of a triangle
1 Formula: Area of a Trapezoid 2 Formula (given): Volume of a Pyramid V = 1/3 BH What does B represent? 3 Centroid 4 Midsegment of a triangle 5 Slope formula 6 Point Slope Form of Linear Equation *can
More informationGEOMETRY COORDINATE GEOMETRY Proofs
GEOMETRY COORDINATE GEOMETRY Proofs Name Period 1 Coordinate Proof Help Page Formulas Slope: Distance: To show segments are congruent: Use the distance formula to find the length of the sides and show
More information