• Study Resource
  • Explore Categories
    • Arts & Humanities
    • Business
    • Engineering & Technology
    • Foreign Language
    • History
    • Math
    • Science
    • Social Science

    Top subcategories

    • Advanced Math
    • Algebra
    • Basic Math
    • Calculus
    • Geometry
    • Linear Algebra
    • Pre-Algebra
    • Pre-Calculus
    • Statistics And Probability
    • Trigonometry
    • other →

    Top subcategories

    • Astronomy
    • Astrophysics
    • Biology
    • Chemistry
    • Earth Science
    • Environmental Science
    • Health Science
    • Physics
    • other →

    Top subcategories

    • Anthropology
    • Law
    • Political Science
    • Psychology
    • Sociology
    • other →

    Top subcategories

    • Accounting
    • Economics
    • Finance
    • Management
    • other →

    Top subcategories

    • Aerospace Engineering
    • Bioengineering
    • Chemical Engineering
    • Civil Engineering
    • Computer Science
    • Electrical Engineering
    • Industrial Engineering
    • Mechanical Engineering
    • Web Design
    • other →

    Top subcategories

    • Architecture
    • Communications
    • English
    • Gender Studies
    • Music
    • Performing Arts
    • Philosophy
    • Religious Studies
    • Writing
    • other →

    Top subcategories

    • Ancient History
    • European History
    • US History
    • World History
    • other →

    Top subcategories

    • Croatian
    • Czech
    • Finnish
    • Greek
    • Hindi
    • Japanese
    • Korean
    • Persian
    • Swedish
    • Turkish
    • other →
 
Profile Documents Logout
Upload
InterMath | Workshop Support
InterMath | Workshop Support

Introduction in Geometry
Introduction in Geometry

Geometry Angle congruency Name: Block: Date: ______ Below
Geometry Angle congruency Name: Block: Date: ______ Below

... 4. Measure the angles with a protractor: m<5= ______, m<6=______, m<7=______, m<8=_____ 5. What relationship do you see between the measures of angles 1,3 or angles 2,4 or angles 5,7 or angles 6,8? _______________________________________________________________ What appears to always be true? ______ ...
Geometry Curriculum
Geometry Curriculum

Slide 1
Slide 1

Chapter 2 - UT Mathematics
Chapter 2 - UT Mathematics

euclidean parallel postulate
euclidean parallel postulate

Angles in Polygons
Angles in Polygons

Chapter 2 - UT Mathematics
Chapter 2 - UT Mathematics

Polygons Standards: CSDE 3.1 Use properties and characteristics of
Polygons Standards: CSDE 3.1 Use properties and characteristics of

This week, we will learn how to find the area and angles of regular
This week, we will learn how to find the area and angles of regular

Parallel and Perpendicular Lines
Parallel and Perpendicular Lines

Geometry Module 1, Topic A, Lesson 3: Teacher Version
Geometry Module 1, Topic A, Lesson 3: Teacher Version

Investigation
Investigation

Lesson 3: Copy and Bisect an Angle
Lesson 3: Copy and Bisect an Angle

North East School Division Unpacking Outcomes
North East School Division Unpacking Outcomes

Pacing
Pacing

7 Math LM_Mod4
7 Math LM_Mod4

Unit 1
Unit 1

online page proofs
online page proofs

Lesson 3: Copy and Bisect an Angle
Lesson 3: Copy and Bisect an Angle

Angles and Parallel Lines
Angles and Parallel Lines

Angles
Angles

The School District of Palm Beach County GEOMETRY REGULAR
The School District of Palm Beach County GEOMETRY REGULAR

basic geometry glossary
basic geometry glossary

< 1 ... 14 15 16 17 18 19 20 21 22 ... 90 >

Compass-and-straightedge construction



Compass-and-straightedge construction, also known as ruler-and-compass construction or classical construction, is the construction of lengths, angles, and other geometric figures using only an idealized ruler and compass.The idealized ruler, known as a straightedge, is assumed to be infinite in length, and has no markings on it and only one edge. The compass is assumed to collapse when lifted from the page, so may not be directly used to transfer distances. (This is an unimportant restriction since, using a multi-step procedure, a distance can be transferred even with collapsing compass, see compass equivalence theorem.) More formally, the only permissible constructions are those granted by Euclid's first three postulates. Every point constructible using straightedge and compass may be constructed using compass alone.The ancient Greek mathematicians first conceived compass-and-straightedge constructions, and a number of ancient problems in plane geometry impose this restriction. The ancient Greeks developed many constructions, but in some cases were unable to do so. Gauss showed that some polygons are constructible but that most are not. Some of the most famous straightedge-and-compass problems were proven impossible by Pierre Wantzel in 1837, using the mathematical theory of fields.In spite of existing proofs of impossibility, some persist in trying to solve these problems. Many of these problems are easily solvable provided that other geometric transformations are allowed: for example, doubling the cube is possible using geometric constructions, but not possible using straightedge and compass alone.In terms of algebra, a length is constructible if and only if it represents a constructible number, and an angle is constructible if and only if its cosine is a constructible number. A number is constructible if and only if it can be written using the four basic arithmetic operations and the extraction of square roots but of no higher-order roots.
  • studyres.com © 2026
  • DMCA
  • Privacy
  • Terms
  • Report