Geometry Coach - High School Curriculum Map
... 4. Objective 4: Be able to recognize and use relationships between arcs and central angles 5. Objective 5: Recognize and apply the relationship between congruent chords and their arcs. 6. Objective 6: Recognize and utilize the relationship between radius that is perpendicular to a chord and that cho ...
... 4. Objective 4: Be able to recognize and use relationships between arcs and central angles 5. Objective 5: Recognize and apply the relationship between congruent chords and their arcs. 6. Objective 6: Recognize and utilize the relationship between radius that is perpendicular to a chord and that cho ...
Theorems about Parallel Lines
... Alternate Exterior Angles Theorem Alternate exterior angles are those on opposite sides of the transversal and outside the other two lines. If two parallel lines are cut by a transversal, then alternate exterior angles are congruent. ...
... Alternate Exterior Angles Theorem Alternate exterior angles are those on opposite sides of the transversal and outside the other two lines. If two parallel lines are cut by a transversal, then alternate exterior angles are congruent. ...
Practical Geometry
... When other special properties are known. Explain the methods. 4) Construct a quadrilateral PQRS where PQ = 4 cm, QR = 6 cm, RS = 5 cm, PS = 5.5 cm and PR = 7 cm. 5) We know that 5 measurements of a quadrilateral can determine a quadrilateral uniquely. Do you think any five measurements of the quadri ...
... When other special properties are known. Explain the methods. 4) Construct a quadrilateral PQRS where PQ = 4 cm, QR = 6 cm, RS = 5 cm, PS = 5.5 cm and PR = 7 cm. 5) We know that 5 measurements of a quadrilateral can determine a quadrilateral uniquely. Do you think any five measurements of the quadri ...
Unit 1 Review
... ____ 43. two angles in the same plane with a common vertex and a common side, but no common interior points ____ 44. two angles whose measures have a sum of 90° ____ 45. two angles whose measures have a sum of 180° ____ 46. a ray that divides an angle into two congruent angles ____ 47. a pair of adj ...
... ____ 43. two angles in the same plane with a common vertex and a common side, but no common interior points ____ 44. two angles whose measures have a sum of 90° ____ 45. two angles whose measures have a sum of 180° ____ 46. a ray that divides an angle into two congruent angles ____ 47. a pair of adj ...
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.