Chapter

Geometry
2
What you will learn
2A Points, lines and angles (Consolidating) 2D Transversal lines and parallel lines
2B Measuring angles (Consolidating) 2E Circles and constructions
2C Angles at a point 2F Dynamic geometry

Australian curriculum
MEASUREMENT AND GEOMETRY Investigate conditions for two lines to be parallel and
Geometric reasoning solve simple numerical problems using reasoning
Identify corresponding, alternate and co-interior (ACMMG164)
angles when two straight lines are crossed by a
transversal (ACMMG163)

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Rock geometry
Unusual geometric rock formations are the result years ago by the Nandewar volcano. Sawn Rocks
of the even cooling of molten rock from a volcano. has huge pentagonal prisms (i.e. 5 sided), up to
This happens very slowly. The cooling of molten 40 metres high, looking like very large ‘organ pipes’.
rock causes the rock to shrink and crack in repeated The Giant’s Causeway (pictured) in Northern
polygon shapes. Regular hexagons (i.e. 6 equal sides) Ireland is another famous example, with most rock
are a common pattern forming long columns of rock, columns being pentagonal or hexagonal. Polygons in
which are hexagonal prisms. such rock formations can have as few as 3 sides or
The volcanic formation known as Sawn Rocks as many as 7 sides.
near Narrabri, NSW, was created over 21 million

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46 Chapter 2 Geometry

1 Match the object (A to F) to the given description (a to f).

Pre-test
a a point A A B B C P
b a circle
c an angle ABC
d a line A
e a segment AB (or interval AB) B C
f an angle DEF D E F D

2 State or estimate the size of these angles. Remember there are 360° in a full circle.
a b c

d e f

3 What angle measurements are shown on these protractors?

a b
80 90 100 11
70 0
80 90 100 11 60 110 100 90 80 70 120
70 0 60 13
60 110 100 90 80 70 120 50 0 120
3 50 0
50 0 120 60 13 1
150 40

14

50 0
0

0 30 2

13
14

40
60 30
150 40

14

15
0

0 30 2

0 1
14

40
60 30

15

20

60 17
0 1

180 170 1

0 10
20

0 10
60 17
180 170 1

0 10

0 180
0 10

0
0 180
0

c d
80 90 100 11
70 0
60 110 100 90 80 70 120
50 0 120 60 13
3 50 0 70
80 90 100 11
0
1
150 40

60 110 100 90 80 70 120

14
0

0 30 2
14

40

50 0 120 60 13
60 30

15

50 0
13
0 1

150 40

14
20

0
60 17

0 30 2
14

40
180 170 1

0 10

60 30

15
0 10

0 1
0 180

20

60 17
180 170 1

0 10
0

0 10

0 180
0

4 Decide if the following pairs of angles add to 180°.

a 75°, 125° b 132°, 48° c 19°, 151°
5 Find the missing value in these statements.
a + 10° = 90° b + 30° = 180° c + 210° = 360°

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 Measurement and Geometry 47

2A 2A Points, lines and angles CONSOLIDATING

The basic building blocks of geometry are the point, line and
plane. They are the objects used to construct angles, triangles
and other more complex shapes and objects.

Let’s start: Can you draw this?

Before you start learning about the geometrical objects in this
topic, see if you can remember what each of the following
represent. Draw an example of each of these objects.
• line segment AB • line AB
• point P • angle ÒABC
• angle ÒFGH • ray XY Lines and rays don’t take up any area,
but they still exist in nature.

Key ideas
Point A position in
A point is usually labelled with a capital letter. P space, marked with a
dot and named with
A line can be named using two B a capital letter
points. Line A set of points
A line AB forming a straight
path that extends
forever in opposite
A plane is a flat surface directions
and extends indefinitely. Plane A flat surface
that extends forever
in all directions
Collinear Lying on
the same straight line
Concurrent Passing
through the same
point
Points that all lie on a single line C
are called collinear. B Segment A section
A of a straight line (also
called an interval)

More than two lines that meet at the same

intersection point are called concurrent.

A line segment (or interval) is part of a B

line with a fixed length and end points. A
segment AB

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48 Chapter 2 Geometry

A ray AB is part of a line, with an end point A and passing through point B.
B Ray Part of a
straight line,
extending forever in
A one direction
When two rays (or lines) meet, an angle is formed at the intersection Vertex A point
where two straight
point called the vertex. The two rays are called the arms of the angle.
lines meet to make
arm an angle

vertex
arm
An angle is named using three points, with the vertex as the middle point.
The angle in question is usually marked with an arc. The size of this angle is a°.
A

a°
B
C
ÒABC or ÒCBA

Exercise 2A UNDERSTANDING 1–4 4

1 Which one of the following objects (A to F) is: Look back at

a a ray? b a point? c a line segment? the Key ideas.
d a line? e an angle? f a plane?
A B C

D E F

2 Draw the following objects.

a a point P b a line AN c an angle ÒABC
d a ray ST e a plane f a line segment ST
3 Match the words line, segment or ray to the correct description.
a Starts from a point and extends forever in one direction.
b Extends forever in both directions, passing through two points.
c Starts and ends at two points.

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 Measurement and Geometry 49

4 Match the words point, line or plane with the

following descriptions.
a the edge of a sheet of paper
b a flat wall
c the surface of a pool of water on a calm
day
d where two walls and a floor meet in a
room
e where two walls meet in a room
f one side of a cereal packet
g where two sides meet on a box
h where three sides meet on a box

FLUENCY 5–8 5–9

Example 1 Naming objects

Name this line segment and angle, using the given letters.
a
A B
b P

Q
R

Solution Explanation
a segment AB Segment BA, interval AB or interval BA are
also acceptable.

b ÒPQR or ÒRQP Point Q is the vertex and sits in between P

and R. Either order (PQR or RQP) is correct.

5 Name the following objects, using the given letters.

a T b D c
For parts b, c and f, you
B can reverse the letters
C and still be correct.

A
C

d e f S
Q

P T

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50 Chapter 2 Geometry

2A 6 Name the angle marked with the arc in these diagrams.

a b X Y Name the angle which is
A marked by a small arc: 
For example ÒABC.

O B

c A d B
B

C A
C

D
D

e B f O

E
D
C E
A
A B C D
7 Write the missing word.
a Points that sit in a straight line are called .
b Lines that meet at the same point are called .
8 Do the following sets of points look collinear? Collinear points lie in
a A b A a straight line.
B
C
B C

9 Are the following sets of lines concurrent? Explain why or why not.
a b

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 Measurement and Geometry 51

PROBLEM-SOLVING AND REASONING 10, 11 10–12

10 Count the number of angles formed inside these diagrams.

There are three angles in
Count all angles, including those that may be the same size.
a corner like this:
You should also count those that are divided by another
segment.
a b

c d

11 How many line segments are there on this line? Do not

count AB and BA as separate segments since they are C D E
the same segment with two different names. A B

12 A line contains a certain number of labelled points. For

example, this line has three points. C
a Complete this table by counting the total number of A B
segments for the given number of labelled points.
Number of points 1 2 3 4 5 6
Number of segments
b Explain any patterns you see in the table. Is there a quick way of finding the next number in the
table?

— 13
Are they concurrent?

13 The lines joining each vertex (corner) of a triangle with the

midpoint (middle point) of the opposite side are drawn here.
a Draw any triangle and use a ruler to measure and mark the
midpoints of each side.
b Join each vertex with the midpoint of the opposite
side.
c Are your segments from part b concurrent?
d Do you think your answer to part c will always be true
for any triangle? Try one other triangle of a different
size to check.

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52 Chapter 2 Geometry

2B 2B Measuring angles CONSOLIDATING

Angles can be measured using a simple piece of equipment called

a protractor. Some protractors can measure from 0° to 360° (a full
turn) and others measure from 0° to 180° (a half turn). The unit for
angles is the degree and the symbol used is °.

Let’s start: Estimating angles

How good are you at estimating the size of angles? Estimate the
size of these angles and then check with a protractor.
If your protractor only goes to 180°, discuss how you might
measure the second angle.
On this Ferris wheel, what angle is
between each spoke and the next?

Key ideas
Angles are classified according to their size.
Angle type Size Examples

acute between 0° and 90°

right 90°

obtuse between 90° and 180°

straight 180°

reflex between 180° and 360°

revolution 360°

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 Measurement and Geometry 53

A protractor can be used to measure angles to about half a degree. Protractor A

To use a protractor: semicircular or
• Place the centre of the protractor on the vertex of the angle. circular tool for
measuring or
• Align the base line of the protractor along one arm of the angle. drawing angles
• Measure the angle using the other arm and the scale on the protractor.
A

80 90 100 11
70 0
60 110 100 90 80 70 120
50 0 120 60 13
50 0
13
150 40

14
0

0 30 2
14

40
60 30

15
0 1
20

60 17
180 170 1

0 10
0 10

B
0 180
0

O
• A reflex angle can be measured by subtracting a measured angle from 360°.

Exercise 2B UNDERSTANDING 1–3 3

Example 2 Classifying angles

Classify the following angles as acute, obtuse, straight or reflex.

a 47° b 172° c 180° d 282°

Solution Explanation
a acute Angles between 0° and 90° are acute.

b obtuse Obtuse angles are between 90° and 180°.

c straight A straight angle is 180°.

d reflex A reflex angle is between 180° and 360°.

1 Classify the following angles as acute, right, obtuse, straight,

reflex or revolution. acute: between 0° and 90°
a 31° b 127° c 90° right: 90°
d 180° e 360° f 83° obtuse: between 90° and 180°
straight: 180°
g 291° h 320° i 93°
reflex: between 180° and 360°
2 Without using a protractor, draw an example of the following revolution: 360°
types of angles.
a acute b right c obtuse
d straight e reflex f revolution

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54 Chapter 2 Geometry

2B 3 What is the size of the angle measured with these protractors?

a b
80 90 100 11 80 90 100 11
70 0 70 0
60 110 100 90 80 70 120 60 110 100 90 80 70 120
50 0 120 60 13 50 0 120 60 13
50 0 50 0
13 13
150 40

150 40
14

14
0

0
0 30 2

0
14

40

14

40
60 30

60 30
15

15
30
0 1

0 1
20

20
60 17

60 17
20
180 170 1

180 170 1
0 10
0 10

0 10

10 0
0 180

0 180
0
c d
0 180

0 180
180 170 1

180 170 1
0

0
0 10

0 10
0 10

0 10
60 17

60 17
0 30 2

0 30 2
60 30

60 30
20

2
0 1

0 1

0
150 40

150 40
15

15
14

14
40

40
0

0
14

4
13 13

1
50 0 50 0
50 0 120 60 13 50 0 120 60 13
60 110 100 90 80 70 120 60 110 100 90 80 70 120
70 1 1 0 70 1 1 0
80 90 100 80 90 100

e f
0 180

180 170 1
0

0 10
0 10
60 17
0 30 2

60 30

80 90 100 11
2
0 1

70
0

0
150 40

60 110 100 90 80 70 120

15

50 0 120 60 13
14
40

50 0
0
14

13
50 0 1 3

150 40

14
50 0 120

0
60 13

0
14

40
60 110 100 90 80 70 120

60 30

15
30
0 1
70 1 1 0
80 90 100

20

60 17
20
180 170 1
0 10

10 0
0 180
First check the position of the small
arc that shows where the angle is.

FLUENCY 4–6(½) 4–6(½)

Example 3 Measuring with a protractor

Measure the size of each angle.

a A b G c
D
O

B E E
O F

Solution Explanation
a ÒAOB = 60° A
80 90 100 11
70 0
60 110 100 90 80 70 120
50 0 120 60 13
50 0
13
150 40

14
0

0 30 2
14

40
60 30

15
0 1
20

60 17
180 170 1

0 10
0 10

B
0 180
0

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 Measurement and Geometry 55

Example 1

b ÒEFG = 125° G
80 90 100 11
70 0
60 110 100 90 80 70 120
50 0 120 60 13
3 50 0
1

150 40

14
0

0
14

40
60 30

15
30
0 1
20

60 17
20
180 170 1
0 10

10 0
E

0 180
F

c obtuse ÒDOE = 130°

D

0 180

180 170 1
0
O

0
reflex ÒDOE = 360° − 130°

0 10
60 17

10
0 30 2

60 30
20
0 1

150 40
= 230°

15

14
40

0
14
13
50 0
50 0 120 60 13
60 110 100 90 80 70 120
70 1 1 0
80 90 100

4 Use a protractor to measure the size of each angle.

a b c

d e f

g h i

5 Classify each of the angles in question 4 as acute, right, obtuse, straight, reflex or revolution.

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56 Chapter 2 Geometry

2B
Example 4 Drawing angles

Use a protractor to draw each of the following angles.

a ÒAOB = 65° b ÒWXY = 130° c ÒMNO = 260°

Solution Explanation
a A Step 1: Draw a base line OB.
Step 2: Align the protractor along the base
70
80 90 100 11
0 line with the centre at point O.
60 110 100 90 80 70 120
50 0 120
1 3
60 13
50 0 Step 3: Measure 65° and mark a point, A.
150 40

14

Step 4: Draw the arm OA.

0

0 30 2
14

40
60 30

15
0 1
20

60 17
180 170 1

0 10
0 10

B
0 180
0

b Y Step 1: Draw a base line XW .

70
80 90 100 11
0 Step 2: Align the protractor along the base
60 110 100 90 80 70 120
50 0 120
13
60 13
50 0 line with the centre at point X .
150 40

14

Step 3: Measure 130° and mark a point, Y .

0

0
14

40
60 30

15
30
0 1
20

Step 4: Draw the arm XY .

60 17
20
180 170 1
0 10

10 0
0 180

W
X

c O Step 1: Draw an angle of 360° − 260° = 100°.

Step 2: Mark the reflex angle on the
80 90 100 1
opposite side to the obtuse angle of 100°.
Alternatively, draw a 180° angle and
70 10
60 110 100 90 80 7
0
120
60 13
50 120 0
50

measure an 80° angle to add to the 180°

0
13
40

14
0
0

40
14
30

150 20 10
150

30

angle.
20

160
60

N
180 170 1
10

170 180

M
0

6 Use a protractor to draw each of the following angles.

a 40° b 75° 70
80 90
60 110 100 90
100 1
80 7
0
10
120

c 90° d 135°
60 13
50 120 0
0 50
13
40

14
0
0

e 175° f 205°
40
14
30

150 20 10
150

30
20

160
60

g 260° h 270°
180 170 1
10

170 180

i 295° j 352°
0

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 Measurement and Geometry 57

PROBLEM-SOLVING AND REASONING 7, 8 7–10

7 Use a protractor to measure:

Place the centre of the
a the angle the sun’s rays make with the ground protractor at the vertex of
the marked angle.

b the angle that this ramp makes with the ground

c the angle of this roof

d the angle between this laptop screen and the keyboard

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58 Chapter 2 Geometry

2B 8 How many right angles (i.e. angles of 90°) make up:

a a straight angle? b 270°? c a revolution?
9 A clock face is numbered 1 to 12. Find the angle the
There are 360° in a full circle.
minute hand turns in:
a 30 minutes b 1 hour c 15 minutes d 45 minutes
e 5 minutes f 20 minutes g 55 minutes h 1 minute
10 An acute angle ÒAOB is equal to 60°. Do you need to use a protractor to A
work out the size of the reflex angle ÒAOB? Why not?

60°
O
? B

— 11, 12
Hour hand and minute hand angles

11 A clock face is numbered 1 to 12. Find the angle between Draw a clock face for
the hour hand and the minute hand at: each time. Each 5-minute
a 6 p.m. b 3 p.m. turn of the minute hand is
c 4 p.m. d 11 a.m. 360° ÷ 12 = 30°.

12 Find the angle between the hour hand and the minute hand
of a clock at these times.
Think carefully! The
a 10:10 a.m.
answer to part a is not
b 4:45 a.m. 120°.
c 11:10 p.m.
d 2:25 a.m.

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 Measurement and Geometry 59

2C 2C Angles at a point
When lines, segments or rays meet at a point, special
pairs or groups of angles are formed.
We name these special groups of angles depending
on their geometric relationships. Opposite angles formed
by intersecting steel beams, for example, are equal and
are called vertically opposite angles.

Let’s start: Special pairs of

angles
By making a drawing or using computer geometry,
construct the diagrams below. Measure the two marked
angles. What do you notice about the two marked
angles?
A A A B
O
B O
C
C
O B D C

Key ideas
Adjacent angles are side by side and A Adjacent Next to
share a vertex and an arm. each other
∠AOB
B Complementary
Having a sum of 90°
∠BOC
Supplementary
C Having a sum of 180°
O
Angles in a right angle are complementary.
• They sum to 90°
• a° is the complement of b° b°
a°
a + b = 90
Angles on a straight line are supplementary.
• They add to 180°
• a° is the supplement of b° b°
a°

a + b = 180

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60 Chapter 2 Geometry

Angles in a revolution sum to 360°. a° Revolution A full

turn or circle (360°)
b° Vertically opposite
a + b = 360 Opposite each
other across a
common vertex
Perpendicular At
Vertically opposite angles are formed when b°
right angles
two lines intersect. The opposite angles are a° a°
equal.
b°

Perpendicular lines meet at right angles (90°). D

B

AB ⊥ CD

A
C

Exercise 2C UNDERSTANDING 1–6 6

1 a Measure the angles to find the values of a and b in this diagram. a°

b Calculate a + b. Is your answer 90? If not, check your b°
measurements.
c Write the missing word: a° and b° are angles.

2 a Measure the angles to find the values of a

and b in this diagram.
b Calculate a + b. Is your answer 180? If not, a° b°
check your measurements.
c Write the missing word: a° and b° are
angles.

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 Measurement and Geometry 61

3 a Measure the angles to find the values of

a, b, c and d in this diagram.
b What do you notice about the sum of the
four angles? a°
c Write the missing words: b° and d° are d° b°
angles. c°

Example 5 Naming angles in relation to other angles

Name the angle which is:

a complementary to ÒABC b vertically opposite to ÒSOT c supplementary to ÒAFS
D S T S

A O
U V
A F M

B C

Solution Explanation
a ÒABD ÒABD + ÒABC = 90° so they are
complementary.

b ÒUOV ÒSOT is vertically opposite to ÒUOV .

c ÒSFM ÒAFS + ÒSFM = 180° so they are

supplementary.

4 Name the angle which is complementary to ÒABC in each of the diagrams.

a D b A B
A

Choose the angle next to

C ÒABC that makes up
B C F 90°.
c B

A
T
C

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62 Chapter 2 Geometry

2C 5 Name the angle which is vertically opposite to ÒSOT in each of the diagrams.
a U Vb N c S B
M Choose the angle
O O opposite to ÒSOT.
S T
O

T
S T A
6 Name the angle which is supplementary to ÒAFS in each of
the diagrams. Choose the angle next to
ÒAFS that makes up
a S b A
180°.

A S
M F F

T
c B d A
F
F
A S
X

FLUENCY 7(½) 7–8(½)

Example 6 Finding angles at a point

Without using a protractor, find the value of a in each diagram.

a b c d a°
55° 71° 210°
a° a°
35°
a°

Solution Explanation
a a + 35 = 90 Angles in a right angle add to 90°.
a = 55 90 − 35 = 55

b a + 55 = 180 Angles on a straight line add to 180°.

a = 125 180 − 55 = 125

c a = 71 Vertically opposite angles are equal.

d a + 210 = 360 The sum of angles in a revolution is 360°.

a = 150 a is the difference between 210 and 360.

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 Measurement and Geometry 63

7 Without using a protractor, find the value of a in each diagram. (The diagrams shown may not be
drawn to scale.)
a b
75°
Complementary
a° angles add to 90°.
30° a° Supplementary angles
c d add to 180°. Vertically
21° opposite angles are
a° a° equal. Angles in a
revolution add to 360°.
45°

e f g
a°
110°
115°
a° a°
39°

h i j
a° 50° a° a°
120°

37°

k l 220°
a°

a°
8 For each of the given pairs of angles, write C if they are complementary (add to 90°), S if they are
supplementary (add to 180°) or N if they are neither.
a 21°, 79° b 130°, 60°
c 98°, 82° d 180°, 90°
e 17°, 73° f 31°, 59°
g 68°, 22° h 93°, 87°

PROBLEM-SOLVING AND REASONING 9, 10 9–12

9 a Name the angle that is complementary to ÒAOB in this diagram.

A B

C
O

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64 Chapter 2 Geometry

2C b Name the two angles that are supplementary to ÒAOB in this diagram.

C
O
A

c Name the angle that is vertically opposite to ÒAOB in this diagram.

B C
O
A D

10 Without using a protractor, find the value of a in these diagrams.

a b c
40°
30° a° 30°
a°
a°
110°
65° 100°

d e f

a° 40°
a° 45° 135°
a°

11 Do these diagrams have the correct information? Give reasons.

a b c

60°
140°
25° 40° 50°
310°
d e f
42° 138°
35°
80° 250°

35°

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 Measurement and Geometry 65

12 A pizza is divided between four people. Bella is to get twice as much as Dom. Dom gets twice as
much as Rick. Rick gets twice as much as Marie. If the pizza is cut into triangular pieces, find the
angle at the centre of the pizza for Marie’s piece.

— 13
More than one a°

13 Find the value of a in these diagrams.

a a° b
a° a°
(2a)°
a° Use trial and error to
make a start.

c d
a°
(3a)° (a + 10)°
(2a)°

(a − 10)°

e f
(2a)°

(3a)°
(a − 60)°
(a + 60)°

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 66 Chapter 2 Geometry

2D 2D Transversal lines and parallel lines

When a line cuts two other lines, it is called a transversal
and forms eight angles. If the two other lines are parallel,
then special pairs of angles are formed.

Let’s start: What’s formed by a

transversal?
Draw a pair of parallel lines using either:
• two sides of a ruler; or
• computer geometry (parallel line tool).
Then cross the two lines with a third line (transversal) at
any angle.
Special pairs of angles are formed when
lines cross over parallel lines.

Measure each of the eight angles formed and discuss what you find. If computer
geometry is used, drag the transversal and see if your observations apply to all the
cases that you observe.

Key ideas
A transversal is a line intersecting two or more other lines that are usually,
Transversal A line
but not necessarily, parallel. that cuts two or
more lines
tra tra Corresponding
nsv nsv
ers ers angles Pairs of
al al angles in the same
position, formed by
two lines cut by a
transversal
A transversal crossing two lines will form special pairs of angles. These are:
• Corresponding angles Alternate angles
Two angles that lie
(in corresponding positions) between two lines
on either side of a
× transversal

• Alternate angles (on opposite

sides of the transversal and inside
the other two lines) ×

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 Measurement and Geometry 67

• Cointerior angles (on the

Cointerior
same side of the transversal × angles A pair of
and inside the other two lines). angles lying
× between two
lines on the
same side of a
transversal
Parallel lines
Parallel lines are marked Lines in the
with the same arrow type. same plane that
are a fixed
• Skew lines are not distance apart
parallel. skew parallel and never
• If AB is parallel to CD intersect
we write AB || CD.

If a transversal crosses two parallel lines, then:

• corresponding angles are equal
• alternate angles are equal
• cointerior angles are supplementary (i.e. sum to 180°).
corresponding angles alternate angles cointerior angles

a°
a°
b° b°

a + b = 180 a + b = 180

Exercise 2D UNDERSTANDING 1–3 3

1 Look at each of the eight angles in this diagram.

a How many different-sized angles do you see?
b Do you think that the two lines cut by the transversal
are parallel?

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68 Chapter 2 Geometry

2D 2 Look at each of the eight angles in this diagram.

a How many different-sized angles do you see?
b Do you think that the two lines cut by the transversal are
parallel?

If angles add to
3 Choose the word equal or supplementary to complete these 180° they are called
sentences. If a transversal cuts two parallel lines, then: supplementary.
a alternate angles are .
b cointerior angles are .
c corresponding angles are .
d vertically opposite angles are .

FLUENCY 4, 5, 6(½) 4, 5, 6–7(½)

Example 7 Naming pairs of angles

Name the angle that is: A H

a corresponding to ÒABF
b alternate to ÒABF G
c cointerior to ÒABF B F
d vertically opposite to ÒABF C

D E

Solution Explanation
a ÒHFG

b ÒEFB

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 Measurement and Geometry 69

Example 2

c ÒHFB
×

d ÒCBD

4 Name the angle that is: C

a corresponding to ÒABE F
b alternate to ÒABE G
E
c cointerior to ÒABE B
H
d vertically opposite to ÒABE A
D
5 Name the angle that is: C D
a corresponding to ÒEBH
E F
b alternate to ÒEBH B
c cointerior to ÒEBH A
d vertically opposite to ÒEBH
H G

Example 8 Finding angles in parallel lines

Find the angle a in these diagrams and give a reason for each answer.
a b c
115°
a° a° a°
55°
110°

Solution Explanation
a a = 115 Alternate angles in parallel lines are equal.
alternate angles in parallel lines

b a = 55 Corresponding angles in parallel lines are equal.

corresponding angles in parallel
lines

c a = 180 − 110 Cointerior angles in parallel lines sum to 180°.

= 70
cointerior angles in parallel lines

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70 Chapter 2 Geometry

2D 6 Find the value of a in these diagrams, giving a reason.

a b c
110°
a°
130° a° a°

70°
d e f
a° 67°
a°
130°
a°
120°

g h i
a°
115° a°
a° 100°
62°

j k
64°
117° corresponding (equal)
a° a°

l m
116° a°
70°
a° alternate (equal)

n o
a° 117°
132° a°
vertically opposite (equal)

7 Find the value of each unknown pronumeral in the following

diagrams.
a b
a° 120° cointerior
(supplementary)
70°
b° c°
b°
c°
a° a°
c d b°
d° a° a + b = 180
b° c°
b° c°
a°
82°
e f
119°
85°
a° a°
b° b°
c°

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 Measurement and Geometry 71

PROBLEM-SOLVING AND REASONING 8, 9 8–11

Example 9 Proving lines are parallel

Giving reasons, state whether the two lines cut by the transversal are parallel.
a b
75°
78° 58°
122°

Solution Explanation
a not parallel Parallel lines have equal alternate angles.
Alternate angles are not equal.

b parallel 122° + 58° = 180°

The cointerior angles sum to 180°. Cointerior angles inside parallel lines are
supplementary (i.e. sum to 180°).

8 Giving reasons, state whether the two lines cut by the transversal are parallel.
a 59° b c
81° 112°
58° 68°
81°

d e f
132°
132°
79° 78° 100°
60°

9 Find the value of a in these diagrams.

a b c
35°
a° 41° a°
a°

70°

d e f 141°
a° 60°
a°
150°
a°

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72 Chapter 2 Geometry

2D 10 Find the value of a in these diagrams.

a b c
80° a°
115° a°

a°
62°
d e f

a° a° 57°
42°
a°
67°

g h a° i
a°

80° 130° 121°

a°

11 This shape is a parallelogram with two pairs of parallel sides. c°

a°
a Use the 60° angle to find the value of a and b.
60° b°
b Find the value of c.
c What do you notice about the angles inside a parallelogram?
— 12
Parallel challenge

12 Find the angle a in these diagrams.

a 300° b A c D
a° a°
E E
B B F
C F
a°
C E
A D 65° B G
C
D 57°
A
H
d C e E D C f A B
25°
a°
a° 80°
D
62° 40° C
A B
38° B
a° E D
A

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 Measurement and Geometry 73

Progress quiz
2A 1 Name the angle marked in these diagrams.
a C b W Y
X
Z

A O

O
2A 2 Which of the following objects is a:
a line? b line segment? c ray?

Y
X Z

2B 3 Classify the following angles as acute, right, obtuse, straight, reflex or revolution.
a 53° b 317° c 180° d 11°
e 179° f 211° g 90° h 105°

2B 4 The size of the angle shown is:

A 110° B 170° C 190° D 250°

2C 5 For each of the given pairs of angles, write C if they are complementary, S if they are
supplementary or N if they are neither.
a 32°, 68° b 171°, 9° c 90°, 90° d 40°, 50°

2C 6 Without using a protractor, find the size of each angle marked with the letter a. (The
diagrams shown may not be drawn to scale.)
a b
128°

a°
20°
44°
a°

c d

15°
a°
a° 142°
a°

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74 Chapter 2 Geometry

2D 7 Name the angle that is:

a corresponding to ÒHFG
b vertically opposite ÒEFG
c cointerior to ÒDBG
d alternate to ÒEFC
A H

G
B F
C

D E
2D 8 Find the value of a in these diagrams, giving a reason (alternate, vertically opposite,
cointerior or corresponding).
a b

88° a°
115°

a°

2D 9 Find the value of each unknown pronumeral in the following diagrams.

a b

c° a°
b° 98° c°

a° d°
b°

40°

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 Measurement and Geometry 75

2E 2E Circles and constructions

The standard method for constructing accurate
geometrical diagrams is with a ruler and a pair of
compasses or the equivalent computer software, which
will be studied in the next section. Accurate diagrams are
important for the design of many objects such as cars and
their parts, including the gears in the gearbox.

Let’s start: Draw it!

Using a pair of compasses and a ruler, see if you can draw:
Gears in an engine are based on circles.
• a circle with radius 2 cm
• a circle showing a chord, diameter and radius
• a minor arc
• a major arc
Now discuss the following.
• How is the length of the diameter related to the length of the radius?
• How does a major arc differ from a minor arc?

Key ideas
Radius A line interval
Common circle features include: from the centre of a
circle to its
• centre (point at an equal distance from m circumference
radius

all points on the circle)

ajo

(boundary), or the
r arc

• radius (line interval joining the centre length of that interval

r
to a point on the circle. Plural: radii)
m ete Chord A line interval
• chord (line interval joining two points dia joining two points on
d

minor
or

on the circle) the circumference of

ch

arc a circle
• diameter (longest chord passing
Diameter A line
through the centre)
interval passing
• arc (part of a circle. It is possible for a circle to have through the centre of
either a minor or major arc.) a circle with its end
points on the
A pair of compasses (sometimes called circumference, or the
a compass) and a ruler can be used to length of that interval
construct geometrical figures precisely. Arc Part of the
The word bisect means to cut in half. circumference of a
Perpendicular means at right angles (90°). circle between two
points

perpendicular
lines

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76 Chapter 2 Geometry

Exercise 2E UNDERSTANDING 1–3 3

1 Draw the following simple objects.

a A segment AB 5 cm long
b A circle with radius 3 cm
c A circle with radius 2.3 cm
d A circle with diameter 9 cm
2 Name the features a to e in this diagram. Choose from the words: radius,
d
diameter, minor arc, centre, chord.
a b
3 Use a pair of compasses and a ruler to draw a circle with a radius of c
about 3 cm. Then mark and label these features. e
a centre O
b two points, A and B, at any place on the circle
c radius OA
d chord AB
e minor arc AB

FLUENCY 4 4, 5

Example 10 Constructing a perpendicular line

Use a pair of compasses and a ruler to construct a perpendicular line by following these steps.
a Use a ruler to draw a line segment AB about 5 cm long.
b Construct a circle with centre A and radius about 3 cm.
c Construct a circle with centre B and radius about 4 cm.
d Draw a line connecting the two intersection points of the circles.
e Measure the angle between the two straight lines. What do you notice?

Solution Explanation
a, b, c First draw segment AB, then
use compasses to construct two
overlapping circles.

A B

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 Measurement and Geometry 77

Example 3

d Connect the two circle intersection points

with a straight line segment.

A B

e 90° (a right angle) You have constructed a perpendicular line.

4 Follow steps a to e to construct .two perpendicular lines

a Draw a line segment, AB, of about 5 cm in length.
b Construct overlapping circles of different sizes C
using the two centres A and B. E
c Mark the intersecting points of the circles and label A B
these points C and D. D
d Draw the line CD and mark the intersection of line
CD and segment AB with the point E.
e Measure ÒAEC with a protractor. What do you
notice?
Make your circles large
enough to overlap.

5 Follow steps a to d to construct a 60° angle.

a Draw a line segment, AB, of about 5 cm in length.
b Construct an arc with centre A and intersecting the segment D
AB at C. Use a radius length less than 5 cm.
c With the same radius construct an arc with centre C and
intersecting the first arc at D. 60°
C B
d Draw the ray AD and measure ÒBAD. What do you notice? A

Use the same radius for each arc,

centred at A and then at C.

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78 Chapter 2 Geometry

2E
PROBLEM-SOLVING AND REASONING 6–8 6–10

6 Follow steps a to e to construct an angle bisector.

A
a Draw any angle and label ÒAOB.
C We aim to
b Construct an arc with centre O so that it E cut the angle
cuts OA and OB at points C and D. ÒBOC in half
c With the same radius, construct an arc with ray OE.
O D Use the same
with centre C and another with
centre D. Ensure these arcs intersect at a point, E. B radius for each
arc.
d Mark in the ray OE.
e Measure ÒAOE and ÒBOE. What do you notice?
7 Use a ruler to draw a segment AB of length 6 cm and then complete the following.
a Construct a circle with radius 3 cm with centre A. (Use a ruler to help set the correct length on
a pair of compasses.)
b Construct a circle with radius 3 cm with centre B.
c Do your two circles miss, touch or overlap? Is this what you expected?
8 Use a ruler to draw a line segment, AB, of about 5 cm in length.
a Using a pair of compasses, construct arcs with radius 4 cm, as
shown, using: C
4 cm 4 cm
i centre A ii centre B
b Mark point C as shown and use a ruler to draw the segments:
i AC ii BC
A B
c Measure the angles ÒBAC and ÒABC. What do you notice?

9 Using the results from questions 5 and 6, explain how you First construct a 60° angle
could construct the angles below. Try each construction and (see question 5). Then bisect
then check each angle with a protractor. this angle (see question 6).
a 30° b 15°
10 Show how you could construct these angles. After each construction, measure the angle using a
protractor. (You may wish to use the results from questions 4 and 6 for help.)
a 45° b 22.5°

— 11
The perpendicular bisector
11 a Repeat the full construction from question 4 but this time use
circles with the same radius.
b Measure AE and BE. What do you notice?
c Why do you think the line CD is called a perpendicular bisector?

E
A B
D

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 Measurement and Geometry 79

2F 2F Dynamic geometry
Dynamic computer geometry is an effective tool for constructing geometrical figures. Constructing with
dynamic geometry is like constructing with a ruler and a pair of compasses. The computer gives you the
added freedom to drag objects and explore variations of the same construction. With dynamic geometry,
the focus is on ‘construction’ as opposed to ‘drawing’. Although this can be complicated at first, the
results are more precise.

Let’s start: The disappearing line

Use computer geometry to construct this figure.
Add the line CD and check that is makes a right angle.
C
Drag the points A and B or increase the size of the circles.
Can you drag point A or B to make the line CD disappear? A B

Why would this happen? D

Key ideas
Using dynamic geometry is like using a pair of compasses and a ruler.
Objects can be dragged to explore different cases.
The same segment can be used to ensure two circles have exactly the same radius.
Upon dragging, the geometrical construction should retain the desired properties.
drag

Exercise 2F UNDERSTANDING 1, 2 2

1 Use dynamic geometry to construct this diagram. C

a Measure the lengths of OC, AB and BC.
b Drag the circle to alter its size. B
c Drag the point C to alter the length of chord BC.
O
A

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80 Chapter 2 Geometry

2F 2 a Use computer geometry to construct an A

angle ÒABC. Any size will do.
To measure the angle,
b Mark and measure the angle using click on A, then B,
computer geometry. Drag the point then C.
A around B to enlarge the angle. See
whether you can form all these types of 58.2°
B C
angles.
i acute ii right iii straight
iv reflex v revolution

FLUENCY 3 3, 4

Example 11 Constructing a 60° angle

Construct an angle of 60° using computer geometry. Then drag one of the starting points to
check the construction.
Solution Explanation
Step 1: Construct and label a segment AB.
C
Step 2: Construct two circles with radius AB,
one with centre A and one with centre B.
Step 3: Mark the intersection C and draw
the ray AC.
A B
Step 4: Measure ÒBAC to check.

3 Construct each of the following using dynamic geometry.

If necessary, refer back to Section 2E and Exercise 2E
to assist you. Check each construction by dragging one
of the starting points. Instead of constructing
arcs for parts b and c,
a perpendicular line b 60° angle
just use full circles.
c angle bisector
4 a Use the ‘parallel line’ tool to construct a pair of parallel lines and a
transversal.
b Measure the eight angles formed.
c Drag the transversal to change the size of the angles. Check that:
i alternate angles are equal
ii corresponding angles are equal
iii cointerior angles are always supplementary

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 Measurement and Geometry 81

PROBLEM-SOLVING AND REASONING 5, 6 5–7

5 Look at the 60° angle construction in Example 11.

a Why do the two circles have exactly the same radius?
b What other common geometrical object could be easily constructed simply by adding one more
segment?
6 Use computer geometry to construct these angles. You may wish to use the ‘angle bisector’ shortcut
tool.
a 30° b 15° c 45°
7 Construct a parallelogram using the ‘parallel line’ tool.

— 8
Six-pointed flower

8 Use computer geometry to construct a six-pointed flower. Then First construct the full
drag one of the starting points to increase or decrease its size. circle. Then construct
arcs with the same
radius to find the position
of each point on the
circle.

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82 Chapter 2 Geometry

Maths@Work: Glass cutter and

design artist for stained-glass
windows

Restoration of stained or coloured glass

windows and other decorative pieces is a
timeless skill requiring artistic ability, a steady
hand, good eyesight and fine motor skills.
Understanding materials, ratios of colour
combinations when mixing and matching
paints and stains is vital.
For the restoration of stained glass and the
creation of new designs, it is important to
understand and apply the geometry of angles
and symmetry.

1 Stained-glass windows are made by joining many small pieces of glass. For each stained-glass
pattern below, we will copy two of the internal glass pieces.
i Use a protractor to measure the vertex angles of a chosen shape inside the glass designs.
ii Make a neat, enlarged copy of this shape. Carefully copy the angles (use your protractor again)
and label the angles, but make the sides larger.
a b

c d

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 Measurement and Geometry 83

2 Many stained-glass windows are designed using patterns of circles and arcs. Use a pair of
compasses and a ruler to design a stained-glass window pattern using circles and arcs. You may
wish to use an idea from one of the designs shown below.

Using technology
3 Use a word processing program or a geometrical drawing
application to create your own design for a stained-glass
window by combining geometrical shapes. Shapes can be repeated
and all shapes need to fit
Some shapes you could use are shown below.
together.

Stained-glass windows have been used for centuries

in cathedrals and places of worship to illustrate
sacred stories.

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84
Puzzles and games Chapter 2 Geometry

1 Move three matchsticks to turn the fish to face the

opposite direction.

2 Move three matchsticks to get three squares of the same size.

a b

3 Two circles are the same size. The shaded circle rolls around the
other circle. How many degrees will it have turned after returning
to its starting position?

4 Find the angle between the hour hand and minute hand of a clock at:
a 1 : 30 p.m. b 9 : 35 a.m. c 2 : 37 p.m.

5 Find the value of a.

a b c
120°
30°
a° a° 140°
50° 110° a°
50°

d e f
50° 50°
a°
80° a°
120°

a° 50°
60°

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 Measurement and Geometry 85

Chapter summary
Measuring angles Angles
acute between 0° and 90°
right 90°
obtuse between 90° and 180°
straight 180°
reflex between 180° and 360°
Angles at a point
revolution 360°

b°
Geometrical objects a°
c° d °
A
D complementary
C
a + b = 90
B supplementary
c + d = 180
∠ABC
vertically opposite
ray BD
a=c
segment AB
revolution
collinear points B, C, D
a + b + 90 + c + d = 360
vertex B

Geometry
Circle features

chord
ter
me
dia centre
Parallel lines
radius

minor
arc d°
a° c° tran
sve
b° rsa
l
a = b (corresponding)
a = d (alternate)
a + c = 180 (cointerior)
Constructions
If a = 120 then b = 120,
angle perpendicular d = 120 and c = 60.
bisector line

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 86 Chapter 2 Geometry

Multiple-choice questions
Chapter review

38pt
2A 1 The object shown here would be called: A B
A ray AB B angle AB C segment AB
D plane AB E line AB

38pt
2A 2 The angle shown here can be named: P
A ÒQRP B ÒPQR C ÒQPR
D ÒQRR E ÒPQP

Q R
38pt
2C 3 Supplementary angles:
A sum to 90° B sum to 270° C sum to 360°
D sum to 180° E sum to 45°

38pt
2B 4 An acute angle is:
A 90° B 180° C between 180° and 360°
D between 90° and 180° E between 0° and 90°

38pt
2B 5 What is the angle measured on this
protractor? 70
80 90 100 11
0
60 110 100 90 80 70 120
0 60 13
A 15° B 30° 50 0 12
13
50 0
150 40

14
0

0
C 105° D 165°

40
14
60 30

15
30
0 1
20

E 195°

60 17
20
180 170 1
0 10

10 0
0 180
38pt
2B 6 The angle in a revolution is:
A 45° B 270° C 180° D 90° E 360°

38pt
2D 7 If a transversal cuts two parallel lines, then:
A cointerior angles are equal
B alternate angles are supplementary (sum to 180°)
C corresponding angles are equal
D vertically opposite angles are supplementary
E supplementary angles add to 90°

38pt
2C 8 The angle between two perpendicular lines is:
A 90° B 360° C 10 cm D 0° E 180°

38pt
2D 9 The value of a in this diagram is:
A 115 B 75 C 60 D 55 E 65 a°

115°
38pt
2C 10 The complementary angle to 48° is:
A 132° B 42° C 312° D 222° E 48°

Essential Mathematics Gold for the ISBN 978-1-316-64866-7 © Greenwood et al. 2017 Cambridge University Press
Australian Curriculum Year 7 2ed Photocopying is restricted under law and this material must not be transferred to another party.
 Measurement and Geometry 87

Short-answer questions

Chapter review
38pt
2A 1 Name each of these objects. Choose from: ray AB,
a B b A point O, line AB,
plane, angle AOB,
segment AB

A B
O
c O d e f
B B

A
A
38pt
2B 2 For the angles shown, state the type of angle and measure its size using a protractor.
a
Types of angles include
acute, right, obtuse,
straight, reflex and
revolution.

b c

38pt
2B 3 Draw each of the following angles using a protractor.
a 60° b a right angle c 170° d 265°

Essential Mathematics Gold for the ISBN 978-1-316-64866-7 © Greenwood et al. 2017 Cambridge University Press
Australian Curriculum Year 7 2ed Photocopying is restricted under law and this material must not be transferred to another party.
 88 Chapter 2 Geometry

38pt
2C 4 Without using a protractor, find the value of a in these diagrams.
a b c
Chapter review

a°
70° 130°
145°
a°
a°
d e f
a°

a° 75°
41° a°
52°

38pt
2D 5 Using the letters a, b, c or d given in the diagram, write b°
down a pair of angles that are:
a vertically opposite
b cointerior a°
c alternate
d corresponding c°
d°
e supplementary but not cointerior

38pt
2D 6 Find the value of a in these diagrams, which include parallel lines.
a b c

a°
a°
52°
a° 59°
61°

38pt
2D 7 For each of the following, state whether the two lines cut by the transversal are parallel.
Give reasons for each answer.
a b c
65°

92° 60°
65°
89° 130°

38pt
2D 8 Find the value of a in these diagrams.
a b c

85° a° a°
80° a°

150°

Essential Mathematics Gold for the ISBN 978-1-316-64866-7 © Greenwood et al. 2017 Cambridge University Press
Australian Curriculum Year 7 2ed Photocopying is restricted under law and this material must not be transferred to another party.
 Measurement and Geometry 89

38pt
2E/F 9 Use these diagrams to help draw your own construction. You will need a pair of compasses and a
ruler or dynamic geometry.

Chapter review
a Angle bisector (start with any angle size)

38pt
2E/F b Perpendicular line (start with a segment of about
6 cm in length)

Extended-response questions
1 A clock face is numbered 1–12.
a Find the angle the minute hand turns in:
i 5 minutes
ii 1 hour
2
iii 45 minutes
b Find the angle the hour hand turns in:
i 1 hour
ii 7 hours
iii 1 hour
2
c Find the angle between the hour and minute hands at
these times.
i 6 p.m.
ii 3 p.m.
iii 10 p.m.
iv 8 : 30 a.m.
v 2 : 30 a.m.
vi 4 : 45 p.m.
2 A circular birthday cake is cut into pieces of equal size, cutting from the centre outwards. Each
cut has an angle of a at the centre. Tanya’s family takes four pieces. George’s family takes three
pieces. Sienna’s family takes two pieces. Anita’s family takes two pieces. Marcus takes one piece.
a How many pieces were taken all together?
b If there is no cake left after all the pieces are taken, find the value of a.
c Find the value of a if:
i half of the cake still remains a°
ii one-quarter of the cake still remains
iii one-third of the cake still remains
iv one-fifth of the cake still remains

Essential Mathematics Gold for the ISBN 978-1-316-64866-7 © Greenwood et al. 2017 Cambridge University Press
Australian Curriculum Year 7 2ed Photocopying is restricted under law and this material must not be transferred to another party.