Big Ideas Math Geometry Answers Chapter 2 Reasoning and Proofs

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Big Ideas Math Book Geometry Answer Key Chapter 2 Reasoning and Proofs

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• Reasoning and Proofs Maintaining Mathematical Proficiency – Page 63
• Reasoning and Proofs Mathematical Practices – Page 64
• 2.1 Conditional Statements – Page(65-74)
• Lesson 2.1 Conditional Statements – Page(66-70)
• Exercise 2.1 Conditional Statements – Page(71-74)
• 2.2 Inductive and Deductive Reasoning – Page(75-82)
• Lesson 2.2 Inductive and Deductive Reasoning – Page(76-79)
• Exercise 2.2 Inductive and Deductive Reasoning – Page(80-82)
• 2.3 Postulates and Diagrams – Page(83-88)
• Lesson 2.3 Postulates and Diagrams – Page(84-86)
• Exercise 2.3 Postulates and Diagrams – Page(87-88)
• 2.1 – 2.3 Study Skills: Using the Features of Your Textbook to Prepare for Quizzes and Tests – Page 89
• 2.1 – 2.3 Quiz – Page 90
• 2.4 Algebraic Reasoning – Page(91-98)
• Lesson 2.4 Algebraic Reasoning – Page(92-95)
• Exercise 2.4 Algebraic Reasoning – Page(96-98)
• 2.5 Proving Statements about Segments and Angles – Page(99-104)
• Lesson 2.5 Proving Statements about Segments and Angles – Page(100-102)
• Exercise 2.5 Proving Statements about Segments and Angles – Page(103-104)
• 2.6 Proving Geometric Relationships – Page 105
• Lesson 2.6 Proving Geometric Relationships – Page(106-114)
• Exercise 2.6 Proving Geometric Relationships – Page(111-114)
• 2.4 – 2.6 Performance Task: Induction and the Next Dimension – Page 115
• Reasoning and Proofs Chapter Review – Page(116-118)
• Reasoning and Proofs Test – Page 119
• Reasoning and Proofs Cumulative Assessment – Page(120-121)

Reasoning and Proofs Maintaining Mathematical Proficiency

Write an equation for the nth term of the arithmetic sequence. Then find a₅₀.

Question 1.
3, 9, 15, 21, ……..
Answer: 299

Explanation:
Given sequence is 3, 9, 15, 21, ……..
a1 = 3
d = 6
d =  the difference between the two numbers
a1 = first number in the series
We know that,
The nth term of the arithmetic sequence is
a_n = a₁ + (n – 1)d
a₅₀ = 3 + (50 – 1)6
= 3 + (49)6
= 3 + 296 = 299
So, a₅₀ = 299

Question 2.
-29, -12, 5, 22, ……..
Answer: 804

Explanation:
Given,
-29, -12, 5, 22, ……..
a1 = -29
d = 17
We know that,
The nth term of the arithmetic sequence is
a_n = a₁ + (n – 1)d
d =  the difference between the two numbers
a1 = first number in the series
a₅₀ = -29 + (50 – 1)17
= -29 + 833
= 804
a₅₀ = 804

Question 3.
2.8, 3.4, 4.0, 4.6, ………
Answer: 32.4

Explanation:
Given,
2.8, 3.4, 4.0, 4.6, ………
We know that,
The nth term of the arithmetic sequence is
a_n = a₁ + (n – 1)d
d =  the difference between the two numbers
a1 = first number in the series
d =  the difference between the two numbers
a1 = first number in the series
a1 = 2.8
d = 0.6
a₅₀ = 2.8 + (50 – 1)0.6
= 2.8 + 29.6
= 32.4

Question 4.
\(\frac{1}{3}, \frac{1}{2}, \frac{2}{3}, \frac{5}{6}\), ………
Answer: 8.17

Explanation:
Given,
\(\frac{1}{3}, \frac{1}{2}, \frac{2}{3}, \frac{5}{6}\), ………
We know that,
The nth term of the arithmetic sequence is
a_n = a₁ + (n – 1)d
d =  the difference between the two numbers
a1 = first number in the series
a1 = \(\frac{1}{3}\)
d = 0.16
a₅₀ = \(\frac{1}{3}\) + (50 – 1)0.16
= \(\frac{1}{3}\) + (49)0.16
= 8.17

Question 5.
26, 22, 18, 14, ………
Answer: -170

Explanation:
Given,
26, 22, 18, 14, ………
We know that,
a_n = a₁ + (n – 1)d
d =  the difference between the two numbers
a1 = first number in the series
a1 = 26
d = -4
a₅₀ = 26 + (50 – 1)-4
= 26 + (-196)
= -170

Question 6.
8, 2, – 4, – 10, ………
Answer: -286

Explanation:
Given,
8, 2, – 4, – 10, ………
We know that,
a_n = a₁ + (n – 1)d
d =  the difference between the two numbers
a1 = first number in the series
a1 = 8
d = -6
a₅₀ = 8 + (50 – 1)(-6)
= 8 + (-294)
= -286
a₅₀ = -286

Solve the literal equation for x.

Question 7.
2y – 2x = 10
Answer: x = -5 + y

Explanation:
Given equation is 2y – 2x = 10
Take 2 as a common factor.
2(y – x) = 10
Divide by 2 on both sides
(y – x)/2 = 10/2
y – x = 5
x – y = -5
x = -5 + y

Question 8.
20y + 5x = 15
Answer: x = 3 – 4y

Explanation:
Given equation is 20y + 5x = 15
Take 5 as the common factor.
5(4y + x) = 15
Divide 5 on both sides
5(4y + x)/5 = 15/5
4y + x = 3
x = 3 – 4y

Question 9.
4y – 5 = 4x + 7
Answer: x – y = -3

Explanation:
Given equation is 4y – 5 = 4x + 7
4y – 4x = 7 + 5
4y – 4x = 12
Take 4 as the common factor.
4(y – x) = 4(3)
y – x = 3
x – y = -3

Question 10.
y = 8x – x
Answer: x = y/7

Explanation:
Given equation is y = 8x – x
y = 7x
7x = y
x = y/7

Question 11.
y = 4x + zx + 6
Answer: x = (y – 6)/(4 + z)

Explanation:
Given equation is y = 4x + zx + 6
y – 6 = 4x + zx
Take x as common.
y – 6 = x(4 + z)
Make x as the subject. It becomes
x = (y – 6)/(4 + z)

Question 12.
z = 2x + 6xy
Answer: x = z/2(1 + 3y)

Explanation:
Given equation is z = 2x + 6xy
Take 2x as common
z = 2x(1 + 3y)
Make x as the subject.
z/2(1 + 3y) = x
So, x = z/2(1 + 3y)

Question 13.
ABSTRACT REASONING
Can you use the equation for an arithmetic sequence to write an equation for the sequence 3, 9, 27, 81. . . . ? Explain our reasoning.
Answer:
Given sequence is 3, 9, 27, 81
3, 3², 3³, 3
The equation is 3
The given sequence is not an arithmetic sequence it is a geometric sequence.

Reasoning and Proofs Mathematical Practices

Monitoring Progress

Decide whether the syllogism represents correct or flawed reasoning, If flawed, explain why the conclusion Is not valid.

Question 1.
All triangles are polygons.
Figure ABC is a triangle.
Therefore, figure ABC is a polygon.
Answer:
A triangle is the simplest form of a polygon that has three sides and three vertices.
Yes, all the triangles are examples of polygons the name itself tells how many sides the shape has.
All triangles are polygons.

Question 2.
No trapezoids are rectangles.
Some rectangles are not squares.
Therefore, some squares are not trapezoids.
Answer:
No, the trapezoid cannot be a square or rectangle.
No, all the squares are not trapezoids.
A trapezoid is a quadrilateral with at least one pair of parallel sides. Squares are not trapezoids because they have two parallel sides.

Question 3.
If polygon ABCD is a square. then ills a rectangle.
Polygon ABCD is a rectangle.
Therefore, polygon ABCD is a square.
Answer:
Yes, Polygon ABCD is a square. Because it has four edges and four vertices.

Question 4.
If polygon ABCD is a square, then it is a rectangle.
Polygon ABCD is not a square.
Therefore, polygon ABCD is not a rectangle.
Answer:
If ABCD is a square then it is not a rectangle.
No, Polygon ABCD is not a rectangle.
Polygons are plane figures made up of line segment.

2.1 Conditional Statements

Exploration 1

Determining Whether a Statement is True or False

Work with a partner: A hypothesis can either be true or false. The same is true of a conclusion. For a conditional statement to be true, the hypothesis and conclusion do not necessarily both have to be true. Determine whether each conditional statement is true or false. Justify your answer.

a. If yesterday was Wednesday, then today is Thursday.
Answer: If yesterday was Wednesday then today will be Thursday. So, the statement is true.

b. If an angle is acute. then it has a measure of 30°.
Answer: False. An acute angle measure is between 0 to 90 degrees. So, it does not have to be 30 degrees, it can be anywhere in that range.

c. If a month has 30 days. then it is June.
Answer: False. There are some other months that have 30 days they are September, April, June and November.

d. If an even number is not divisible by 2. then 9 is a perfect cube.
Answer: False. All even numbers are divisible by 2, 9 is a perfect square, not a perfect cube.

Exploration 2

Determining Whether a Statement is True or False

Work with a partner: Use the points in the coordinate plane to determine whether each statement is true or false. Justify your answer.

a. ∆ABC is a right triangle.
Answer: A triangle with 90 degrees is called a right triangle. The statement is True.

b. ∆BDC is an equilateral triangle.
Answer: A triangle with equal sides and angles is called an Equilateral triangle. The statement is True.

c. ∆BDC is an isosceles triangle.
Answer: A triangle with two equal sides is called an isosceles triangle. So, the statement is False.

d. Quadrilateral ABCD is a trapezoid.
Answer: A triangle with one set of parallel lines and unequal sides is called a trapezoid. So, the statement is True.

e. Quadrilateral ABCD is a parallelogram.
Answer: A parallelogram has two parallel lines. But the below graph have one parallel line so the statement is False.

Exploration 3

Determining Whether a Statement is True or False

Work with a partner: Determine whether each conditional statement is true or false. Justify your answer.

CONSTRUCTING VIABLE ARGUMENTS
To be proficient in math, you need to distinguish correct logic or reasoning from that which is flawed.

a. If ∆ ADC is a right triangle, then the Pythagorean Theorem is valid for ∆ADC.
Answer: A triangle with 90 degrees is called a right triangle. A right triangle with longest side is called the hypotenuse. So, yes it is the correct logic.

b. If ∠A and ∠B are complementary, then the sum of their measures is 180°.
Answer: When the sum of two angles is 90°, then the angles are known as complementary angles. ∠A + ∠B = 90°. The statement is false.

c. If figure ABCD is a quadrilateral, then the sum of its angle measures is 180°.
Answer: A quadrilateral is a polygon that has 4 vertices and 4 sides enclosing 4 angles and the sum of all the angles is 360°. The statement is false.

d. If points A, B, and C are collinear, then the lie on the same line.
Answer: Points A, B, and C are collinear points if they lie on the same line in a plane. In that case, the slope of AB is equal to the slope of BC. The statement is true.

e. It and intersect at a point, then they form two pairs of vertical angles.
Answer: The statement is true.

Communicate Your Answer

Question 4.
When is a conditional statement true or false?
Answer: A conditional is considered true when the antecedent and consequent are both true or if the antecedent is false.

Question 5.
Write one true conditional statement and one false conditional statement that are different from those given in Exploration 3. Justify your answer.
Answer:

Lesson 2.1 Conditional Statements

Monitoring Progress

Use red to identify the hypothesis and blue to identify the conclusion. Then rewrite the conditional statement in if-then form.

Question 1.
All 30° angles are acute angles.
Answer: If an angle measures 30°, then it is an acute angle. The statement is true.

Question 2.
2x + 7 = 1. because x = – 3.
Answer:
Given statement is 2x + 7 = 1. because x = – 3. Use if and then conditional statements and rewrite the statement.
If x = -3, then 2x + 7 = 1

In Exercises 3 and 4, write the negation of the statement.

Question 3.
The shirt is green.
Answer:
The given statement is The shirt is green.
The negation of the statement is “The shirt is not green.”

Question 4.
The Shoes are not red.
Answer:
The given statement is The Shoes are not red.
The negation of the statement is “The shoes are red.”

Question 5.
Repeat Example 3. Let p be “the stars are visible” and let q be “it is night.”
Answer:
p → q If the stars are visible, then it is night True
q → p If it is night, then the stars are visible False
∼p → ∼q If the stars are not visible, then it is not night False
∼q → ∼p If it is not night, then the stars are not visible True

Use the diagram. Decide whether the statement is true. Explain your answer using the definitions you have learned.

Question 6.
∠JMF and ∠FMG are supplementary.
Answer:
Straight angle = 180°
∠JMF + ∠FMG = 180°
True. They are a linear pair

Question 7.
Point M is the midpoint of \(\overline{F H}\).
Answer: The statement is False. There is no marking to show \(\overline{F H}\) ≅ \(\overline{M H}\)

Question 8.
∠JMF and ∠HMG arc vertical angles.
Answer: The statement is True. They share a vertex and their sides for, opposite rays.

Question 9.

Answer: The statement is False. We cannot assume their intersection is a right angle without markings.

Question 10.
Rewrite the definition of a right angle as a single biconditional statement.
Definition: If an angle is a right angle. then its measure is 90°.
Answer:
A Biconditional statement is a statement combing a conditional statement with its converse.
An angle is a right angle if and only if its measure is 90°.

Question 11.
Rewrite the definition of congruent segments as a single biconditional statement.
Definition: If two line segments have the same length. then they are congruent segments.
Answer:
A Biconditional statement is a statement combing a conditional statement with its converse.
Two line segments are congruent if and only if they have the same length.

Question 12.
Rewrite the statements as a single biconditional statement.
If Mary is in theater class, then she will be in the fall play. If Mary is in the fall play. then she must be taking theater class.
Answer:
Given statement: If Mary is in theater class, then she will be in the fall play. If Mary is in the fall play. then she must be taking theater class.
Biconditional statement: Mary will be in the fall play if and only if she is in theater class.

Question 13.
Rewrite the statements as a single biconditional statement.
If you can run for President. then you are at least 35 years old. If you are at least 35 years old. then you can run for President.
Answer:
Given statement: If you can run for President. then you are at least 35 years old. If you are at least 35 years old. then you can run for President.
Biconditional statement: You can run for president if and only if you are at least 35 years old.

Question 14.
Make a truth table for the conditional statement p → ~ q.
Answer:

Conditional
p	q	p → q
True	True	True
True	False	False
False	True	True
False	False	True

If p is true and q is true then the p → q is true.
If p is true and q is false then the p → q is false.
If p is false and q is true then the p → q is true.
If p is false and q is false then the p → q is true.

Converse
p	q	q→p
True	True	True
True	False	True
False	True	False
False	False	True

Question 15.
Make a truth table for the conditional statement ~(p → q).
Answer:

Conditional
p	q	p → q
T	T	T
T	F	F
F	T	T
F	F	T

p	q	∼p	∼q	∼p→∼q
T	T	F	F	T
T	F	F	T	T
F	T	T	F	F
F	F	T	T	T

Exercise 2.1 Conditional Statements

Vocabulary and Core Concept Check

Question 1.
VOCABULARY
What type of statements are either both true or both false?
Answer:
A conditional statement and its contrapositive, are either both true or both false.
The converse and inverse of a conditional statement are either both true or both false.

Question 2.
WHICH ONE DOESN’T BELONG?
Which statement does not belong with the other three? Explain your reasoning.
If today is Tuesday, then tomorrow is Wednesday
If it is Independence Day, then it is July.
If an angle is acute. then its measure is less than 90°.
If you are an athlete, then you play soccer.
Answer:
Statement:
If today is Tuesday, then tomorrow is Wednesday. True
If it is Independence Day, then it is July. False
If an angle is acute. then its measure is less than 90°. True
If you are an athlete, then you play soccer.
“If you are an athlete, then you play soccer.” is difficult from others because it is not true statement. If you are an athlete, maybe you play basketball or volleyball.

In Exercises 3 – 6. copy the conditional statement. Underline the hypothesis and circle the conclusion.

Question 3.
If a polygon is a pentagon, then it has five sides.
Answer:

Question 4.
If two lines form vertical angles, then they intersect.
Answer:
When two lines intersect each other, then the opposite angles formed due to the intersection are called vertical angles.
Hypothesis is underlined and the conclusion is colored in red.
If two lines from vertical angles, then they intersect.

Question 5.
If you run, then you are fast.
Answer:

Question 6.
If you like math. then you like science.
Answer:
If you like math. then you like science is a conditional statement.
Hypothesis is underlined and the conclusion is colored in red.
If you like math, then you like science.

In Exercises 7 – 12. rewrite the conditional statement in if-then form.

Question 7.
9x + 5 = 23, because x = 2.
Answer:

Question 8.
Today is Friday, and tomorrow is the weekend.
Answer:
Conditional Statement: If today is Friday, then tomorrow is the weekend.

Question 9.
You are in a hand. and you play the drums.
Answer:

Question 10.
Two right angles are supplementary angles.
Answer:
Conditional Statement: If two angles are right angles, then they are supplementary.

Question 11.
Only people who are registered are allowed to vote.
Answer:

Question 12.
The measures complementary angles sum to 90°
Answer:
Conditional Statement: If two angles are complementary, then their measures sum to 90°

In Exercises 13 – 16. write the negation of the statement.

Question 13.
The sky is blue.
Answer:

Question 14.
The lake is cold.
Answer:
Negation of the Statement: The lake is not cold.

Question 15.
The ball is not pink.
Answer:

Question 16.
The dog is not a Lab.
Answer:
Negation of the Statement: The dog is a Lab.

In Exercises 17 – 24. write the conditional statement p → q. the converse q → p, the inverse ~ p → ~ q, and the contrapositive ~ q → ~ p in words. Then decide whether each statement is true or false.

Question 17.
Let p be “two angles are supplementary” and let q be “the measures of the angles sum to 180°
Answer:

Question 18.
Let p be “you are in math class” and let q be “you are in Geometry:”
Answer:
Given statement is Let p be “you are in math class” and let q be “you are in Geometry:”
p → q
If you are in math class, then you are in Geometry.
Statement is not true, because you might be in Algebra.
q → p
If you are in Geometry, then you are in math class.
The statement is true
∼p → ∼q
If you are not in math class, then you are not in Geometry.
Statement is true.
∼q → ∼p
If you are not in Geometry, then you are not in math class.
Statement is not true, because you might be in Algebra.

Question 19.
Let p be “you do your math homework” and let q be “you will do well on the test.”
Answer:

Question 20.
Let p be “you are not an only child” and let q be “you have a sibling.
Answer:
Given statement is Let p be “you are not an only child” and let q be “you have a sibling.
p → q
If you are not an only child, then you have a sibling.
Statement is true.
q → p
If you have a sibling, then you are not an only child.
Statement is true.
∼p → ∼q
If you are an only child, then you do not have a sibling.
Statement is true.
∼q → ∼p
If do not have a sibling, then you are an only child.
Statement is true.

Question 21.
Let p be “it does not snow” and let q be I will run outside.”
Answer:

Question 22.
Let p be “the Sun is out” and let q be “it is day time”
Answer:
Given statement is Let p be “the Sun is out” and let q be “it is day time”
p → q
If the sun is out, then it is day time.
Statement is true.
q → p
If it is day time, then the sun is out.
Statement is true.
∼p → ∼q
If the sun is not out, then it is not day time.
Statement is true.
∼q → ∼p
If it is not day time, then the sun is not out.
Statement is true.

Question 23.
Let p be “3x – 7 = 20” and let q be “x = 9.”
Answer:

Question 24.
Let p be “it is Valentine’s Day” and let q be “it is February.
Answer:
Let p be “it is Valentine’s Day” and let q be “it is February.
p → q
If it is Valentine’s Day, then it is February.
q → p
If it is February, then it is Valentine’s Day.
∼p → ∼q
If it is not Valentine’s Day, then it is not February.
∼q → ∼p
If it is not February, then it is not Valentine’s Day.

In Exercises 25 – 28, decide whether the statement about the diagram is true. Explain your answer using the definitions you have learned.

Question 25.
m∠ABC = 90°

Answer:

Question 26.


Answer: If intersecting lines from a right angle, then they are perpendicular. So, the statement about the diagram is true.

Question 27.
m∠2 + m∠3 = 180°

Answer:

Question 28.
M is the midpoint of \(\overline{A B}\).

Answer: We cannot say that M is the midpoint until and unless \(\overline{A M}\) and \(\overline{B M}\) is marked as congruent.

In Exercises 29 – 32. rewrite the definition of the term as a biconditional statement.

Question 29.
The midpoint of a segment is the point that divides the segment into two congruent segments.
Answer:

Question 30.
Two angles are vertical angles when their sides form two pairs of opposite rays.
Answer: Vertical angles are two angles whose sides form two pairs of opposite rays.

Question 31.
Adjacent angles are two angles that share a common vertex and side but have no common interior points.
Answer:

Question 32.
Two angles are supplementary angles when the sum of their measures 180°.
Answer: Two angles are called supplementary angles if and only if the sum of them measures 180°.

In Exercises 33 – 36. rewrite the statements as a single biconditional statement.

Question 33.
If a polygon has three sides. then it is a triangle.
If a polygon is a triangle, then it has three sides.
Answer:

Question 34.
If a polygon has four sides, then it is a quadrilateral.
If a polygon is a quadrilateral, then it has four sides.
Answer:
A polygon is a quadrilateral, if and only if it has four sides.

Question 35.
If an angle is a right angle. then it measures 90°.
If an angle measures 90°. then it is a right angle.
Answer:

Question 36.
If an angle is obtuse, then ii has a measure between 90° and 180°.
If an angle has a measure between 90° and 180°. then it is obtuse.
Answer:
An angle is obtuse if and only if it has a measure between 90° and 180°.

Question 37.
ERROR ANALYSIS
Describe and correct the error in rewriting the conditional statement in if – then form.

Answer:

Question 38.
ERROR ANALYSIS
Describe and correct the error in writing the converse of the conditional statement.

Answer:
The conditional statement has if and then conditions.
The converse statement should just change the premise and conclusion. It should go like this:
If I bring an umbrella, then it is raining.

In Exercises 39 – 44. create a truth table for the logical statement.
Question 39.
~ p → q
Answer:

Question 40.
~ q → p
Answer:
The truth table for the logical statement ~ q → p is given below.

Question 41.
~(~ p → ~ q)
Answer:
The truth table for the logical statement ~(~ p → ~ q) is given below

Question 42.
~ (p → ~ q)
Answer:
The truth table for the logical statement ~ (p → ~ q) is given below

Question 43.
q → ~ p
Answer:
The truth table for the logical statement q → ~ p is given below

Question 44.
~ (q → p)
Answer:
The truth table for the logical statement ~ (q → p) is given below

Question 45.
USING STRUCTURE
The statements below describe three ways that rocks are formed.

Igneous rock is formed from the cooling of Molten rock.

Sedimentary rock is formed from pieces of other rocks.

Metamorphic rock is formed by changing, temperature, pressure, or chemistry.

a. Write each sLaternenl in if-then form.
b. Write the converse of each of the statements in part (a). Is the converse of each statement true? Explain your reasoning.
c. Write a true if-then statement about rocks that is different from the ones in parts (a) and (b). Is the converse of our statement true or false? Explain your reasoning
Answer:

Question 46.
MAKING AN ARGUMENT
Your friend claims the statement “If I bought a shirt, then I went to the mall’ can he written as a true biconditional statement. Your sister says you cannot write it as a biconditional. Who is correct? Explain your reasoning.
Answer: Your sister is correct.

Explanation:
The converse of the statement “If I bought a shirt, then I went to the mall” is If I went to the mall, then I bought a shirt.
As you can see, the converse is false, so it cannot be written as a biconditional statement, because both must be true or that.
Your sister is correct.

Question 47.
REASONING
You are told that the contrapositive of a statement is true. Will that help you determine whether the statement can be written as a true biconditional statement’? Explain your reasoning.
Answer:

Question 48.
PROBLEM SOLVING
Use the conditional statement to identify the if-then statement as the converse. inverse. or contrapositive of the conditional statement. Then use the symbols to represent both statements.
Conditional statement: It I rode my bike to school, then I did not walk to school.
If-then statement: If did not ride my bike to school, then I walked to school.
p      q     ~    →    ↔
Answer:
Both premise and conclusion are negated, so if then the statement is inverse of a conditional statement.
Premise: p = “I rode my bike to school”
Conclusion: q = “I walked to school”
Conditional: p → ~q
If-then statement:~p → q

USING STRUCTURE
In Exercises 49 – 52. rewrite the conditional statement in if-then form. Then underline the hypothesis and circle the conclusion.
Question 49.

Answer:

Question 50.

Answer:
If you expect things from yourself, then you can do them.
The hypothesis is underlined and the conclusion is colored red.

Question 51.

Answer:

Question 52.

Answer:
If someone is happy, then he will make others happy too.
The hypothesis is underlined and the conclusion is colored red.

Question 53.
MATHEMATICAL CONNECTIONS
Can the statement “If x² – 10 = x + 2. then x = 4″ be combined with its converse to form a true biconditional statement?
Answer:

Question 54.
CRITICAL THINKING
The largest natural arch in the United States is Landscape Arch. located in Thompson, Utah. h spans 290 feet.

a. Use the information to write at least two true conditional statements.
Answer:
Given information is The largest natural arch in the United States is Landscape Arch. located in Thompson, Utah. h spans 290 feet.
Two true conditional statements are:
1. If the largest natural arch is the Landscape Arch, then it spans 290 feet
2. If the largest natural arch is in the United States, then it is located in Thompson, Utah.

b. Which type of related conditional statement must also be true? Write the related conditional statements.
Answer:
One true related conditional statement is its contrapositive.
We can say the following based on the above answer.
If a natural arch does not span 290 feet, then it is not the Landscape Arch.

C. What are the other two types of related conditional statements? Write the related conditional statements. Then determine their truth values. Explain your reasoning.
Answer:
If the converse is true, then the inverse is also logically true.
Inverse and Converse: These statements are false because other natural arches in different countries can also span 290 feet.

Question 55.
REASONING
Which statement has the same meaning as the given statement?
Given statement:
You can watch a movie after you do your homework.
(A) If you do your homework, then you can watch a movie afterward.
(B) If you do not do your homework, then you can watch a movie afterward.
(C) If you cannot watch a movie afterward. then do your homework.
(D) If you can watch a movie afterward, then do not do your homework.
Answer:

Question 56.
THOUGHT PROVOKING
Write three conditional statements. where one is always true, one is always false, and one depends on the person interpreting the statement.
Answer:
Write conditional statements in three ways.
Depends: If the sun is up, then it is warm.
Always true: If the sun is up, then it is the day.
Always false: If the sun is up, then it is night.

Question 57.
CRITICAL THINKING
One example of a conditional statement involving dates is “If today is August 31, then tomorrow is September 1 Write a conditional statement using dates from two different months so that the truth value depends on when the statement is read.
Answer:

Question 58.
HOW DO YOU SEE IT?
The Venn diagram represents all the musicians at a high school. Write three conditional statements in if-then form describing the relationships between the various groups of musicians.

Answer:
Write conditional statements in three ways using the figure.
If you are in the jazz band, then you are in the band.
If you are in the chorus you are not in the band.
If you are in the band or chorus you are a musician.

Question 59.
MULTIPLE REPRESENTATIONS
Create a Venn diagram representing each conditional statement. Write the converse of each conditional statement. Then determine whether each conditional statement and its converse are true or false. Explain your reasoning.
a. If you go to the zoo to see a lion, then you will see a Cat.
b. If you play a sport. then you wear a helmet.
c. If this month has 31 days. then it is not February.
Answer:

Question 60.
DRAWING CONCLUSIONS
You measure the heights of your classmates to gel a data set.
a. Tell whether this statement is true: If s and y are the least and greatest values in your data set, then the mean of the data is between x and y.
Answer: It is true

b. Write the converse of the statement in part (a). Is the converse true? Explain your reasoning.
Answer:
If the mean of the data is between x and y, that means x and y are the least and greatest values in your data set. No, because the x and y values are not always the least and the greatest numbers in the data set.

c. Copy and complete the statement below using mean, median, or mode to make a conditional statement that is true for a data set. Explain your reasoning.
If a data set has a mean. median, and a mode. then the _____________ of the data set will always be a data value.
Answer: If a data set has a mean. median, and a mode. then the mode of the data set will always be a data value.

Question 61.
WRITING
Write a conditional statement that is true, but its converse is false.
Answer:

Question 62.
CRITICAL THINKING
write a series of if-then statements that allow you to find the measure of each angle, given that m∠1 = 90° Use the definition of linear pairs.

Answer:
The above figure has four right angles.
∠1 = 90° then ∠2 = 180° – 90° = 90° as they are supplementary angles and form a linear pair.
∠2 = 90° then ∠3 = 180° – 90° = 90° as they are supplementary angles and form a linear pair.
∠1 = 90° then ∠4 = 180° – 90° = 90° as they are supplementary angles and form a linear pair.

Question 63.
WRITING
Advertising slogans such as “Buy these shoes! They will make you a better athlete!” often imply conditional statements. Find an advertisement or write your own slogan. Then write it as a conditional statement.
Answer:

Maintaining Mathematical Proficiency

Find the pattern. Then draw the next two figures in the sequence.

Question 64.

Answer:
The sequence continues with the pentagon and hexagon.

Question 65.

Answer:

Find the pattern. Then write the next two numbers.

Question 66.
1, 3, 5, 7 ……..
Answer: 9, 11

Explanation:
Given sequence is 1, 3, 5, 7 ……..
This is a sequence of odd numbers
So, the next two numbers are 9, 11

Question 67.
12, 23, 34, 45 ……..
Answer:

Question 68.
2, \(\frac{4}{3}, \frac{8}{9}, \frac{16}{27}\), ……..
Answer: 32/81, 64/243

Explanation:
Given sequence is 2, \(\frac{4}{3}, \frac{8}{9}, \frac{16}{27}\), ……..
We observe that each number gets multiplied by 2/3 to obtain the next number.
Next two numbers: 32/81, 64/243

Question 69.
1, 4, 9, 16, ……..
Answer:

2.2 Inductive and Deductive Reasoning

Exploration 1

Writing a Conjecture

Work with a partner: Write a conjecture about the pattern. Then use your conjecture to draw the 10th object in the pattern.
a.

Answer:
We observe that the circle is rotating from one vertex to the next in a clockwise direction

b.

Answer:
The pattern switch between a curve in an odd quadrant and a line with a negative slope in the even quadrant.

c.

Answer:
The pattern switch between the first three arrangements, then their respective mirror images.

Exploration 2

Using a Venn Diagram

Work with a partner: Use the Venn diagram to determine whether the statement is true or false. Justify your answer. Assume that no region of the Venn diagram is empty.

CONSTRUCTING VIABLE ARGUMENTS
To be proficient in math, you need to justify your conclusions and communicate them to others.

a. If an item has Property B. then it has Property A.
Answer: True, because property B is a part of property A.

b. If an item has Property A. then it has Property B.
Answer: True, because property B is a part of property A and not vice versa.

c. If an item has Property A, then it has Property C.
Answer: True because property C is not completely part of property A.

d. Some items that have Property A do not have Property B.
Answer: True, because property B is a part of property A and not vice versa.

e. If an item has Property C. then it does not have Property B.
Answer: True, because property C is not a part of property B.

f. Sonic items have both Properties A and C.
Answer: True because some part of property C is included in the part of property A.

g. Some items have both Properties B and C.
Answer: False because property C is not a part of property B.

Exploration 3

Reasoning and Venn Diagrams

Work with a partner: Draw a Venn diagram that shows the relationship between different types of quadrilateral: squares. rectangles. parallelograms. trapezoids. rhombuses, and kites. Then write several conditional statements that are shown in your diagram. such as “If a quadrilateral is a square. then it is a rectangle.”
Answer:

Communicate Your Answer

Question 4.
How can you use reasoning to solve problems?
Answer:

Question 5.
Give an example of how you used reasoning to solve a real-life problem.
Answer:

Lesson 2.2 Inductive and Deductive Reasoning

Monitoring Progress

Question 1.
Sketch the fifth figure in the pattern in Example 1.
Answer:

Question 2.

Answer:

Question 3.

Answer:

Question 4.
Make and test a conjecture about the sign o1 the product of any three negative integers.
Answer:
If you multiply two negative numbers, it will be equal to a positive number(- × – = +). If you multiply a positive number and a negative number, it will be equal to a negative number(+ × – = -). Hence, multiplying three negative numbers is like multiplying a positive and negative number.
Example: (-2) × (-2) × (-3) = -12

Question 5.
Make and test a conjecture about the sum of any five consecutive integers.
Answer:
Statement: ‘The sum of any 5 consecutive integers.’
Let us consider 1, 2, 3, 4, 5
1 + 2 + 3 + 4 + 5 = 15
8 + 9 + 10 + 11 + 12 = 50
Sum of any five consecutive integers is five times the third number

Find a counterexample to show that the conjecture is false.

Question 6.
The value of x² is always greater than the value of x.
Answer:
Yes, the statement is true.
Example: If x = 3
x² = 3² = 9

Question 7.
The sum of two numbers is always greater than their difference.
Answer:
The statement is true, the sum of two whole numbers is always greater than either number because even if one of the numbers to be added is 0, the answer will not be greater, or at least equal to it.

Question 8.
If 90° ∠ m ∠ R ∠ 180°, then ∠R is obtuse. The measure of ∠R is 155°. Using the Law of Detachment. what statement can you make?
Answer:
Given: If 90° ∠ m ∠ R ∠ 180°, then ∠R is obtuse. The measure of ∠R is 155°.
155° > 180°
Since ∠R=155 satisfies the hypothesis of a true conditional statement.
The given ∠ R is obtuse.
The conclusion is also true.

Question 9.
Use the Law of Syllogism to write a new conditional statement that follows from the pair of true statements.
If you get an A on your math test. then you can go to the movies.
If you go to the movies, then you can watch your favorite actor.
Answer:

Question 10.
Use inductive reasoning to make a conjecture about the sum of a number and itself. Then use deductive reasoning to show that the conjecture is true.
Answer:
If the number is added to itself then the result will be even.
n + n = 2n
Example:
0 + 0 = 0
2 + 2 = 4
A result is an even number.
Conjecture: If a number is added to itself then the result is always even.

Question 11.
Decide whether inductive reasoning or deductive reasoning is used to reach the
conclusion. Explain your reasoning.
All multiples of 8 are divisible by 4.
64 is a multiple of 8.
So, 64 is divisible by 4.
Answer:
All multiples of 8 are divisible by 4.
64 is a multiple of 8.
So, 64 is divisible by 4.
All these are fact-based statements, so it is deductive reasoning.

Exercise 2.2 Inductive and Deductive Reasoning

Vocabulary and Core Concept Check

Question 1.
VOCABULARY
How does the prefix “counter” help you understand the term counterexample?
Answer:
The prefix counter means “opposes,” So, a counter-example is an example that opposes the truth of the statement.

Question 2.
WRITING
Explain the difference between inductive reasoning and deductive reasoning.
Answer:
Inductive reasoning uses a specific case to make a general conclusion.
Deductive reasoning uses general observation to make a specific conclusion.

Monitoring Progress and Modeling with Mathematics

In Exercises 3 – 8, describe the pattern. Then write or draw the next two numbers, letters, or figures.

Question 3.
1, – 2, 3, – 4, 5, ……..
Answer:

Question 4.
0, 2, 6, 12, 20, ……..
Answer: 30, 42

Explanation:
Given sequence is 0, 2, 6, 12, 20, ……..
This is a sequence of numbers where the first number is 0, and every next number is obtained by adding 2, 4, 6, … to the previous number.
20 + 10 = 30
30 + 12 = 42
The next two numbers are: 30, 42

Question 5.
Z, Y, X, W, V, ……..
Answer:

Question 6.
J, F, M, A, M, ……..
Answer: J = June, J = July

Explanation:
Given sequence is J, F, M, A, M, ……..
J = January, F = February, M = March, A = April, M = May
The next two letters would be J and J
J = June, J = July

Question 7.

Answer:

Question 8.

Answer:
Use inductive reasoning to identify the pattern and the next two numbers, letters, or figures.
The next two figures should contain 16 and 21 cubes.

In Exercises 9 – 12. make and test a conjecture about the given quantity.

Question 9.
the product of any two even integers
Answer:

Question 10.
the sum of an even integer and an odd integer
Answer:
6 + 3 = 9
8 + 7 = 15
The sum of an even integer and an odd integer is always an odd integer.

Question 11.
the quotient of a number and its reciprocal
Answer:

Question 12.
the quotient of two negative integers
Answer:
-8/-2 = 4
-9/-3 = 3
The division of two negative numbers is positive.
The quotient of two negative integers is a positive rational number.

In Exercises 13 – 16, find a counter example to show that the conjecture is false.

Question 13.
The product of two positive numbers is always greater than either number,
Answer:

Question 14.
If n is a nonzero integer, then \(\frac{n+1}{n}\) is always greater than 1.
Answer:
\(\frac{n+1}{n}\)
let n = -1
-1+1/-1 = 0/-1 = 0

Question 15.
If two angles are supplements of each other. then one of the angles must be acute.
Answer:

Question 16.
A line s divides \(\overline{M N}\) into two line segments. So, the lines is a segment bisector of \(\overline{M N}\)
Answer:
A segment bisector has to separate two lines into two equal pieces. In this case, we don’t know if the line s bisects MN into two equal parts.

In Exercises 17 – 20. use the Law of Detachment to determine what you can conclude from the given information, if possible.

Question 17.
If you pass the final, then you pass the class. You passed the final.
Answer:

Question 18.
If your parents let you borrow the ear, then you will go to the movies with your friend. you will go to the movies with your friend.
Answer:
If your parents let you borrow the ear, then you will go to the movies with your friend. you will go to the movies with your friend.
The conclusion of a true conditional statement is true, so we cannot conclude if the hypothesis is true or false.

Question 19.
If a quadrilateral is a square. then it has four right angles. Quadrilateral QRST has four right angles.
Answer:

Question 20.
If a point divides a line segment into two congruent line segments. then the point is a midpoint. Point P divides \(\overline{L H}\) into two congruent line segments.
Answer: If a point divides a line segment into two congruent line segments. then the point is a midpoint. Point P divides \(\overline{L H}\) into two congruent line segments.
As per the law of Detachment, it can be used to deduce that since the hypothesis of a true conditional statement is true, the conclusion is also true.

In Exercises 21 – 24, use the Law of Syllogism to write a new conditional statement that follows from the pair of true statements, if possible.

Question 21.
If x < – 2, then |x| > 2. If x > 2. then |x| > 2.
Answer:

Question 22.
If a = 3. then 5a = 15. If \(\frac{1}{2}\)a = 1\(\frac{1}{2}\), then a = 3.
Answer:
If \(\frac{1}{2}\)a = 1\(\frac{1}{2}\) then 5a = 15
It is possible.

Question 23.
If a figure is a rhombus then the figure is a parallelogram. If a figure is a parallelogram, then the figure has two pairs of opposite sides that are parallel.
Answer:

Question 24.
If a figure is a square, then the figure has four congruent sides. If a figure is a square, then the figure has four right angles.
Answer: The law of Syllogism can’t be used here because the conclusion of neither conditional is the hypothesis of the other.

In Exercises 25 – 28. state the law of logic that is illustrated.

Question 25.
If you do your homework, then you can watch TV If you watch TV, then you can watch your favorite show.
If you do your homework. then you can watch your favorite show.
Answer:

Question 26.
If you miss practice the day before a game. then you will not be a starting player in the game.
You miss practice on Tuesday. You will not start the game Wednesday.
Answer:
Deductive reasoning can be used because Tuesday is before Wednesday, and we know that if you miss practicing the day before a game, you will not be a starting player, no matter what day the practice is.

Question 27.
If x > 12, then x + 9 > 20. The value of x is 14. So, x + 9 > 20.
Answer:

Question 28.
If ∠1 and ∠2 are vertical angles. then ∠1 ≅∠2.
If ∠1 ≅∠2 then m∠1 ≅ m∠2.
If ∠1 and ∠2 are vertical angles. then m∠1 = m∠2.
Answer:
If ∠1 and ∠2 are vertical angles. then ∠1 ≅∠2.
If ∠1 ≅∠2 then m∠1 ≅ m∠2.
If ∠1 and ∠2 are vertical angles. then m∠1 = m∠2.
The law of Syllogism can’t be used here because the conclusion of neither conditional is the hypothesis of the other.

In Exercises 29 and 30, use inductive reasoning to make a conjecture about the given quantity. Then use deductive reasoning to show that the conjecture is true.

Question 29.
the sum of two odd integers
Answer:

Question 30.
the product of two odd integers
Answer:
Let 3 and 7 be the odd numbers
3 . 7 = 21
Let 3 and 11 be the odd numbers
3 . 11 = 33
the product of two odd integers is an odd integer.

In Exercises 31 – 34. decide whether inductive reasoning or deductive reasoning is used to reach the conclusion. Explain your reasoning.

Question 31.
Each time your mom goes to the store. she buys milk. So. the next time your mom goes to the store. she will buy milk.
Answer:

Question 32.
Rational numbers can be written as fractions. Irrational numbers cannot be written as tractions. So. \(\frac{1}{2}\) is a rational number
Answer: Deductive reasoning can be used because facts and laws of logic are used.

Question 33.
All men are mortal. Mozart is a man. so Mozart is mortal.
Answer:

Question 34.
Each time you clean your room. you are allowed to go out with your friends. So, the next time you clean your room. you will be allowed to go out with your friends.
Answer: Inductive reasoning can be used because the pattern is used.

ERROR ANALYSIS
In Exercises 35 and 36, describe and correct the error in interpreting the statement.

Question 35.
If a figure is a rectangle. then the figure has four sides.
A trapezoid has four sides.

Answer:

Question 36.
Each day, you get to school before your friend.

Answer: Using a pattern is inductive reasoning, not deductive reasoning.

Question 37.
REASONING
The table Shows the average weights of several subspecies of tigers. What conjecture can you make about the relation between the weights of female tigers and the weights of male tigers? Explain our reasoning.

Answer:

Question 38.
HOW DO YOU SEE IT?
Determine whether you can make each conjecture from the graph. Explain your reasoning.

a. More girls will participate in high school lacrosse in Year 8 than those who participated in Year 7.
Answer: From the graph, you can see that the number of participants in high school lacrosse increases each year, thus you can make that conjecture.

b. The number of girls participating in high school lacrosse will exceed the number of boys participating in high school lacrosse in Year 9.
Answer: You have no information about the number of boys participants in high school lacrosse.

Question 39.
MATHEMATICAL CONNECTIONS
Use inductive reasoning to write a formula for the sum of the first n positive even integers.
Answer:

Question 40.
FINDING A PATTERN
The following are the first nine Fibonacci numbers.
1, 1, 2, 3, 5, 8, 13, 21, 34, …….
a. Make a conjecture about each of the Fibonacci numbers after the first two.
Answer:
Fibonacci is a series of numbers. The next number is found by adding up the two numbers before it.
Each number is the sum of two numbers before it

b. Write the next three numbers in the pattern.
Answer:
21 + 34 = 55
34 + 55 = 89

c. Research to find a real-world example of this pattern.
Answer:
A real-life example of Fibonacci numbers is the number of pairs of rabbits after each generation.
Search for “Fibonacci’s Rabbits” on the web.

Question 41.
MAKING AN ARGUMENT
Which argument is correct? Explain your reasoning.
Argument 1: If two angles measure 30° and 60° then the angles are complementary. ∠1 and ∠2 are complementary. So. m∠1 = 30° and m∠2 = 60°
Argument 2: If two angles measure 30° and 60°. then the angles are complementary. The measure of ∠1 is 30° and the measure of ∠2 is 60°. So, ∠1 and ∠2 are complementary.
Answer:

Question 42.
THOUGHT PROVOKING
The first two terms of a sequence are \(\frac{1}{4}\) and \(\frac{1}{2}\) Describe three different possible Patterns for the sequence. List the first five terms for each sequence.
Answer: Each term is multiplied by 2 to obtain next term
\(\frac{1}{4}\), \(\frac{1}{2}\), 1, 2, 4, 8, 16,….
Add \(\frac{1}{4}\) to each term to obtain next term
\(\frac{1}{4}\), \(\frac{1}{2}\), \(\frac{3}{4}\), 1, \(\frac{5}{4}\), \(\frac{3}{2}\), \(\frac{7}{4}\),….
terms \(\frac{1}{4}\) and \(\frac{1}{2}\) repeat
\(\frac{1}{4}\), \(\frac{1}{2}\), \(\frac{1}{4}\), \(\frac{1}{2}\),\(\frac{1}{4}\), \(\frac{1}{2}\),….

Question 43.
MATHEMATICAL CONNECTIONS
Use the table to make a conjecture about the relationship between x and y. Then write an equation for y in terms of x. Use the equation to test your conjecture for other values of x.

Answer:

Question 44.
REASONING
Use the pattern below. Each figure is made of squares that are 1 unit by 1 unit.

a. Find the perimeter of each figure. Describe the pattern of the perimeters.
Answer:
Perimeters:
4, 8, 12, 16, 20
Each figure has a perimeter of 4 times the order number of figures.

b. Predict the perimeter of the 20th figure.
Answer:
P = 4s
P = 4 × 20 = 80
The 20th figure will have a perimeter of 80.

Question 45.
DRAWING CONCLUSIONS
Decide whether each conclusion is valid. Explain your reasoning.

• Yellowstone is a national park in Wyoming.
• You and your Friend went camping at Yellowstone National Park.
• When you go camping. you go canoeing.
• If you go on a hike, your Friend goes with you.
• You go on a hike.
• There is a 3-mile-long trail near your campsite.

a. You went camping in Wyoming.
b. Your Friend went canoeing.
c. Your friend went on a hike.
d. You and your Friend went on a hike on a 3-mile-long trail.
Answer:

Question 46.
CRITICAL THINKING
Geologists use the Mohs’ scale to determine a mineral’s hardness. Using the scale. a mineral with a higher rating will leave a scratch on a mineral with a lower rating. Testing a mineral’s hardness can help identify the mineral.

a. The four minerals are randomly labeled A, B, C, and D. Mineral A is scratched by Mineral B. Mineral C is scratched by all three of the other minerals. What can you conclude? Explain your reasoning.
Answer:
Start with the substance, mineral C, that is scratched by all.
This implies that it is the softest of all so C should be the task.
Mineral A is scratched by Mineral B implies that A is softer than B, so if A is Gypsum, the B can be Calcite or Fluorite. And if A is Calcite then B should be Fluorite.

b. What additional test(s) can you use to identify all the minerals in part (a)?
Answer:
A test should be conducted between minerals B and D to differentiate between them, as in which one of these is Calcite and which one of them is Fluorite. As per the given data, this detail is absent.

Maintaining Mathematical Proficiency

Determine which postulate is illustrated by the statement.

Question 47.
AB + BC = AC
Answer:

Question 48.
m∠DAC = m∠DAE + m∠EAB
Answer:
m∠DAC = m∠DAE + m∠EAB
m∠DAC is equal to the sum of m∠DAE and m∠EAB
Any angle measure is equal to the sum of its parts.

Question 49.
AD is the absolute value of the difference of the coordinates of A and D.
Answer:

Question 50.
m∠DAC is equal to the absolute value of the difference between the real numbers matched with \(\vec{A}\)D and \(\vec{A}\)C on a protractor.
Answer:
Statement: m∠DAC is equal to the absolute value of the difference between the real numbers matched with \(\vec{A}\)D and \(\vec{A}\)C on a protractor.
Since the item is asking for the absolute value of the difference of the real numbers of the given rays on a protractor, it will give the measure of m∠DAC.
This demonstrates the Protractor Postulate.

2.3 Postulates and Diagrams

Exploration 1

Looking at a Diagram

Work with a partner. On a piece of paper. draw two perpendicular lines. Label them and . Look at the diagram from different angles. Do the lines appear perpendicular regardless of the angle at which you look at them? Describe all the angles at which you can l00k at the lines and have them appear perpendicular.

Answer:

Exploration 2

Interpreting a Diagram

Work with a partner: When you draw a diagram, you are communicating with others. It is important that you include sufficient information in the diagram. Use the diagram to determine which of the following statements you can assume to be true. Explain your reasoning.

ATTENDING TO PRECISION
To be proficient in math, you need to state the meanings of the symbols you choose.



Answer:

Communicate Your Answer

Question 3.
In a diagram, what can be assumed and what needs to be labeled?
Answer:

• ∠BCA and ∠ACD are linear pairs.
• EG and BD are parallel.
• If ∠ACD = ∠ACB = 90 degrees, then AF ⊥ BD.
• Points A, C, and H are collinear.
• AF and BD intersect.
• All the points shown are coplanar.
• EG and AH are perpendicular.
• AF and BD are coplanar.
• ∠ACD and ∠BCF are vertical angles.
• AC and FH are the same lines.

Question 4.
Use the diagram in Exploration 2 to write two statements you can assume to be true and two statements you cannot assume to be true. Your statements should be different from those given in Exploration 2. Explain our reasoning.
Answer:

Lesson 2.3 Postulates and Diagrams

Monitoring progress

Question 1.
Use the diagram in Example 2. Which postulate allows you to say that the intersection of plane P and plane Q is a line?
Answer:

The intersection of plane P and plane Q is a line when two planes intersect.

Question 2.
Use the diagram in Example 2 to write an example of the postulate.
a. Two Point Postulate
Answer: Through any two points there exists exactly one line. In plane P there lies points A and B by which ‘n’ line is known as the two-point postulate.

b. Line-Point Postulate
Answer: A line contains at least two points.

c. Line Intersection Postulate
Answer: If two lines intersect then the line meets at exactly one point.

Refer back to Example 3.

Question 3.
If the given information states that \(\overline{P W}\) and \(\overline{Q W}\) arc congruent. how can you indicate that in the diagram?
Answer:

Question 4.
Name a pair of supplementary angles in the diagram. Explain.
Answer: There are actually four sets of supplementary angles in this diagram. ∠BCA and ∠ACD are linear pairs.

Use the diagram in Example 4.

Question 5.
Can you assume that plane S intersects plane T at ?
Answer:

Question 6.
Explain how you know
Answer:

Exercise 2.3 Postulates and Diagrams

Vocabulary and Core Concept Check

Question 1.
COMPLETE THE SENTENCE
Through any ___________ non collinear points. there exists exactly one plane.
Answer:
Through any three noncollinear points, there exists exactly one plane.

Question 2.
WRITING
Explain why you need at least three noncollinear points to determine a plane.
Answer:
If you have three points not on one line, then only one specific plane can go through those points. The plane is determined by 3 points because the points show exactly where the plane is.

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4. state the postulate illustrated by the diagram.

Question 3.

Answer:

Question 4.

Answer: There are at least 3 noncollinear points on a plane.

In Exercises 5 – 8, use the diagram to write an example of the postulate.

Question 5.
Line-Point Postulate (Postulate 2.2)
Answer:

Question 6.
Line Intersection Postulate (Postulate 2.3)
Answer:  The intersection of the line p and q is point H.

Question 7.
Three Point Postulate (Postulate 2.4)
Answer:

Question 8.
Plane-Line Postulate (Postulate 2.6)
Answer: Points H and G lie in a plane M, so line p lies in plane M

In Exercises 9 – 12. sketch a diagram of the description.

Question 9.
plane P and line m intersection plane P at a 90° angle
Answer:

Question 10.
\(\overline{X Y}\) in plane P, \(\overline{X Y}\) bisected by point A. and point C not on \(\overline{X Y}\)
Answer:

Question 11.
\(\overline{X Y}\) intersecting \(\overline{W V}\) at point A. so that XA = VA
Answer:

Question 12.
\(\overline{A B}\), \(\overline{C D}\), and \(\overline{E F}\) are all in plane P. and point x is the midpoint of all three segments.
Answer:

In Exercises 13 – 20, use the diagram to determine whether you can assume the statement.

Question 13.
Planes Wand X intersect at .
Answer:

Question 14.
Points K, L, M, and N are coplanar.
Answer: Points K, L, M, and N are contained in plane X.

Question 15.
Points Q, J, and M are collinear.
Answer:

Question 16.

Answer:
No, \(\overline{M N}\), \(\overline{R P}\) do not intersect.

Question 17.
lies in plane X.
Answer:

Question 18.
∠PLK is a right angle.
Answer: No, ∠PLK is not marked as a right angle.

Question 19.
∠NKL and ∠JKM are vertical angles.
Answer:

Question 20.
∠NKJ and ∠JKM are supplementary angles.
Answer:
Yes, ∠NKJ and ∠JKM form a linear pair, so ∠NKI and ∠JKM are supplementary angles.

ERROR ANALYSIS
In Exercises 21 and 22. describe and correct the error in the statement made about the diagram.

Question 21.

Answer:

Question 22.

Answer: There is no right angle, therefore the two intersecting segments AC and BD are not perpendicular.

Question 23.
ATTENDING TO PRECISION
Select all the statements about the diagram that you cannot conclude.

(A) A, B, and C are coplanar.
(B) Plane T intersects plane S in .
(C) intersects .
(D) H, F, and D are coplanar.
(E) Plane T ⊥ plane S.
(F) Point B bisects \(\overline{H C}\).
(G) ∠ABH and ∠HBF are a linear pair.
(H)
Answer:

Question 24.
HOW DO YOU SEE IT?
Use the diagram of line m and point C. Make a conjecture about how many planes can be drawn so that line m and point C lie in the same plane. Use postulates to justify your conjecture.

Answer:
Make a conjecture on how many planes can be drawn so that the line m and point C lie in the plane. As line m already has two points based on the Line-Point Postulate, and these points are not collinear with point C, we can say that there is only one plane that goes through these three points based on the Three-Point Postulate.

Question 25.
MATHEMATICAL CONNECTIONS
One way to graph a linear equation is to plot two points whose coordinates satisfy the equation and then connect them with a line. Which postulate guarantees this process works for any linear equation?
Answer:

Question 26.
MATHEMATICAL CONNECTIONS
A way to solve a system of two linear equations that intersect is to graph the lines and find the coordinates of their intersection. Which postulate guarantees this process works for an two linear equations?
Answer: Line-Point Postulate if two lines intersect, then their intersection is exactly one point.

In Exercises 27 and 28, (a) rewrite the postulate in if-then form. Then (b) write the converse, inverse, and contrapositive and state which ones are true.

Question 27.
Two Point Postulate (Postulate 2.1)
Answer:

Question 28.
Plane-Point Postulate (Postulate 2.5)
Answer:
Through any three non-collinear points, there exists one plane.
Converse:
There is a plane if there are more than three points
Inverse: If there aren’t more than three points then there isn’t a plane.
Contrapositive: there isn’t a plane if there are not more than three points.

Question 29.
REASONING
Choose the correct symbol to go between the statements.
65
<         ≤         =        ≥          >
Answer:

Question 30.
CRITICAL THINKING
If two lines intersect, then they intersect in exactly one point by the Line Intersection Postulate (Postulate 2.3). Do the two lines have to be in the same plane? Draw a picture to support your answer. Then explain your reasoning.
Answer:
If two lines intersect then they intersect exactly on one point by the line point postulate, but it is not necessary for them to lie on the same plane. Two lines can lie on two separate planes and still intersect at a single point.

Question 31.
MAKING AN ARGUMENT
Your friend claims that even though two planes intersect in a line, it is possible for three planes to intersect in a point. Is your friend correct? Explain your reasoning.
Answer:

Question 32.
MAKING AN ARGUMENT
Your friend claims that by the Plane Intersection Postulate (Post. 2.7), any two planes intersect in a line. Is your friend’s interpretation 0f the Plane Intersection Postulate (Post. 2.7) correct? Explain your reasoning.
Answer: No, the postulate says that if two planes intersect, they will intersect in a line. But planes can be parallel and never intersect.

Question 33.
ABSTRACT REASONING
Points E, F, and G all lie in plane P and in plane Q. What must be true about points E, F. and G so that planes P and Q are different planes? What must be true about points E, F, and G to force planes P and Q to be the same plane? Make sketches to support your answers.
Answer:

Question 34.
THOUGHT PROVOKING
The postulates in this book represent Euclidean geometry. In spherical geometry. all points are points on the surface of a sphere. A line is a circle on the sphere whose diameter is equal to the diameter of the sphere. A plane is the surface of the sphere. Find a postulate on page 84 that is not true in spherical geometry. Explain your reasoning.
Answer:
In Euclidean Geometry, the 3-point postulate states that for any three noncollinear points, there exists exactly one plane. Whereas in spherical geometry, we can say that three non-collinear points, create three line segments. The endpoints of the line segments are the three non-collinear points.

Maintaining Mathematical Proficiency

Solve the equation. Tell which algebraic property of equality you used.

Question 35.
t – 6 = – 4
Answer:

Question 36.
3x = 21
Answer:
3x = 21
Use Division Property of Equality
Divide by 3 on both sides
x/3 = 21/3
x = 7

Question 37.
9 + x = 13
Answer:

Question 38.
\(\frac{x}{7}\) = 5
Answer:
\(\frac{x}{7}\) = 5
Use Multiplication Property of Equality
x = 5 × 7
x = 35

2.1 – 2.3 Study Skills: Using the Features of Your Textbook to Prepare for Quizzes and Tests

Mathematical Practices

Question 1.
Provide a counter example for each false conditional statement in Exercises 17 – 24 on page 71.
(You do not need to consider the converse. inverse, and contrapositive statements.)

Question 2.
Create a truth table for each of your answers to Exercise 59 on page 74.
Answer:

Question 3.
For Exercise 32 on page 88. write a question you would ask your friend about his or her interpretation.
Answer:

2.1 – 2.3 Quiz

Rewrite the conditional statement in if-then form. Then write the converse, inverse, and contrapositive of the conditional statement. Decide whether each statement is true or false.

Question 1.
An angle measure of 167° is an obtuse angle.
Answer:
Statement: An angle measure of 167° is an obtuse angle.
Conditional Statement: If the angle measure 167° then it is an obtuse angle. True
Converse: An angle is obtuse, its measure is 167°. False
Inverse: If the angle measure is not167° then it is not an obtuse angle. False
Contrapositive: An angle is not obtuse, its measure is not 167°. False

Question 2.
You are in a physics class, so you always have homework.
Answer:
Statement: You are in a physics class, so you always have homework.
Conditional Statement: If you are in a physics class, then you always have homework. True
Inverse: If you are not in a physics class, then you never have homework. False
Converse: If you always have homework, then you are in a physics class. False

Question 3.
I will take my driving test, So I will get my driver’s license.
Answer:
Statement: I will take my driving test, So I will get my driver’s license.
Conditional Statement: If I will take my driving test, then I will get my driver’s license. True
Converse: If I will get my driver’s license, then I will take my driving test. False
Inverse: If I won’t take my driving test, then I won’t get my driver’s license. True

Find a counterexample to show that the conjecture is false.

Question 4.
The sum of a positive number and a negative number is always positive.
Answer:
Statement: The sum of a positive number and a negative number is always positive.
Remember that a counterexample is to provide a number or reasoning to disprove the conjecture.

Question 5.
If a figure has four sides, then it is a rectangle.
Answer:
Statement: If a figure has four sides, then it is a rectangle.
Remember that a counterexample is to provide a number or reasoning to disprove the conjecture.
A counterexample for the given conjecture is a square. A square also has 4 sides.

Use inductive reasoning to make a conjecture about the given quantity. Then use deductive reasoning to show that the conjecture is true.

Question 6.
the sum of two negative integers
Answer:
As per inductive reasoning, the sum of two negative integers is always negative.

Question 7.
the difference of two even integers
Answer:
As per inductive reasoning, the difference between two even integers is always an even integer.

Use the diagram to determine whether you can assume the statement.

Question 8.
Points D, B, and C are coplanar.
Answer:
Points D, B, and C are coplanar.
They all appear to be on the same plane.

Question 9.
Plane EAF is parallel to plane DBC.
Answer:
Plane EAF is parallel to plane DBC.
There is no proof to assume that they are parallel.

Question 10.
Line m intersects line at point it.
Answer:
Line m intersects line at point it.
It appears to intersect AB at point A.

Question 11.
Line lies in plane DBC.
Answer:

Question 12.
m∠DBG = 90°
Answer: We cannot assume because we do not know the measures of these angles.

Question 13.
You and your friend are bowling. Your friend claims that the statement “If I got a strike, then I used the green ball” can be written as a true biconditional statement. Is your friend correct? Explain your reasoning. (Section 2.1)
Answer:
“If I got a strike, then I used the green ball”
You do not have a green ball to get a strike.
Flip around the if-then statement.
If I used the green ball. then I got a strike.

Question 14.
The table shows the 1 – mile running times of the members of a high school track team.

a. What conjecture can you make about the running times of females and males?
Answer: males were faster

b. What type of reasoning did you use? Explain.
Answer: Deductive reasoning because I used facts based on the chart.

Question 15.
List five of the seven Point, Line, and Plane Postulates on page 84 that the diagram of the house demonstrates. Explain how the postulate is demonstrated in the diagram.

Answer:
A, B, and X demonstrate 3 point postulate that a plane must contain three non-collinear points.
The plane containing the points A, B, and X and the line CD demonstrate the plane intersection postulate that when 2 planes intersect, then their intersection is a line.
The points m, n, and G demonstrate a three-point postulate that a plane must contain three non-collinear points.
Point G demonstrate line intersection and postulates that when 2 lines intersect then their point of intersection is 1 point. The endpoints of the lines here are m and n.
Points E and Y demonstrate the plane line postulate that a plane containing these linear points must be a plane.

2.4 Algebraic Reasoning

Exploration 1

Justifying steps in a solution

Work with a partner: In previous courses. you studied diíIrcnt properties. such as the properties of equality and the Distributive, Commutative, and Associative Properties. Write the property that justifies each of the following solution steps.

Answer:

Exploration 2

Stating Algebraic Properties

Work with a partner: The symbols and represent addition and multiplication (not necessarily in that order). Determine which symbol represents which operation. Justify your answer. Then state each algebraic property being illustrated.

LOOKING FOR STRUCTURE
To be proficient in math, you need to look closely to discern a pattern or structure.

Answer:

Communicate Your Answer

Question 3.
How can algebraic properties help you solve an equation?
Answer:
Example:
1/2 x + 4 = 12
1/2 x + 4 – 4 = 12 – 4
1/2x = 8
x = 8 × 2
x = 16

Question 4.
Solve 3(x + 1) – 1 = – 13. Justify each step.
Answer:
Given,
3(x + 1) – 1 = – 13
3x + 3 – 1 = -13
3x + 2 = -13
3x = -13-2
3x = -15
x = -5

Lesson 2.4 Algebraic Reasoning

Monitoring Progress

Solve the equation. Justify each step.

Question 1.
6x – 11 = – 35
Answer: -4

Explanation:
6x – 11 = – 35
Add 11 on both sides
6x – 11 + 11 = -35 + 11
6x = -24
Divide by 6 on both sides
6x/6 = -24/6
x = -4

Question 2.
– 2p – 9 = 10p – 17
Answer: 2/3

Explanation:
– 2p – 9 = 10p – 17
Add 9 on both sides
-2p – 9 + 9 = 10p – 17 + 9
-2p – 10p = -17 + 9
-12p = -8
12p = 8
p = 8/12
p = 2/3

Question 3.
39 – 5z = -1 + 5z
Answer: 4

Explanation:
39 – 5z = -1 + 5z
Add -39 on both sides
39 – 5z -39 = -1 + 5z – 39
-5z – 5z = -1 – 39
-10z = -40
Divide by 10 on both sides
10z/10 = 40/10
z = 4

Question 4.
3(3x + 14) = – 3
Answer: -5

Explanation:
Given,
3(3x + 14) = – 3
9x + 42 = -3
9x = -3 – 42
9x = -45
Divide by 9 on both sides
x = -45/9
x = -5

Question 5.
4 = – 10b + 6(2 – b)
Answer: -1/2

Explanation:
4 = – 10b + 6(2 – b)
4 = -10b + 12 – 6b
4 = -16b + 12
-16b = 12 – 4
-16b = 8
b = -1/2

Question 6.
Solve the formula A = \(\frac{1}{2}\)bh for b. Justify each step. Then find the base of a triangle whose area is 952 square feet and whose height is 56 feet.
Answer: b = 34 feet

Explanation:
Given,
The area is 952 square feet
height =56 feet
A = \(\frac{1}{2}\)bh
952 = \(\frac{1}{2}\)b × 56
b = 34 feet
So, the base of the triangle is 34 feet.

Name the property of equality that the statement illustrates.

Question 7.
If m∠6 = m∠7, then m∠7 = m∠6.
Answer: Symmetric property

Explanation:
The Symmetric Property states that for all real numbers x and y , if x=y , then y=x .

Question 8.
34° = 34°
Answer: Reflexive property

Explanation:
In algebra, the reflexive property of equality states that a number is always equal to itself. Reflexive property of equality. If a is a number, then a = a

Question 9.
m∠1 = m∠2 and m∠2 = m∠5. So, m∠1 = m∠5.
Answer: Transitive property

Explanation:
The transitive property states that if two quantities are equal to the third quantity, then we can say that all the quantities are equal to each other.

Question 10.
If JK = KL and KL = 16, then JK = 16.
Answer: Transitive property

Explanation:
The transitive property states that if two quantities are equal to the third quantity, then we can say that all the quantities are equal to each other.

Question 11.
PQ = ST, so ST = PQ.
Answer: Symmetric property

Explanation:
The Symmetric Property states that for all real numbers x and y , if x=y , then y=x .

Question 12.
ZY = ZY
Answer: Reflexive property

Explanation:
In algebra, the reflexive property of equality states that a number is always equal to itself. Reflexive property of equality. If a is a number, then a = a

Question 13.
In Example 5. a hot dog stand is located halfway between the shoe store and the pizza shop. at point H. Show that PH = HM.
Answer:

Exercise 2.4 Algebraic Reasoning

Vocabulary and Core Concept Check

Question 1.
VOCABULARY
The statement “The measure of an angle is equal to itself” is true because of what property?
Answer: Reflexive property

Explanation:
In algebra, the reflexive property of equality states that a number is always equal to itself. Reflexive property of equality. If a is a number, then a = a

Question 2.
DIFFERENT WORDS, SAME QUESTION
Which is different? Find both answers.
What property justifies the following statement?
If c = d, then d = c.
If JK = LW. then LM = JK.
If e = f and f = g, then e = g.
If m∠R = m∠S, then m∠S = m∠R.
Answer:
The statement which is different here is If e = f and f = g, then e = g because this made use of The Transitive Property of Equality, and all other options made use of the Reflexive Property of Equality.

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4, write the property that justifies each step.

Question 3.
3x – 12 = 7x + 8             Given
– 4x – 12 = 8                   ___________
– 4x = 20                        ___________
x = – 5                            ___________
Answer:

Question 4.
5(x – 1) = 4x + 13                Given
5x – 5 = 4x + 13                  ___________
x – 5 = 13                            ___________
x = 18                                 ___________
Answer:
Distributive Property of Multiplication over Subtraction
Subtraction Property of Equality
Addition Property of Equality

Explanation:
5(x – 1) = 4x + 13                Given
5x – 5 = 4x + 13                Distributive Property of Multiplication over Subtraction
x – 5 = 13                          Subtraction Property of Equality
x = 18                                Addition Property of Equality

In Exercises 5 – 14. solve the equation. Justify each step.

Question 5.
5x – 10 = – 40
Answer:

Question 6.
6x + 17 = – 7
Answer:
Given,
6x + 17 = – 7
Addition property of equality
6x = -7 – 17
6x = -24
Division property of equality
x = -24/6
x = -4

Question 7.
2x – 8 = 6x – 20
Answer:

Question 8.
4x + 9 = 16 – 3x
Answer:
4x + 9 = 16 – 3x
Subtraction property of equality
4x + 3x = 16 – 9
Addition property of equality
7x = 7
Division property of equality
x = 1

Question 9.
5(3x – 20) = – 10
Answer:

Question 10.
3(2x + 11) = 9
Answer:
3(2x + 11) = 9
Distributive property
6x + 33 = 9
Addition property of equality
6x = 9 – 33
6x = -24
Division property of equality
x = -24/6
x = -4

Question 11.
2(- x – 5) = 12
Answer:

Question 12.
44 – 2(3x + 4) = – 18x
Answer:
44 – 2(3x + 4) = – 18x
Distributive property
44 – 6x – 8 = -18x
Addition property of equality
-6x + 18x = 8 – 44
12x = -36
Division property of equality
x = -36/12
x = -3

Question 13.
4(5x – 9) = – 2(x + 7)
Answer:

Question 14.
3(4x + 7) = 5(3x + 3)
Answer:
3(4x + 7) = 5(3x + 3)
Distributive property
12x + 21 = 15x + 15
Addition property of equality
12x – 15x = 15 – 21
-3x = -6
Division property of equality
x = 2

In Exercises 15 – 20, solve the equation for y. Justify each step.

Question 15.
5x + y = 18
Answer:

Question 16.
– 4x + 2y = 8
Answer:
– 4x + 2y = 8
2y = 8 + 4x
Take 2 as the common factor.
y = 4 + 2x

Question 17.
2y – 0.5x = 16
Answer:

Question 18.
\(\frac{1}{2} x-\frac{3}{4} y\) = – 2
Answer: y = 8/3 + 2x/3

Explanation:
Given,
\(\frac{1}{2} x-\frac{3}{4} y\) = – 2
2x – 3y = -8
-3y = -8 – 2x
3y = 8 + 2x
y = 8/3 + 2x/3

Question 19.
12 – 3y = 30x + 6
Answer:

Question 20.
3x + 7 = – 7 + 9y
Answer: y = x/3 + 14/9

Explanation:
Given,
3x + 7 = – 7 + 9y
Subtraction property of equality
3x – 9y = -7 – 7
3x – 9y = -14
-9y = -14 – 3x
Division property of equality.
y = x/3 + 14/9

In Exercises 21 – 24. solve the equation for the given variable. Justify each step

Question 21.
C = 2πr; r
Answer:

Question 22.
I = Prt;P
Answer:
I = Prt
P = I/rt

Question 23.
S = 180(n – 2); n
Answer:

Question 24.
S = 2πr² + 2πrh; h
Answer:
S = 2πr² + 2πrh
S – 2πr² = 2πrh
Make h as the subject.
h = S – 2πr²/2πr

In Exercises 25 – 32, name the property of equality that the statement illustrates.

Question 25.
If x = y, then 3x = 3y.
Answer:

Question 26.
If AM = MB. then AM + 5 = MB + 5.
Answer:
If AM = MB. then AM + 5 = MB + 5.
If a = b, then a + c = b + c
This is an Addition Property of Equality

Question 27.
x = x
Answer:

Question 28.
If x = y, then y = x.
Answer: This is the Symmetric Property of Equality used for Real Numbers.
The Symmetric Property states that for all real numbers x and y, if x=y, then y=x.

Question 29.
m∠Z = m∠Z
Answer:

Question 30.
If m∠Z = 29° and m∠B = 29°, then m∠A = m∠B
Answer:
For use Symmetric Property of Equality to show that 29° = m∠B, and then use the Transitive Property of Equality.

Question 31.
If AB = LM, then LM = AB.
Answer:

Question 32.
If BC = XY and XY = 8, then BC = 8.
Answer: The property illustrated is the Transitive Property of Equality.

In Exercises 33 – 40. use the property to copy and complete the statement.

Question 33.
Substitution Property of Equality:
If AB = 20. then AB + CD = ________ .
Answer:

Question 34.
Symmetric Property oÌ Equality:
If m∠1 = m∠2. then ________ .
Answer:
Symmetric Property says that you can switch the left and right sides of equality.
If m∠1 = m∠2. then m∠2 = m∠1

Question 35.
Addition Property of Equality:
If AB = CD. then AB + EF = ________ .
Answer:

Question 36.
Multiplication Property of Equality:
If AB = CD, then 5 • AB = ________ .
Answer:
If AB = CD, then 5 • AB = 5 . CD
The multiplication property says that you can multiply both sides of equality with same number.

Question 37.
Subtraction Property of Equality:
If LM = XY, then LM – GH = ________ .
Answer:

Question 38.
Distributive Property:
If 5(x + 8) = 2, then ___ + ___ = 2.
Answer:
If a(b + c) = d, then a . b + a . c = d
If 5(x + 8) = 2, then 5x + 40 = 2.

Question 39.
Transitive Property of Equality:
If m∠1 = m∠2 and m∠2 = m∠3, then ________ .
Answer:

Question 40.
Reflexive Properly of Equality:
m∠ABC = ________ .
Answer:
m∠ABC = m∠ABC
The reflexive property for angle measures says that each angle measure equals itself.

ERROR ANALYSIS
In Exercises 41 and 42, describe and correct the error in solving the equation.

Question 41.

Answer:

Question 42.

Answer:
6x + 14 = 32
Use subtraction property of equality
6x = 32 – 14
6x = 18
x = 3

Question 43.
REWRITING A FORMULA
The formula for the perimeter P of a rectangle is P = 2l + 2w, where l is the length and w is the width. Solve the formula for l. Justify each step. Then find the length of a rectangular lawn with a perimeter of 32 meters and a width of 5 meters.
Answer:

Question 44.
REWRITING A FORMULA
The formula for the area
A of a trapezoid is A = \(\frac{1}{2}\)h (b₁ + b₂), where h is the
height and b₁ and b₂ are the lengths of the two bases. Solve the formula for b₁. Justify each step. Then find the length of one of the bases of the trapezoid when the area of the trapezoid is 91 square meters. the height is 7 meters. and the length of the other base is 20 meters.
Answer: b1 = 6 meters

Explanation:
The area of the trapezoid is 91 square meters. the height is 7 meters. and the length of the other base is 20 meters
A = \(\frac{1}{2}\)h (b₁ + b₂)
2(A) = 2(\(\frac{1}{2}\)h (b₁ + b₂))
We know that,
2A = h(b₁ + b₂)
b1 = 2A/h – b2
b1 = 2(91)/7 – 20
b1 = 26 – 20
b1 = 6 meters

Question 45.
ANALYZING RELATIONSHIPS
In the diagram,
m∠ABD = m∠CBE. Show that m∠1 = m∠3.

Answer:

Question 46.
ANALYZING RELATIONSHIPS
In the diagram,
AC = BD. Show that AB = CD.

Answer:
AC = BD
Sum of 2 lengths
AB + BC = BC + CD
AB = CD
Hence proved that AB = CD.

Question 47.
ANALYZING RELATIONSHIPS
Copy and complete the table to show that m∠2 = m∠3.

Equation	Reason
m∠1 = m∠4, m∠EFH = 90°, m∠GHF = 90°	Given
m∠EHF = m∠GHF
m∠EHF = m∠1 + m∠2 m∠GHF = m∠3 + m∠4
m∠1 + m∠2 = m∠3 + m∠4
	Substitution Property of Equality
m∠2 = m∠3

Answer:

Question 48.
WRITING
Compare the Reflexive Property of Equality with the Symmetric Property of Equality. How are the properties similar? How are they different?
Answer:
Both these properties are similar in the sense that they show the relation between 2 quantities, the difference is that in the reflexive property the relation is with itself, while in Symmetric is with something else.
Example a = a is a reflexive property, but if a = b, then b = a based on the symmetric property of equality.

REASONING
In Exercises 49 and 50. show that the perimeter of ∆ABC is equal to the perimeter of ∆ADC.

Question 49.

Answer:

Question 50.

Answer:
From the figure,
BC = DA, AB = CD
AC = AC
Ac + BC + AB = AC + BC + AB
AC + BC + AB = AC + DA + CD

Question 51.
MATHEMATICAL CONNECTIONS
In the figure, \(\overline{Z Y}\) ≅ \(\overline{X W}\), ZX = 5x + 17, YW = 10 – 2x, and YX = 3. Find ZY and XW

Answer:

Question 52.
HOW DO YOU SEE IT?
The bar graph shows the number of hours each employee works at a grocery store. Give an example of the Reflexive, Symmetric, and Transitive Properties of Equality.

Answer:
1. Employee 1 worked the same number of hours as employee 1.
2. If employee 4 worked the same number of hours as employee 5, then employee 5 worked the same number of hours as employee 4.
3. If employee 2 worked the same number of hours as employee 4 and employee 4 worked the same number of hours as employee 5, then employee 2 worked the same number of hours as employee 5.

Question 53.
ATTENDING TO PRECISION
Which of the following statements illustrate the Symmetric Property of Equality? Select all that apply.
(A) If AC = RS, then RS = AC.
(B) If x = 9 then 9 = x.
(C) If AD = BC, then DA = CB.
(D) AB = BA
(E) If AB = LW and LM = RT, then AB = RT.
(F) If XY = EF, then FE = XY.
Answer:

Question 54.
THOUGHT PROVOKING
Write examples from your everyday life to help you remember the Reflexive, Symmetric, and Transitive Properties of Equality. Justify your answers.
Answer:
Reflexive Property: Pauline stayed in the bazaar same as the number of hours Pauline stayed.
Symmetric: If Pauline stayed in the bazaar the same as the number of hours Nika stayed, then Nika stayed in the bazaar the same number of hours Pauline stayed.
Transitive Property: If Pauline stayed in the bazaar the same as the number of hours Nika stayed, and Nika stayed in the bazaar the same number of hours Daniel did, then Pauline stayed in the bazaar the same number of hours Daniel did.

Question 55.
MULTIPLE REPRESENTATIONS
The formula to convert
a temperature in degrees Fahrenheit (°F) to degrees
Celsius (°C) is C = \(\frac{5}{9}\)(F – 32).
a. Solve the formula for F. Justify each step.
b. Make a table that shows the conversion to Fahrenheit for each temperature: 0°C. 20°C, 32°C. and 41°C.
c. Use your table to graph the temperature in degrees Fahrenheit as a function of the temperature in degrees Celsius. Is this a linear function?
Answer:

Question 56.
REASONING
Select all the properties that would also apply to inequalities. Explain your reasoning.
(A) Addition Property
Answer: Addition and subtraction properties can be applied by adding and subtracting values that have the same effect on inequalities.

(B) Subtraction Properly
Answer: Addition and subtraction properties can be applied by adding and subtracting values that have the same effect on inequalities.

(C) Substitution Property
Answer: Substitution Property cannot be applied since unequal sides cannot just have substituted values right away.

(D) Reflexive Property
Answer:
Reflexive Property cannot be applied since this property states that one value is equal to itself, and that does not hold true for inequalities.

(E) Symmetric Property
Answer:
Symmetric Property cannot be used unless the inequality symbols will be reversed when switching the values, as in If x > y, then y < x

(F) Transitive Property
Answer:
Transitive Property can be used as long as the inequality symbol used in the same for all statements.

Maintaining Mathematical Proficiency

Name the definition property, or postulate that is represented by each diagram.

Question 57.

XY + YZ = XZ
Answer:

Question 58.

Answer: An angle bisector cuts an angle into two congruent angles.
An angle bisector or the bisector of an angle is a ray that divides an angle into two equal parts.

Question 59.

Answer:
A midpoint cuts a segment into two congruent segments.
The midpoint is the middle point of a line segment. It is equidistant from both endpoints, and it is the centroid both of the segment and of the endpoints.

Question 60.

m∠ABD + m∠DBC = m∠ABC
Answer:
An angle measure is equal to the sum of its parts.

2.5 Proving Statements about Segments and Angles

Exploration 1

Writing Reasons in a proof

Work with a partner: Four steps of a proof are shown. Write the reasons for each statement
Given AC = AB + AB
Prove AB = BC

REASONING ABSTRACTLY
To be proficient in math, you need to know and be able to use algebraic properties.

Statements	Reasons
1. AC = AB + AB	1. Given
2. AB = BC  = AC	2. ______________________
3. AB + AB = AB + BC	3. ______________________
4. AB = BC	4. ______________________

Answer:

Statements	Reasons
1. AC = AB + AB	1. Given
2. AB = BC  = AC	2. Symmetric Property
3. AB + AB = AB + BC	3. Substitution Property of Equality
4. AB = BC	4. Reflexive Property

Exploration 2

Writing Steps in a Proof
Work with a partner: Six steps of a proof are shown. Complete the statements that correspond to each reason.
Given m∠1 = m∠3
Prove m∠EBA = m∠CBD

Statements	Reasons
1. ___________________________	1. Given
2. m∠EBA = m∠2 + m∠3	2. Angle Addition Postulate (Post.1.4)
3. m∠EBA = m∠2 + m∠1	3. Substitution Property of Equality
4. m∠EBA = ___________________________	4. Commutative Property of Addition
5. m∠1 + m∠2 = ______________________	5. Angle Addition Postulate (Post. 1.4)
6. ________________________________________	6. Transitive Property of Equality

Answer:

Statements	Reasons
1. m∠1 = m∠3	1. Given
2. m∠EBA = m∠2 + m∠3	2. Angle Addition Postulate (Post.1.4)
3. m∠EBA = m∠2 + m∠1	3. Substitution Property of Equality
4. m∠EBA = m∠1 + m∠2	4. Commutative Property of Addition
5. m∠1 + m∠2 = m∠CBD	5. Angle Addition Postulate (Post. 1.4)
6. m∠EBA = m∠CBD	6. Transitive Property of Equality

Communicate Your Answer

Question 3.
How can you prove a mathematical statement?
Answer:

1. Direct proof.
2. Proof by mathematical induction.
3. Proof by contraposition.
4. Proof by contradiction.
5. Proof by construction.
6. Proof by exhaustion.
7. Probabilistic proof.
8. Combinatorial proof.

Question 4.
Use the given information and the figure to write a proof for the statement.
Given B is the midpoint of \(\overline{A C}\).
C is the midpoint of \(\overline{B D}\).
Prove AB = CD

Answer:

Lesson 2.5 Proving Statements about Segments and Angles

Monitoring Progress

Question 1.
Six Steps of a two-column proof are shown. Copy and complete the proof.

Given T is the midpoint of \(\overline{S U}\).
Prove x = 5

Statement	Reason
1. T is the midpoint of \(\overline{S U}\).	1. ________________________________________
2. \( \overline{S T} \cong \overline{T U} \)	2. Definition of midpoint
3. ST = TU	3. Definition of congruent segments
4. 7x = 3x + 20	4. ________________________________________
5. ________________________________________	5. Subtraction Property of Equality
6. x = 5	6. ________________________________________

Answer:

Statement	Reason
1. T is the midpoint of \(\overline{S U}\).	1. Given
2. \( \overline{S T} \cong \overline{T U} \)	2. Definition of midpoint
3. ST = TU	3. Definition of congruent segments
4. 7x = 3x + 20	4. By the substitution property
5. 7x – 3x = 3x + 20 – 3x	5. Subtraction Property of Equality
6. x = 5	6. Division property of equality

Exercise 2.5 Proving Statements about Segments and Angles

Vocabulary and Core Concept Check

Question 1.
WRITING
How is a theorem different from a postulate?
Answer:
A postulate is a rule that is accepted to be true without proof and a theorem is a statement that can be proven by using definitions, postulates, and previously proven theorems.

Question 2.
COMPLETE THE SENTENCE
In a two-column proof, each __________ is on the left and each __________ is on the right.
Answer: In a two-column proof, each statement is on the left and each reason is on the right.

Monitoring Progress and Modeling with Mathematics

In Exercises 3 and 4. copy and complete the proof.

Question 3.
Given PQ = RS
Prove PR = QS

Answer:

Question 4.
Given ∠1 is a complement of ∠2.
∠2 ≅ ∠3
Prove ∠1 is a complement of ∠3.

Answer:

Statements	Reasons
1. ∠1 is a complement of ∠2.	1. Given
2. ∠2 ≅ ∠3	2. Given
3. m∠1 + m∠2 = 90°	3. Definition of complementary angles
4. m∠2 = m∠3	4.  Definition of congruent angles
5. m∠1 + m∠3 = 90°	5. Substitution Property Of Equality
6. ∠1 is a complement of ∠3.	6. Definition of complementary angles is that their measure add up to 90.

In Exercises 5-10, name the property that the statement illustrates.

Question 5.
If \(\overline{P Q} \cong \overline{S T}\) and \(\overline{S T} \cong \overline{U V}\), then \(\overline{P Q} \cong \overline{U V}\).\
Answer:

Question 6.
∠F ≅ ∠F
Answer: Reflexive Property of Angle Congruence
The reflexive property of congruence states that an angle, line segment, or shape is always congruent to itself.

Question 7.
If ∠G ≅∠H. then ∠H ≅ ∠G.
Answer:

Question 8.
\(\overline{D E} \cong \overline{D E}\)
Answer: Reflexive Property of Segment Congruence

Question 9.
If \(\overline{X Y} \cong \overline{U V}\), then \(\overline{U V} \cong \overline{X Y}\).
Answer:

Question 10.
If ∠L ≅∠M and ∠M ≅∠N, then ∠L ≅∠N.
Answer: Transitive Property of Angle Congruence

PROOF
In Exercises 11 and 12, write a two-column proof for the property.

Question 11.
Reflexive Property of Segment Congruence (Thm. 2.1)
Answer:

Question 12.
Transitive Property of Angle Congruence (Thm. 2.2)
Answer:
∠1 ≅∠2
∠2 ≅∠3
m∠1 = m∠2
m∠2 = m∠3
Transitive property of equality
m∠1 = m∠3
Congruent angles
∠1 ≅∠3

PROOF
Exercises 13 and 14. write a two-column proof.

Question 13.
Given ∠GFH ≅ ∠GHF
Prove ∠EFG and ∠GHF are supplementary

Answer:

Question 14.


Answer:

AB = FG
\(\overline{A B}\) ≅ \(\overline{F G}\)
\(\overline{D F}\) ≅ \(\overline{F G}\)
Congruent segments
AB = BC
DF = FG
From AB = BC and AB = FG – substitution property of equality
BC = FG
From BC = FG and DF = FG – substitution property of equality
\(\overline{B C}\) ≅ \(\overline{D F}\)

Question 15.
ERROR ANALYSIS
In the diagram \(\overline{M N} \cong \overline{L Q}\) and \(\overrightarrow{L Q} \cong \overrightarrow{P N}\). Describe and correct the error in the reasoning.

Answer:

Question 16.
MODELING WITH MATHEMATICS
The distance fr the restaurant to the shoe store is the same as the distance from the cafe to the florist. The distance from the shoe store to the movie theater is the same as the distance from the movie theater to the cafe, and from the florist to the dry cleaners.

Use the steps below to prove that the distance from the restaurant to the movie theater is the same as the distance from the cafe to the dry cleaners.
a. State what is given and what is to be proven for the situation.
Answer:
Name each point:
R – restaurant
S – shoe store
M – movie theater
C – cafe
F – florist
D – dry cleaners
RS = CF
SM = MC = FD
RM = CD

b. Write a two-column proof.
Answer:
RM  = RS + SM
CD = CF + FD
RM = CF + SM
CD = CF + MC
RM = CD

Question 17.
REASONING
In the sculpture shown, \(\angle 1 \cong \angle 2\) and \(\angle 2 \cong \angle 3\) classify the triangle and justify your answer.

Answer:

Question 18.
MAKING AN ARGUMENT
In the figure, \(\overline{S R} \cong \overline{C B}\) and \(\overline{A C} \cong \overline{Q R}\) Your friend claims that, because of this. \( \overline{C B} \cong \overline{A C}\) by the Transitive Property of Segment Congruence (Thin. 2. 1). Is your friend correct? Explain your reasoning.

Answer:
Your friend is not correct.
It should be given \(\overline{S B} \cong \overline{C B}\) and \(\overline{S R} \cong \overline{A C}\)
Thus \( \overline{C B} \cong \overline{A C}\) by the transitive property of segment congruence.

Question 19.
WRITING
Explain why you do not use inductive reasoning when writing a proof.
Answer:

Question 20.
HOW DO YOU SEE IT?
Use the figure to write Given and Prove statements for each conclusion.

a. The acute angles of a right triangle are complementary.
Answer:
Given, ΔJML is a right triangle.
Prove that the acute angles of a right triangle are complementary.

b. A segment connecting the midpoints of two sides of a triangle is half as long as the third side.
Answer:
The given statement here is that ΔJML is a right triangle, K is the midpoint of \(\overline{J L}\) and N is the midpoint of \(\overline{J M}\) because the midpoints bisects the segment into two congruent parts

Question 21.
REASONING
Fold two corners of a piece of paper So their edges match. as shown.

a. What do you notice about the angle formed at the top of the page by the folds?
b. Write a two-column proof to show that the angle measure is always the same no matter how you make the folds.
Answer:

Question 22.
THOUGHT PROVOKING
The distance from Springfield to Lakewood City is equal to the distance from Springfield Lo BettsilIe. Janisburg is 50 miles farther from Springfield titan Bettsville. Moon Valley is 50 miles Farther from Springfield than Lakewood City is. Use line segments to draw a diagram that represents this situation.
Answer:
The distance from Springfield to Lakewood City is equal to the distance from Springfield Lo BettsilIe. Jamesburg is 50 miles farther from Springfield titan Bettsville. Moon Valley is 50 miles Farther from Springfield than Lakewood City is.

Question 23.
MATHEMATICAL CONNECTIONS
Solve for x using the given information. Justify each step.
Given \(\overline{Q R} \cong \overline{P Q}, \overline{R S} \cong \overline{P Q}\)

Answer:

Maintaining Mathematical Proficiency

Use the figure

Question 24.
∠1 is a complement of ∠4. and m∠1 33°. Find in m∠4.
Answer:
Given,
∠1 is a complement of ∠4. and m∠1 33°.
m∠1 + m∠4 = 90°
33° + m∠4 = 90°
m∠4 = 90° – 33°
m∠4 = 57°

Question 25.
∠3 is a supplement of ∠2, and m∠2 = 147°. Find m∠3.
Answer:

Question 26.
Name a pair of vertical angles.

Answer: Vertical angles are angles that are opposite of each other when two lines cross.
∠2 and ∠3 are the vertical angles.

2.6 Proving Geometric Relationships

Exploration 1

Matching Reasons in a Flowchart Proof

work with a partner: Match each reason with the correct step in the flowchart.

Given AC = AB + AB
Prove AB = BC

MODELING WITH MATHEMATICS
To be proficient in math, you need to map relationships using such tools as diagrams, two-way tables, graphs, flowcharts, and formulas.

A. Segment Addition Postulate (Post. 1.2)
Answer:

B. Given
Answer:

C. Transitive Property of Equality
Answer:

D. Subtraction Property of Equality
Answer:

Exploration 2

Matching Reasons in a Flowchart Proof

Work with a partner. Match each reason with the Correct step in the flowchart.

Given m∠1 = m∠3
Prove m∠EBA = m∠CBD

A. Angle Addition Postulate (Post. 1.4)
Answer: m∠EBA = m∠2 + m∠3

B. Transitive Property of Equality
Answer: m∠EBA = m∠CBD

C. Substitution Property of Equality
Answer: m∠EBA = m∠2 + m∠1

D. Angle Addition Postulate (Post. 1.4)
Answer: m∠1 + m∠2 = m∠CBD

E. Given
Answer: m∠1 = m∠3

F. Commutative Property of Addition
Answer: m∠EBA = m∠1 + m∠2

Communicate Your Answer

Question 3.
How can you use a flowchart to prove a mathematical statement?
Answer: Flowchart proofs are organized with boxes and arrows. each statement is inside the box and each reason is underneath each box. Each statement in a proof allows another subsequent statement to be made. In flowchart proofs, this progression is shown through arrows.

Question 4.
Compare the flowchart proofs above with the two-column proofs in the Section 2.5 Explorations. Explain the advantages and disadvantages of each.
Answer:

Statement	Reason
m∠2 = m∠3	Given
m∠1 + m∠2 = 90	Reason
m∠1 + m∠3 = 90	Substitution property of equality

Advantage:
1. The advantage of two-column proofs is that they are easy to understand and every step has its reason.
2. The advantage of the flow chart is that it allows every person to see how each statement leads to the conclusion.
Disadvantages:
1. The disadvantage of two-column proof is that every single minor step is not mentioned and is skipped which leads to the misunderstanding of steps.
2. The representation of the arrows must be clear if not it leads to misunderstanding of steps.

Lesson 2.6 Proving Geometric Relationships

Monitoring Progress

Question 1.
Copy and complete the flowchart proof. Then write a two-column proof.

Given \(\overline{A B}\) ⊥ \(\overline{B C}\), \(\overline{D C}\) ⊥ \(\overline{B C}\)
Prove ∠B ≅∠C

Answer:
Given \(\overline{A B}\) ⊥ \(\overline{B C}\), \(\overline{D C}\) ⊥ \(\overline{B C}\)

Statement	Reason
Given \(\overline{A B}\) ⊥ \(\overline{B C}\), \(\overline{D C}\) ⊥ \(\overline{B C}\)	Given
∠B and ∠C are right angles	Definition of ⊥ lines
∠B ≅∠C	Right angles Congruence Theorem

Question 2.
Copy and complete the two-column proof. Then write a flowchart proof.

Given AB = DE, BC = CD
Prove \(\overline{A C} \cong \overline{C E}\)

Statements	Reasons
1. AB = DE, BC = CD	1. Given
2. AB + BC = BC + DE	2. Addition Property of Equality
3. _____________________________	3. Substitution Property of Equality
4. AB + BC = AC, CD + DE = CE	4. _____________________________
5. _____________________________	5. Substitution Property of Equality
6. \( \overline{A C} \cong \overline{C E} \)	6. _____________________________

Answer:

Statement	Reason
1. AB = DE, BC = CD	1. Given
2. AB + BC = BC + DE	2. Addition Property of Equality
3. AB + BC = BC + AB, DE + CD = CD + DE	3. Substitution Property of Equality
4. AB + BC = AC, CD + DE = CE	4. Segment Addition Postulate
5. AB + BC = AC, BC + AB = CE	5. Substitution Property of Equality
6. \( \overline{A C} \cong \overline{C E} \)	6. Transitive Property of Equality

Question 3.
Rewrite the two-column proof in Example 3 without using the Congruent Supplements Theorem. How many steps do you save by using the theorem?
Answer:
Given ∠5 and ∠7 are vertical angles
When two straight lines intersect, they form two sets of linear pairs with congruent angles.
∠5 ≅∠7 (Vertical angles Congruence Theorem)

Use the diagram and the given angle measure to find the other three angle measures.

Question 4.
m∠1 = 117°
Answer:
m∠1 = 117°
Vertical angles are angles opposite each other where two lines cross
m∠1 = m∠3 (vertical angles)
m∠3 = 117°
m∠2 = 63°
m∠2 = m∠4
m∠4 = 63° (vertical angles)

Question 5.
m∠2 = 59°
Answer:
Given
m∠2 = 59°
Vertical angles are angles opposite each other where two lines cross
m∠2 = m∠4
m∠4 = 59° (vertical angles)
180 – 59 = 121
m∠1 = 121°
m∠1 = m∠3
m∠3 = 121° (vertical angles)

Question 6.
m∠4 = 88°
Answer:
Given,
m∠4 = 88°
m∠2 = m∠4
Vertical angles are angles opposite each other where two lines cross
m∠2 = 88° (vertical angles)
180° – 88° = 92°
m∠1 = m∠3
m∠1 = 92°
m∠3 = 92° (vertical angles)

Question 7.
Find the value of w.

Answer:
Sum of angles = 180°
(5w + 3) + 98° = 180°
5w + 101° = 180°
5w = 180° – 101°
5w = 79°
w = 79/5
w = 15.8°

Question 8.
write a paragraph proof.

Given ∠1 is a right angle.
Prove ∠2 is a right angle.
Answer:
Given ∠1 is a right angle.
To prove: ∠2 is a right angle.
∠1 = 90
The Sum of angles is 180°
∠1 + ∠2 = 180
∠2 + 90 = 180
∠2 = 180 – 90
∠2 = 90
Hence ∠2 is a right angle.

Exercise 2.6 Proving Geometric Relationships

Vocabulary and Core Concept Check

Question 1.
WRITING
Explain why all right angles are congruent.
Answer: Yes, it is correct to say that any two right angles are congruent. The right angles have a measure of 90°, and angles with the same measure are congruent.

Question 2.
VOCABULARY
What are the two types of angles that are formed by intersecting lines?
Answer:
Adjacent angles: Adjacent angles are angles that are next to each other.

Angles formed by intersecting lines are vertical angles and supplementary angles.

Monitoring Progress and Modeling with Mathematics

In Exercises 3-6. identify the pairs) of congruent angles in the figures. Explain how you know they are congruent.

Question 3.

Answer:

Question 4.

Answer:
Angle Addition postulate:
m∠JKM = 45°+ 44° = 89°
m∠WXZ = 58° + 32° = 90°
Congruent angles are ∠FGH ≅ WXZ because they are both right angles.

Question 5.

Answer:

Question 6.
∠ABC is supplementary to ∠CBD
∠CBD is supplementary to ∠DEF

Answer:
1. ∠ABC is supplementary to ∠CBD and ∠CBD is supplementary to ∠DEF, then by congruent supplements theorem, ∠ABC ≅ ∠DEF
2. ∠FEA is supplementary to ∠DEFand ∠DEF is supplementary to ∠CBD, then by congruent supplements theorem, ∠FEA≅ ∠CBD

In Exercises 7 – 10. use the diagram and the given angle measure to find the other three measures.

Question 7.
m∠1 = 143°
Answer:

Question 8.
m∠3 = 159°
Answer:
Given,
m∠3 = 159°
m∠1 = m∠3 (vertical angles)
m∠1 = 159°
m∠2 = 180° – m∠3, (supplementary angles)
m∠2 = 180° – 159° = 21°
m∠4 = m∠2 (vertical angles)
m∠4 = 21°

Question 9.
m∠2 = 34°
Answer:

Question 10.
m∠4 = 29°
Answer:
Given,
m∠4 = 29°
m∠2 = m∠4 (vertical angles)
m∠2 = 29°
m∠1 = 180° – m∠4, (supplementary angles)
m∠1 = 180° – 29° = 151°
m∠3 = m∠1, (vertical angles)
m∠3 = 151°

In Exercises 11 – 14, find the values of x and y.

Question 11.

Answer:

Question 12.

Answer:
Given,
4x° = (6x – 26)°
4x = 6x – 26°
Subtraction property of equality
4x – 6x = -26°
-2x = -26
x = 26/2
Division property of equality
x = 13°
7y – 12 = 6y + 8
7y – 6y = 8 + 12
y = 20°

Question 13.

Answer:

Question 14.

Answer:
2(5x – 5) = 6x + 50
10x – 10 = 6x + 50
Subtraction property of equality
10x – 6x = 50 + 10
4x = 60
Division property of equality
x = 60/4
x = 15
7y – 9 = 5y + 5
Subtraction property of equality
7y – 5y = 5 + 9
Division property of equality
2y = 14
y = 14/2
y = 7

ERROR ANALYSIS
In Exercises 15 and 16, describe and correct the error in using the diagram to find the value of x.

Question 15.

Answer:

Question 16.

Answer:
Angles they are adding are supplementary, not complementary, so their sum is 180° and not 90°
13x + 45 + 12x – 40 = 180
25x + 5 = 180
25x = 180 – 5
25x = 175
Use Division property of equality
x = 175/25 = 7
x = 7

Question 17.
PROOF
Copy and complete the flowchart proof. Then write a two-column proof.

Given ∠1 ≅ ∠3
Prove ∠2 ≅ ∠4

Answer:

Question 18.
PROOF
Copy and complete the two-column proof. Then write a flowchart proof.

Given ∠ABD is a right angle
∠CBE is a right angle
Prove ∠ABC ≅ ∠DBE

Statements	Reasons
1. ∠ABD is a right angle. ∠CBE is a right angle.	1. _____________________________
2. ∠ABC and ∠CBD are complementary.	2. Definition of complementary
3. ∠DBE and ∠CBD are complementary	3. _____________________________
4. ∠ABE ≅ ∠DBE	4. _____________________________

Answer:

Statements	Reasons
1. ∠ABD is a right angle. ∠CBE is a right angle.	1. Given
2. ∠ABC and ∠CBD are complementary.	2. Definition of complementary angles
3. ∠DBE and ∠CBD are complementary	3. Definition of complementary angles
4. ∠ABE ≅ ∠DBE	4. Congruent Complements Theorem

Question 19.
PROVING A THEOREM
Copy and complete the paragraph proof be the Congruent Complements Theorem (Theorem 2.5). Then write a two-column proof.

Given ∠1 and ∠2 are complementary
∠1 and ∠3 are complementary
Prove ∠2 ≅ ∠3
∠1 and ∠2 are complementary, and ∠1 and ∠3 are complementary. By the definition
of ____________ angles. m∠1 + m∠2 = 90° and ____________ = 90°. By the ____________ m∠1 + m∠2 = m∠1 + m∠3. By the Subtraction ____________
Property of Equality, ____________ . So. ∠2 ≅∠3 by the definition of ____________ .
Answer:

Question 20.
PROVING A THEOREM
Copy and complete the two – column proof for the Congruent Supplement Theorem (Theorem 2.4). Then write a paragraph proof. (See Example 5.)

Given ∠1 and ∠2 are supplementary
∠3 and ∠4 are supplementary
∠1 and ∠4
Prove ∠2 ≅∠3

Statements	Reasons
1. ∠1 and ∠2 are supplementary ∠3 and ∠4 are supplementary ∠1 ≅ ∠4	1. Given
2. m∠1 + m∠2 = 180 m∠3 + m∠4 = 180	2. _____________________________
3. ______________ = m∠3 + m∠4	3. Transitive Property of Equality
4. m∠1 = m∠4	4. Definition of Congruent angles
5. m∠1 + m∠2 = ___________________	5. Substitution property of Equality
6. m∠2 = m∠3	6. _____________________________
7. __________________________	7. _____________________________

Answer:

Statements	Reasons
1. ∠1 and ∠2 are supplementary ∠3 and ∠4 are supplementary ∠1 ≅ ∠4	1. Given
2. m∠1 + m∠2 = 180° m∠3 + m∠4 = 180°	2. Definition of Supplementary angles
3. m∠1 + m∠2 = m∠3 + m∠4	3. Transitive Property of Equality
4. m∠1 = m∠4	4. Definition of Congruent angles
5. m∠1 + m∠2 = m∠3 + m∠1	5. Substitution Property of Equality
6. m∠2 = m∠3	6. Substitution Property of Equality
7. ∠2 ≅ ∠3	7. Definition of Congruent angles

PROOF
In Exercises 21 – 24. write a proof using any format.

Question 21.
Given ∠QRS and ∠PSR are supplementary
Prove ∠QRL ≅ ∠PSR

Answer:

Question 22.
Given ∠1 and ∠3 are complementary.
∠2 and ∠4 are complementary.
Prove ∠1 ≅ ∠4

Answer:
Given ∠1 and ∠3 are complementary.
∠2 and ∠4 are complementary.
To Prove ∠1 ≅ ∠4
∠2 ≅ ∠3
m∠1 + m∠3 = 90°
m∠2 + m∠4 = 90°
m∠2 = m∠3
m∠1 + m∠3 = m∠2 + m∠4
m∠1 + m∠2 = m∠2 + m∠4
m∠1 = m∠4
∠1 ≅ ∠4
Hence proved

Question 23.
Given ∠AEB ≅ ∠DEC
Prove ∠AEC ≅ ∠DEB

Answer:

Question 24.


Answer:

\(\overline{J K}\) ⊥ \(\overline{J M}\), \(\overline{K L}\) ⊥ \(\overline{M L}\)
∠J ≅∠M, ∠K ≅∠L
m∠J = 90°
m∠L = 90°
m∠M = m∠J = 90°
m∠K = m∠L = 90°
\(\overline{J M}\) ⊥ \(\overline{M L}\), \(\overline{J K}\) ⊥ \(\overline{K L}\)

Question 25.
MAKING AN ARGUMENT
You overhear your friend discussing the diagram shown with a classmate. Your classmate claims ∠1 ≅∠4 because they are vertical angles Your friend claims they are not congruent because he can tell by looking at the diagram. Who is correct? Support your answer with definitions or theorems.

Answer:

Question 26.
THOUGHT PROVOKING
Draw three lines all intersecting at the same point. Explain how you can give two of the angle measures so that you can find the remaining four angle measures.
Answer:
Vertical lines are always congruent or have the same measurement.
A full circle has a measure of 360°, so m∠p can be calculated by subtracting 2m∠1 and 2m∠2 from 360° and dividing by 2.

Question 27.
CRITICAL THINKING
Is the converse of the Linear Pair Postulate (Postulate 2.8) true? If so, write a biconditional statement. Explain your reasoning.
Answer:

Question 28.
WRITING
How can you save time writing proofs?
Answer: Time can be saved in writing proof if important postulates and theorems are written down on a separate paper for one to consult when proving.

Question 29.
MATHEMATICAL CONNECTIONS
Find the measure of each angle in the diagram.

Answer:

Question 30.
HOW DO YOU SEE IT?
Use the student’s two-column proof.
Given ∠1 ≅ ∠2
∠1 and ∠2 are supplementary.
Prove ___________

Statements	Reasons
1. ∠1 ≅ ∠2 ∠1 and ∠2 are supplementary	1. Given
2. m∠1 = m∠2	2. Definitions of congruent angles
3. m∠1 + m∠2 = 180°	3. Definition of supplementary angles
4. m∠1 + m∠1 = 180°	4. substitution property of Equality
5. 2m∠1 = 180°	5. Simplify
6. m∠1 = 90°	6. Division Property of Equality
7. m∠2 = 90°	7. Transitive Property of Equality
8. __________________________	8. ________________________________________

a What is the student trying to prove?
Answer: Angle 1 and Angle 2 are right angles.

b. Your friend claims that the last line of the proof should be ∠1 ≅ ∠2. because the measures of the angles are both 90°. Is your friend correct? Explain.
Answer: No, because this was one of the given statements.

Maintaining Mathematical Proficiency

Use the cube

Question 31.
Name three collinear points.
Answer:

Question 32.
Name the intersection of plane ABF and plane EHG.
Answer:
It has 8 vertices A, B, C, D, E, F, G, H.
Edge \(\overline{E F}\) is the common edge to the plane ABF and plane EHG. (By property of intersecting planes)

Question 33.
Name two planes containing \(\overline{B C}\).
Answer:

Question 34.
Name three planes containing point D.
Answer: Point D is contained in plane ADH, plane CDH, and plane ABC.

Question 35.
Name three points that are not collinear,
Answer:

Question 36.
Name two planes containing point J.
Answer: Point J is contained in plane ADH and plane EFG.

2.4 – 2.6 Performance Task: Induction and the Next Dimension

Mathematical Practices

Question 1.
Explain the purpose of justifying each step in Exercises 5-14 on page 96.
Answer:

Question 2.
Create a diagram to model each statement in Exercises 5-10 on page 103.
Answer:

Question 3.
Explain why you would not be able to prove the statement in Exercise 21 on page 113 if you were provided with the given information or able to use an postulates or theorems.
Answer:

Reasoning and Proofs Chapter Review

2.1 Conditional Statements

Write the if-then form, the converse, the inverse, the contrapositive. and the biconditional of the conditional statement.

Question 1.
Two lines intersect in a Point.
Answer:
Conditional Statement:
A conditional statement is represented in the form of “if and then”.
If two lines intersect, then the intersection is a point.
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If the intersection of lines is a point, the two lines intersect.
Inverse:
To form the inverse of the conditional statement, take the negation of both the hypothesis and the conclusion.
If two lines do not intersect, then a point is not an intersection.
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If a point is not an intersection, then two lines do not intersect.
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse.
Two lines intersect if and only if the intersection is a point.

Question 2.
4x + 9 = 21 because x = 3.
Answer:
If then form:
A conditional statement is represented in the form of “if and then”.
If x = 3, then 4x + 9 = 21
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If 4x + 9 = 21, then x = 3
Inverse:
To form the inverse of the conditional statement, take the negation of both the hypothesis and the conclusion.
If x ≠ 3, then 4x + 9 ≠ 21
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If 4x + 9 ≠ 21, then x ≠ 3
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse.
x = 3 if and only if 4x + 9 = 21
Note that x + 3 is the hypothesis and 4x + 9 = 21 is the conclusion in this sentence.

Question 3.
Supplementary angles sum to 180°.
Answer:
If then form:
A conditional statement is represented in the form of “if and then”.
If angles are supplementary, then their sum is 180°.
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If the sum of angles is 180°, then these angles are supplementary.
Inverse:
To form the inverse of the conditional statement, take the negation of both the hypothesis and the conclusion.
If angles are not supplementary, then their sum is not 180°.
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If angles are not supplementary, then these angles are not supplementary.
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse.
Angles are supplementary if and only if then their sum is 180°

Question 4.
Right angles are 90°.
Answer:
If then form:
A conditional statement is represented in the form of “if and then”.
Angles are right if and only if then its measure is 90°
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If the measure of angles is 90°, then these angles are right.
Inverse:
To form the inverse of the conditional statement, take the negation of both the hypothesis and the conclusion.
If angles are not right, then these angles are not 90°.
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If the measure of angles is not 90°, then these angles are not right.
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse.
Angle is right if and only if its measure is 90°.

2.2 Inductive and Deductive Reasoning

Question 5
conclusion can you make about the difference of any two odd integers?
Answer:
Example:
3 – 1 = 2
-3 – 5 = -8
9 – 11 = -2
15 – 31 = -16
Step 2:
Let m, n be any two integers.
2m + 1 and 2n + 1 are odd integers because 2m and 2n are even integers.
2m + 1 – (2n + 1) = 2m + 1 – 2m – 1
= 2m – 2n
= 2(m – n)
2(m – n) is an even number.

Question 6.
What conclusion can you make about the product of an even and an odd integer?
Answer:
Example:
2 . 1 = 2
3 . 6 = 18
10 . 5 = 50
The product of an even and an odd integer is an even integer.
Let m, n be any two integers.
2m is even and 2n + 1 odd integer
2m . (2n + 1) = 4mn + 2m
2(2mn + m) is an even number.

Question 7.
Use the Law of Detachment to make a valid conclusion.
If an angle is a right angle, then the angle measures 90°. ∠B is a right angle.
Answer:
If an angle is a right angle, then the angle measures 90°.
∠B is a right angle.
m∠B = 90°
Law of detachment:
If a, then b
a is true
Conclusion: b is true

Question 8.
Use the Law of Syllogism to write a new conditional statement that follows from the pair of true statements: If x = 3, then 2x = 6. If 4x = 12. then x = 3.
Answer:
Law of detachment:
If a, then b
If b, then c
Conclusion: If a, then c
Conclusion of one conditional statement must be bypotesis of another.
if 4x = 12 then 2x = 6
4(3) = 12
12 = 12
2x = 6
2(3) = 6
6 = 6

2.3 Postulates and Diagrams

Use the diagram at the right to determine whether you can assume the statement.

Question 9.
Points A, B, C, and E are coplanar.
Answer:
Points lie on two parallel lines, meaning that they lie in the same plane, so they are coplanar.

Question 10.

Answer:
are perpendicular because it is given on the graph that angle ∠HCE is the right angle.

Question 11.
Points F, B, and G are collinear.
Answer:
We cannot assume this statement, because we cannot see from the graph if the line \(\overline{B G}\) goes through point F.
Hence we cannot conclude whether these points are collinear or not.

Question 12.

Answer:
From graph you can see that \(\overline{A B}\) || \(\overline{C E}\).
Since point lies G lies on \(\overline{C E}\), \(\overline{A B}\) must also be parallel with \(\overline{G E}\), because \(\overline{C E}\) and \(\overline{G E}\) is the same lines.

sketch a diagram of the description.

Question 13.
∠ABC, an acute angle, is bisected by .
Answer:

• The compass is opened to a certain length and its fixed end of the compass is placed on B and two arcs are made on both if the given lines, subtending the given angle.
• Without changing this length, the fixed point is placed on A and a third arc is drawn.
• Then the fixed point is placed on B and a fourth arc is shown.
• These arcs should intersect at a certain point, here shown by point E.
• Join E and B to form the line BE which bisects the given angle into two equal halves.

Question 14.
∠CDE, a straight angle, is bisected by .
Answer:
The line DK is the angle bisector of ∠CDE.
∠CDE is a straight angle, DK can also be called its perpendicular bisector.

Question 15.
Plane P and plane R intersect perpendicularly in . \(\overline{Z W}\) lies in plane P
Answer:

2.4 Algebraic Reasoning

Solve the equation. Justify each step.

Question 16.
– 9x – 21 = – 20x – 87
Answer: x = -6

Explanation:
Given,
– 9x – 21 = – 20x – 87
– 9x = – 20x – 87 + 21
-9x = -20x – 66
-9x + 20x = -66
11x = -66
Divide by 11 on both sides
x = -66/11
So, x = -6

Question 17.
15x + 22 = 7x + 62
Answer: x = 5

Explanation:
Given,
15x + 22 = 7x + 62
15x – 7x = 62 – 22
8x = 40
Divide by 8 on both sides
x = 40/8
x = 5

Question 18.
3(2x + 9) = 30
Answer: x = 1/2

Explanation:
Given,
3(2x + 9) = 30
2x + 9 = 30/3
2x + 9 = 10
2x = 10 – 9
2x = 1
Divide by 2 on both sides
x = 1/2

Question 19.
5x + 2(2x – 23) = – 154
Answer: x = -12

Explanation:
Given,
5x + 2(2x – 23) = – 154
5x + 4x – 46 = – 154
9x – 46 = -154
9x = -154 + 46
9x = -108
Divide by 9 on both sides
x = -108/9
x = -12

Name the property of equality that the statement illustrates.

Question 20.
If LM = RS and RS = 25, then LM = 25.
Answer:
Transitive property of equality
If a = b and b = c then a = c

Question 21.
AM = AM
Answer:
Reflexive property of equality
a = a

2.5 Proving Statements about Segments and Angles

Name the property that the statement illustrates.

Question 22.
If ∠DEF ≅∠JKL, then ∠JKL ≅ ∠DEF
Answer:
Symmetric property of Angle Congruence
If ∠1 ≅ ∠2, then ∠2 ≅ ∠1

Question 23.
∠C ≅ ∠C
Answer:
Reflexive property of Angle Congruence
∠1 ≅ ∠1

Question 24.
If MN = PQ and PQ = RS. then MN = RS.
Answer:
Transitive Property of Segment Congruence

Question 25.
Write a two-column proof be the Reflexive Property of Angle Congruence (Thm. 2.2).
Answer:
Given,
An angle with vertex A exists.
m of angle A = m of the angle with vertex A
m of angle A = m of angle A
angle A is congruent to angle A.

2.6 Proving Geometric Relationships

Question 26.
Write a proof using any format
Given ∠3 and ∠2 are complementary.
m∠1 + m∠2 = 90°
Prove ∠3 ≅∠1
Answer:
Given ∠3 and ∠2 are complementary.
m∠1 + m∠2 = 90°
m∠3 + m∠2 = 90°
m∠1 + m∠2 = m∠3 + m∠2
m∠1 = m∠3
∠1 ≅∠3
Hence proved.

Reasoning and Proofs Test

Use the diagram to determine whether you can assume the statement.
Explain your reasoning.

Question 1.
⊥ plane M
Answer:
There are no indications of a right angle being formed between and plane M, then we cannot assume the statement.

Question 2.
Points F, G, and A are coplanar.
Answer:
Points F, G and A lie on parallel lines, so they must be coplanar.

Question 3.
Points E, C, and G are collinear.
Answer: Points E, C, and G lie on same line, so by definition, they are collinear.

Question 4.
Planes M and P intersect at .
Answer: The intersection of planes P and M contains a line Since the intersection of planes is a line, then the intersection of planes P and M

Question 5.
lies in plane P.
Answer: must lie in plane P because points F and A lie in plane P.

Question 6.

Answer: You cannot see if because line \(\overline{F G}\) is not drawn.

Solve the equation. Justify each step.

Question 7.
9x + 31 = – 23 + 3x
Answer: x = -9

Explanation:
Given,
9x + 31 = – 23 + 3x
Subtraction property of equality
9x – 3x = -23 – 31
6x = -54
Divide by 6 on both sides
x = -54/6
x = -9

Question 8.
26 + 2(3x + 11) = – 18
Answer: x = -11

Explanation:
Given,
26 + 2(3x + 11) = – 18
26 + 6x + 22 = -18
Addition property of equality
6x + 48 = -18
6x = -18 – 48
6x = -66
Divide by 6 on both sides
x = -66/6
x = -11

Question 9.
3(7x – 9) – 19x = – 15
Answer: x = 6

Explanation:
Given,
3(7x – 9) – 19x = – 15
Subtraction property of equality
21x – 19x = – 15 + 27
2x = 12
Divide by 2 on both sides
x = 12/2
x = 6

Write the if-then form, the converse, the inverse, the contrapositive. and the biconditional of the conditional statement.

Question 10.
Two planes intersect at a line.
Answer:
If then form:
A conditional statement is represented in the form of “if and then”.
If two planes intersect, then the intersection is a line.
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If the intersection of two objects is a line, then the objects that intersect are planes.
Inverse:
To form the inverse of the conditional statement, take the negation of both the hypothesis and the conclusion.
If two planes do not intersect, then a line is no an intersection.
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If the intersection of two objects is not a line, then the objects that intersect are not planes.
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse
Two planes intersect if and only if the intersection is a line.

Question 11.
A relation that pairs each input with exactly one output is a function.
Answer:
If then form:
A conditional statement is represented in the form of “if and then”.
If a relation pairs each input with exactly one output, then that relation is a function.
Converse:
A converse statement is gotten by exchanging the positions of ‘p’ and ‘q’ in the given condition.
If a relation is a function, then it pairs each input with exactly one output.
Inverse:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If a relation does not pairs each input with exactly one output, then that relation is not a function.
Contrapositive:
A contrapositive statement occurs when you switch the hypothesis and the conclusion in a statement and negate both statements.
If a relation is not a function, then it does not pairs each input with exactly one output.
Biconditional:
A biconditional statement is a statement combing a conditional statement with its converse
A relation is function if and only if it pairs each input with exactly one output.

Use inductive reasoning to make a conjecture about the given quantity. Then use deductive reasoning to sIm that the conjecture is true.

Question 12.
the sum of three odd integers
Answer:
1 + 3 + 7 = 11
The sum of three odd integers is odd integer.

Question 13.
the product of three even integers
Answer:
4 × 2 × 2 = 16
Thus the product of three even integers is an even integer.

Question 14.
Give an example of two statements for which the Law of Detachment does not apply.
Answer:
Law of Detachment
If a, then b
a is true
Conclusion: b is true
Example:
If two angles are vertical, then they are congruent.
Two angles are congruent.
We cannot use the law of detachment because the conclusion of the conditional statement is given true, not the hypothesis.
If two angles are right and supplementary, then they are congruent.
We cannot use the law of detachment because the conclusion of the conditional statement is given true, not the hypothesis.

Question 15.
The formula for the area A of a triangle is A = \(\frac{1}{2}\)bh, where b is the base and h is the height. Solve the formula for h and justify each step. Then find the height of a standard yield sign when the area is 558 square inches and each side is 36 inches.

Answer:
Given,
A = 558 sq. inch
b = 36 inch
A = \(\frac{1}{2}\)bh
where b is the base and h is the height
2A = bh
h = 2A/b
h = 2(558)/36
h = 31
So, the height is 31 inch.

Question 16.
You visit the zoo and notice the following

• The elephants, giraffes, lions, tigers, and zebras are located along a straight walkway.
• The giraffes are halfway between the elephants and the lions.
• The tigers are halfway between the lions and the zebras.
• The lions are hallway between the giraffes and the tigers.

Draw and label a diagram that represents this information. Then prove that the distance between the elephants and the giraffes is equal to the distance between the tigers and the zebras. Use any proof format.
Answer:

Distance between the elephants and the giraffes is equal to BC and that between tigers and zebras if HI.
Here BD = HI according to the given conditions.

Question 17.
Write a proof using an format.
Given ∠2 ≅∠3
\(\vec{T}\)V bisects ∠UTW.
Prove ∠1 ≅ ∠3

Answer:
Given ∠2 ≅∠3
\(\vec{T}\)V bisects ∠UTW.
∠1 ≅ ∠2
Transitive property of Angle Congruence.
∠1 ≅ ∠3

Reasoning and Proofs Cumulative Assessment

Question 1.
Use the diagram to write an example of each postulate.

a. Two Point Postulate (Postulate 2.1): Through any two points, there exists exactly one line.
Answer:
Read the different postulates and use the diagram to look for an example for each postulate.
Passing through two points, A and F there exists exactly one line which is \(\overline{A F}\)

b. Line Intersection Postulate (Postulate 2.3): If two lines intersect, then their intersection is exactly one point.
Answer: \(\overline{B C}\) intersects \(\overline{C D}\) at exactly one point which is point C.

c. Three Point Postulate (Postulate 2.4): Through any three noncollinear points, there exists exactly one plane.
Answer:
Points E, B, C there exists exactly one plane which is plane S.

d. Plane-Line Postulate (Postulate 2.6): If two points lie in a plane, then the line containing them lies in the plane.
Answer: Points A and F lies in plane T, therefore \(\overline{A F}\) also lies in plane T.

e. Plane Intersection Postulate (Postulate 2.7): If two planes intersect, then their intersection is a line
Answer: Planes S and T at \(\overline{B C}\)

Question 2.
Enter the reasons in the correct positions to complete the two-column proof.

Answer:
2. AX = DX (congruent segments.)
4. XB = XC (congruent segments.)
5. AX + XC = AC (segment addition postulate)
6. DX + XB = DB (segment addition postulate)
7. AC = DX + XB (substitution property of equality)
8. AC = BD (substitution property of equality)
9. \(\overline{A C}\) = \(\overline{B D}\) (substitution property of equality)

Question 3.
Classify each related conditional statement. based on the conditional statement
“If I study, then I will pass the final exam.”
a. I will pass the final exam if and only if I study.
Answer: biconditional statement

b. If I do not study, then I will not pass the final exam.
Answer: inverse

c. If I pass the final exam, then I studied.
Answer: converse

d. If I do not pass the final exam, then I did not study.
Answer: contrapositive

Question 4.
List all segment bisectors given x = 3.

Answer:
Remember that a segment bisector divides a segment into two equal parts.
\(\overline{A B}\) = x + 1 = (3) + 1 = 4
\(\overline{B C}\) = 6(4 – x) = 6(4 – (3)) = 6(1) = 6
\(\overline{C D}\) = 4x – 6 = 4(3) – 6 = 12 – 6 = 6
\(\overline{D E}\) = 2(5x – 7) – 8 = 2(5(3) – 7) – 8
= 2(8) – 8 = 8
\(\overline{E F}\) = 3(5 – x) + 2 = 3(5 – 3) + 2 = 6 + 2 = 8
Line l bisects \(\overline{B D}\)
Line n bisects \(\overline{D F}\)
Line m bisects \(\overline{A F}\)

Question 5.
You are given m∠FHE = m∠BHG = m∠AHF = 90°. Choose the symbol that makes each statement true. State which theorem or postulate. if any, supports your answer.

=       ≅         ≠
a. ∠3 _____ ∠6
Answer: ∠3 = ∠6 as they are vertically opposite angles.

b. m∠4 ______ m∠7
Answer: m∠4 = m∠7 as they are vertically opposite angles.

c. m∠FHE _______ m∠AHG
Answer: m∠FHE ≠ m∠AHG as ∠FHE is a right angle while ∠AHG is an acute angle.

d. m∠AHG + m∠GHE _______180°
Answer: m∠AHG + m∠GHE = 180° as m∠AHG and m∠GHE are supplementary angles lying on the straight line AHE.

Question 6.
Find the distance between each pair of points. Then order each line
segment from longest to shortest.
a. A(- 6, 1), B(- 1, 6)
Answer:
d = √(x2 – x1)² + (y2 – y1)²
AB = √(-1 – (-6))² + (6 – 1)² = 5√2 = 7.071

b. C(- 5, 8), D(5, 8)
Answer:
AB = √(5 – (-5))² + (8 – 8)² = √100 = 10

c. E(2, 7), F(4, – 2)
Answer:
EF = √(4 – (2))² + (-2 – 7)² = √85 = 9.22

d. G(7, 3), H(7, – 1)
Answer:
GH = √(7 – 7)² + (-1 – 3)² = √16 = 4

e. J(- 4, – 2), K(1, – 5)
Answer:
JK = √(1 – (-4))² + (-5 – (-2))² = √34 = 5.83

f. L(3, – 8), M(7, – 5)
Answer:
LM = √(7 – 3)² + (-5 – (-8))² = √25 = 5

Question 7.
The proof shows that ∠MRL is congruent to ∠NSR. Select all other angles that are also congruent to ∠NSR.
Given ∠MRS and ∠NSR are supplementary.
Prove ∠MRL ≅ ∠VSR

Statements	Reasons
1. ∠MRS and ∠NSR are supplementary	1. Given
2. ∠MRL and ∠MRS are a linear pair.	2. Definition of linear pair, as shown in the diagram
3. ∠MRL and ∠MRS are supplementary.	3. Linear Pair Postulate (Postulate 2.8)
4. ∠MRL ≅ ∠NSR	4. Congruent Supplements Theorem (Theorem 2.4)

∠PSK         ∠KSN        ∠PSR       ∠QRS          ∠QRL
Answer:
1. ∠MRL and ∠QRS are vertical angles so by the vertical angles congruence theorem, we can say that ∠MRL ≅ ∠QRS
2. ∠NSR and ∠PSR are vertical angles so by the vertical angles congruence theorem, we can say that ∠NSR ≅ ∠PSR
3. Because ∠MRL ≅ ∠NSR based on the proof by Transitive Property of angles congruence, we can say that ∠NSR ≅ ∠QRS

Question 8.
Your teacher assigns your class a homework problem that asks you to prove the Vertical Angles Congruence Theorem (Theorem 2.6) using the picture and information given at the right. Your friend claims that this can be proved without using the Linear Pair Postulate (Postulate 2.8). Is our friend correct? Explain your reasoning.
Given ∠1 and ∠3 arc vertical angles.
Prove ∠1 ≅ ∠3

Answer:
Your friend is incorrect because in order to prove the vertical angles congruence theorem, you need to state that ∠1 forms a linear pair with ∠2 and ∠3 with ∠2.
With this, you can state that each of those two angles is supplementary to ∠2 using the linear pair postulate. From here ∠1 and ∠3 are congruent because of the congruent supplements theorem.