1 Basics of Geometry

1.1 Points, Lines, and Planes

1.2 Measuring and Constructing Segments
1.3 Using Midpoint and Distance Formulas
1.4 Perimeter and Area in the Chapter Learning Target:
Understand basics of geometry.
Coordinate Plane Chapter Success Criteria:
1.5 Measuring and Constructing Angles ■ I can name points, lines, and planes.
1.6 Describing Pairs of Angles ■
■
I can measure segments and angles.
I can use formulas in the coordinate plane.
■ I can construct segments and angles.

SEE the Big Idea

So

Sulfur Hexafluoride (p. 7)

 Maintaining Mathematical Proficiency
Finding Absolute Value
Example 1 Simplify ∣ 7  1 ∣.
∣ −7 − 1 ∣ = ∣ −7  (−1) ∣ Add the opposite of 1.
= ∣ −8 ∣ Add.
=8 Find the absolute value.
∣ −7 − 1 ∣ = 8
Simplify the expression.
1. ∣ 8 − 12 ∣ 2. ∣ −6 − 5 ∣ 3. ∣ 4  (–9) ∣
4. ∣ 13  (−4) ∣ 5. ∣ 6 − (−2) ∣ 6. ∣ 5 − (−1) ∣
7. ∣ −8 − (−7) ∣ 8. ∣ 8 − 13 ∣ 9. ∣ −14 − 3 ∣

Finding the Area of a Triangle

Example 2 Find the area of the triangle.
5 cm
18 cm

A = —12 bh Write the formula for area of a triangle.

= —12 (18)(5) Substitute 18 for b and 5 for h.
= —12(90) Multiply 18 and 5.
= 45 Multiply —12 and 90.
The area of the triangle is 45 square centimeters.
Find the area of the triangle.
10. 11. 12.
7 yd
22 m 16 in.
24 yd

25 in.
14 m
13. ABSTRACT REASONING Describe the possible values for x and y when ∣ x − y ∣ > 0. What does it
mean when ∣ x − y ∣ = 0? Can ∣ x − y ∣ < 0? Explain your reasoning.

Dynamic Solutions available at BigIdeasMath.com

1

English Spanish
 Mathematical
Practices Mathematically proficient students carefully specify units of measure.

Specifying Units of Measure

Core Concept
Customary Units of Length Metric Units of Length
1 foot = 12 inches 1 centimeter = 10 millimeters
1 yard = 3 feet 1 meter = 1000 millimeters
1 mile = 5280 feet = 1760 yards 1 kilometer = 1000 meters

in. 1 3
1 in. = 2.54 cm
cm 1 2 3 4 6 7 8

Converting Units of Measure

Find the area of the rectangle in square centimeters. 2 in.
Round your answer to the nearest hundredth.
SOLUTION 6 in.
Use the formula for the area of a rectangle. Convert the units of length from customary units
to metric units.
Area = (Length)(Width) Formula for area of a rectangle
= (6 in.)(2 in.) Substitute given length and width.
[ ( ) ][ ( ) ]
= (6 in.) — 2.54 cm (2 in.) —
1 in.
2.54 cm
1 in. Multiply each dimension by the conversion factor.
= (15.24 cm)(5.08 cm) Multiply.
≈ 77.42 cm 2 Multiply and round to the nearest hundredth.
The area of the rectangle is about 77.42 square centimeters.
Monitoring Progress
Find the area of the polygon using the specied units. Round your answer to the nearest hundredth.
triangle (square inches) 2. parallelogram (square centimeters)

2 cm 2 in.
2 cm

2.5 in.
3. The distance between two cities is 120 miles. What is the distance in kilometers? Round your answer
to the nearest whole number.

2 Chapter 1 Basics of Geometry

1.

English Spanish
 1.1 Points, Lines, and Planes
Essential Question How can you use dynamic geometry software
to visualize geometric concepts?
Using Dynamic Geometry Software
Work with a partner. Use dynamic geometry software to draw several points. Also,
draw some lines, line segments, and rays. What is the difference between a line, a line
segment, and a ray?
Sample

B G
A F
C E

Intersections of Lines and Planes

Work with a partner.
a. Describe and sketch the ways in which two lines can Q
intersect or not intersect. Give examples of each using
the lines formed by the walls, oor, and ceiling in
your classroom. P
b. Describe and sketch the ways in which a line B
and a plane can intersect or not intersect.
UNDERSTANDING Give examples of each using the walls, A
oor, and ceiling in your classroom.
MATHEMATICAL c. Describe and sketch the ways in which
TERMS two planes can intersect or not intersect.
To be procient in math, Give examples of each using the walls,
you need to understand oor, and ceiling in your classroom.
denitions and previously
established results.
An appropriate tool, such
as a software package, Exploring Dynamic Geometry Software
can sometimes help.
Work with a partner. Use dynamic geometry software to explore geometry. Use the
software to nd a term or concept that is unfamiliar to you. Then use the capabilities
of the software to determine the meaning of the term or concept.

CommunicateYour
Communicate Your Answer
4. How can you use dynamic geometry software to visualize geometric concepts?

Section 1.1 Points, Lines, and Planes 3

English Spanish
 1.1 Lesson What You Will Learn
Name points, lines, and planes.
Name segments and rays.
Sketch intersections of lines and planes.
undened terms, p. 4 Solve real-life problems involving lines and planes.
point, p. 4
line, p. 4
plane, p. 4 Using Undened Terms
collinear points, p. 4 In geometry, the words point, line, and plane are undefined terms. These words do
coplanar points, p. 4 not have formal denitions, but there is agreement about what they mean.
dened terms, p. 5
line segment, or segment, p. 5
endpoints, p. 5
ray, p. 5
Core Concept
opposite rays, p. 5 Undened Terms: Point, Line, and Plane A
intersection, p. 6 Point A point has no dimension. A dot represents a point.
point A
Line A line has one dimension. It is represented by a A
line with two arrowheads, but it extends without end. B
Through any two points, there is exactly one line. You
can use any two points on a line to name it. line , line AB (AB),
or line BA (BA)
Plane A plane has two dimensions. It is represented
by a shape that looks like a oor or a wall, but it A M
extends without end. B C
Through any three points not on the same line, there
is exactly one plane. You can use three points that plane M, or plane ABC
are not all on the same line to name aplane.

Collinear points are points that lie on the same line. Coplanar points are points that
lie in the same plane.
Naming Points, Lines, and Planes
a. Give two other names for⃖PQ⃗ and plane R. n
Q
b. Name three points that are collinear. Name four V T m
points that are coplanar. S P
R
SOLUTION
a. Other names for⃖PQ ⃗ are⃖QP⃗ and line n. Other
names for plane R are plane SVT and plane PTV.
b. Points S, P, and T lie on the same line, so they are collinear. Points S, P, T,
and V lie in the same plane, so they are coplanar.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

1. Use the diagram in Example 1. Give two other names for⃖ ST⃗ . Name a point
that is not coplanar with points Q, S, and T.

4 Chapter 1 Basics of Geometry

English Spanish
 Using Dened Terms
In geometry, terms that can be described using known words such as point or line are
called defined terms.
Core Concept
Dened Terms: Segment and Ray line
The denitions below use line AB (written as⃖AB⃗ )
and points A and B. A B
Segment — The line segment AB, or segment AB, segment
(written as AB ) consists of the endpoints A and B
and all points
— canon⃖AB⃗ that are between
—. A and B.
endpoint endpoint
Note that AB also be named BA A B

Ray The ray AB (written as AB

⃗ ) consists of the ray
endpoint A and all points on⃖AB ⃗ that lie on the endpoint
same side of A as B. A B
Note that AB
⃗ and BA⃗ are different rays. endpoint
A B

Opposite Rays If point C lies on⃖AB

⃗ between
⃗ and CB
A and B, then CA ⃗ are opposite rays. A C B

Segments and rays are collinear when they lie on the same line. So, opposite rays are
collinear. Lines, segments, and rays are coplanar when they lie in the same plane.
Naming Segments, Rays, and Opposite Rays
—.
a. Give another name for GH E G
COMMON ERROR b. Name all rays with endpoint J. Which
of these rays are opposite rays? F
In Example 2, JG⃗ and JF⃗ J
have a common endpoint, SOLUTION H
but they are not collinear. So,
they are not opposite rays.
— is HG
a. Another name for GH —.
b. The rays with endpoint J are JE⃗ , JG
⃗ , JF⃗ , and JH⃗ . The pairs of opposite rays
with endpoint J are JE⃗ and JF⃗ , and JG⃗ and JH⃗ .

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram.
K M
P
L
N
2. Give another name for KL —.
⃗ and PK
3. Are KP ⃗ the same ray? Are NP ⃗ the same ray? Explain.
⃗ and NM
Section 1.1 Points, Lines, and Planes 5

English Spanish
 Sketching Intersections
Two or more geometric gures intersect when they have one or more points in
common. The intersection of the gures is the set of points the gures have in
common. Some examples of intersections are shown below.
m
A
n q
The intersection of two
different lines is a point.

The intersection of two

different planes is a line.

Sketching Intersections of Lines and Planes

a. Sketch a plane and a line that is in the plane.
b. Sketch a plane and a line that does not intersect the plane.
c. Sketch a plane and a line that intersects the plane at a point.
SOLUTION
a. b. c.

Sketching Intersections of Planes

Sketch two planes that intersect in a line.
SOLUTION
Step 1 Draw a vertical plane. Shade the plane.
Step 2 Draw a second plane that is horizontal.
Shade this plane a different color.
Use dashed lines to show where one
plane is hidden.
Step 3 Draw the line of intersection.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

4. Sketch two different lines that intersect a plane B
at the same point.
Use the diagram. k
P M AQ
5. Name the intersection of⃖PQ
⃗ and line k.
6. Name the intersection of plane A and plane B.
7. Name the intersection of line k and plane A.

6 Chapter 1 Basics of Geometry

English Spanish
 Solving Real-Life Problems
Modeling with Mathematics
The diagram shows a molecule of sulfur hexauoride, the most potent greenhouse gas
in the world. Name two different planes that contain line r.
p
A
q
D
B E

G r
F
C

SOLUTION
Electric utilities use sulfur hexauoride 1. Understand the Problem In the diagram, you are given three lines, p, q, and r,
as an insulator. Leaks in electrical
equipment contribute to the release of that intersect at point B. You need to name two different planes that contain line r.
sulfur hexauoride into the atmosphere. 2. Make a Plan The planes should contain two points on line r and one point not
on line r.
3. Solve the Problem Points D and F are on line r. Point E does not lie on line r.
So, plane DEF contains line r. Another point that does not lie on line r is C. So,
plane CDF contains line r.
Note that you cannot form a plane through points D, B, and F. By denition,
three points that do not lie on the same line form a plane. Points D, B, and F are
collinear, so they do not form a plane.
4. Look Back The question asks for two different planes. You need to check
whetherplane DEF and plane CDF are two unique planes or the same plane
nameddifferently. Because point C does not lie on plane DEF, plane DEF and
plane CDF are different planes.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram that shows a molecule of phosphorus pentachloride.
s
G

J H K
L

8. Name two different planes that contain line s.

9. Name three different planes that contain point K.
10. Name two different planes that contain HJ
⃗ .
Section 1.1 Points, Lines, and Planes 7
>>

English Spanish
 1.1 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

1. WRITING Compare collinear points and coplanar points.
2. WHICH ONE DOESN’T BELONG? Which term does not belong with the other three?
Explain your reasoning.
—
AB plane CDE ⃖FG⃗ HI⃗

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, use the diagram. In Exercises 11–16, use the diagram. (See Example 2.)
B S t
C B
A
E s
T D
A E C
3. Name four points.
D
4. Name two lines.
11. —?
What is another name for BD
5. Name the plane that contains points A, B, and C.
12. —?
What is another name for AC
6. Name the plane that contains points A, D, and E.
13. What is another name for ray AE
⃗ ?
In Exercises 7–10, use the diagram. (See Example 1.) 14. Name all rays with endpoint E.
g 15. Name two pairs of opposite rays.
W f 16. Name one pair of rays that are not opposite rays.
Q S
R In Exercises 17–24, sketch the gure described.
V T (See Examples 3 and 4.)
17. plane P and line ℓ intersecting at one point
18. plane K and line m intersecting at all points on line m
7. Give two other names for⃖WQ
⃗ . 19. AB
⃗ and⃖AC⃗
8. Give another name for plane V. 20. MN⃗ and NX⃗
9. Name three points that are collinear. Then name 21. plane M and NB ⃗ intersecting at B
a fourth point that is not collinear with these
three points. 22. plane M and NB ⃗ intersecting at A
10. Name a point that is not coplanar with R, S, and T. 23. plane A and plane B not intersecting
24. plane C and plane D intersecting at⃖XY ⃗
8 Chapter 1 Basics of Geometry

English Spanish
 ERROR ANALYSIS In Exercises 25 and 26, describe In Exercises 35–38, name the geometric term modeled
and correct the error in naming opposite rays in by the object.
the diagram. 35.

C
A
B
X D
Y
E 36.

25.
✗ AD⃗ and AC⃗ are opposite rays.

26.
✗ — and YE— are opposite rays.
YC
37. 38.

In Exercises 27–34, use the diagram.

B I C

A
D In Exercises 39–44, use the diagram to name all the
points that are not coplanar with the given points.
F G 39. N, K, and L K L
40. P, Q, and N
E J H N
41. P, Q, and R M
27. Name a point that is collinear with points E and H. 42. R, K, and N R S
28. Name a point that is collinear with points B and I. 43. P, S, and K
29. Name a point that is not collinear with points E 44. Q, K, and L Q P
andH.
45. CRITICAL THINKING Given two points on a line and
30. Name a point that is not collinear with points B and I. a third point not on the line, is it possible to draw
a plane that includes the line and the third point?
31. Name a point that is coplanar with points D, A, and B. Explain your reasoning.
32. Name a point that is coplanar with points C, G, and F. 46. CRITICAL THINKING Is it possible for one point to be
in two different planes? Explain your reasoning.
33. Name the intersection of plane AEH and plane FBE.
34. Name the intersection of plane BGF and plane HDG.
Section 1.1 Points, Lines, and Planes 9

English Spanish
 47. REASONING Explain why a four-legged chair may 53. x ≥ 5 or x ≤ −2 54. ∣ x ∣ ≤ 0
rock from side to side even if the oor is level. Would
a three-legged chair on the same level oor rock from 55. MODELING WITH MATHEMATICS Use the diagram.
side to side? Why or why not?
48. THOUGHT PROVOKING You are designing the living J L
room of an apartment. Counting the oor, walls, and K
ceiling, you want the design to contain at least eight
different planes. Draw a diagram of your design. P
Label each plane in your design. N
Q M
49. LOOKING FOR STRUCTURE Two coplanar intersecting
lines will always intersect at one point. What is the
greatest number of intersection points that exist if you
draw four coplanar lines? Explain.
50. HOW DO YOU SEE IT? You and your friend walk
in opposite directions, forming opposite rays. You a. Name two points that are collinear with P.
were originally on the corner of Apple Avenue and b. Name two planes that contain J.
Cherry Court. c. Name all the points that are in more than
N
one plane.
W E Apple Ave. CRITICAL THINKING In Exercises 56–63, complete the
S statement with always, sometimes, or never. Explain
.dR eso

your reasoning.
.tC yrrehC
R

56. A line ____________ has endpoints.

Daisy Dr. 57. A line and a point ____________ intersect.
58. A plane and a point ____________ intersect.
a. Name two possibilities of the road and direction 59. Two planes ____________ intersect in a line.
you and your friend may have traveled. 60. Two points ____________ determine a line.
b. Your friend claims he went north on Cherry
Court, and you went east on Apple Avenue. 61. Any three points ____________ determine a plane.
Make an argument as to why you know this
could not have happened. 62. Any three points not on the same line ____________
determine a plane.
MATHEMATICAL CONNECTIONS In Exercises 51–54, 63. Two lines that are not parallel ___________ intersect.
graph the inequality on a number line. Tell whether the 64. ABSTRACT REASONING Is it possible for three planes
graph is a segment, a ray or rays, a point, or a line. to never intersect? intersect in one line? intersect in
51. x ≤ 3 52. −7 ≤ x ≤ 4 one point? Sketch the possible situations.

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
Find the absolute value. (Skills Review Handbook)
65. ∣ 6  2 ∣ 66. ∣ 3 − 9 ∣ 67. ∣ −8 − 2 ∣ 68. ∣ 7 − 11 ∣
Solve the equation. (Skills Review Handbook)
69. 18  x = 43 70. 36  x = 20 71. x − 15 = 7 72. x − 23 = 19

10 Chapter 1 Basics of Geometry

English Spanish
 1.2 Measuring and Constructing Segments
Essential
line segment?
Question How can you measure and construct a
Measuring Line Segments Using
NonstandardUnits
Work with a partner. 10 4
11
3
2
12
1 MC

a. Draw a line segment that has a length

9 5
6
7
8 9
8
7 01

of 6 inches. 1 11
6 31 2
1 41
5 61 5

b. Use a standard-sized paper clip to

4 71
81
0022
91
3 2
22 1

measure the length of the line segment.

2 42
32
1 52
62
72
82

Explain how you measured the line

INCH

92
03

MAKING SENSE segment in “paper clips.”

OF PROBLEMS
To be procient in math,
you need to explain to c. Write conversion factors from paper clips
yourself the meaning of to inches and vice versa.
a problem and look for
entry points to its solution. 1 paper clip = in.
1 in. = paper clip
d. A straightedge is a tool that you can use to draw a straight line. An example of a
straightedge is a ruler. Use only a pencil, straightedge, paper clip, and paper to draw
another line segment that is 6 inches long. Explain your process.
Measuring Line Segments Using
NonstandardUnits
Work with a partner.
a. Fold a 3-inch by 5-inch index card fold
on one of its diagonals. 3 in.
b. Use the Pythagorean Theorem
to algebraically determine the
length of the diagonal in inches.
Use a ruler to check your answer. 5 in.
c. Measure the length and width of the index card in paper clips.
d. Use the Pythagorean Theorem to algebraically determine the length of the diagonal
in paper clips. Then check your answer by measuring the length of the diagonal in
paper clips. Does the Pythagorean Theorem work for any unit of measure? Justify
your answer.

Measuring Heights Using Nonstandard Units

Work with a partner. Consider a unit of length that is equal to the length of the
diagonal you found in Exploration 2. Call this length “1 diag.” How tall are you in
diags? Explain how you obtained your answer.

CommunicateYour
Communicate Your Answer
4. How can you measure and construct a line segment?
Section 1.2 Measuring and Constructing Segments 11

English Spanish
 1.2 Lesson What You Will Learn
Use the Ruler Postulate.
Copy segments and compare segments for congruence.
Use the Segment Addition Postulate.
postulate, p. 12
axiom, p. 12
coordinate, p. 12 Using the Ruler Postulate
distance, p. 12 In geometry, a rule that is accepted without proof is called a postulate or an axiom.
construction, p. 13 A rule that can be proved is called a theorem, as you will see later. Postulate 1.1 shows
congruent segments, p. 13 how to nd the distance between two points on a line.
between, p. 14
Postulate names of points
Postulate 1.1 Ruler Postulate
The points on a line can be matched one to A B
one with the real numbers. The real number x1 x2
that corresponds to a point is the coordinate
of the point. coordinates of points
The distance between points A and B, written A B
as AB, is the absolute value of the difference AB
of the coordinates of A and B. x1 x2
AB = x2 − x1

Using the Ruler Postulate

— to the nearest tenth of a centimeter.
Measure the length of ST
S T

SOLUTION
Align one mark of a metric ruler with S. Then estimate the coordinate of T. For
example, when you align S with 2, T appears to align with 5.4.
S T
m 1 2 4

ST = ∣ 5.4 – 2 ∣ = 3.4 Ruler Postulate

— is about 3.4 centimeters.
So, the length of ST

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use a ruler to measure the length of the segment to the nearest —18 inch.
1. 2.
M N P Q
3. 4.
U V W X

12 Chapter 1 Basics of Geometry

English Spanish
 Constructing and Comparing Congruent Segments
A construction is a geometric drawing that uses a limited set of tools, usually a
compass and straightedge.
Copying a Segment
Use a compass and straightedge to construct a line segment
—.
that has the same length as AB A B
SOLUTION
Step 1 Step 2 Step 3

A B A B A B
C C C D
Draw a segment Use a straightedge
—. Measure length Set your— Copy length Place the compass at
to draw a segment longer than AB compass at the length of AB . C. Mark
— haspointtheDsame
on the new segment.
—.
Label point C on the new segment. So, CD length as AB

Core Concept
Congruent Segments
READING Line segments that have—the same length are called— congruent segments.—You
In the diagram, the can say “the length
red tick—marks indicate —.” The symbol ≅ means “is congruent,”to.”
congruent to CD
of AB is equal to the length of CD or you can say “AB is
—
AB ≅ CD . When there
is more than one pair of Lengths are equal. Segments—are — congruent.
congruent segments, use A B AB = CD AB ≅ CD
multiple tick marks.
C D “is equal to" “is congruent to”

Comparing Segments for Congruence

Plot J(−3,—4), K(2,
—4),areL(1, 3), and M(1, −2) in a coordinate plane. Then determine
whether JK and LM congruent.
SOLUTION
y Plot the points, as shown. To nd the length of a horizontal segment, nd the absolute
J(−3, 4) K(2, 4) value of the difference of the x-coordinates of the endpoints.
L(1, 3) JK = ∣ 2 − (−3) ∣ = 5 Ruler Postulate
2 To nd the length of a vertical segment, nd the absolute value of the difference of the
y-coordinates of the endpoints.
−4 −2 2 4x LM = ∣ −2 − 3 ∣ = 5 Ruler Postulate
−2
M(1, −2) — — have the same length. So, JK— ≅ LM
JK and LM —.
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
5. Plot A(−2, 4), B(3, — 2), and D(0, −2) in a coordinate plane. Then
4), C(0,—
determine whether AB and CD are congruent.
Section 1.2 Measuring and Constructing Segments 13

English Spanish
 Using the Segment Addition Postulate
When three points are collinear, you can say that one point is between the other two.
A D E
B
C F
Point B is between Point E is not between
points A and C. points D and F.

Postulate
Postulate 1.2 Segment Addition Postulate
If B is between A and C, then AB  BC = AC. AC
If AB  BC = AC, then B is between A and C. A B C
AB BC

Using the Segment Addition Postulate

a. Find DF.
D 23 E 35 F
b. Find GH. 36
F 21 G H
SOLUTION
a. Use the Segment Addition Postulate to write an equation. Then solve the equation
to nd DF.
DF = DE  EF Segment Addition Postulate
DF = 23  35 Substitute 23 for DE and 35 for EF.
DF = 58 Add.
b. Use the Segment Addition Postulate to write an equation. Then solve the
equation to nd GH.
FH = FG  GH Segment Addition Postulate
36 = 21  GH Substitute 36 for FH and 21 for FG.
15 = GH Subtract 21 from each side.

Monitoring Progress Help in English and Spanish at BigIdeasMath.com

Use the diagram at the right. 23 50
6. Use the Segment Addition Postulate to nd XZ. X Y Z
7. In the diagram, WY = 30. Can you use the W
Segment Addition Postulate to nd the distance
between points W and Z? Explain your reasoning.
144
8. Use the diagram at the left to nd KL.
J 37 K L

14 Chapter 1 Basics of Geometry

English Spanish
 Using the Segment Addition Postulate
The cities shown on the map lie approximately in a straight line. Find the distance
from Tulsa, Oklahoma, to St. Louis, Missouri.

S
St. Louis
738 mi
T Tulsa
377 mi
L Lubbock

SOLUTION
1. Understand the Problem You are given the distance from Lubbock to St. Louis
and the distance from Lubbock to Tulsa. You need to nd the distance from Tulsa
to St. Louis.
2. Make a Plan Use the Segment Addition Postulate to nd the distance from
Tulsa to St. Louis.
3. Solve the Problem Use the Segment Addition Postulate to write an equation.
Then solve the equation to nd TS.
LS = LT  TS Segment Addition Postulate
738 = 377  TS Substitute 738 for LS and 377 for LT.
361 = TS Subtract 377 from each side.
So, the distance from Tulsa to St. Louis is about 361 miles.
4. Look Back Does the answer make sense in the context of the problem? The
distance from Lubbock to St. Louis is 738 miles. By the Segment Addition
Postulate, the distance from Lubbock to Tulsa plus the distance from Tulsa to
St. Louis should equal 738 miles.
377  361 = 738 ✓
Monitoring Progress Help in English and Spanish at BigIdeasMath.com
9. The cities shown on the map lie approximately in a straight line. Find the distance
from Albuquerque, New Mexico, to Provo, Utah.

Provo
P

680 mi Albuquerque
A 231 mi

C Carlsbad

Section 1.2 Measuring and Constructing Segments 15

English Spanish
 1.2 Exercises Dynamic Solutions available at BigIdeasMath.com

Vocabulary and Core Concept Check

— and XY are different.
1. WRITING Explain how XY
2. DIFFERENT WORDS, SAME QUESTION Which is different? Find “both” answers.
7 B
3
A C

Find AC  CB. Find BC − AC.

Find AB. Find CA  BC.

Monitoring Progress and Modeling with Mathematics

In Exercises 3–6, use a ruler to measure the length of In Exercises 15–22, nd FH. (See Example 3.)
the segment to the nearest tenth of a centimeter. 15. F 8
(See Example 1.)
3. G 14
4. H
5. 16. 7
H
6. 19 G
F
CONSTRUCTION In Exercises 7 and 8, use a compass and
straightedge to construct a copy of the segment. 17. 12 H
7. Copy the segment in Exercise 3. 11
G
8. Copy the segment in Exercise 4. F
In Exercises 9–14, plot the points—in a coordinate
plane. Then determine whether AB and —
18. 4
CD are F
congruent. (See Example 2.) G 15
9. A(−4, 5), B(−4, 8), C(2, −3), D(2, 0)
H
10. A(6, −1), B(1, −1), C(2, −3), D(4, −3)
11. A(8, 3), B(−1, 3), C(5, 10), D(5, 3) 19.
37 G
12. A(6, −8), B(6, 1), C(7, −2), D(−2, −2) H 13
F
13. A(−5, 6), B(−5, −1), C(−4, 3), D(3, 3)
14. A(10, −4), B(3, −4), C(−1, 2), D(−1, 5)
16 Chapter 1 Basics of Geometry

English Spanish
 20. 22 26. MODELING WITH MATHEMATICS In 2003, a remote-
controlled model airplane became the rst ever to y
F H 15 G nonstop across the Atlantic Ocean. The map shows the
airplane’s position at three different points during its
21. ight. Point A represents Cape Spear, Newfoundland,
F point B represents the approximate position after
42 1 day, and point C represents Mannin Bay, Ireland.
H The airplane left from Cape Spear and landed in
Mannin Bay. (See Example 4.)
22
G
22. North C Europe
G America B
A 601 mi
1282 mi
53 40 Atlantic Ocean
H
F a. Find the total distance the model airplane ew.
b. The model airplane’s ight lasted nearly 38 hours.
ERROR ANALYSIS In Exercises 23 and 24,—
describe and Estimate the airplane’s average speed in
correct the error in nding the length of AB . miles per hour.
A B 27. USING STRUCTURE Determine whether the statements
are true or false. Explain your reasoning.
1 2 4

✗
C
23. B
AB  1  4.5  3.5 A D E H
F
24.
✗ AB  ∣ 1 + 4.5 ∣  5.5
a.
b.
c.
B is between A and C.
C is between B and E.
D is between A and H.
25. ATTENDING TO PRECISION The diagram shows an d. E is between C and F.
insect called a walking stick. Use the ruler to estimate
the length of the abdomen and the length of the 28. MATHEMATICAL CONNECTIONS Write an expression
thorax to the nearest —14 inch. How much longer is the for the length of the segment.
walking stick’s abdomen than its thorax? How many —
a. AC
times longer is its abdomen than its thorax?
abdomen thorax A x2 B 7x − 3 C
—
b. QR
13y  25
P 8y  5 Q R

Section 1.2 Measuring and Constructing Segments 17

English Spanish
 29. MATHEMATICAL CONNECTIONS
— Point S is between 33. REASONING You travel from City X to City Y. You
points R and T on RT . Use the information to write an know that the round-trip distance is 647 miles. City Z, a
equation in terms of x. Then solve the equation and city you pass on the way, is 27 miles from City X. Find
nd RS, ST, and RT. the distance from City Z to City Y. Justify your answer.
a. RS = 2x  10 b. RS = 3x − 16
ST = x − 4 ST = 4x − 8 34. HOW DO YOU SEE IT? The bar graph shows the
RT = 21 RT = 60 win-loss record for a lacrosse team over a period of
three years. Explain how you can apply the Ruler
=
c. RS 2x 8 − d. RS = 4x − 9 Postulate (Post. 1.1) and the Segment Addition
ST = 11 ST = 19 Postulate (Post. 1.2) when interpreting a stacked
RT = x  10 RT = 8x − 14 bar graph like the one shown.
Win-Loss Record
30. THOUGHT PROVOKING Is it possible to design a table
where no two legs have the same length? Assume Wins Losses
that the endpoints of the legs must all lie in the same Year 1
plane. Include a diagram as part of your answer.
Year 2
Year 3
31. MODELING WITH MATHEMATICS You have to walk 0 2 4 6 8 10 12
from Room 103 to Room 117. Number of games
103 107 113 117
86 ft 35. ABSTRACT REASONING The points (a, b) and (c, b)
22 ft form a segment, and the points (d, e) and (d, f ) form
a segment. Create an equation assuming the segments
101 105 109 111 115 119 121 are congruent. Are there any letters not used in the
equation? Explain.
a. How many feet do you travel from Room 103 36. —
MATHEMATICAL
—, AC— ≅ CD —CONNECTIONS In the diagram,
to Room 117? AB ≅ BC , and AD = 12. Find the
b. You can walk 4.4 feet per second. How many lengths of all segments in the diagram. Suppose you
minutes will it take you to get to Room 117? choose one of the segments at random. What is the
probability that the measure of the segment is greater
c. Why might it take you longer than the time in than 3? Explain your reasoning.
part(b)?
D
32. MAKING AN ARGUMENT Your friend and your cousin B C
discuss measuring with a ruler. Your friend says that A
you must always line up objects at the zero on a ruler.
Your cousin says it does not matter. Decide who is 37. CRITICAL THINKING Is it possible to use the Segment
correct and explain your reasoning. Addition Postulate (Post. 1.2) to show FB > CB or
thatAC > DB? Explain your reasoning.
A D F C B
Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
Simplify. (Skills Review Handbook)
38. —−4  6 39. √ —
20  5 40. √—
25  9 76
41. —
2 2
Solve the equation. (Skills Review Handbook)
42. 5x  7 = 9x − 17 43. — 3y=6 −5  x = −9
44. — 45. −6x − 13 = −x − 23
2 2
18 Chapter 1 Basics of Geometry

English Spanish
 1.3 Using Midpoint and Distance Formulas
Essential Question How can you nd the midpoint and length of a
line segment in a coordinate plane?
Finding the Midpoint of a Line Segment
Work with a partner. Use centimeter graph paper.
a. Graph AB—, where the points A
and B are as shown.
b. Explain how to bisect —,
— intoABtwo
that is, to divide AB
4
A(3, 4)
congruent
— andline segments. Then 2
bisect AB use the result—
to nd the midpoint M of AB .
c. What are the coordinates of the
midpoint M? −4 −2 2 4
d. Compare the x-coordinates of A, −2
B, and M. Compare the B(−5, −2)
y-coordinates of A, B, and M.
How are the coordinates of the −4
midpoint M related to the
coordinates of A and B?

MAKING SENSE Finding the Length of a Line Segment

OF PROBLEMS Work with a partner. Use centimeter graph paper. 15
To be procient in math, a. Add point C to your graph as 14
you need to check your 13
shown. 12
answers and continually b. Use the Pythagorean— Theorem 11
ask yourself, “Does this to nd the length of AB . 10 A , 4)
make sense?” 9
c. Use a centimeter ruler to 8
verify the length you found 7
in part (b). 5
6

d. Use the Pythagorean 4

Theorem and point M 3
from Exploration 1 1
2
to nd the—lengths of
— cm
B( 5, 2) C −
AM and MB . What can
you conclude?
−4

CommunicateYour
Communicate Your Answer
3. How can you nd the midpoint and length of a line segment in a coordinate
plane?
4. Find the coordinates of the midpoint M and the length of the line segment whose
endpoints are given.
a. D(−10, −4), E(14, 6) b. F(−4, 8), G(9, 0)
Section 1.3 Using Midpoint and Distance Formulas 19

English Spanish
 38. MODELING WITH MATHEMATICS Your school is 41. MATHEMATICAL CONNECTIONS Two points are
20 blocks east and 12 blocks south of your house. located at (a, c) and (b, c). Find the midpoint and the
The mall is 10 blocks north and 7 blocks west of distance between the two points.
your house. You plan on going to the mall right after
school. Find the distance between your school and the
mall assuming there is a road directly connecting the
— contains midpoint M and
42. HOW DO YOU SEE IT? AB
school and the mall. One block is 0.1 mile. points C and D, as shown. Compare the lengths. If
you cannot draw a conclusion, write impossible to
39. PROBLEM SOLVING A path goes around a triangular tell. Explain your reasoning.
park, as shown.
A C M D B
60
y a. AM and MB
P b. AC and MB
)dy( ecnatsiD

40
c. MC and MD
20 d. MB and DB
0
Q R
0 20 40 60 80 x
Distance (yd) 43. ABSTRACT REASONING Use—the diagram in
Exercise 42. The points on AB represent locations you
a. Find the distance around the park to the pass on your commute to work. You travel from your
nearest yard. home at location A to location M before realizing that
you left your lunch at home. You could turn around to
b. A new path and a bridge are constructed
—. Find QMfromto get your lunch and then continue to work at location
point Q to the midpoint M of PR B. Or you could go to work and go to location D
thenearest yard. for lunch today. You want to choose the option that
c. A man jogs from P to Q to M to R to Q and back involves the least distance you must travel. Which
to P at an average speed of 150 yards per minute. option should you choose? Explain your reasoning.
About how many minutes does it take? Explain
your reasoning. 44. THOUGHT PROVOKING Describe three ways to
divide a rectangle into two congruent regions. Do the
40. MAKING AN ARGUMENT Your friend claims there regions have to be triangles? Use a diagram to support
is an easier way to nd the length of a segment than your answer.
the Distance Formula when the x-coordinates of the
endpoints are equal. He claims all you have to do — is
45. ANALYZING RELATIONSHIPS The length of XY
is subtract the y-coordinates. Do you agree with his 24 centimeters. The midpoint of XY— is M, and C is on
statement? Explain your reasoning. — — so that
XM so that XC is —23 of XM. Point D is on MY
3 —
MD is —4 of MY. What is the length of CD ?

Maintaining Mathematical Proficiency Reviewing what you learned in previous grades and lessons
Find the perimeter and area of the gure. (Skills Review Handbook)
46. 47. 48. 49.
5m 12 yd
10 ft 3m 13 yd
4m
5 cm 3 ft 5 yd 5 yd
Solve the inequality. Graph the solution. (Skills Review Handbook)
50. a  18 < 7 51. y − 5 ≥ 8 52. −3x > 24 53. —4z ≤ 12

26 Chapter 1 Basics of Geometry

English Spanish
 1.1–1.3 What Did You Learn?
Core Vocabulary
undened terms, p. 4 line segment, or segment, p. 5 coordinate, p. 12
point, p. 4 endpoints, p. 5 distance, p. 12
line, p. 4 ray, p. 5 construction, p. 13
plane, p. 4 opposite rays, p. 5 congruent segments, p. 13
collinear points, p. 4 intersection, p. 6 between, p. 14
coplanar points, p. 4 postulate, p. 12 midpoint, p. 20
dened terms, p. 5 axiom, p. 12 segment bisector, p. 20

Core Concepts
Section 1.1
Undened Terms: Point, Line, and Plane, p. 4 Intersections of Lines and Planes, p. 6
Dened Terms: Segment and Ray, p. 5
Section 1.2
Postulate 1.1 Ruler Postulate, p. 12 Postulate 1.2 Segment Addition Postulate, p. 14
Congruent Segments, p. 13
Section 1.3
Midpoints and Segment Bisectors, p. 20 The Distance Formula, p. 23
The Midpoint Formula, p. 22

Mathematical Practices
1. Sketch an example of the situation described in Exercise 49 on page 10 in a coordinate plane.
Label your gure.
2. Explain how you arrived at your answer for Exercise 35 on page 18.
3. What assumptions did you make when solving Exercise 43 on page 26?

Study Skills
Keeping Your
Mind Focused
• Keep a notebook just for vocabulary, formulas, and
core concepts.
• Review this notebook before completing homework
and before tests.

English Spanish
 1.1–1.3 Quiz
Use the diagram. (Section 1.1)
1. Name four points. 2. Name three collinear points. K
A
3. Name two lines. 4. Name three coplanar points. L
H
5. Name the plane that is 6. Give two names for the plane B C D E
shaded green. that is shaded blue. G F
7. Name three line segments. 8. Name three rays.
Sketch the gure described. (Section 1.1)
9. QR⃗ and⃖QS⃗ 10. plane P intersecting⃖ YZ
⃗ at Z
— and CD
Plot the points in a coordinate plane. Then determine whether AB — are congruent. (Section 1.2)
11. A(−3, 3), B(1, 3), C(3, 2), D(3, −2) 12. A(−8, 7), B(1, 7), C(−3, −6), D(5, −6)
Find AC. (Section 1.2)
13. A 13 B 26 C 14. 62
A C 11 B
Find the coordinates of the midpoint M and the distance between the two points. (Section 1.3)
15. J(4, 3) and K(2, −3) 16. L(−4, 5) and N(5, −3) 17. P(−6, −1) and Q(1, 2)
—. Then nd RS.
18. Identify the segment bisector of RS 6x − 2 3x  7
(Section 1.3)
R M S
— is M(0, 1). One endpoint is J(−6, 3). Find the coordinates of
19. The midpoint of JK
endpointK. (Section 1.3)
20. Your mom asks you to run some errands on your way home from school. She wants
youto stop at the post ofce and the grocery store, which are both on the same straight
road between your school and your house. The distance from your school to the post
ofce is 376 yards, the distance from the post ofce to your house is 929 yards, and the
distance from the grocery store to your house is 513 yards. (Section 1.2)
a. Where should you stop rst?
b. What is the distance from the post ofce to the grocery store?
c. What is the distance from your school to your house?
d. You walk at a speed of 75 yards per minute. How long does y
it take you to walk straight home from school? 8
Explain your answer.
6 (0, 6) (6, 6)
21. The gure shows a coordinate plane on a baseball eld.
The distance from home plate to rst base is 90 feet. 4
(3, 3)
The pitching mound is the midpoint between home plate
and second base. Find the distance from home plate 2
to second base. Find the distance between home plate
and the pitching mound. Explain how you found 0 (0, 0) (6, 0)
0 2 4 6 8 x
your answers. (Section 1.3)
28 Chapter 1 Basics of Geometry

English Spanish
 1.4 Perimeter and Area
in the Coordinate Plane
Essential Question How can you nd the perimeter and area of a
polygon in a coordinate plane?
Finding the Perimeter and Area
of a Quadrilateral
Work with a partner.
a. On a piece of centimeter graph A(1, 4)
paper, draw quadrilateral ABCD 4
in a coordinate plane. Label the
points A(1, 4), B(−3, 1), C(0, −3), 2
and D(4, 0). B(−3, 1)
b. Find the perimeter of D(4, 0)
quadrilateral ABCD. −4 − 2 4
c. Are adjacent sides of quadrilateral
ABCD perpendicular to each other? 2
How can you tell?
d. What is the denition of a square? C(0, −3)
LOOKING FOR Is quadrilateral ABCD a square?
−4
STRUCTURE Justify your answer. Find the area
of quadrilateral ABCD.
To be procient in math,
you need to visualize Finding the Area of a Polygon
single objects as being
composed of more than Work with a partner.
one object.
a. Partition quadrilateral ABCD A(1, 4)
into four right triangles and 4
one square, as shown. Find the
coordinates of the vertices for
the ve smaller polygons. B(−3, 1) S P
b. Find the areas of the D(4, 0)
ve smaller polygons. −4 − R Q
Area of Triangle BPA:
Area of Triangle AQD:
Area of Triangle DRC: C(0, −3)
−4
Area of Triangle CSB:
Area of Square PQRS:
c. Is the sum of the areas of the ve smaller polygons equal to the area of
quadrilateral ABCD? Justify your answer.

CommunicateYour
Communicate Your Answer
3. How can you nd the perimeter and area of a polygon in a coordinate plane?
4. Repeat Exploration 1 for quadrilateral EFGH, where the coordinates of the
vertices are E(−3, 6), F(−7, 3), G(−1, −5), and H(3, −2).
Section 1.4 Perimeter and Area in the Coordinate Plane 29

English Spanish