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P A C E M A K E R® _,

Geometry

GLOBE FEARON _____ _

Pearson Learning Group
Pacemaker® Geometry, First Edition
We thank the following educators, who provided valuable comments and suggestions during
the development of this book:
CONSULTANTS
Martha C. Beech, Center for Performance Technology, Florida State University, Tallahassee, Florida
Kay McClain, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee
REVIEWERS
Chapters 1-4: Donna Hambrick, formerly of Woodham High School, Pensacola, Florida;
Joseph H. Bean, Wythe County Public Schools, Wytheville, Virginia
Chapters 5-7: Jack Ray Whittemore, Olympic High School, Charlotte, North Carolina;
Martha (Marty) Penn, Monte Vista Christian School, Watsonville, California
Chapters 8-10: Judy Ann Mock, Detroit Public Schools, Detroit, Michigan; Marguerite L. Hart, MSD
Washington Township, Indianapolis, Indiana
Chapters 11-13: Charlene Ekrut, Wichita Unified School District #259, Wichita, Kansas;
Dr. Judith C. Branch-Boyd, Chicago Public Schools, Chicago, Illinois
PROJECT STAFF
Art and Design: Evelyn Bauer, Susan Brorein, Joan Jacobus, Jen Visco Editorial: Jane Books, Danielle
Camaleri, Phyllis Dunsay, Amy Feldman, Elizabeth Fernald, Mary Ellen Gilbert, Justian Kelly, Dena R. Pollak
Manufacturing: Mark Cirillo Marketing: Clare Harrison Production: Karen Edmonds, Roxanne Knoll,
Jill Kuhfuss Publishing Operations: Carolyn Coyle, Tom Daning, Richetta Lobban

Photo Credits appear on page 453.

Copyright© 2003 by Pearson Education, Inc., publishing as Globe Fearon, Inc., an imprint of Pearson Learning Group,
299 Jefferson Road, Parsippany, New Jersey 07054. All rights reserved. No part of this book may be reproduced
or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording,
or by any information storage and retrieval system, without permission in writing from the publisher.
For information regarding permission(s), write to Rights and Permissions Department. This edition is published
simultaneously in Canada by Pearson Education Canada.

ISBN: 0-130-23837-6

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 05 04 03 02 01

Globe
Fearon
1-800-321-3106
Pearson Learning Group
www.pearsonlearning.com
A Note to the Student X

UNIT ONE 1
Chapter 1 Basic Geometric Concepts 2
1.1 Points, Lines, and Planes 4
1.2 Algebra Review: Adding Integers 6
1.3 Algebra Review: Subtracting Integers 8
1.4 Distance Between Two Points 10
1.5 Congruent Line Segments 12
Construction: A Congruent Line Segment 15
►
1.6 Midpoint of a Line Segment 16
Construction: A Bisector to a Line Segment 19
►
1.7 Calculator: Common Segments 20
Math In Your Life: Lines of Symmetry 21
►
1.8 Problem-Solving Strategy: Draw a Diagram 22
1.9 Problem-Solving Application: Adding Line Segments 24
1.10 Proof: Line Segments 26
Chapter 1 Review 28
►
Chapter 2 Angles 30
2.1 Using a Protractor 32
2.2 Classifying Angles 34
2.3 Algebra Review: Solving Equations With Parentheses 36
2.4 Adding and Subtracting Angle Measures 38
2.5 Complementary and Supplementary Angles 40
2.6 Congruent Angles 42
Construction: A Congruent Angle 45
► 46
2.7 Vertical Angles
2.8 Angle Bisectors 48
Construction: An Angle Bisector 51
►
2.9 Calculator: Common Angles 52
Math In Your Life: Mirrors 53
► 54
2.10 Problem-Solving Strategy: Make a Table
2.11 Problem-Solving Application: Angles and Sports 56
2.12 Proof: Angles 58
Chapter 2 Review 60
►
 Chapter 3 Reasoning and Proofs 62
3.1 Inductive Reasoning 64
3.2 Deductive Reasoning 66
3.3 Conditional Statements 68
3.4 Algebra Review: Properties of Equality 70
3.5 Properties of Congruence 72
3.6 Paragraph Proof 74
3.7 Two-Column Proof 76
3.8 Calculator: Finding a Counterexample 78
Math Connection: Fractals
► 79
3.9 Problem-Solving Skill: Indirect Proof 80
3.10 Problem-Solving Application: Flow Proof 82
3.11 Proof: Angles and Line Segments 84
Chapter 3 Review
► 86
................._, __ ..............................
, ,_, ________________

Chapter 4 Perpendicular and Parallel Lines 88

4.1 Perpendicular Lines 90
Construction: A Perpendicular Line Through a Point
►
on a Line 93
4.2 Perpendicular Bisector 94
Construction: A Perpendicular Line Through a Point Not
► 97
on a Line
4.3 Parallel Lines 98
4.4 Parallel Lines With Transversals 100
4.5 Alternate Interior Angles 102
4.6 Same-Side Interior Angles 104
4.7 Corresponding Angles 106
Construction: A Line Parallel to a Given Line 109
►
4.8 Calculator: Finding Angle Measures 110
Math Connection: Contour Maps 111
► 112
4.9 Problem-Solving Skill: Draw a One-Point Perspective
4.10 Problem-Solving Application: Taxicab Routes 114
4.11 Proof: Proving Lines Are Parallel 116
Chapter 4 Review 118
►
Unit One Review 120
►

iv
UNIT TWO 121
Chapter 5 Triangles 122
5.1 Classifying Triangles by Angles 124
5.2 Angle Sum Theorem 126
5.3 Exterior Angles of a Triangle 128
5.4 Classifying Triangles by Sides 130
5.5 Triangle Inequality Theorem 132
5.6 Isosceles Triangles 134
5.7 Side-Angle Relationship 136
5.8 Congruent Triangles 138
5.9 Congruent Triangles: SSS and SAS 140
5.10 Congruent Triangles: ASA and AAS 142
5.11 Medians, Altitudes, and Angle Bisectors 144
5.12 Triangle Midsegment Theorem 146
5.13 Calculator: Measures of a Triangle 148
On-the-Job Math: Tessellations 149
►
5.14 Problem-Solving Skill: Find the Centroid 150
5.15 Problem-Solving Application: Engineering 152
5.16 Proof: CPCTC 154
Chapter 5 Review 156
►
Chapter 6 Right Triangles 158
6.1 Algebra Review: Squares 160
6.2 Algebra Review: Square Roots 161
6.3 Algebra Review: Simplifying Radicals 162
6.4 Parts of a Right Triangle 164
6.5 Pythagorean Theorem 166
Construction: A Right Triangle 169
►
6.6 Special Right Triangle: 45°-45°-90° 170
6.7 Special Right Triangle: 30°-60°-90° 172
6.8 Calculator: Pythagorean Triples 174
On-the-Job Math: Carpenters 175
► Problem-Solving Strategy: Draw a Diagram 176
6.9
6.10 Problem-Solving Application: Indirect Measurement 178
6.11 Proof: Hypotenuse-Leg Theorem 180
Chapter 6 Review 182
►

V
 .............• .................................................................................. ····················-· ··········································•..................._.......

Chapter 7 Quadrilaterals and Polygons 184

7.1 Polygons 186
7.2 Parallelograms 188
7.3 Special Parallelograms: Rectangle, Square, and Rhombus 190
7.4 Diagonals of Parallelograms 192
7.5 Trapezoids 194
7.6 Isosceles Trapezoids 196
7.7 Calculator: Exterior Angles of Regular Polygons 198
Math Connection: Kites
► 199
7.8 Problem-Solving Skill: Interior-Angle Sum of a Polygon 200
7.9 Problem-Solving Application: Tiling a Surface 202
7.10 Proof: Proving a Quadrilateral Is a Parallelogram 204
Chapter 7 Review 206
►
Unit Two Review 208
►

UNIT THREE 209

Chapter 8 Perimeter and Area 210
---------
8. l Perimeter of Polygons 212
8.2 Area of Rectangles and Squares 214
8.3 Area of Parallelograms 216
8.4 Area of Triangles 218
8.5 Area of Trapezoids 220
8.6 Calculator: Area of a Regular Polygon 222
► Math Connection: Area of States 223
8. 7 Problem-Solving Strategy: Simplify the Problem 224
8.8 Problem-Solving Application: Carpeting an Area 226
8.9 Proof: Equal Areas 228
► Chapter 8 Review 230

vi
Chapter 9 Similar Polygons 232
9.1 Algebra Review: Ratios 234
9.2 Algebra Review: Proportions 236
9.3 Similar Triangles 238
9.4 Angle-Angle Similarity 240
9.5 Altitude of a Right Triangle 242
9.6 Legs of a Right Triangle 244
9.7 Side-Splitter Theorem 246
9.8 Similar Polygons 248
9.9 Perimeter of Similar Polygons 250
9.10 Area of Similar Polygons 252
~
9.11 Calculator: Solving Proportions 254
Math Connection: The Golden Rectangle 255
► 256
9.12 Problem-Solving Strategy: Write an Equation
9.13 Problem-Solving Application: Scale Drawings 258
9.14 Proof: Angle-Angle Similarity Postulate 260
Chapter 9 Review 262
►
Chapter 10 Circles 264
10.1 Circumference of a Circle 266
10.2 Area of a Circle 268
10.3 Arcs and Central Angles 270
10.4 Arc Length and Sectors 272
10.5 Inscribed Angles 274
10.6 Tangents 276
10.7 Tangents, Secants, and Angles 278
10.8 Tangents and Segments 280
10.9 Chords 282
10.10 Chords and Angles 284
10.11 Chords and Segments 286
10.12 Calculator: Circumference and Area of a Circle 288
Math In Your Life: Concentric Circles in Nature 289
►
10.13 Problem-Solving Skill: Inscribed and Circumscribed Circles 290
10.14 Problem-Solving Application: Revolutions of a Circle 292
10.15 Proof: Circles 294
Chapter 10 Review 296
►
Unit Three Review 298
►
 UNIT FOUR 299
Chapter 11 Surface Area and Volume 300
11.1 Space Figures 302
11.2 Nets of Space Figures 304
11.3 Surface Area of a Prism 306
11.4 Surface Area of a Cylinder 308
11.5 Surface Area of a Sphere 310
11.6 Volume of a Prism 312
11.7 Volume of a Cylinder 314
11.8 Volume of a Cone 316
11.9 Volume of a Sphere 318
11.10 Volume of Similar Figures 320
11.11 Calculator: Volume of a Pyramid 322
Math Connection: Archimedes and Volume 323
►
11.12 Problem-Solving Strategy: Write an Equation 324
11.13 Problem-Solving Application: Air Conditioning 326
11.14 Proof: Volume of Figures 328
Chapter 11 Review 330
►
Chapter 12 Coordinate Geometry and Transformations 332
12.1 Algebra Review: Points on the Coordinate Plane 334
12.2 Algebra Review: Finding Distance 336
12.3 Midpoint of a Line Segment 338
12.4 Slope of a Line 340
12.5 Parallel and Perpendicular Lines 342
12.6 Translations in the Coordinate Plane 344
12.7 Reflections in the Coordinate Plane 346
12.8 Rotations in the Coordinate Plane 348
12.9 Dilations in the Coordinate Plane 350
12.10 Points in Space 352
12.11 Finding Distance in Space 354
12.12 Midpoint of a Line Segment in Space 356
12.13 Calculator: Magnitude of a Vector 358
Math In Your Life: Navigation 359
►
12.14 Problem-Solving Skill: Find the Resultant Vector 360
12.15 Problem-Solving Application: The Effect of Two Forces 362
12.16 Proof: Coordinate Geometry 364
Chapter 12 Review 366
►

viii
 368
13.1 Trigonometric Ratios 370
13.2 Table of Trigonometric Ratios 372
13.3 Tangent Ratio 374
13.4 Sine Ratio 376
13.5 Cosine Ratio 378
13.6 Calculator: Finding the Missing Side 380
Math In Your Life: Making a Clinometer 381
► 382
13.7 Problem-Solving Skill: Angles of Elevation and Depression
13.8 Problem-Solving Application: Using Trigonometric Ratios 384
13.9 Proof: Trigonometric Identities 386
Chapter 13 Review 388
►
Unit Four Review 390
►
Student Handbook 391
Additional Practice 393
Two-Column Proofs 406
Postulates and Theorems 418
Symbols 423
Formulas 424
Table of Trigonometric Ratios 426
Glossary 427
Selected Answers 437
Index 443

ix
A Note to the Student
Welcome to geometry! Geometry is about shapes-such as lines,
points, circles, and squares-and the properties of these shapes.
Algebra is about numbers, symbols, and calculations. You will
use what you learned in algebra in geometry. The neat thing
about geometry is that you can draw a lot of the problems
on paper!

Each lesson is set up the same way. The first page tells about
the lesson and shows you how to do the math. Then, you can
try your skills in Try This, followed by Practice. From lesson
to lesson, you can share what you learned with a partner in
Share Your Understanding. Margin notes will give you helpful
hints, such as math facts, postulates, and theorems.

Postulates and theorems are special features of geometry. They

help us to show how shapes relate to each other. Postulates are
like math facts for geometry. Theorems are statements that can
only be proved by using postulates. This is like saying, "I did my
homework," and then proving it by showing your teacher what
you did to get the work done. Understanding postulates and
theorems will help you succeed in geometry.

Application lessons show you how to apply your new

knowledge to different subjects. Problem-Solving lessons show
you different ways to work out problems by using what you
have learned. Calculator lessons give you another tool to solve
geometry problems.

Math Connections, On-the-Job Math, and Math In Your Life

are features that include interesting information about how we
use math every day. Other features help you to organize your
study of geometry. In the beginning of each chapter, you will
find Learning Objectives that will help you focus on the
important points in the chapter. You will also find important
vocabulary in Words to Know. At the end of each chapter,
there is a Chapter Review. At the end of each unit, there is a
Unit Review.

Geometry is probably not like the math you have done before.
So, if you can, work with a friend. Just give geometry a chance.
You might find you like it!

X
Chapter 1
Basic Geometric Concepts

Chapter 2
Angles

Chapter 3
Reasoning and Proofs

Chapter 4
Perpendicular and Parallel Lines

1
 1 Basic Geometric
Chapter
1/Concepts

Look at the photograph.

These lines are reflections Learning Objectives
from a prism. Where do • Identify basic geometric figures.
the lines start? Where do
they end? • Add and subtract integers.
• Find the distance between two points.
• Find the measure of congruent line segments.
• Identify midpoint and segment bisector.
• Find the length of a common line segment.
• Draw a diagram to solve a real-life problem.
• Use the Segment Addition Postulate to solve a
real-life problem.
• Write proofs about line segments.

2 Chapter 1 • Basic Geometric Concepts

Words to Know
postulate a statement that is accepted without proof
point a location in space
line a geometric figure made up of infinitely many points; it extends
endlessly in two directions
line segment a part of a line; it has two endpoints
ray a part of a line; it has one endpoint
plane a flat surface; it has no thickness; it extends endlessly in
all directions
congruent line segments line segments that have the same length
midpoint the point that divides a line segment into two congruent parts
bisector a line that intersects a line sef)ment at its midpoint
collinear points points on the same line
theorem a statement that can be proved

Line Design Project

You can make a curve using only straight lines. On
graph paper, mark off points along two lines as
shown. Connect these points with straight lines.

Measure each line segment. Which line segments are

congruent?

Chapter 1 • Basic Geometric Concepts 3

 A geometric figure is a set of points. The chart below
shows the basic geometric figures. The postulates on
the left describe two of these figures.

Figure Name Symbol

Apoint is a location A

POSTULATE 1
in space. • point A

A line is made up of
line AB AB
Two points determine
exactly one line.
infinitely many points.
If extends endlessly in
••A • Jo
B or or
two directions.
line BA BA
••--•-••n~

A line segment is line segment AB AB

part of a line. If has •
A •B or or
two endpoints. line segment BA BA
Aray is part of a line.
It has one endpoint.
When you name a •B • Jo
A ray BA BA
ray, name the
endpoint first.
POSTULATE 2
A plane is a flat
Three points not on a

!S!!
surface. If has no
single line determine thickness. If extends B plane ABC
exactly one plane. endlessly in all C
directions.

You can use the chart to identify geometric figures.

► EXAMPLE Name three of the basic geometric

figures in the diagram on the right.

Copy each figure.

Vline DE
F•
point F plane DEF
Three figures are line DE, point F, and plane DEF.
Try to find other figures in the diagram.

4 Chapter 1 • Basic Geometric Concepts

 Try These
1. Name the figure below. 2. Draw MN.--
Match the figure to one in the chart. The symbol - is used for a ■.
There is one endpoint. The figure is a ■. The letters M and N are two ■ on
Place the endpoint first in the name.
This is ray ■.
the line.
-
The drawing of MN is below. Label
the points.
H

~ •• JI

Practice
Name each figure.
1. C
--•-----•-·B 2.
II
R
e
p
••
3. •D

4. F-:7 5. B
••----•C 6.
II
F
e
G
•
H
• JI

~
Draw each figure.
7. point C 8. line SM 9. ray JK 10. line segment KB

11. W/- 12. BC

+--+
13. XY 14. SR
<-+

Share Your Understanding

15. Write the symbol for a geometric figure. Ask a
partner to draw the figure the symbol represents.
Check your partner's work.

16. CRITICAL THINKING Work with a partner to find the four p Q R

I( • • • JI
different rays in the figure on the right. Name the four
rays and write their symbols. (Hint: There are two rays
that have two possible names.)

Chapter 1 • Basic Geometric Concepts 5

 Algebra Review: Adding Integers

Integers are the numbers ... , -2, -1, 0, + 1, + 2, ....

Integers describe distance and direction.
The integer -3 is 3 spaces to the left of 0.
- - - Negative Positive ------
II( I I I 1 I •

The absolute value of an integer describes distance

Math Fact
Addends are the from 0. The symbol I- 3 I means "the absolute value
integers you add. of -3,"

You can use absolute value to add integers.

When the addends have the same sign, you find the
sum of the absolute values.

► EXAMPLE

Find the absolute value 1-s I = s

of each integer.
Notice -5 and -7 have the same sign. 5 + 7 = 12
Find the sum of the absolute values.
- 5 and - 7 are negative. -5 + ( - 7) = - 12
Use a negative sign in the answer.
The sum of -5 and -7 is -12.

When the addends have different signs, you find the

difference of the absolute values.

6 Chapter 1 • Basic Geometric Concepts

 Try This
Add. -5 + 7
Find the absolute value of each integer. 1-51 =■
Notice - 5 and 7 have different signs.
Find the difference of the absolute values. 7 ■ 5=2

7 has the larger absolute value and 7 is positive.

Use a positive sign in the answer. -5+7= ■

The sum of - 5 and 7 is ■.

Practice
Find the absolute value of each integer.
1. 1-sl 2. 1291 3. l-5001 4. Isl

Add.
5. -3 + 4 6. -7+(-8) 7. -9 + c-s) 8. -6 + 5

9. -6 + 6 10. -6+(-6) 11. s + c-3) 12. s + c-16)

13. 15 + 11 14. -1 + c-9) 15. 9+(-1) 16. -10 + 1

Share Your Understanding

17. Explain to a partner how to add 7 + (-8). Use the words
absolute value, sign, difference, and larger in your explanation.
Have your partner explain how to add - 7 + 8.

18. CRITICAL THINKING Pick an integer from -10 to 10. Have

a partner write an addition problem with that integer as
the sum. Check your partner's work.

Chapter 1 • Basic Geometric Concepts 7

 Every integer has an opposite.
The opposite of + 3 is - 3.
The opposite of - 2 is + 2.
You use opposites to subtract integers. To
subtract an integer, you add its opposite.
Subtract - 3 - Add + 3
5 - (-3) = 5 + (+3) = 8

► EXAMPLE 1 Subtract. 4 - (- 6)
Write the subtraction problem. 4 - (-6)

Change the problem to addition. 4 + (+6)

Find the sum. 4 + 6 = 10

The answer to 4 - (-6) is 10.

► EXAMPLE2 Subtract. -6 - 1
Write the subtraction problem. -6 - (+1)

Change the problem to addition. -6 + (-1)

Find the sum. -6 + (-1) = -7

The answer to - 6 - 1 is - 7.

► EXAMPLE3 Subtract. -9 - (- 5)
Write the subtraction problem. -9-(-s)

Change the problem to addition. -9+(+5)

Find the sum. -9 + 5 = -4

The answer to -9 - (-s) is -4_

8 Chapter 1 • Basic Geometric Concepts

 Try This
Subtract. -3 - (-8)
Write the subtraction problem.
Change the problem to ■.

Find the sum.

The answer to -3 - (-8) is ■.

Practice
Rewrite each subtraction problem as an addition problem.
1. 5 - 4 3. -2 - 5

Subtract.
s. 5 - 4 7. -2 - 5

8. - 6 - (-1) 9. 7 - 8

11. -2 - 2 12. - s - (-s) 13. -3 - 0

14. - 9 - 8 16. 20 - (-20)

Share Your Understanding

17. Explain to a partner how to find 7 - 8. Use the words
subtraction and sum in your explanation. Have your partner
explain how to find 7 - (-8).

18. CRITICAL THINKING Pick an integer from -10 to 10. Have a

partner write a subtraction problem with that integer as the
difference. Check your partner's work.

Chapter 1 • Basic Geometric Concepts 9

 You can find the distance between two points on a
number line. You can count the number of spaces
between the two points.

A C B D
• I I ♦ I
• I ♦ I I • )lo

4 spaces

Look at the number line above. The distance between

points A and B is 4.

You do not need to count spaces to find distance. You

can use absolute values.

► EXAMPLE Use the number line above to find the distance

between points C and D.

POSTULATE 3 Match point C with an integer Point C is at - 1.

on the number line.
The distance between
points C and D is Match point D with an integer Point D is at 5.
Ic - d I or Id - c I. on the number line.
Subtract the integers. -1 - s= -1 + c-s)
= -6
Find the absolute value
of the difference.

Math Fact
The distance between points C and D is 6.
CD means the
length of CD . The length of a line segment is the distance between the
endpoints. The length of CD is 6. You write CD = 6.

10 Chapter 1 • Basic Geometric Concepts

 Try This
Use the number line below to find the length of EF.
E G H F
•+II +II+ I+ I I•
-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

Match point II with an integer. Point Eis at - 5.

Match point II with an integer. Point F is at ■.

II the integers. -s- ■ =-s+ ■ =II

Find the ■ of the difference. 1111 = ■

EF= II

The length of EF is ■.

Practice
Use the number line below for exercises 1-7.
E F C A H 8
,,
.II(
• •
-s -5 -4
I I
-3
I
-2
I
-1 • • ••
0 +1 +2 +3 +4 +5
I
+s

Find the distance between each set of points.

1. Points H and A 2. Points F and A 3. Points C and B

Find the length of each line segment.

4. AB 5. AC 6. EC 7. EH

Share Your Understanding

8. Choose one negative point and one positive point on a
number line. Explain how to find the distance between
these two points.

9. CRITICAL THINKING Look at the number A

line on the right. Point A is at -1. The distance
between points A and Bis 2. Where is
• • I •

point Bon the number line? (Hint: There are

two possible answers.)
Chapter 1 • Basic Geometric Concepts 11
 Line segments that have the same lengths are
congruent line segments. Look at AB and CD below.
The labels tell you that each diagram represents a line
segment that is 2 centimeters long.

Math Fact A B C D
If AB= CD, • 2cm • • 2cm •
then AB == CD .

AB is congruent to CD. The symbol= means

"is congruent to." You can write AB = CD.

A small mark on a diagram tells you that those line

segments are congruent.

A B C D
• 2cm
• • 2 cm
•

You can use what you know about congruent line

segments to find an unknown value.

► EXAMPLE Find the value of x J

• I
K
•
L
• I
M
•
in the diagram. X +l 8

Math Fact The marks_Q_n the diagram

If JK == LM, show that JK = LM. JK=LM
then JK = LM. Write an equation. x + l =8
Subtract 1 from both sides of x +l - 1=8- 1
the equation. X = 7
Because JK is congruent to LM, x is equal to 7.

12 Chapter 1 • Basic Geometric Concepts

 Try This

Find the value of x in the diagram. p Q R S

• I • • I •
2x- 3 15

The diagram shows PQ == ■. Then, PQ = ■

Write an equation. 2x-3= ■

Solve for x. Add 3 to both sides. 2x - 3 + ■ = 15 + ■

Divide both sides of the equation by 2. 2x = 18
2x 18
2 =2
x= ■

Because PQ is ■ to RS, x is ■.

Practice
1. Identify the congruent line segments.
(Hint: Be sure the units are the same.)

A B C D
• 1.25 in. • 1.75 in.
E F G H
1.75 ft 1.25 in.

Find the value of x in each diagram.

2. I K l M 3. D E F G
• x- 5 • • I
11
• • I
17
• • x+I 9 •

4. M N 0 p 5. Q R s T
• I
3x
• • I
15
• • 3x +I 1 • • 10
I •

6. A B C D 7. H I l K
• I
21
• I
5x- 9
•6 • • 11
• 2x-I 5 • I
9
•

Chapter 1 • Basic Geometric Concepts 13

 Try This
Find the length of EF. D E F G H
•I•
0.5 cm
II •I• II
3cm
•
Find the segment that has the EF has 2 marks.
same number of marks as EF. ■ has 2 marks.

The same number of marks on

the diagram means ff == ■. EF= ■
GH is 3 cm, then EF is Ill.

The length of EF is 11111.

Practice
Use the diagram below to complete exercises 8-11.
L M N 0 p
• • II • • •
8. LM == Ill 9. MN== ■ 10. NO== ■ 11. OP == Ill

Use the diagram on the right to complete exercises 12 and 13.

12. Find the length of CD.

13. Find the length of DE.

..
A

l cm
:
B
II
3 cm
C
• •
D
II
E
•

Share Your Understanding

14. Explain to a partner how you know two line segments are
congruent. Use the words same and lengths in your
explanation.

15. CRITICAL THINKING Look at PQ below. Find the length of QR.

(Hint: Write an equation and then solve for x.)
P Q R S
14 4x - l 3x +2

14 Chapter 1 • Basic Geometric Concepts

 _,RUCTION
. lli)Nent Line Segment
You can use a compass to copy a line segment.
The new line segment will be congruent to the A 8
given line segment. Follow the steps below to
construct DE congruent to AB.

STEP l Use a straightedge to draw a ray D

with endpoint D.

STEP 2 Place one end of the compass on A B

point A. Open the compass
until the pencil end is over point B.
Do not change this compass position.

STEP 3 Take the end of the compass D

that was on point A. Place
it on point D.

STEP 4 Use the pencil end of the compass to D

draw an arc that intersects the ray. • -
An arc is part of a circle.

STEP 5 Label the point where the arc D

and the ray meet as point E. • Et
-
DE =AB A 8

D E

Chapter 1 • Basic Geometric Concepts 15

 Midpoint of a Line Segment

The midpoint of a line segment is the point that

divides the line segment into two congruent parts.
A M B
t
midpoint

Look at AB above. Point Mis the midpoint of AB.

AM and MB are congruent. AM = MB

You can use what you know about midpoints

to find the length of line segments.
► EXAMPLE 1 Point A is the midpoint of DF. D A F
Find the length of AF. •
L__4 cm__] • •
Because point A is the DA is 4 cm,
--
midpoint of DF, DA = AF. so AF is 4 cm.
The length of AF is 4 cm.
Math Fact
A bisector can be a line, Any line that intersects a segment at its midpoint is
a line segment, or a ray. called a bisector. n
T R
► EXAMPLE2 Linen bisects TR at point S.
Find the length of TS.

Because line n bisects TR at point S, TS= 21 TR

point S is the midpoint of TR.
Math Fact
You can use one Look at the diagram to find TR. TR= 10
letter to name a line,
such as line n. Find ½of TR by dividing it by 2. TS=½• 10
= 10 + 2 = 5
The length of TS is 5 in.

16 Chapter 1 • Basic Geometric Concepts

 Try This
Point F is the midpoint of EG. E F G
Find the length of EG. • •[__18 mm__J•
Because point F is the ■ of EG, EG = 2 • FG
EG = 2 • FG. Look at the diagram •
EG = ■ 18 = ■
to find FG. FG is ■.
The length of EG is ■.

Practice
Decide if point Mis the midpoint of each line segment.
Write midpoint or not the midpoint.
1. A M B 2. R M s 3. P M Q
• 2cm • 2cm • •1 in. • 3 in. • •2mm• 6mm •

Point Bis the midpoint of AC. Find the length of AB

in each segment below.
4. A B C 5. A B C 6. A B C
••----•---••
L.._8 cm__J ••----•-----•
12 mm_J
L_
••---••---••
L_3.5 in._J

7. A B C 8. A B C 9. A B C
••----•---••
~--Bern--~ ••----•---••
~--16m--~
••----•---••
~--llft--~

Line a bisects KM at point L. Find the length of KM in each

segment below.
10. 11. 12.
K K K
• ~Scm---1

Chapter 1 • Basic Geometric Concepts 17

 Try This
Point Bis the midpoint of AD. A B C D
Point C is the midpoint of BD. '-----------12 ft-__J

Find the length of BC.

Because point B is the ■ of AD, AB= 12

AB= BD. BD= ■
Because point C is the midpoint of BD, BC=½• ■
BC is ½of BD. Divide the length of BD by ■. = ■ -,-2= ■

The length of BC is ■.

Practice
Point Q is the midpoint of PS. Point R is p Q R s
the midpoint of QS. Use the diagram on the •
L__
•
12 cm _ _ _ _ J • •
right to complete exercises 13-16.
13. QS = ■ 14. QR= ■ 15. PR= ■ 16. PS= ■

Point L is the midpoint of KM. Point K is J K L M

the midpoint of /M. Use the diagram on the • • 12 mm_J•
L •
right to complete exercises 17-20.
17. LM = ■ 18. KM= Ill 19. /K = ■ 20. IL= ■

Share Your Understanding

21. Explain to a partner how to find the midpoint of a line
segment if you are given the length of the whole line segment.
Use the words length, whole, and divide in your explanation.

22. CRITICAL THINKING A line bisects /K at point P. The length of

/Pis 9 cm. Find the length of /K. (Hint: Draw a picture first.)

18 Chapter 1 • Basic Geometric Concepts

 . ·• STRUCTION
''fector to a Line Segment
Follow the steps below~construct
line e so that it bisects DF at point E.

STEP l Use a straightedge to draw a line D F

segment. Label the line segment DF.
STEP 2 Place one end of the compass on
point D. Open the compass until D F
the pencil end is past the midpoint of
DF. Draw a large arc that intersects DF.
Do not change this compass position.
STEP 3 Take the end of the compass that
was on point D. Place it on point F. D F
Draw another large arc that
intersects DF. Make sure that the second arc
intersects the first arc both above and below
the line segment.
STEP 4 Use a straightedge to draw a line
that connects the points where the
two arcs intersect above and below D F
the line segment. Label the line e.

STEP 5 Label the point where line .f e

intersects DF as point E.
D E F
Line .f is the bisector of DF.

Chapter 1 • Basic Geometric Concepts 19

 , Calculator: Common Segments

THEOREM 1 Common You can use what you know about congruent line
Segment Theorem segments to find the length of line segments.
A B C D
• I • • I • A B C D

L=
If AB= CD, then • I • • I •
AC=BD.
then
Look at AD above. BC is a common segment because
- -
AB=CD. it is part of AC and part of BD.
< •' C ,,.i..

► EXAMPLE 1 Find the length of AC.

A B
,6.9---,
C D
Write an equation to find
• •L___20.7---'• I •

the length of AC. Since BD =BC+ CD

AB = CD, AC = 8D. AC= 20.7 + 6.9

Use your calculator to add. Display

PRESS: [!] 0 [!] EJ @J @J O 0 B 21.61

The length of BD is 27.6. So the length of AC is 27.6.

► EXAMPLE2 Find the length of LM.

J
r-19.8----,
K L M
Write an equation to find
•~ - 4 0 .•3 - - - - '• •
the length of LM. Since KM=KL+LM
JK = LM, Jl = KM. 40.3 = 19.8 + LM
Subtract 19.8 from both 40.3 - 19.8 = 19.8 - 19.8 + LM
sides to find LM.

Use your calculator to subtract. Display

PRESS: ~ @J O [fil EJ ITJ [!] 0 [!] B 2as1

The length of LM is 20.5.

20 Chapter 1 • Basic Geometric Concepts

Practice
Find the length of AC in each diagram.
1. D C B A 2. A 8 C D
• • • I • ••---+--.....•~•t---~11----•
11.78 13.2 1.5 9.58

3. r-- 20. 6 --, 4.

A C B D D
•'-----39.87---~
• • • • L___39.087---

5. ,----- 33.2-, 6. r-19.718-,

D B C A D B C A
•
•'-----67.06--~• • •' - - - - 4 5•- - - _ j• •

LINES OF SYMMETRY
A line of symmetry bisects a figure into two
congruent parts. Many things in the world
around you have a line of symmetry. Look
at the bug on the right. There is a vertical
line of symmetry.
Trace the bug. Cut out the tracing. Then, fold
it along the line of symmetry. Each side
should match.
Some things have one line of symmetry like Vertical Line of Symmetry
the bug. Other things have more than one
line of symmetry. Draw, trace, or photograph things around you that
have lines of symmetry. Write about the lines of symmetry you find.

L....------------------------------------j

Chapter 1 • Basic Geometric Concepts 21

 Problem-Solving Strategy:
Draw a Diagram

Points that are on the-same line are collinear. Points A,

B, and C are collinear points.

,I(
A
•
B
•
\
\ ....
C

Point B is between points A and C because

Point B is on AC and AB + BC = AC.

► E~MPLE Jo delivers mail to points L, R, and T along a straight

road. The points are not in that order. The distance
from L to T is 15 miles. The distance from L to R is
40 miles. Find the distance Jo drives to deliver the
mail. There are two possible answers.

READ What do you need to find out?

Find the distance Jo drives.
PLAN What do you need to do?
Decide where points L, R, and Tare on the
road. Draw a line with points L, R, and T.
DO Follow the plan.
Draw a line for each of the possible answers.
L T R Tis between
I 15 miles Land R.
40 miles
or
T L R Lis between
115 miles 40 miles Tand R.
55 miles

Jo could drive 40 miles or 55 miles.

CHECK Does your answer make sense?
Does the information in the diagram match
the information in the word problem? Yes. ✓

22 Chapter 1 • Basic Geometric Concepts

 Try This
A bus travels along a straight road. It makes stops at points C, K,
M, and P. The stops are not in that order. Point C is between M and K.
Point P is between C and K. Which point is the third stop along the
route? There are two possible answers.
Draw a diagram of the bus route. First, draw point ■ between
points M aild K. There are two possible diagrams.
M ■ K or K ■ M
I( • • • • I( • •
• •
Now, draw point ■ between points C and K.
M C ■ K or K ■ C M
I( • • • • • .. • • • • )I

Find the third point in each diagram. The third point is the third bus stop.
The third stop on the bus route could be point ■ or point C.

Practice
Solve each problem. Be sure to draw a diagram.
1. A bus makes stops at points G, N, and S along a straight road.
The points are not in that order. Point G is between points N
and S. It is 20 miles from point N to point S. The distance from
point G to point Sis 14 miles. What is the distance from point
N to point G?

2. Sam delivers mail to points B, M, and P along a straight road.

The points are not in that order. The distance from point B to
point Pis 5 miles. The distance from point M to point Pis
12 miles. Find the distance from point M to point B. There are
two possible answers.

3. A bus travels along a straight road. It makes stops at

points D, J, Q, and V. The stops are not in that order. Point J is
between points D and Q. Point V is between points J and Q.
Which point is the second stop along the route? There are two
possible answers.

Chapter 1 • Basic Geometric Concepts 23

 Problem-Solving Application:
Adding Line Segments

You know that a line segment can be broken into

pieces. The length of each piece can be added together
to get the total length of the complete line segment.
POSTULATE 4 Segment
Addition Postulate Look at AC. A B C
If three points are on • 2 cm • 5 cm •
the same straight line AB+ BC= 2 + 5
and point B is between
AC is 7 cm long.
points A and C, then
AB+ BC= AC.
You can use this to solve real-life problems.

► EXAMPLE 1 Al drove 30 miles from Lodi to Atco on the parkway.

After lunch he drove 36 miles from Atco to Rio on the
Parkway. How many miles did he drive from Lodi to Rio?

Draw and label a diagram Lodi Atco Rio

with the given information. 30 miles 36 miles
To find the total distance, Lodi to Atco = 30
add the two short distances. Atco to Rio = 36
30 + 36 = 66
Al drove 66 miles from Lodi to Rio on the parkway.

► EXAMPLE2 A plumber needs to cut one piece of pipe into two

pieces. The total length of the pipe is 36 inches. He
needs to cut off 24 inches. How much pipe is left?

Draw and label a diagram 24 in.

with the given information. ~---36in.---~

Find the length of pipe that is

left. Subtract the length of the Total length = 36 inches
piece that was cut from the Piece of pipe = 24 inches
total length. 36 - 24 = 12
There are 12 inches of pipe left.

24 Chapter 1 • Basic Geometric Concepts

 Try This
Hilda has 51 inches of ribbon. She needs to cut this ribbon into two
pieces. One piece of ribbon should be twice as long as the other. How
many inches will the longer piece of ribbon be?
Draw and label a diagram. X 2x

Let x = the ■ piece of ribbon

Let 2x = ■ times the shorter piece of ribbon
The total length of both pieces of ribbon is 51 in.
Write an equation. X + 2X = 51
Solve for x_ 3x = 51
3x ■
3 3
x= ■
The shorter piece of ribbon is 17 in.
Multiply this by 2 to find the length ■ • 17 = 34
o~ the longer piece of ribbon.
The longer piece of ribbon is ■ long.

Practice
Solve each problem. Show your work.
1. Altogether, Alicia has to drive 104 miles on the turnpike.
Before lunch, she drives 74 miles. How many more miles does
she have to drive on the turnpike?
2. A woodcutter has to cut a piece of wood into two pieces. One
piece has to be twice the size of the other piece. The total piece
of wood is 45 cm long. How long will the shorter piece of
wood be?
3. A carpenter cuts a piece of lumber into two pieces. One piece is
twice the size of the other. If the smaller piece is 16 in. long,
how long was the whole piece of lumber before it was cut?

Chapter 1 • Basic Geometric Concepts 25

 Proof: Line Segments

You can use information you know is true to prove a

THEOREM 2
theorem. You begin with a fact that is given. Then,
Midpoint Theorem you use only what you know is true to prove the
The midpoint M of statement. Sometimes this takes several steps.
AB divides AB in half
so that AM = }AB. You can use what you know about midpoints to prove
the Midpoint Theorem. You can write a proof in
paragraph form.

► EXAMPLE You are given: A M B

M is the midpoint of AB. • • •
Prove: AM = ½AB
Begin with what you are given. Then, step by step use reasoning
to reach the statement you need to prove.

You are given that M is the midpoint of AB.

You know that the midpoint divides a line
segment into two congruent parts. Because
AM = MB, you can write AB = AM + AM.
You can then combine the like terms on the
right side of this equation. So, AB = ZAM.
Divide both sides of this equation by 2.
1 1
Then, 2AB = AM or AM = 2AB.
Math Fact So, you prove that AM= ½AB. ✓
Substitute means
"to replace." There may be more than one way to write this proof.
Only use information you know is true. The statements
you write should be in logical order.

26 Chapter 1 • Basic Geometric Concepts

 Try This
Copy and complete the proof.

You are given: AC = BD

- - A B C D
Prove: AB = CD • • • •
Look at the diagram. Look at what you need to
prove. To prove AB = CD, you need to take away the common segment.
Begin with the given.

You are given that AC = ■. The measures of these congruent

line segments are equal. AC = ■. You can rename AC and
rename BD. AC = AB + BC and BD = BC + CD.
So, AB + BC = BC + CD. Now subtract BC from both sides
of this equation. Then, AB = ■. This means that AB = ■.

So, you prove that ■. ✓

Practice
Copy and complete the proof.

You are given: M N

Line t bisects MN at point P. • •
Prove:MN = 2MP

You are given that line t _ _ _ _ at point 'P. Line t divides

MN into __ congruent line segments. Then, MN = Z - - ·

So, you prove that--· ✓

Chapter 1 • Basic Geometric Concepts 27

Chapter
.,1 / Review
[r--s_u_m_m_a_ry---------··························································································-··-·-········--············-······ - - - - - - ,
------------------=-----------------_]
Points, lines, line segments, rays, and planes are basic geometric figures.
-·

To add integers with the same sign, find the sum of the absolute values. Then, use the
sign of the addends.
To add integers with different signs, find the difference of the absolute values. Use the
sign of the addend with the greater absolute value.
To subtract an integer, add its opposite.
To find the distance between two points on a number line, find the absolute value of the
difference between the two points.
Congruent line segments have the same length.
A midpoint and a bisector divide a segment in half.
A common segment is part of two different line segments.
You can draw a diagram to solve distance problems . .............................................................................
You can use segment addition to solve measurement problems.
You can use facts you know about line segments to prove a statement.

point Vocabulary Review

line segment Complete the sentences with words from the box.

ray 1. Points on the same line are--·

2. A __ is part of a line that has two endpoints.
congruent line segments
3. Line segments with the same length are--·
midpoint
4. A __ is a location in space.
collinear points
S. A __ is part of a line that has one endpoint.
bisector
6. A point that separates a line segment into two
congruent line segments is called a - - ·
7. A line that intersects a segment at its midpoint is a

28 Chapter 1 • Basic Geometric Concepts

Chapter Quiz
Name each figure.
1. M l
• • Jo --•----•C
2. J
3.[;3 •D •F
•E

Add or subtract.
4. -9 + (-3) 6. 7 - (-s)

Find the distance between each set of points.

8. Points Q and L l Q M K P N
◄ ♦ -+I---e
•f-+-1-+ ♦ -+I---e
♦--+1----,li--+-I-+ ♦--+l---4♦~♦.,__+-I.._.,

9. Points N and M
-1 -a -5 -4 -3 -2 -1 o +1 +2 +3 +4 +5 +a

Use the diagrams on the right for exercises 10-12.

10. Solve for x. D F G H

• 3x+I l • • 10
I •
11. Point B is the midpoint of AC. A B C
Find the length of AB. • 10 m• •
12. Find the length of LM. , - - 12 cm -------,
J K l M
• •18 cm • •
Problem Solving
Solve each problem. Show your work.
13. Points E, P, and S are collinear. The points are Write About Math
not in that order. The distance from E to S is +--+
Do symbols PD and
10 m. The distance from P to Sis 24 m. Find +--+
DP name the
the distance from P to E. geometric figure
below? Explain why
14. A wire 90 cm long is cut into two pieces. One or why not.
piece is twice as long as the other piece. How p D
long is the shorter piece of wire? I( • • •

Chapter 1 • Basic Geometric Concepts 29

Chapter 2~ Angles
--

Have you ever noticed

that angles are found in Learning Objectives
ordinary places-even • Use a protractor to measure and draw angles.
bridges? Look at the
photograph. Where do • Classify angles.
you see angles? • Solve equations with parentheses.
• Use the Angle Addition Postulate.
• Find complementary and supplementary angles.
• Find the measure of congruent angles.
• Identify vertical angles and angle bisectors.
• Find the measure of a common angle.
• Make a table to solve a real-life problem.
• Use angles and direction to solve problems.
• Write proofs about angles.

30 Chapter 2 • Angles
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 156 Leather Working, or make from a piece of strip brass,
two square sockets for the handle. Each must be secured to the case
by two small copper rivets, and each before fastening must have the
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 INDEX. Acid Dyes for Leather, 127 Alligator Skins, 9
American Cloth, Mandoline Case in, 60—64 Aniline Dyes for Leather,
126 Association Footballs, 117 Bags, 65—69 , Brief, 65—70 ,
Cartridge, 109—111 , Cash, 129 , Cricketing, 89 Frames, Riveting, 72
, Gladstone, 73—83 , Tennis, 89 , Half Gladstone Tennis, 89 ,
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Leather, Foreign, 15 Bifurcated Rivets, 26 Binding Corner of
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Buckling Garters, 18 Buckskin, 14 Butt, Foreign, 15 Calf Kid, 11
Leather, Box, 15 , Memel, 10 , Ooze, 11 , Patent, 9 , Russet, 10 Tan,
11 ,' Waxed, 10 , Willow, 15 Camera Case, 137 Carrier, Music, 134
Cartridge Bag, 109—111 I Case Banjo, 55 — 60 , Brush, 40 ,
Camera, 137 , Field-glass. 134 Football, 117 Hair Brush, 40 I Hat, 49
I , Letter, 31—35 | , Mandoline, 60—64 , Opera-glass, 131 , Suit, 152
Tennis. 83—89 Cash Bags, 129 Catch Strap for Collar Box, 47
Cleaning Brown Leather, 111 Pigskin and Cowhide, 34 Collar Box,
Cutting Leather for, 47 Drawer. 44 , Horseshoe, 43 Lid, 45 , Lining,
43 , Round, 46 Cordovan, 12 Covering Mandoline Case, 63 Workbox,
146 Cowhide and Black Grain, 13
 158 Leather Workixg. Cowhide, Brown, 13 , Cleaning, 34 ,
Patent, 13 Cream Roan, 13 Crease, Screw, 22 Cricket Bag, 89 Ball,
150 , Covering, 150 , Holding, whilst Sewing, 151 , Sewing, 151
Crocodile Skins, 9 Crup or Horse Leather, 13 Cutting Band for Hat
Case, 51 -, Board for, 17 Leather for Collar Box. 47 Hat Cases, 50
Straps, 17—30 — , Appliance for, 29, 30 Cycle Valise, 145 Dee and
Buckle Chape, 140 Dee-ring, 102 Diamond Hide, 13 Dipping Leather
for Dyeing, 125 Division Board, Trunk, 98 Dog Leads, 22 , Fixing
Studs in, 24 , Hollow-studding, 22 , Simple, 23 with Studs and Ring,
24 Swivel, 24 Muzzle, 142 Double-end Brace, 27 Drawer, Collar Box,
44 D-ring, 102 Dyeing Leather, 125—128 Dves, Acid, 127 — -,
Aniline, 126 , Basic, 127 Emery Stick, 17 Enamelling Patent Calf
Leather, 10 Envelope. Pocket in Writing Pad, 37 Field glass Cases.
134 Folding Trunk, 90 Football, 116 , Association, 117 Cases, 117 ,
Lace Holes in, 119 , Inflating, 123 , Inflator for, 119 , Seaming, 121,
122 , Rugbv, 117 Frames, Brief Bag, 67 for Ladies' Bags, 70 Tennis
Bags, 86 French Kid {see Glace) Garters, Buckling, 18 , Making, 17 ,
Packing, 20 , Pairing, 19 , Tools for Making, 17 Glace Kid, 11 ,
Brown, 14 Gladstone Bag, 73—83 with Broken Frame, 73 Handle, 79
Patterns, 76 with Seams Unstitched, 73 , Tools for Making, 75 — -
Tennis Bag, 89 Glossing Strap Edges, 22 Glove Kid, 12 Grounding
Punch, 113 Gusset Pattern for Brief Bag, 67 Stiffenings, Brief Bag, 68
Hair Brush Case, 40 , Lining, 41 Half-Gladstone Tennis Bag, 89 Hand
Punch for Dog Leads, 22 Riveter, 22 Roller, 136 Handle, Banjo Case,
58 , Gladstone Bag, 76, 79 , Hat Case, 52 — , Ladies* Bag, 73 ,
Mandoline Case, 64 , Suit Case, 155 Tennis Bag, 85 , Trunk, 93 Hat
Case, 49 , Basil, 49 , Bucket-shaped, 49 , Cutting Band for, 51 ,
Leather for, 50 - Handle, 52 , Inner, 53 Lid, 52 Lining, 51 Hide, Black
Grain, 13 , Cutting up, 16 , Enamel, 13 , Different Parts of, 16 ,
Porpoise, 13 Hides, 9 Hinge Strap for Collar Box, 47 Hollow Studs, 22
Hollow-studding Dog Leads, 22 Horse or Crup Leather, 13 Horseshoe
Collar Box, 43 Imperial Trunk, 90 Inflating Football Bladder, 123
Inflators, Football, 119 Kangaroo Leather, 14 Kid, Brown Glace, 14 ,
Calf, 11 , Glace, 11 , Glove, 12 Kips, 9 Knapsack, 100—109 Brass
Stud, 102 Buckle Straps, 105 Piping Leather, 107 Ring and Holder,
102
 I.XDEX. 159 Labels, Luggage, 148 Lace Holes in Football
Case, 119 Ladies' Bags, 70 , Handles for, 73 Leather, Qualities and
Varieties of, 9—16 Leg Straps, 20 L ttei Case, 31 — 35 , Pigskin, 32
■ Stamp Pockets, 32 Stitching, 35 Levant Morocco, Brown, 12
Leather, 12 Liner for Ornamenting Leather, 112 Lining Banjo Case,
56 Brief Bag, 69 Collar Box, 48 Gladstone Bag, 82 Hair Brush Case,
41 Hat Case, 51 Mandoline Case, 62 Writing Pad, 36 Lock, Hat Case,
53 , Suit Case, 156 Luggage Labels, 148 Mandoline Case in American
Cloth, 60—64 , Covering, 63 Handle, 64 , Lining, 62 Pattern, Cutting,
61 , Stitching, 64 Marine Glass Cases, 134 Measuring-off Stick, 17
Memel Calf, 10 Mitred Corner for Banjo Case, 59 Modellers for
Ornamenting Leather, 112 Morocco Leather, 12 , Long Grain, 12
Music Carrier, 134 Muzzle, Dog, 142 Ooze Calf, 11 Opera-glass Case,
131 Ornamentation of Leather, 112— 115 Packing Garters, 20 Pad,
Blotting, 39 , Writing 35—39 , , Lining, 36 Pairing Garters, 19 Parcel
Straps, 22 Patent Calf, 9 Persian, Brown, 13 Pigskin, 14 , Cleaning,
34 Letter Case, 32 Piping Leather for Knapsacks 107 Pocket for
Gladstone Bae, 76 Flap for Gladstone Bag, 76 Pockets in Writing Pad,
36—37 Porpoise Hide, 13 Portmanteaux, 90 Portsea Purse, 129
Punch for Dog Leads, 22 , Grounding, for Ornamenting Leather, 113
Riveter, Hand, 22 Punching Hole in Strap, 18 Purse, Portsea, 129 ,
Saddler's, 129 Racket Cases {see Tennis) Railway Trunk, 90 Ring, D.,
102 Riveter, Hand-punch, 22 Riveting Frame to Ladies' Bag, 72
Rivets, Bifurcated, 26 i Roans, 12 i , Cream, 13 Roller Buckles, 21 ,
Hand, 136 Round Collar Box, 46 Rubbing Bone or Stick, 75 Rugby
Footballs, 117 Russet Calf, 10 B *-.sia Leather, 14 .Saddler's Purse,
1?9 Satchels, 109—111 Seams for Footbal^ 121, Hat Case, 51
Serpent Skins, 9 Sewing Brief Bag, 68 Cricket Ball Cover. Gladstone
Bag, 81 Hat Case, 51 Letter Case, 35 Mandoline Case, 64 Skate
Straps, 20, 21 Skins, 9 , Alligator, 9 , Commercial, b , Crocodile, 9 ,
Pig, 14 , Serpent, 9 Skiver, Bookbinders', 13 -. Brown, 13 Staining
Leather, 128 Stamp Pockets of Letter Case, 32 Stick, Rubbing. 75
Stiffening for Gladstone Bag, 78 Stitching (see Sewing) Strap Buckle,
18 Crease, 22 Cutting Appliance. 29, 30 and Making, 17—30 Edges,
Glossing, 22 , Leg, 20 , Marking, 18 , Parcel, 22 , Punching Hole in,
18 , Satchel. 109 — , Skate. 20. 21 , Wrist, 26 122 151
 i6o Lea ther Working. Studding Tennis Bag, 87 Studs, Brass,
102 , Fixing, in Dog Lead, 24 , Hollow, 22 Suit Case, 152—156
Handle, 155 , Leather, 152 Lock, 156 Swivels, Dog Lead, 24 Tab for
Gladstone Bag, 77 Tan Calf, 11 Tawed Leathers, 11, 12 Tennis Bag,
84—89 Frame, 86 , Gladstone, 89 , Half-Gladstone, 89 Handle, 85 ,
Studding, 87 Racket Case, 83 Tools, 9 for Making Garters, 17
Gladstone Bags, 75 Tracer, 112 Trunk Division Board, 98 , Folding,
90 Handle, 93 , Imperial, 90 , Railway, 90 Turn-clip, 88 Valise, Cycle,
145 Varnish for Leather, 48 Welting, 15 White Sheep Leather, 12
Willow Calf, 15 Wood Block for making Collar Box, 46 Workbox,
Covering, with Leather, 146 Wrist Strap, 26 Bit, 26 Writing Pad, 35—
39 , Lining, 36 Pockets, 36 Printed by Cassell & Company, Limited.
La Belle Sauvage, E.G.
 ENGINEER'S HANDY-BOOK CONTAINING FACTS, FORMULA,
TABLES AND QUESTIONS ON POWER, ITS GENERATION,
TRANSMISSION AND MEASUREMENT; HEAT, FUEL AND STEAM; THE
STEAM-BOILER AND ACCESSORIES; STEAM-ENGINES AND THEIR
PARTS ; THE STEAM-ENGINE INDICATOR; GAS AND GASOLINE
ENGINES; MATERIALS, THEIR PROPERTIES AND STRENGTH:
TOGETHER WITH A DISCUSSION OF THE FUNDAMENTAL
EXPEEIMENTS IN ELECTRICITY, AND AN EXPLANATION OF
DYNAMOS, MOTORS, BATTERIES, SWITCHBOARDS, TELI PHONES,
BELLS, ANNUNCIATORS, ALARMS, Etc., AND ALSO RULES FOR
CALCULATING SIZES OF WIRES. BY STEPHEN ROPER, Engineer,
AUTHOR OF " Roper's Catechism of High-Pressure or Non-
Condensing Steam-Engines," "Roper's Hand-Book of the
Locomotive," "Roper's Hand-Book of Land and Marine Engines," "
Roper's Hand-Book of Modern Steam-Fire Engines," "Young
Engineer's Own Book," "Use and Abuse of the Steam-Boiler,"
"Questions and Answers for Engineers," etc. FIFTEENTH EDITION.
REVISED AND GREATLY ENLARGED BY EDWIN R. KELLER, M. E.,
AND CLAYTON W. PIKE, B. S., Ex-President of the Electrical Section
of the Franklin Institute. PHILADELPHIA : DAVID McKAY, 1022
Market Street.
 DEC 7 1904 ROPERS Practical Hand -Books For Engineers
and Firemen, NEW REVISED AND ENLARGED EDITION. HANDY-
BOOK FOR STEAM ENGINEERS AND ELECTRICIANS. PRICE, $3.50.
PRICE. Ropers Catechism for Steam Engineers and Electricians,
$2.00 Roper's Questions and Answers for Steam Engineers and
Electricians, 2.00 Roper's Hand-Book of Land and Marine Engines, ■
3.50 Roper's Care and Management of the Steam Boiler, 2.00
Roper's Use and Abuse of the Steam Boiler, .... 2.00 Roper's Young
Engineers' Own Book, 2,50 Roper's Hand-Book of the Locomotive,
2.50 Roper's Instructions and Suggestions for Engineers and
Firemen, 2.00 Roper's Hand-Book of Modern Steam Fire Engines, •
3.50 DAVID MCKAY, Publisher, J022 Market Street, Philadelphia, Pa.
 TECHNICAL INSTRUCTION. Important New Series of
Practical Volumes. Edited by PAUL N. HASLUCK. With numerous
Illustrations in the Text. Each book contains about 1 60 pages,
crown 8vo. Cloth, $1.00 each, postpaid. Practical Draughtsmen's
Work. With 226 Illustrations. Contents. — Drawing Boards. Paper
and Mounting. Draughtsmen's Instruments. Drawing Straight Lines.
Drawing Circular Lines. Elliptical Curves. Projection. Back Lining
Drawings. Scale Drawings and Maps. Colouring Drawings. Making a
Drawing. Index. Practical Gasfitting. With 120 Illustrations. Contents
— How Coal Gas is Made. Coal Gas from the Retort to the Gas
Holder. Gas Supply from Gas Holder to Meter. Laying the Gas Pipe in
the House. Gas Meters. Gas Burners. Incandescent Lights. Gas
Fittings in Workshops and Theatres. Gas Fittings for Festival
Illuminations. Gas Fires and Cooking Stoves. Index. Practical
Staircase Joinery. With 215 illustrations. Contents. — Introduction :
Explanation of Terms. Simple Form of Staircase — Housed String
Stair : Measuring, Planning, and Setting Out. Two-flight Staircase.
Staircase with Winders at Bottom. Staircase with Winders at Top and
Bottom. Staircase with Half-space of Winders. Staircase over an
Oblique Plan. Staircase with Open or Cut Strings. Cut String
Staircase with Brackets. Open String Staircase with Bull nose Step.
Geometrical Staircases. Winding Staircases. Ships' Staircases. Index.
Practical Metal Plate Work. With 247 Illustrations. Contents. —
Materials used in Metal Plate Work. Geometrical Construction of
Plane Figures. Geometrical Construction and Development of Solid
Figures. Tools and Appliances used in Metal Plate Work. Soldering
and Brazing. Tinning. Re-tinning and Galvanising. Examples of
Practical Metal Plate Work. Examples of Practical Pattern Drawing.
Index. Practical Graining and Marbling. With 79 illustrations.
Contents. — Graining: Introduction, Tools, and Mechanical Aids.
Graining Grounds and Graining Colors. Oak Graining in Oil. Oak
Graining in Spirit and Water Colours. Pollard Oak and Knotted Oak
Graining. Maple Graining Mahogany and Pitch-pine Graining. Walnut
Graining. Fancy Wood Graining. Furniture Graining Imitating Woods
by Staining. Imitating Inlaid Woods. Marbling: Introduction, Tools,
and Materials. Imitating Varieties of Marble. Index. Ready Shortly :
Practical Plumbing Work. Other New Volumes in Preparation. DAVID
McKAY, Publisher, 1022 Market Street, Philadelphia.
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