Extra Exercises for Jacobs using Geometer's Sketchpad

All of these exercise are adapted from exercises in Geometry: Seeing Doing, Understanding (Third Edition) by Harold R. Jacobs. They are designed for an instructor who wants to make fairly heavy use of Geometer's Sketchpad (Version 5), while using Jacobs' excellent text. Exercises are arranged by section and I have noted in square brackets what exercises they are intended to replace. Occasionally I direct the student to Jacobs for a diagram or extra details, but most exercises can be done without reference to Jacobs. Section 1.4 [Set III 1 7] 1. Select Graph > Define Coordinate System. Then select Graph > Snap Points. Select the Point Tool (from the left menu) and click on (8,6). Select the Translation Arrow Tool and with the point (8,6) still selected, select the x-axis and then select Construct > Perpendicular Line. Select the x-axis again and select Construct > Intersection, which should create a point at (8,0). Deselect all by clicking in an empty space. Now select (8,6) and the y-axis and select Construct > Perpendicular Line. Select the y-axis again and select Construct > Intersection, which should create a point at (0,6). Deselect all, and select the two perpendicular lines that you just created, then select Display > Hide Perpendicular Lines. Then select, in order, the points (0,0), (8,0), (8,6) and (0,6) and select Display > Label Points with First Label = A and click OK. Then select Construct > Segments. You should now have a rectangle ABCD drawn. Deselect all. 2. Bisect A by selecting D, A, and B in that order and then Construct > Bisect Angle. Deselect all. In a similar fashion bisect angles B, C, and D. The four rays form a polygon inside the rectangle. What type of polygon does this seem to be? Put your answer to the question right in the sketch by clicking on the text tool, dragging to create a text box, and typing in the text box. Save the sketch as <your_name> 1-4-2. 3. Drag the point C to (9,6). What is different about the polygon formed in this exercise and the polygon in Exercise 2? What is the same? Add your answer to the text box. 4. Drag the point C to (8,4). Describe any changes in the text box. 5. Drag the point C to (8,2). Compare your results with the previous three cases. 6. How is the size of the polygon formed related to the shape of the rectangle? Type your answer in the text box. 7. Do you think there is any rectangle for which the polygon would shrink to a point? Explain. Type your answer in the text box. Save the sketch.

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Section 1.5 [14 15] 1. Open a new sketch and create an equilateral triangle with side lengths 6 as follows: Select Graph > Define Coordinate System. Then select Graph > Plot Points and plot the point with coordinates (6,0) by using either Graph > Plot Points or Graph > Plot Value on Axis (x). Select (0,0) and Transform > Mark Center. Select the point (6,0) and Transform > Rotate 60. Deselect all, then select points (0,0), (6,0) and the new point in that order, and select Display > Label Points with First Label = A. Then select Construct > Segments. You should have an equilateral triangle ABC. Trisect (divide into equal parts) segment AB by plotting points (2,0) and (4,0). Label these points D and E, in that order. Construct segments CD and CE. 2. Deselect all. Select points A, C, and D in that order, and then click Measure > Angle. Deselect all. Select points D, C, and E in that order, and then click Measure > Angle. Deselect all. Select points E, C, and B in that order, and then click Measure > Angle. Do all three angles appear equal? Do two of the three appear equal? Save the sketch as <your_name> 1-5-2. Section 3.3 [Set III 1 3] Read the three paragraphs under the heading Set III on page 97 for the interesting background of this problem. The figure there is reproduced below. The numbers are the angle measurements in degrees, and you are asked to find (by measurement) BFE .
C

F
? 30

E G
40

10 20

60

70

1. Make a sketch of the figure as follows. Do not use a coordinate system. First draw AB by using the Segment Straightedge Tool. Make it any convenient length, perhaps between 1 inch and 2 inches. Select the tool, click on the canvas, and hold down the shift key as you drag to the right. (If you don't down the shift key, the line will not be exactly horizontal.) Deselect all and then Select A and B in that order and select Construct > Ray to create the ray AB. Deselect all and then Select B and A in that order and select Construct > Ray to create the ray BA. Rotate ray AB 60 around A and then rotate the rotated ray 20 further. Page 2

Rotate ray BA 70 and then 10 further around point B. (A positive rotation is counterclockwise, negative is clockwise.) Select the two outside rays and Construct > Intersection. Now choose the points labeled A, B, and C in the book diagram in that order, and label them starting with A. Select Construct > Segments to draw triangle ABC. Deselect all. Select segment BC and the inner ray starting at A, and Construct > Intersection. Deselect All. Select AC and the inner ray starting at B and Construct > Intersection. Hide all 4 rays. (To avoid hiding the segments by mistake, click on the part of each ray that is outside ABC .) Label the point on BC as E, and the point on AC as F. Construct segments AE and BF, and then construct their intersection. Label it G. Construct segment EF. 2. Without measuring, you should be able to figure out the measures of the 4 angles with vertex G, as well as AFB and ACB . Do so, and explain your reasoning in a text box. Use Measure > Angle to confirm your answers. 3. Measure BFE . This is very likely the answer to the problem. Save the sketch as <your_name> 3-3-3. Section 4.6 [15 25] In Sketchpad you can bisect an angle using the Construct > Bisector command. However, in these exercises you are asked to do it without this command, in the same way that you would do it with compass and straightedge on paper. 1. Open a new sketch. Draw an angle ACB of about 50, where CA and CB are segments . Using the compass tool draw a circle with center C and radius chosen so that it intersects CA (in D) and CB (in E). 2. Use the compass tool to draw a second circle centered at D that is large enough to reach more than half way to CB. Construct a radius of this circle by selecting points D and the unlabeled point on the circle and selecting Construct > Segment. 3. Construct a third circle of the same size as the second by selecting point E (with the radius of the second circle still selected) and then selecting Construct > Circle by Center + Radius. Then select the second and third circles and select Construct > Intersections. At least one of the intersections will be inside ACB . Label it F. (If both intersections are inside the angle, label either one of them F.) 4. Construct ray AF. This is the angle bisector of ACB . To verify this, measure angles ACB, 1 ACF, and FCB and note that ACF = FCB = ACB . (To measure an angle, you must 2 select three points, with the first and third selected points on the two sides of the angle, and the second point selected at the vertex, then select Measure > Angle.) Save your sketch as <your_name> 4-6-4.

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In the next group of exercises, you are asked to show why the above construction works. 5. Select Save As and save the sketch in Exercise 4 as <your_name> 4-6-7. Select points D and F and Construct > Segment. With the segment still selected, choose Display > Color and choose a contrasting color, say red. Linear objects you create from here on will be in this new color until you change the color. 6. Construct segment DE. The two colored segments are auxiliary lines, used in the proof but not in the construction. 7. Construct a text box, and write the proof by copying each of the following statements into the box, and giving a reason for each. To type in an equation or a math symbol that is not on your keyboard, use the text bar that appears when you open the text box, selecting the button

2 and, if necessary, click the down arrow on the right side of the text bar to see more 3 symbols. Save the sketch.
a. CD = CE b. DF = FE c. CF = CF d.
CDF CEF

e. DCF ECF In the next group of exercises, you will construct the perpendicular bisector of a line segment without using Construct > Midpoint and Construct > Perpendicular Line, but doing it the way you have done it with compass and straightedge. 8. Start a new sketch. Draw a line segment AB of any convenient length. 9. Construct a circle with center A passing through B. 10. Construct a circle with center B passing through A. 11. Find the intersections of the two circles, and label them C and D. 12. Construct the line through C and D. This is the perpendicular bisector of AB. 13. Find the intersection of segment AB and line CD. This is the midpoint of AB. In the next group of exercises, you are asked to show why the above construction works.

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14. Construct auxiliary segments AB, BD, AC, and BC. Give each of these segments a red or another distinctive color. 15. Open a text box, and copy the following statements, together with the reason(s) you know each is true. a. b. c.
ACD BCD ACD BCD ACD BCD

d. AE = BE e. AEC CEB f.
AEC = 90

g. CD is the perpendicular bisector of AB Save the sketch as <your_name>4-6-16. Section 4.7 [13 21] 1. Do problem 13 on page 173 using Sketchpad. Include a text box with a description of what you did. Save your sketch as <your_name> 4-7-1. 2. Start a new sketch. Construct a line segment XY near the middle of the window. Select the segment and select. Construct > Midpoint. Label the midpoint M. With the midpoint selected, select segment XY and select Construct > Perpendicular Line to create the perpendicular bisector of XY. Deselect all and then select M and X and select Measure > Distance. Deselect all and then select M and Y and select Measure > Distance. You should find that X and Y are the same distance from M. (After all, that is what we mean by the midpoint.) Open a text box and type d(X, M) = d(Y, M) in the box. This is a shorthand way of saying that the distance from X to M is the same as the distance from Y to M. Other ways of expressing the same fact are to say X and Y are equidistant from M, XM and YM are the same length, or XM = YM. 3. Deselect all and then select the perpendicular bisector you created in the last exercise. Select Construct > Point on Perpendicular Line. Repeat this twice so you have created 3 points on the perpendicular line. If any of the points are very close together, drag the points to separate them. Sketchpad will constrain them to stay on the line. Now select the 3 points in top to bottom order, and select Display > Label Points, with the first point labeled A. Next deselect all and select A and Y and select Measure > Distance. Deselect all and select A and X and

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select Measure > Distance. Your measurements should show that d(X, A) = d(Y, A). Type d(X, A) = d(Y, A) in the text box. Repeat this with A replaced by B and C. 4. How many points do you think can be found equidistant from X and Y? Type your answer in the text box. 5. Where do you think that all points that are equidistant from X and Y are located? Type your answer in the text box, and save the sketch as <your_name> 4-7-5. Chapter 4 Summary & Review [35 36] 1. Open a new sketch, and make a sketch consisting of four lines l, m, n, and o intersecting in 6 points A, B, C, D, E, F like this:

A o n B D l F E m C

Suggestion: The exact measurements are unimportant; what matters is the general configuration. First draw lines l and m using the Line Tool (You may have to drag the right arrow on the Line Straightedge Tool to get the Line Tool rather than the Segment Tool or the Ray Tool). Next use the Point Tool to place point D inside the acute angle formed by l and m. Go back to the Line Tool and draw lines n and o passing through D. Then choose the appropriate pairs of lines and Intersect > Lines to construct points A, B, C, E, and F. If you have not yet labeled them, select the points A, B, C, D, E, and F in that order and Display > Label Points, starting at A. Deselect all and then select the lines l, m, n, and o in that order and Display > Label Lines, starting at l. You can select and drag the line labels so that they are located as in the diagram. 2. Select A and F and Construct > Segment. Select Display > Color and change the color of the segment (and subsequent segments) to a contrasting color. With the segment still selected,

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Select > Midpoint. Similarly, construct segments BE and CD and their midpoints. Label the midpoint of AF X, the midpoint of BE Y, and the midpoint of CD Z. 3. Select X and Z and Construct > Line. What is the relationship between point Y and this line? Make a conjecture about the three midpoints and type it into a text box. Drag some of the points in the original configuration (such as A or F) to see whether your conjecture seems to hold up. Careful, drag the points slowly and not too far as a small change in the location of a point can make a big change in the drawing. Save your sketch as <your_name> 4-S-3. Section 5.1 [32 36] 1. Construct 3 points and label them A, B, and C. They will become the vertices of ABC and so they must not be on a straight line. You want ABC to be a scalene triangle (not equilateral or isosceles). With the points still selected, select Display > Labels and label them A, B, and C. With the points still selected, select Construct > Segments to create ABC . 2. Deselect all. Select the side opposite A, then the side opposite B, and then the side opposite C, and select Display Labels, labeling the sides a, b, and c in that order. (Make sure you use lower case for the side labels.) With the sides still selected, select Measure > Lengths. Deselect all. 3. Measure A = BAC by selecting B, A, and C in that order and then selecting Measure > Angle. Deselect all. In a similar fashion, measure B = ABC and C = ACB . 4. In a text box, list the names of the sides in order of size from the largest to the smallest. Also, list the names of the angles in order of size from the largest to the smallest. Use the one-letter angle name. In the text box, make a conjecture of how one might be able to predict the order of the angles (largest to smallest) in terms of the order of the sides. 5. Select and drag any vertex of the triangle to change the shape of the triangle. Does your conjecture seem to hold for all triangles you try? Save your sketch as <your_name> 5-1-5. Section 7.1 [28 35] In this set of exercises you will construct and explore the Penrose Tiles, named after the physicist Roger Penrose who discovered them in the 1970s. Some interesting facts about them can be found on page 262 of the textbook, or see the Wolfram MathWorld article on Penrose Tiles. The Penrose Tiles you will construct are quadrilaterals called the kite and the dart. They are formed by starting with a quadrilateral ABED, with AB = BE = ED = DA, and AB ED ,

DA BE . As you will see later in the chapter, such a quadrilateral is called a rhombus. This
particular rhombus has DAB = 72 . Then C is located on the diagonal AE so that AC = AB. ABCD is the kite and BEDC is the dart. The diagram looks as follows. Page 7

D C

72

1. First, construct the rhombus, as follows. Construct a horizontal line segment AB, about 5 cm long. (Use the Segment Tool and hold down the shift key to make the line perfectly horizontal.) Then select A and select Transform > Mark Center. Then select AB and point B and select Transform > Rotate (72). Deselect all and select AD and B and Construct > Parallel Line to construct a line through B parallel to AD. In a similar fashion, construct a line through D parallel to AB. Deselect all, and select the two lines and Construct > Intersection to locate E. Hide the straight lines and construct segments BE and ED. 2. Next, construct the kite and dart, as follows. Construct segment AE, a diagonal of ABED, and give it a contrasting color. Deselect all. Select points A and B in that order and then Construct > Circle by Center + Point. Leaving the circle selected, select AE and Construct > Intersection, which is point C. Construct segments BC and DC. Hide the circle. Then ABCD is the kite and BEDC is the dart. Although the segment AE is not part of the boundary of either tile, we will refer to it later, so you should not hide it, just leave it a contrasting color. 3. Open a text box, and enter the answer to the question: "Which Penrose Tile is convex?" 4. In the text box, type in the following text, with the blanks replaced by the correct answer. Since AB ED , ADE = ___. Since AD BE , DEB = ___. Since AB ED , ABE = ___. ABE ADE by SSS. Therefore DAE = BAE . The total of the two angles is 72, so each is ___. AB = AD = AC because ___ [2 reasons]. Therefore triangles ACE and ACB are both ___ triangles. Furthermore, ACD ACB by ___. 5. From what you discovered in problem 4, you should be able to determine the values of the angles in triangle ABC without measuring. Write these down in the text box, and then verify all 3 by using Measure > Angle. 6. The diagram consists of two pair of congruent isosceles triangles, and the triangles have 12 angles in all. By either measuring or reasoning, you should be able to find that the measures of these 12 angles have only 3 different values between them. In the text box, type: "The measure of the angles in all three triangles all have one of the three values 36, x, or y." where you replace x and y by the correct numbers.

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7. Select the Marker Tool and mark BAC by clicking on AB near A and dragging to AC near A. In a similar manner, mark the remaining 11 triangle angles. Select all angle markers that identify 36 angles by using the Selection Tool and clicking in the shaded area between the mark and the vertex of the marked angle, and select Display > Color (Red). Then select all angle markers that identify x angles and in a similar way change their color to blue. Then select all angle markers that identify y angles and in a similar way change their color to green. Save your sketch as <your_name> 7-1-7.gsp. Section 7.3 [45 46] Given a line l and a point P not on the line, it is possible to construct a line through P that is parallel to l without changing the opening on the compass. In the next exercises, you are guided to doing this (using Sketchpad rather than a physical compass) and seeing why the method works. 1. Open a new sketch, and draw a horizontal line, l. Construct a point P above the line, but not too far; maybe about 5 cm. Construct another line segment, XY, off to the side. This segment represents the compass opening. It must be somewhat longer than the distance between P and l; maybe about 8 cm. 2. Select P and then XY, and select Construct > Circle by Center + Radius. Then select line l and Construct > Intersections. Label the left intersection A. Deselect all. 3. Select A and then XY, and select Construct > Circle by Center + Radius. Then select line l and Construct > Intersections. Label the right intersection B. Deselect all. 4. Select B and then XY, and select Construct > Circle by Center + Radius. Then select the circle with center at P and Construct > Intersections. One intersection will be point A. Label the other intersection C. Construct line PC. It should appear parallel to line l. 5. To show PC really is parallel to l, construct segments AP and BC and give them a contrasting color. What kind of quadrilateral is ABCP? How do you know? How does this prove that PC is parallel to l? Type your answer in a text box and save your sketch as <your_name> 7-3-5.gsp. Section 8.3 [41 48] 1. Start a new sketch, and select Graph > Define Coordinate System. In order to fit all points required in these exercises, you should move the coordinate system so that the origin is close to the lower left hand corner of the window. Do this by selecting the origin and dragging it. 2. Plot the point (5,4) by using Graph > Plot Points, entering 5 and 4 in the appropriate fields, and selecting Plot. Leave the Plot Points dialog box visible and in a similar fashion plot (8,3) and (3,0) and then click Done. Deselect all, and then select the 3 points in the order created,

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and select Display > Label Points starting at A. With the points still selected, select Construct > Segments to create ABC . 3. Plot the point (11, 10). Deselect all. Select point A(5,4) and point (11,10) in that order, and select Transform > Mark Vector. Select points A, B, and C and the segments joining them and Transform > Translate (Marked Angle). This creates a new triangle. Select just the vertices of this triangle and select Display > Show Labels. The labels of the new triangle will be D, B', and C'. Choose only the point labeled D, and then Display > Label Point, and change its label to A'. 4. Select the point A and A' and Construct > Segment. Then select Display > Line Style and change segment AA' to a from Medium Thickness to Thin. 5. Plot the points (7,0) and (20,13) and construct the line containing them. Label the line l. Show that l and AA' are parallel, by showing they have the same slope. Record the common slope in a text box. Note that Sketchpad will measure the slopes for you if you select the line and segment and then select Measure > Slopes, but in this case the slopes are very easy to compute without using Sketchpad. Deselect all. 6. Select line l and then Transform > Mark Mirror. Select all points and segments in A BC and then Transform > Reflect. Select only the vertices of the reflected triangle and select Display > Show Labels. The new triangle should be A BC . The transformation that maps ABC to A BC is a special type of isometry. Find the name of it on page 313 of your text, and enter it in your text box. 7. Construct segments AA", BB" and CC". Give them all a color which contrasts with the previous constructions, and construct their midpoints. Label the midpoints M, N, and P respectively. Find their coordinates, either by selecting the points and then Measure > Coordinates, or simply visually. Enter the coordinates in your text box. Also in the text box, describe how the points are related to line l. 8. In the text box make a general conjecture that says something about the relationship between points and their images under the type of transformation you identified in Exercise 6. Save your work as <your_name> 8-3-8.gsp. In the next exercises, you will test that conjecture. 9. Open a new sketch. Do not use a coordinate system. Create and label a scalene triangle ABC and, off to the side, a segment XY (neither vertical nor horizontal) which will determine the translation vector. Deselect all. 10. Select points X and Y in that order, and then Transform > Mark Vector. Select all vertices and sides in ABC and then Transform > Translate (Marked). Select just all vertices of the new triangle and Display > Show Labels. They should be A', B', and C'.

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11. Select XY and switch to a thin line style for this segment and those following. Use the Point Tool to create a point (not on any line) that the line of reflection will pass through. With the point selected, select XY and then Construct > Parallel Line. Name the new line l. 12. Select line l and Transform > Mark Mirror. Then select all vertices and sides of A BC and Transform > Reflect. Select just all vertices of the new triangle and Display > Show Labels. They should be A", B", and C". 13. Construct lines AA", BB", and CC", change their color, and construct their midpoints. Label the midpoints M, N, and P in that order. Determine whether the location of these midpoints matches your conjecture. Drag points A, B, and C to see if the conjecture still holds. Record your findings is your text box. Save your sketch as <your_name> 8-3-13.gsp. Chapter 9 In addition to the problems assigned in the textbook, read my Area Notes, and do all problems in those notes. Section 10.4 [5 6] 1. Construct a scalene triangle ABC that is not too small. (You will be constructing another triangle inside it, and don't want to have labels overlapping. But you still want to have plenty of room around the triangle, at least on one side.) Select a point somewhere inside the triangle and label it D. With the point still selected, select Transform > Mark Center. Now select the vertices and sides of ABC and select Transform > Dilate. Select the Ratio for dilation to be 1/3. A dilation of a figure is always similar to the figure. Deselect all and select the three vertices of the smaller triangle and Select > Show Labels. The vertices will be labeled A', B', and C'. Deselect all. 2. Construct line segments AA', BB', and CC' and their midpoints. Label the midpoint of AA' M, the midpoint of BB' N and the midpoint of CC' P. Select points M, N, and P to create a new triangle in between the first two triangles. Triangles ABC and MNP appear similar. In the next exercise, you verify that they are. 3. Label the sides of ABC as a, b, and c, following the usual convention that a is opposite vertex A, etc. Label the sides of MNP as m, n, and o, following the same convention. If your measurement tools are not already set up to maximum precision, select Edit > Preferences (Units tab) and set the Precision for all units to "hundred thousandths". Deselect all, then select a, b, c, m, n, and o and select Measure > Lengths. 4. Select Numbers > Calculate. Select the length of a, then the key on the calculator, and then select the length of m. Important: Do not click on the segment itself for the length, which will do nothing, instead click on the measurement object, such as "a = 12.20862 cm". Resist the

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temptation to enter the numbers manually; this will be less accurate and will not change a when you drag points. You should now see the ratio on the screen. In a similar fashion, m b c compute the ratios and . The triangles are similar iff these three ratios are the same. You n o should verify that they are similar. 5. You have shown that ABC MNO . Since the dilation of a triangle is similar to the original triangle, ABC A BC . Without measuring, you should be able to determine whether ABC A BC . Open a text box, and type in your conclusion, and the reason(s) for it. 6. Without changing anything else, drag the dilation center D so that it is outside the triangle ABC, and (if convenient) so that the entire MNO is outside triangle. Remember the dilation ratio is still the same. Notice whether any of the measurements or ratios in Exercise 4 change, and add your observations to the test box. Save the sketch as <your_name>10-4-5.gsp. In the next exercises, you will investigate whether the behavior you have observed holds in a more complicated situation. 7. Select File > Save As and to make a copy of the sketch for you to work on. Choose the name <your_name>10-4-7.gsp for the sketch. Deselect all, and select segments AA', BB' and CC'. Delete them using the Delete key on your keyboard. This will also delete any objects that depend on those segments, such as points M, N, and O and some measurements. 8. Select a point somewhere inside A BC and label it E. With E selected, select Transform > Mark Center. Select the sides and vertices of A BC and select Transform > Rotate. To keep things interesting, do not choose a "special" angle such as 90 or 180. 9. For the new triangle, select the vertices and Display > Show Labels. The labels should be A", B", and C". Use Display > Label Points to change these labels to D, E, and F keeping alphabetical order. 10. Construct segments AD, BE, and CF, and their midpoints. Label the midpoint of AD M, the midpoint of BE N, and the midpoint of CF O. Construct segments MN, NO, and OM. Label the sides by selecting segments NO, OM, and MN in that order and Display > Label Segments starting with m. Hide the sides and vertices of A BC . 11. Repeat Exercise 4 for this new sketch. Write up what you have discovered in the text box. Save the sketch.

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Section 10.5 [25 30] 1. Open a new sketch, and define a coordinate system. By dragging the origin towards the lower left hand corner of the window and/or reducing the scale by dragging the unit point towards the origin, make sure that the graph extends from the origin to at least 20 units to the right and 15 units up. 2. Plot the following points and Construct > Segments to form ABC : A(4,8), B(5,3), and C(10,8). The Line Style should be Medium. 3. Apply the transformation T(a, b) = (2a 3, 2b 4), to points A, B, and C, construct the points, and label them A', B', C'. For example, A = A (2 4 3, 2 8 4) = A(5,12) so you should construct a point with coordinates (5,12) and label it A'. Then select A', B', and C' and Construct > Segments to create A BC . 4. Find the fixed point of the transformation T; that is, find the value of a and b such that T(a, b) = (a, b). To do this, use simple algebra to find the solution of the equations a = 2a 3 and b = 2b 4. Open a text box and complete the statement "The transformation has a fixed point with coordinates ___". Plot the point with these coordinates on your sketch using Graph > Plot Points, and label it P. 5. Construct the lines AA', BB', and CC'. Choose a Thin line style for the lines. What is the relationship between these lines and the fixed point P? Put your answer in your text box. 6. Select P and A, and then Measure > Distance. Deselect all, then select P and A' and then A P . Measure > Distance. Then select Number > Calculate and have Sketchpad compute AP 7. In a similar fashion, compute the ratios

B' P CP A , and . Enter all ratios in your text box. BP CP A

8. It appears that T is a dilation. What is the relationship between the center of the dilation and the fixed point of the transformation? What is the scale factor of the dilation? Type your answer in your text box. 9. Conjecture a generalization, by completing the following statement and filling in the blanks: "A transformation of the form T(a, b) = (sa h, sb k) is a dilation, with fixed point ___ and scale factor ___." Careful: The fixed point is not, in general, (h, k). To find the fixed point you will need to solve the equation a = sa h for a, and the equation b = sb h for b. Enter your conjecture in the text box. 10. Based on your conjecture for Exercise 9, find the values of s, h, and k for a dilation with center (8, 4) and scale factor of 5, and enter the equation of the transformation in your text box. Save the sketch as <your_name> 10-5-9.gsp. Page 13

Section 11.2 [37 41] 1. Open a new sketch and define a coordinate system. Do not change the size of the grid in this set of exercises, though you may move the origin. Label the origin O. Using Graph > Plot Points, create the following points and when you have plotted all points label them with the indicated letters: P(1,8), Y(1,12), T(5,10), H(3,6), A(9,3), G(6,3), R(8,1), S(9,7). 2. Using Construct > Segments, draw the quadrilaterals PYTH, HAGO, and ORSP. 3. Select segments OH, OP, and PH and then Measure > Lengths. Using Number > Calculate, find OH 2 + PH 2 and OP2 . What can you conclude about OHP ? Type your conclusion in a text box. 4. By sight, what special type of quadrilateral do PYTH, HAGO, and ORSP seem to be? Type your answer in the text box. 5. Assuming your answer to Exercise 4 is true, and using Number > Calculate, what are the areas of quadrilaterals PYTH, HAGO, and ORSP? Enter your answer in the text box. 6. Deselect all, and then select P, Y, T, and H in that order. Select Construct > Quadrilateral Interior, and then Measure > Area. In a similar way, let Sketchpad measure the areas enclosed by HAGO and ORSP. See if these answers are the same as the answers calculated in Exercise 5. Save your sketch as <your_name> 11.2.6.gsp. Section 11.3 [48 52] 1. Open a new sketch and use the Line Tool to create a horizontal segment. Then mark the left endpoint of the segment as the transform center, and rotate the right endpoint by 60. Label the left endpoint of the segment A, the right endpoint B, and the rotated point as C. Select A, B, and C and Construct > Segments. ABC is an equilateral triangle. Let s be the length of the segment AB. 2. Construct the bisector of ABC . Construct a line through B that is perpendicular to AB. Label the intersection of the ray and the line as D. Hide the ray and line and construct segments AD and BD. 3. Construct the bisector of ADB and then construct the intersection of this bisector and AB. Label the intersection E. Hide the bisector and construct segment DE. 4. Select E and segment AD and Construct > Perpendicular Line. Construct the intersection of the segment and the perpendicular line and label it F. Hide the perpendicular line and construct the segment EF. Your drawing should look like the one on page 446 of the textbook that is above Exercise 48.

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5. There are four 30 60 right triangles that have labeled vertices. What are they? Put your answer in a text box. 6. In a 30 60 right triangle, the sides of the triangle are in the ratio long leg : hypotenuse). So, in right triangle ABD, to DB = 3 : 3 : 2 3 (short leg :

DB 3 = . Since AB = s, this is equivalent AB 3

s 3 s . Using a similar argument, you should be able to find that EB = , so we have 3 3 found a complicated way of dividing a line segment into thirds. (What is an easier way?) Next, find the lengths of the following segments in terms of s: DE, DF, EF, AF. Some

answers involve 3 . Leave them in that form; do not give a decimal approximation. Put your work in the text box. 7. Using Sketchpad, measure the lengths of AB, EB, DE, DF, EF, AF; and using Number > EB DE DF EF AF , , , , Calculate find the ratios and check that they agree with your AB AB AB AB AB answers in Exercise 6. Save your sketch as <your_name> 11-3-7.gsp. Section 11.4 [48 52] The figure below is drawn on a grid of six squares, each having sides of 1 unit.
A

E D

1. Find the exact lengths of AB, AC, and BC. Open a new sketch and create a text box. Put your answers in the text box. 2. Verify that AB2 + AC2 = BC2 . Show your work in the text box 3. Find the measure of BAC , then of ABC and ACB . 4. Use Sketchpad to make a copy of the figure (using a rectangular coordinate system), and verify the results of Exercises 1 and 3.

5. Let ABD = and EBC = . By considering right triangles ADB and CEB, find tan() and tan() and put the results in your text box. Leave your answers in common fraction form, not decimal form. You should not need to use Sketchpad to find these answers. Page 15

6. A result of trigonometry says that for any angles and , tan( + ) =

tan() + tan() . 1 tan( ) tan() Using this formula and the result of Exercise 5, find tan(+). Since + = ABC , you can agree with the measure of ABC that you got in Exercise 3?

complete the following equation and enter it into the text box: tan(ABC) = . How does this

7.

Save the sketch as <your_name> 11-4-7.gsp.

Section 11.6 [23 35] 1. Open a new sketch, create a coordinate system, and plot the following points A(8,5), B(1.4), C(10,7), D(3,2). Select points A, B, C, and D in that order and Construct > Segments to construct a quadrilateral. Also construct the diagonals AC and BD. 2. Measure the slopes of the lines containing the six segments you constructed in Exercise 1. 3. Copy the following into your text box, filling in the blanks. "Two lines that have the same slope are parallel to one another. Therefore __ __ , __ __ , and quadrilateral ABCD must be a __." 4. Measure the lengths of the sides of ABCD . Open a text box and describe what type of quadrilateral ABCD is. You should be able to give a more detailed answer than in Exercise 3. 5. What is it about the slopes of AC and BD that tells you the diagonals are perpendicular to each other? Put your answer in the text box, and save your sketch as <your_name> 11-6-5.gsp. Chapter 11 Summary & Review [48 50] 1. Open a new sketch, and a text box. Type in the answer to Exercise 48, page 479 of your textbook. 2. In right hand drawing above Exercise 48, note that ADE is isosceles and 360 DEA = = 120 . What is the measure of ADE and DAE ? Put your answer in the 3 text box. 3. What is the measure of BCF and CBF ? 4. Create a sketch similar to the right hand drawing above Exercise 48 at a scale of 10 cm represents 1 mile. To do this, start a new sketch and define a coordinate system. Plot points A(0,0), B(10,0), C(10,10) and D(0,10). Select the points in order and construct segments. Then continue with Exercise 5.

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5. Rotate segment AD 30 around center D and 30 around center A, and construct the intersection of the two rotated segments to locate E. In a similar fashion, rotate BC around centers B and C and intersect the rotated segments to locate F. Construct segments AE and EF. 6. In the text box, describe how you know that AE = DE = EF = BF. This means that the sum of the lengths of the 5 segments in the diagram is equal to EF + 4 AE . Measure the lengths of EF and AE, and calculate EF + 4 AE . Divide the result by 10 (just move the decimal point) to get the number of miles of road needed in the second solution. 7. Which solution is better, the 3-segment solution or the 5-segment solution? Put the answer in your text box and save your sketch as <your_name> 11-S-6.gsp. Section 12.1 [43 47] You will be drawing a number of circles, each with the same "unit" radius. It's convenient to have the radius be a small integer number of centimeters, where you might want to change the integer to make the whole diagram a reasonable size. To do this, it is convenient to use a parameter, which will be introduced below. 1. Select Number > New Parameter. Set Name = r and Value = 4, and click OK. Construct a point near the middle of the window and label it P. Select P and the parameter r and then Construct > Circle by Center + Radius. 2. Construct three points on the circle, that divide the circle into three roughly equal parts, and label them X, Y, and Z. Open a text box and type "Since X, Y and Z all lie on the circle with center P and radius 4 cm, __ = __ =__ = 4 cm", where you have filled in the blanks. Now construct segments PX, PY, and PZ and use Measure > Length. Describe what you find in your text box. 3. Construct three new circles with centers X, Y, and Z, and radius 4 cm. In your text box, explain why all three circles pass through P. Hide the circle with center P. We will refer to the three circles by their center. 4. Select circles X and Y and Construct > Intersections. One intersection will be P. Label the other A. Similarly, label the intersection of circles Y and Z (not P) B, and the intersection of circles Z and X (not P) C. Your drawing should look like the one on page 489 of the textbook, bottom of the second column. 5. Draw XA, XC, YA, YB, ZC and ZB. See if you can tell what the lengths of these segments are, and then measure them to confirm your idea. 6. You have created 3 quadrilaterals that look like three faces of a cube. Finish constructing the "cube" by constructing a line through A, parallel to YB and then a line through B parallel to

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AY. Find the intersection of these two lines, and label it O. Which circle does it appear to be on? Record your answer. Hide the lines and construct segments OA, OB, and OC. Measure their lengths. 7. You have drawn six quadrilaterals, corresponding to the six sides of a cube. How many of these six quadrilaterals are rhombi? Put your answer in the text box.

Section 12.2 [19 23] For an introduction to this set of exercises, see the beginning of page 494 in your textbook. The same kind of problem occurs in mechanical engineering, where the corner of a sharp object is rounded to make it less likely that a person could be injured handling it. In engineering, this is called a fillet. 1. Open a new sketch and construct and label lines l and m, and their intersection P, that look similar to the diagram above Exercise 19 on page 494. 2. Draw a circle centered at P with any convenient radius. The smaller the radius, the sharper the curved corner will be. Find the intersections of the circle with l and m and label two of the intersections A and B as in the diagram. 3. Select A and l and Construct > Perpendicular line. Deselect and select B and m and Construct > Perpendicular line. With both perpendicular lines selected, select Construct > Intersection, and mark the Intersection O. 4. Construct a circle with center O passing through point A. You will prove in the following exercise that this circle passes through B as well, and is tangent to l at A and to m at B. 5. You want to "erase" most of the circle so that only the short arc between A and B remains, as in the textbook diagram. To do this, first use the point tool to create a point on the circle between A and B, and label it C. 6. Deselect all, then select the points A, C, and B in that order and select Construct > Arc through 3 Points. Deselect all, then click on the part of the circle that you want to erase and select Display > Hide Circle. This will leave only the arc visible. 7. Construct segment OP, an auxiliary segment, and color it red. Open a text box, and answer Exercises 20 23 on page 494 of the textbook in the text box. Save your sketch as <your_name> 12-2-7.gsp.

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Section 12.6 [18 21] In these exercises, you will construct the tangents to a circle from an external point, and will explain why the method works. 1. Construct a circle with the circle tool, and an external point with the point tool. Label the center of the circle O and the external point P. 2. Construct segment OP, and then construct the midpoint of OP and label it M. 3. Construct a circle with center M passing through O (and P). Construct the intersections of the two circles, and label them A and B. Construct rays PA and PB. These are the desired tangents. 4. Construct the auxiliary segments PA and PB. What kind of angles are OAP and OAP and how do you know? Put your answers to this and the following questions in a text box. 5. What relation does PA have to the radius OA? What relation does PB have to radius OB? 6. How do you know that PA and PB are tangent to the circle O? Save your sketch as <your_name> 12-6-6.gsp. Section 13.1 [Set III 1 3] A cat is standing on the middle rung of a ladder which is leaning against a wall. The bottom of the ladder starts to slide away from the wall, while the top stays along the wall. To find out the path that the cat takes, open the handout Cat On A Ladder.gsp, and follow the instructions. Type your answers into a text box in the sketch and save as <your_name> Cat On A Ladder.gsp. Section 13.3 [27 30] 1. Start a new sketch. Create ABC . Measure the lengths of the three sides and drag vertices until the lengths of the sides are approximately 8 cm, 9 cm, and 10 cm. (The exact values are not important, however make sure that the triangle does not have two equal sides.) 2. Create the circumcircle of ABC as follows. Locate the midpoint of AB, and construct the line passing through the midpoint and perpendicular to AB. Then locate the midpoint of BC, and construct the line passing through the midpoint and perpendicular to BC. Construct the intersection of the two lines, and label it O. Construct the circle with center O and passing through A. This circle will pass through points A, B, and C and thus is the circumcircle of ABC . 3. Create the incircle of ABC as follows. Construct the bisector of BAC . Construct the bisector of ABC . Construct the intersection of the two rays you just constructed, and label it I. Hide the lines. Construct a line through I that is perpendicular to AB. Construct the

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intersection of this line and AB. Draw the circle with center I that passes through the point you just constructed. Then hide the line. 4. Use the point tool to create a point somewhere on the circumcircle, and label it D. 5. Construct the rays from the point D that are tangent to the incircle I as follows. Construct segment DI. Construct M, the midpoint of DI. Construct the circle with center M that passes through I. Construct the intersections of this circle and circle I, call them S and T. Construct the rays DS and DT. These are the tangent lines. (See the GSP exercises for section 12.6 for why this works.) 6. Construct the intersection of DS and circle O and the intersection of DT and circle O. Label these points E and F, in either order. Hide the rays DS and DT, and construct segments DE, EF, and FD. Measure the lengths of these three segments. 7. It should appear that EF is tangent to circle I. To verify that this is so, select circle I and segment EF, and Construct > Intersections. Notice that there is only one intersection point, which shows that EF is tangent to circle I. 8. To simplify the diagram, hide everything except triangles ABC and DEF, Circles I and O, and the measurements. By looking at the measurements of the lengths of the sides of the two triangles, you should be able to determine whether or not they are congruent. In your text box, complete the following sentence: "It appears __ for two triangles that are not congruent to have the same incircle and circumcircle." where you replace the blank with the word "possible" or "impossible". 9. Drag point D slowly around the circumcircle, watching to see if EF remains tangent to the incircle and also watching what happens to the measurements of the sides of DEF (do they change?). Describe what you observed in the text box, and save the sketch as <your_name> 1-13-9.gsp. You have investigated the simplest case of a remarkable theorem called Poncelet's Porism. If you are curious, you can find out exactly what this says by looking up Poncelet's Porism in Wolfram MathWorld online.

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Section 13.4 [27 31] On page 352 of the textbook, the altitude of a triangle was defined to be "A perpendicular line segment from a vertex of a triangle to the line of the opposite side". The reason for the words "the line of" is shown in Exercises 1 4 below. 1. Start a new sketch and create ABC where C is an obtuse angle. Select segment AC and point B and Construct > Perpendicular line. Next select points A and C and Construct > Line. Select the two lines you have created and construct their intersection. Label it D. The altitude is segment AD. 2. Construct the other two altitudes of ABC and label them BE and CF. 3. Are the three line segments AD, BE, and CF concurrent? Explain, putting your answer in a text box. 4. Are the three lines AD, BE, and CF concurrent? If so, the point of concurrency is called the orthocenter. Put your answer in a text box. 5. Which of the following points can lie outside a triangle: its incenter, its orthocenter, its centroid, its circumcenter? Hint: If you are not sure, use Sketchpad to create an obtuse triangle and experiment. Put your answer in a text box and save the sketch as <your_name> 14-4-5.gsp.

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