TOPIC 5

Geometry
5.1 Overview
Numerous videos and interactivities are embedded
just where you need them, at the point of learning,
in your learnON title at www.jacplus.com.au. They
will help you to learn the concepts covered in this
topic.

5.1.1 Why learn this?

Geometry allows us to explore our world in a very
precise way. Builders, architects, surveyors and
engineers use knowledge of geometry to ensure
buildings are stable and visually pleasing. A lot of geometry is also involved in sport. Careful estimation of
angles is required when playing pool or shooting for goal in hockey and football.

LEARNING SEQUENCE
5.1 Overview
5.2 Types of angles and naming angles
5.3 Parallel and perpendicular lines
5.4 Triangles
5.5 Quadrilaterals
5.6 Line and rotational symmetry
5.7 Review

LEARNING OUTCOMES
A student:
• communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4-1WM
• applies appropriate mathematical techniques to solve problems MA4-2WM
• recognises and explains mathematical relationships using reasoning MA4-3WM
• classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent triangles to find
unknown side lengths and angles MA4-17MG
• identifies and uses angle relationships, including those related to transversals on sets of parallel lines MA4-18MG

CONTENT DESCRIPTIONS
Students:
Use the language, notation and conventions of geometry
Recognise the geometrical properties of angles at a point
Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal
(ACMMG163)
Investigate conditions for two lines to be parallel (ACMMG164)
Solve simple numerical problems using reasoning (ACMMG164)
Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)
Identify line and rotational symmetries (ACMMG181)

TOPIC 5 Geometry 175

 Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral
(ACMMG166)
Use the properties of special triangles and quadrilaterals to solve simple numerical problems with appropriate
reasoning
Source: NSW Syllabus for the Australian curriculum

RESOURCES — ONLINE ONLY

eLesson: The story of mathematics — Catapults and projectiles (eles-1703)

Note: Your teacher may now set you a pre-test to determine how familiar you are with the content in
this topic.

5.2 Types of angles and naming angles

5.2.1 Types of angles
•• Angles can be classified according to their size.

An acute angle is greater A right angle is an angle An obtuse angle is greater than
than 0°, but less than 90°. that equals exactly 90°. 90° but less than 180°.

A straight angle equals A reflex angle is greater than An angle of complete revolution
exactly 180°. 180° but less than 360°. or a perigon is an angle of 360°
(a full circle).

WORKED EXAMPLE 1

Classify each of the following angles according to its size.

a 115° b 27° c 300°
THINK WRITE
a The given angle is larger than 90°, but smaller a 115° is an obtuse angle.
than 180°, so classify it accordingly.
b The given angle is between 0° and 90°, b 27° is an acute angle.
so ­classify it accordingly.
c The given angle is larger than 180°, but less c 300° is a reflex angle.
than 360°, so classify it accordingly.

176  Maths Quest 7 Stage 4 NSW Australian curriculum

5.2.2 Naming points, lines, intervals and angles
•• Points, lines, intervals and angles can be named using capital letters.
•• A point is a specific location and is labelled with a single capital letter.
•• An interval can be labelled with two capital letters, one at each end
of the interval. A
•• A line is labelled by two points that sit on the line. The arrows
at each end of the line indicate that the line continues without C D
ending.
E F
•• A common way to name an angle is to use three letters: two
letters to represent the arms of the angle, and a third letter to
represent its vertex. The letter representing the vertex is always
placed in the middle (between the two letters representing the arms).
•• Instead of writing the word angle, we use the symbol ∠.

WORKED EXAMPLE 2

Name each of the following angles.

a X b A

O Y
C
B

THINK WRITE
a Name the angle by starting either from X, or from Y, a ∠XOY or ∠YOX
and placing O (the letter for the vertex) in the middle.
Remember to place the angle symbol (∠) before the
letters.
b Name the angle by starting either from A, or from C, b ∠ABC or ∠CBA
and placing B (the letter representing the vertex) in the
middle. Remember to place the angle symbol (∠)
before the letters.

WORKED EXAMPLE 3

Draw the acute angle ∠ADG.

THINK DRAW
1 Construct any acute angle (unless specified A
­otherwise).
2 Letter D is in the middle, so place it at the vertex.
D G
3 Place letter A at one arm of the angle and letter G
at the other. (Note that it does not matter which
arm is represented by AD and GD.)

•• Alternatively, the angle can be labelled using the angle symbol and the name of the vertex. For
­example, in Worked example 3 the angle ∠ADG could also be labelled ∠D.

TOPIC 5 Geometry  177

 RESOURCES — ONLINE ONLY

Interactivity: Types of angles (int-3961)

Interactivity: Names of angles (int-3962)
Digital doc: SkillSHEET Classifying angles (doc-6452)
Digital doc: SkillSHEET Naming angles (doc-6453)
Digital doc: WorkSHEET Geometry I (doc-1755)

Exercise 5.2 Types of angles and naming angles 

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1–11, 13, 15 1–13, 15 1–17

    Individual pathway interactivity: int-4333 ONLINE ONLY

To answer questions online and to receive immediate feedback and fully worked solutions for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

Understanding and fluency

1. WE1 Classify each of the following angles according to its size.
a. 12° b. 215.3° c. 98° d. 156°
e. 180° f. 62° g. 355.2° h. 90°
i. 4.8° j. 360° k. 100° l. 45°
1
m. 82° n. 270° o. 36 ° p. 195°
2
2. The following list gives values of particular angles.
3°, 45°, 65°, 123°, 69°, 234°, 90°, 360°, 300°, 270°, 165°, 210°, 180°
a. How many of these are acute angles? List them.
b. How many of these are obtuse angles? List them.
c. Is there a right angle in the list?
d. Is there a straight angle?
e. How many reflex angles are there? List them.
f. Is there a full revolution? What is its value?
3. Consider the following diagrams and write down the type of angle shown in each case.
a. b. c.

d. e. f.

178  Maths Quest 7 Stage 4 NSW Australian curriculum

4. WE2 Name each of the following angles.
a. X b. P c. S
V U

R
Q

D X

d. P e. P H f. O
F

G Z

R
Z

5. WE3 Draw each of the following angles as specified in brackets.

a. ∠CDE (acute) b. ∠TRE (obtuse) c. ∠QAS (straight)
d. ∠FGH (reflex) e. ∠KJF (right) f. ∠NBV (acute)
6. Name each acute and obtuse angle in the following diagrams.
a. O b. S R
X Y

P O
Q

M
N
c. L d. T
M K U

P
R
P V
N O
O
e. X f. T R

Y O
W V P
O

Q W Z
P
g. F h. J O
P

H K
D K
O

TOPIC 5 Geometry  179

 7. State the type of angle shown in each photograph.
a. b.

c. d.

8. State the type of angle that the minute hand of a clock sweeps while moving for the period of:
a. 10 minutes b. 15 minutes c. 20 minutes
d. 30 minutes e. 45 minutes f. 1 hour.
9. At various times of the day the hands of a clock form two angles: the inside angle (the smaller one)
and the outside angle (the larger one).
a. State the type of the inside angle formed by the hands of the clock at:
i. 1 o’clock ii. 20 minutes to 12 iii. 6 o’clock
iv. 9 o’clock v. quarter to 4 vi. half past 10.
b. Write two different times when the inside angle of the clock is:
i. acute ii. obtuse iii. right.
10. Angles are very important in engineering and
FIGURE 1
architecture. Three angles have been marked
in Figure 1.
a. Classify each angle.
b. Use a protractor to measure each angle.
c. With a partner, locate as many other angles as you 1
can that are the same size as the marked angles 1,
3 2
2 and 3.
11. In Figures 2 and 3, acute, right-angled and obtuse
angles have been used.
i. Name an acute angle.
ii. Name two right angles.
iii. Name an obtuse angle.
iv. Can you name a reflex angle?

180 Maths Quest 7 Stage 4 NSW Australian curriculum

 a. FIGURE 2
N I
B C
M O E
D F
A U

G H
H T

b.
FIGURE 3

Q
R
P B
A D
C F

W X

Communicating, reasoning and problem solving

12. Give reasons for the following statements.
a. The sum of two acute angles can be an acute angle.
b. The sum of two acute angles can be a right angle.
c. The sum of two acute angles can be an obtuse angle.
d. The sum of two acute angles can be a reflex angle.
13. a. Can you construct a complete revolution using one 90° angle,
one straight angle, and two acute angles?
b. Construct a diagram to represent the complete revolution in part a.
14. Watchmakers take particular care that the angles between the hands
of an analogue clock represent the time accurately. What is the
smaller angle between the hour and minute hands when an analogue
clock displays the time as ten past nine?
15. Label each angle marked in the photograph at right with
the word describing the type of angle it is.
16. Why is it important to always put the letter representing
the vertex in the middle of the angle’s name?
17.

a. How many angles appear in the diagram above?

b. At midday, the hour hand, the minute hand and the second hand on a clock are all pointing to the 12.
What is the smaller angle between the hour hand and the minute hand after the second hand has
completed 30 revolutions? Hint: It is not 180° — draw a separate diagram to help.

TOPIC 5 Geometry 181

5.3 Parallel and perpendicular lines
5.3.1 Vertically opposite and adjacent angles
•• When two straight lines intersect, they form four angles with a common vertex.
•• The angles that are opposite each other are called vertically opposite angles.
•• Vertically opposite angles are equal in size.
•• The angles next to each other are called adjacent angles. (Adjacent angles share a common arm and
a common vertex.)
In the diagram at right there are two pairs of vertically opposite angles. B
∠AOB = ∠DOC and ∠BOC = ∠AOD
There are 4 pairs of adjacent angles.
∠AOB is adjacent to ∠BOC. A C
O
∠BOC is adjacent to ∠COD.
∠COD is adjacent to ∠AOD. D
∠AOD is adjacent to ∠AOB.
•• Adjacent angles can come in many sizes.

x
y
•• When two adjacent angles (x + y) form a right angle (90°) they are called complementary angles.
Each angle is the complement of the other.

x y

•• When two adjacent angles (x + y) form a straight line angle (180°) they are called supplementary
angles. Each angle is the supplement of the other.

x y

•• Adjacent angles can also form an angle of complete revolution (360°).

5.3.2 Parallel lines

•• Parallel lines are indicated in a diagram by lines with arrows on them.
Transversal

Parallel lines

•• A line intersecting a pair (or set) of lines is called a transversal.

182  Maths Quest 7 Stage 4 NSW Australian curriculum

 •• Cutting parallel lines by a transversal creates a series of angles that are related in a number of ways.
•• The symbol used to mean ‘is parallel to’ is ||.

5.3.3 Corresponding angles

•• The following two diagrams show two angle, a and b, positioned below the parallel lines to the right
of a transversal.

•• When both angles are on the same side of the transversal (both to the left, or
both to the right of it) and are either both above, or both below the parallel
lines, such angles are called corresponding angles. a
•• Corresponding angles are equal in size.
•• Thus, in the diagram at right ∠a = ∠b. b
•• The position of corresponding angles is easy to remember by associating
it with an F shape.

5.3.4 Co-interior angles (or allied angles)

•• The diagram at right shows two angles, a and b, positioned between the parallel
lines, on the same side (to the right) of the transversal. Such angles are called a
co-interior angles or allied angles. b
•• Co-interior angles are supplementary; that is, they add up to 180°.

a
b

•• Thus, in the diagram at right ∠a + ∠b = 180°.

•• The position of the co-interior angles is easy to remember by associating it with a C shape.

5.3.5 Alternate angles

•• The diagram at right shows two angles, a and b, positioned between the parallel
lines and on alternate sides of the transversal. Such angles are called alternate a
angles. b
•• Alternate angles are equal in size.
•• Thus, in the diagram at right, ∠a = ∠b.
•• The position of alternate angles is easy to remember by associating it with a Z shape.

a
b

TOPIC 5 Geometry  183

5.3.6 Calculating angles associated with parallel lines
•• Angle relationships associated with parallel lines can be used to find the size of missing angles, as
shown in the following worked examples. It is important to remember that Z, F or C shapes may be
upside-down or backwards in some diagrams.

WORKED EXAMPLE 4

For the diagram at right:

a state the type of angle relationship 45°
b find the value of the pronumeral.
m

THINK WRITE
a 1 Study the diagram: which shape — Z, F or C — a
would include both angles that are shown? Copy the 45°
diagram into your workbook and highlight the
appropriate shape. m

2 State the name of the angles suggested by a C shape. Shown angles are co-interior.
b 1 Co-interior angles add to 180°. b m + 45° = 180°
Write this as an equation.
2 Solve for m. m = 180° − 45°
= 135°

WORKED EXAMPLE 5

Find the value of the pronumeral in the diagram shown,

giving reasons. 120°

THINK WRITE
1 The two angles shown are neither C, Z nor F angles. So
120°
we must find some other angle first, that will enable us to
find the size of angle x.
(This other angle must be in a certain relation with both y
given angles.) Draw an F shape that includes a 120° x
angle. The other angle in an F shape is related to both
given angles: it is corresponding to the 120° angle and it
is supplementary to angle x. Call this angle y.
2 State the size of angle y, specifying the reason y = 120°
(the angle relation).
(as corresponding angles are equal)

184  Maths Quest 7 Stage 4 NSW Australian curriculum

 3 The angles x and y are supplementary (add to 180°). x + y = 180°
State this as an equation.
(as angle sum of straight line is 180°)
4 Substitute the value of y into the equation. x + 120° = 180°
x = 180° − 120°
5 Solve for x.
= 60°

ACTIVITY: INVESTIGATING ANGLES FORMED BY PARALLEL LINES

Use dynamic geometry software to investigate angle relationships formed by the cutting of parallel lines with a
transversal.

5.3.7 Testing for parallel lines

•• If 2 lines and a transversal intersect to form any of the following angles:
– corresponding angles
– alternate angles
– co-interior angles
then the two lines are parallel.

WORKED EXAMPLE 6

Are the following lines A and B parallel? Give reasons for your answer.

A 110°

110°

THINK WRITE
1 The given angles are equal to each other.
They are both 110°.
2 State the name of the angles suggested by a
Z shape.
These angles are alternate.
A 110°

110°

3 Since the 2 angles are alternate and equal, then A‖ B

the lines A and B must be parallel.

TOPIC 5 Geometry  185

5.3.8 Perpendicular lines
•• Perpendicular means ‘at right angles’. X
•• When two line segments meet at right angles they are said to be
perpendicular. That is, the angle between them is 90°. In the following
diagram, the angles ∠AOX and ∠XOB are each right angles, which A
means that the line segments AB and OX are perpendicular.
•• To write ‘the line segments AB and OX are perpendicular’ using O
mathematical symbols, simply write AB ⟂ OX.
•• The symbol ⟂ means ‘is perpendicular to’. B

RESOURCES — ONLINE ONLY

Interactivity: Vertically opposite angles (int-0814)

Interactivity: Corresponding angles (int-0815)
Interactivity: Co-interior angles (int-0817)
Interactivity: Alternate angles (int-0816)
Interactivity: Vertically opposite and adjacent angles (int-3968)
Interactivity: Corresponding angles (int-3969)
Interactivity: Co-interior angles (int-3970)
Interactivity: Alternate angles (int-3971)
Interactivity: Calculation of angles associated with parallel lines (int-3972)
Interactivity: Testing for parallel lines (int-3973)
eLesson: Parallel lines (eles-2309)
Digital doc: Investigation — Perpendicular and parallel lines (doc-6456)
Digital doc: WorkSHEET Geometry II (doc-6618)

Exercise 5.3 Parallel and perpendicular lines

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 17 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 13, 14,
15, 17 15, 16, 17

    Individual pathway interactivity: int-4336 ONLINE ONLY

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Copy and complete this table.
Diagram Type of angle relation Associated shape Rule
Corresponding Are equal in size.
Alternate Z
Add up to 180°.

186  Maths Quest 7 Stage 4 NSW Australian curriculum

2. a. 
Copy the following diagram into your workbook. Clearly draw an F shape on
your diagram and label the angle corresponding to the one that is marked.

b. Copy the following diagram into your workbook. Clearly draw a Z shape on your
diagram and label the angle alternate to the marked angle.

c. Copy the following diagram and label the angle co-interior to the marked angle.
Clearly draw a C shape on your diagram.

3. Match each diagram with the appropriate name from the four options listed.
Diagram Name
a b A. Co-interior angles (C)
B. Corresponding angles (F)
C. Alternate angles (Z)
D. None of the above

c d

4. In the following diagram, list all pairs of:

a b
a. vertically opposite angles c d
b. corresponding angles
e f
c. co-interior angles g h
d. alternate angles.

5. MC In the following diagram:

a. which angle is vertically opposite to angle p?
a. k b. m c. r d. q e. t r t
b. which angle is corresponding to angle p? n p
a. k b. m c. r d. q e. t k m
c. which angle is co-interior to angle p? j q
a. k b. m c. r d. q e. n
d. which angle is alternate to angle p?
a. k b. m c. r d. q e. n
e. name two angles adjacent to angle k.
6. WE4 For each of the following diagrams:
i. state the type of angle relationship
ii. find the value of the pronumeral.
a. b. c.
p
45° s
60° q
65°

TOPIC 5 Geometry  187

 d. e. f.
132°
72°
t m 70°
n

7. WE5 Find the value of the pronumerals in each of the following diagrams, giving reasons.
a. b. c.
116° 64° 62°
38° b
z 44°
y 44°

d. e. f.
68° 135°
72° g

h k
120° 110°

8. a. WE5 Find the value of the pronumerals in the following diagrams.

i. C ii. A iii. A
B
x B
D D C y
123° G
B F
A E E H H
G 137° F C
b G 62°
H
D
F E

iv. A v. P vi. M N
P
H B
G
80° p Q
Y
V R q
J W
F C X S q
z z U V Q
T 160° W Z

E D T S R

b. Name all the perpendicular lines in the preceding diagrams in part a.

9. a. What is the complement of 65°?
b. What is the supplement of 123°?
10. If the angle allied to x is 135°, find the size of angle x.
11. If the angle corresponding to y is 55°, find the size of angle y. p
12. A hill is at an angle of 30° to the horizontal. A fence is put in, consisting of a
railing parallel to the ground and vertical fence posts. Find the angle, p, between
the top of the fence post and the rail.
30°

188  Maths Quest 7 Stage 4 NSW Australian curriculum

13. Two gates consist of vertical posts, horizontal struts and diagonal beams. Find the angle, a, as shown
in the following gates.
a. a b.

40°
50°

Communicating, reasoning and problem solving

14. We6 Is the line AB parallel to the line CD? Explain your answer.
A B
48°
84°

133°
C D

15. Perspective drawing also allows us to create the illusion of looking at the
same object from a number of different angles. For example, consider the
simple box at right.
Figures A and B are views of the cube from different angles. In all cases
the top of the box has been shaded.
FIGURE A FIGURE B

a. Find the vanishing point in each diagram, by extending the edges in the diagram until they meet.
b. True or False? Explain your answers.
i. The viewer is above the box in Figure A.
ii. The viewer is behind the box in Figure B.
iii. The viewer of Figure A is probably taller than the viewer of Figure B.
16. In the diagram shown, calculate the magnitude of the acute angle ∠PQR and the reflex angle ∠PQR.

P
29°

38°
R

TOPIC 5 Geometry 189

17. Look at the following optical illusions. Are any of the lines parallel? Explain your answer.

a. b.

5.4 Triangles
5.4.1 Types of triangles
B
•• Every triangle has three angles and three sides.
•• Capital letters of the English alphabet are used at each vertex (in any
order) to name triangles.
•• The symbol Δ is used in place of the word triangle. This triangle
can be named ΔABC or ABC. (It can also be named A C
ΔBCA, ΔCAB, ΔACB, ΔBAC, or ΔCBA.)
•• Identical marks on the sides of the triangle are used to indicate that the sides have the same length.
Likewise, identical marks on the angles indicate that the angles are equal in size.

5.4.2 Classifying triangles according to the length of their sides

•• According to their side lengths, triangles can be classified as equilateral,
isosceles or scalene.
•• An equilateral triangle has all sides equal in length. (All angles of an
equilateral triangle are also equal in size.)

•• An isosceles triangle has two sides of equal length. (The angles adjacent to
the unequal third side are also equal in size.)

•• A scalene triangle has no equal sides. (All angles in a scalene triangle are
different in size.)

190  Maths Quest 7 Stage 4 NSW Australian curriculum

 WORKED EXAMPLE 7

Classify each of these triangles according to the lengths of its sides.

a B b N c R

S
A C M P P

THINK WRITE
a Sides AB and AC have identical markings on a ΔABC is an isosceles triangle.
them, which indicate that they are of equal length.
So ΔABC has 2 equal sides. Classify it
accordingly.
b The 3 sides of ΔMNP have identical markings on b ΔMNP is an equilateral triangle.
them, which means that all 3 sides are equal in
length. Classify this triangle.
c All 3 sides of ΔPRS are marked differently. c ΔPRS is a scalene triangle.
Therefore, no sides in this triangle are equal in
length. Use this information to classify the triangle.

5.4.3 Classifying triangles according to the size of their angles

•• According to the size of their angles, triangles can be classified as being right-angled, acute-angled,
or obtuse-angled.

A right-angled triangle has one of its An acute-angled triangle has An obtuse-angled triangle
angles equal to 90° (one of its angles is all angles smaller than 90° has one angle greater than
a right angle). A small square in the (all three angles are acute). 90° (one angle is obtuse).
corner marks the right angle.

WORKED EXAMPLE 8

Classify each of the triangles in Worked example 7 according to the size of its angles.
THINK WRITE
a In ΔABC, ∠CAB is marked as the right angle, so a ΔABC is a right-angled triangle.
classify it accordingly.
b In ΔMNP all angles are less than 90°, so classify b ΔMNP is an acute-angled triangle.
this triangle.
c In ΔPRS, ∠PRS is greater than 90°; that is, it is c ΔPRS is an obtuse-angled triangle.
obtuse. Use this information to classify the triangle.

•• We can classify triangles by both their side lengths and the size of their angles. For example, the
triangle from part a of Worked examples 7 and 8 can be classified as a right-angled isosceles triangle.

TOPIC 5 Geometry  191

 ACTIVITY: SKETCHING TRIANGLES FROM A VERBAL DESCRIPTION
Pair with a classmate and each draw a triangle without your partner seeing. Take turns describing your triangles
using only verbal descriptions. Your partner must try and draw the triangle you describe. How accurate were the
drawings compared to the triangle you described?

5.4.4 Angles in a triangle

•• The sum of the three angles in any triangle is always 180°.

b°

a° c°
a° + b° + c° makes a straight angle

b°
a° c°
a° + b° + c° = 180°

WORKED EXAMPLE 9

Find the value of the pronumeral in each of the following triangles.

a b
35° 42°

b 58° d 37°

THINK WRITE
a 1 The sum of the three angles (b, 35° and 58°) a b + 35° + 58° = 180°
must be 180°. Write this as an equation.
2 Simplify by adding 35° and 58° together. b + 93° = 180°
3 Use inspection or backtracking to solve for b. b = 180° − 93°
+ 93° b = 87°
b b + 93°

87° 180°
− 93°

b 1 The sum of the three angles (d, 37° and 42°) b d + 37° + 42° = 180°
must be 180°. Write this as an equation.
2 Simplify by adding 37° and 42° together. d + 79° = 180°
3 Use inspection or backtracking to solve for d. d = 180° − 79°
+ 79° d = 101°
d d + 79°

101° 180°
− 79°

192  Maths Quest 7 Stage 4 NSW Australian curriculum

WORKED EXAMPLE 10

Find the value of the pronumeral in the following triangle.

B
h
A

74°
C
THINK WRITE
1 The markings on the diagram indicate that ΔABC is ∠BCA = ∠BAC = 74°
isosceles with AB = BC. Therefore, the angles at the
base are equal in size; that is, ∠BCA = ∠BAC = 74°.
2 All 3 angles in a triangle must add up to 180°. ∠ABC + ∠BAC + ∠BCA = 180°
h + 74° + 74° = 180°

3 Simplify. h + 148° = 180°

4 Solve for h, that is, subtract 148° from 180°. h = 180° − 148°
h = 32°

WORKED EXAMPLE 11

Find the value of the pronumeral in the following triangle.

N

40°

a
M P
THINK WRITE
1 From the diagram we can see that ΔMNP is isosceles ∠NPM = ∠NMP = a
with MN = NP. Hence, ∠NPM = ∠NMP = a.
2 Form an equation by putting the sum of the angles on ∠NMP + ∠NPM + ∠MNP = 180°
one side and 180° on the other side of the equals sign. a + a + 40° = 180°
3 Simplify by collecting like terms. 2a + 40° = 180°
4 Use inspection or backtracking to solve for a. 2a = 180° − 40°
×2 + 40 2a = 140°
140°
a 2a 2a + 40° a=
2
70° 140° 180° a = 70°
÷2 − 40

TOPIC 5 Geometry  193

5.4.5 Interior and exterior angles of a triangle
•• The angles inside a triangle are called interior angles.
•• If any side of a triangle is extended outwards, the angle formed is called an exterior angle.
•• The exterior angle and the interior angle adjacent (next) to it add up to 180°.
•• The sum of the two interior opposite angles is equal to the exterior angle.
Interior
angles B
Exterior
angle Interior angle
Exterior angle
A C D
∠ACB + ∠BCD = 180°
and
∠BAC + ∠ABC = ∠BCD.

ACTIVITY: INVESTIGATING INTERIOR AND EXTERIOR ANGLES OF TRIANGLES

Use dynamic geometry software to investigate the relationship between the exterior angle of a triangle and the
sum of the two interior opposite angles.

WORKED EXAMPLE 12

Find the value of the pronumerals in the following diagram.

B
n

125° p 83°
D A C

THINK WRITE
1 ∠BAC (angle p) together with its adjacent exterior ∠BAC = p; ∠DAB = 125°
angle (∠DAB) add up to 180°. Furthermore, ∠BAC + ∠DAB = 180°
∠DAB = 125°. So, form an equation. p + 125° = 180°
2 Solve for p, that is subtract 125° from 180°. p = 180° − 125°
p = 55°
3 The interior angles of ΔABC add up to 180°. ∠BCA + ∠BAC + ∠ABC = 180°
Identify the values of the angles and form an ∠BCA = 83°; ∠BAC = p = 55°;
equation. ∠ABC = n
83° + 55° + n = 180°
4 Simplify by adding 83° and 55°. n + 138° = 180°
5 Solve for n; that is, subtract 42° from 180°. n = 180° − 138°
n = 42°

194  Maths Quest 7 Stage 4 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: Classification of triangles — sides (int-3963)

Interactivity: Classification of triangles — angles (int-3964)
Interactivity: Angles in a triangle — angles (int-3965)
Interactivity: Interior and exterior angles of a triangle (int-3966)
Digital doc: SkillSHEET Classifying triangles according to the length of their sides (doc-6454)
Digital doc: SkillSHEET Classifying triangles according to the size of their angles (doc-6455)

Exercise 5.4 Triangles

Individual pathways

VV  PRACTISE VV  CONSOLIDATE VV  MASTER

Questions: Questions: Questions:
1–10, 12, 15, 16 1–11, 14, 15, 16a, c, 18, 21, 24, 25 1–5, 6b, e, f, 7c, 8c, 9c, f, 10–29

    Individual pathway interactivity: int-4334 ONLINE ONLY

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. WE7 Name each of the following triangles using the capital letters, then classify each triangle
according to the lengths of its sides.
a. A b. L

B C

M N

c. X Y d. P

Z
Q R

e. R f. E

S T
F G

TOPIC 5 Geometry  195

 2. WE8 Classify each of the triangles in question 1 according to the size of its angles.
3. Add side and angle markings to these diagrams to show that:
a. ΔRST is an equilateral triangle b. ΔUVW is an isosceles triangle
S V

U W

R T

c. ΔPQR is a scalene triangle d. ΔMNP is a right-angled triangle

P Q N

R
M P

e. ΔABC is a right-angled and isosceles triangle f. ΔMNO is a right-angled and scalene triangle.
B M N

A C
4. MC a.  Which of these triangles is an equilateral triangle?
a. b. c.

d. e.

b. Which of these triangles is not a scalene triangle?

a. b. c.

d. e.

196  Maths Quest 7 Stage 4 NSW Australian curriculum

5. MC a.  Which of these triangles is both right-angled and scalene?
a. b. c.

d. e.

b. Which of these triangles is both acute-angled and isosceles?

a. b. c.

d. e.

6. WE9 Find the value of the pronumeral in each of the following triangles.
a. b. c. 96° t
55° 30°

g 25° 40°
68° x

d. e. f.
60° 33° 30°

54°
f
k 60° z 60°

7. Find the value of the pronumeral in each of the following right-angled triangles.
a. 45° b. c. 40°
a
25°

TOPIC 5 Geometry  197

 8. WE10 Find the value of the pronumeral in each of the following triangles, giving reasons.
a. c b. c. 64°
52°

55° e

9. WE11 Find the value of the pronumeral in each of the following triangles, giving reasons.
a. u b. k c.
28°

48°
d

d. t e. 57°
f.

32° f

70° p

10. WE12 Find the value of the pronumerals in the following diagrams.
a. b. b c. 50°
n
158° a 130° y
x 130°
130° p 60°

d. 125° e. b
f.
s 55°
26° 72° 34°
t
n

g. m h. t

m 120° t 56°

11. What types of triangles can you see in the sandwiches on the right?
12. Write down three acute triangles you can see around you.
13. Find one example in your classroom or home of each of the six
types of triangles described in this chapter. Describe clearly where
the triangle occurs, draw the triangle and classify it according to
both side and angle types.

198 Maths Quest 7 Stage 4 NSW Australian curriculum

14. In the triangle at right:
a. how many equilateral triangles can you find
b. how many right-angled triangles can you find
c. how many isosceles triangles can you find?
15. Use your ruler, pencil and protractor to accurately draw:
a. an equilateral triangle with side lengths 6 cm and all angles 60°
b. an isosceles triangle with two sides which are 6 cm each with a 40° angle between them
c. a right-angled triangle whose two short sides are 6 cm and 8 cm.
(How long is the longest side?)
d. a scalene triangle with two of the sides measuring 4 cm and 5 cm and an angle of 70° between the
two sides.
16. Find the missing angle in each of the triangles marked on the following photographs.
a. b.

b 60°
70°
p

c. d.
p

k 62° 62°

50°
100°

17. a. An isosceles triangle has 2 angles of 55° each. Find the size of the third angle.
b. An isosceles triangle has 2 angles of 12° each. Find the size of the third angle.
c. Two angles of a triangle are 55° and 75° respectively. Find the third angle.
d. Two angles of a triangle are 48° and 68° respectively. Find the third angle.
18. a. Use a ruler and a protractor to construct each of the following triangles.
i. An isosceles triangle with a base of 4 cm and equal angles of 50° each.
ii. An isosceles triangle with two sides which are 5 cm each and two equal angles which are 45° each.
b. On your diagrams label the size of each angle. Classify the triangles according to the size of their angles.
Communicating, reasoning and problem solving
19. Find the value of the pronumerals in the following shapes.
a. b. a
b
42° 63° c

10 K

45°
a

TOPIC 5 Geometry  199

20. For each of the following sets of 3 angles, state whether or not it is possible to construct a triangle
with these angles. Give a reason for your answer.
a. 40°, 40°, 100° b. 45°, 60°, 70° c. 45°, 55°, 85° d. 111°, 34.5°, 34.5°
21. Explain in your own words why it is impossible to construct a triangle with 2 obtuse angles.
22. Explain why the longest side of a triangle is always opposite the largest angle of the triangle.
23. Explain why the sum of the lengths of two sides of a triangle must be greater than the length of the
third side.
24. Cut eighteen strips of paper — three each of the following six lengths: 3 cm, 4 cm, 5 cm, 6 cm, 8 cm
and 10 cm. Use these strips to help you answer the following questions.
a. Using a combination of three of these strips (without bending them), how many different triangles
can you make?
b. What type of triangle is each one? How many are there of each kind?
c. Are there any similar triangles (same shape, but different size)?
d. Measure the size of the angles. What general relationship can you observe between the lengths of the
sides of a triangle and the size of the angles?
e. Formulate a general statement which would enable you to determine whether it is possible to form a
triangle from three given side lengths. Why is it not possible in some cases?
25. a. Construct the isosceles triangle ABC with ∠B = ∠C = 80°.
b. Extend the line BC to the right and label the other end D where BD = AB and form the ΔABD.
c. Calculate the magnitude of ∠D.
d. Extend the line CD to the right and label the other end E where DE = AD and form the ΔADE.
e. Calculate the magnitude of ∠E.
f. Repeat this process again.
g. What is the magnitude of the last angle?
h. Is there a pattern? Explain your answer.
26. a. ΔMNP is an isosceles triangle with MN = MP and ∠MNP = 72°. Calculate the magnitudes of
∠MPN and ∠NMP.
b. ΔMNP is an isosceles triangle with MN = MP and ∠NMP = 72°. Calculate the magnitudes of
∠MPN and ∠MNP
27. ΔABC has its vertices on a Ferris wheel as shown in the diagram. BC is a diameter of the wheel
because it passes through the centre of the wheel.

200  Maths Quest 7 Stage 4 NSW Australian curriculum

 a. Use a protractor to measure the three angles of the triangle and record these values in a table like the
one shown.
Triangle ∠A ∠B ∠C Type of triangle
1
2
b. Construct another triangle by moving point A on the circumference of the circle. Keep BC unchanged.
c. Measure the new angles and record these values in your table.
d. Construct another triangle by moving points B and C on the circumference of the circle to form
another diameter. Keep point A unchanged.
e. Measure the new angles and record these values in your table.
f. Construct another triangle by moving the three points A, B and C on the circumference of the circle.
The only condition is to ensure that BC is a diameter of the circle.
g. What conclusion can you draw from this activity?
28. How can you prove the statement: ‘In a triangle the sum of the opposite interior angles is equal to the
exterior angle’?
29. How many triangles can you see in this shape?

5.5 Quadrilaterals
5.5.1 Types of quadrilaterals
•• A quadrilateral is a 2-dimensional closed shape with four straight
sides.
•• Quadrilaterals can be either convex or non-convex. In a convex
quadrilateral, each of the interior angles is less than 180° and the two convex quadrilaterals
diagonals must lie within the quadrilateral. In a non-convex quadri-
lateral, one interior angle is more than 180° and one of the two diag-
onals lies outside of the quadrilateral.
•• Quadrilaterals can be divided into two major groups: parallelograms
and other quadrilaterals. non-convex quadrilaterals
•• Parallelograms are quadrilaterals with both pairs of opposite sides being parallel to each other.
•• All rectangles, squares and rhombi (diamonds) are parallelograms.
•• Other quadrilaterals (non-parallelograms) include trapeziums, kites and irregular quadrilaterals.

Parallelograms Shape Properties

Parallelogram Opposite sides are equal in length.
Opposite angles are equal in size.

Rectangle Opposite sides are equal in length.

Adjacent sides are perpendicular.
All angles are the same and equal 90°.

TOPIC 5 Geometry  201

 Parallelograms Shape Properties
Rhombus All sides are equal in length.
Opposite angles are equal in size.

Square All sides are equal in length.

Adjacent sides are perpendicular.
All angles are the same and equal 90°.

Other quadrilaterals Shape Properties

Trapezium One pair of opposite sides is parallel.

Kite Two pairs of adjacent (next to each

other) sides are equal in length.
One pair of opposite angles (the ones
that are between the sides of unequal
length) are equal.
Irregular quadrilateral This shape does not have any special
properties.

ACTIVITY: INVESTIGATING THE PROPERTIES OF QUADRILATERALS

Use dynamic geometry software to investigate the properties of quadrilaterals and prepare a report for your
class on your findings.

WORKED EXAMPLE 13

Name the following quadrilaterals, giving reasons for your answers.

a. b.

THINK WRITE
a The markings on this quadrilateral indicate that a The given quadrilateral is a square, since all
all sides are equal in length and all angles equal sides are equal and all angles are 90°.
90°. Classify the quadrilateral by finding the
matching description in the table.
b The arrows on the sides of this quadrilateral b The given quadrilateral is a parallelogram,
indicate that there are two pairs of parallel sides since it has two pairs of parallel sides.
and hence it is a parallelogram. Check the
descriptions in the table to see if it is a particular
type of parallelogram.

202  Maths Quest 7 Stage 4 NSW Australian curriculum

5.5.2 Angles in a quadrilateral
• The sum of angles in any quadrilateral is 360°.

Quadrilaterals are made up of 2 triangles

Sum of angles in 1 triangle = 180°
∴ 2 triangles = 2 × 180° = 360°

b°
a°

a° + b° + c° + d° = 360° d° c°

WORKED EXAMPLE 14

Find the value of the pronumeral in the diagram.

136° 65°

100°

THINK WRITE
1 The sum of the angles in a quadrilateral is 360°. d + 100° + 136° + 65° = 360°
So, express this as an equation.
2 Simplify by adding 100°, 136° and 65°. d + 301° = 360°
3 Solve to find the value of d; that is, subtract 301° d = 360° − 301°
from 360°. d = 59°

WORKED EXAMPLE 15

Find the value of the pronumeral in the diagram, giving a reason for your answer.

i j

65° k

TOPIC 5 Geometry 203

 THINK WRITE
1 According to the markings, the opposite sides of the given Opposite angles in a parallelogram
quadrilateral are parallel and equal in length. Therefore, this are equal in size. Therefore,
quadrilateral is a parallelogram. In a parallelogram opposite j = 65° and i = k.
angles are equal. So, state the value of the pronumeral.
2 The interior angles of a quadrilateral add to 360°. Form an 65 + j + i + k = 360°
equation by writing the sum of the angles on one side and 360°
on the other side of an equals sign.
3 Replace j in the equation with 65°. 65 + 65 + i + k = 360°
4 Simplify. 130 + i + k = 360°
5 Solve to find the value of i + k, that is, subtract i + k = 360 − 130°
130° from 360°. i + k = 230°
2i = 230°
6 We know that i = k, so substitute k for i and simplify.
7 Solve to find the value of i, that is divide both sides by 2. i = 115°
8 Write the answer. i = 115°, j = 65°, k = 115°

WORKED EXAMPLE 16

Find the value of the pronumerals in the diagram below.

50°

t 136°

THINK WRITE
1 Form an equation by writing the sum of the angles on k + t + 50° + 136° = 360°
one side and 360° on the other side of an equals sign.
2 The quadrilateral shown in the diagram is a kite. t = 136°
Angle t and angle 136° are the angles between unequal (The figure is a kite.)
sides and therefore must be equal in size.
3 Replace t in the equation with 136°. k + 136° + 50° + 136° = 360°
4 Simplify. k + 322° = 360°
5 Solve to find the value of k, that is, subtract 322° k = 360° − 322°
from 360°. k = 38°

ACTIVITY: SKETCHING QUADRILATERALS FROM A VERBAL DESCRIPTION

Pair with a classmate and each draw a quadrilateral without your partner seeing. Take turns describing your
quadrilaterals using only verbal descriptions. Your partner must try and draw the quadrilateral you describe.
How accurate were the drawings compared to the quadrilateral you described?

204  Maths Quest 7 Stage 4 NSW Australian curriculum

 RESOURCES — ONLINE ONLY

Interactivity: Types of quadrilaterals (int-4025)

Interactivity: Angles in a quadrilateral (int-3967)

Exercise 5.5 Quadrilaterals

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1, 2, 3, 4, 5, 6, 7, 8, 10, 13, 15, 19, 1, 2, 3, 4a, b, d, g, h, 5b, d, f, 6, 7, 1, 2, 3, 4a, d, e, h, 5a, D, 6, 7, 8,
23 8, 10, 11, 13, 15, 17, 18, 19, 22, 23 9–25

    Individual pathway interactivity: int-4335 ONLINE ONLY

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Draw in the diagonals for the following quadrilaterals to determine whether they are convex or
non-convex:

a. b. c. d.

2. WE13 Name the following quadrilaterals, giving reasons for your answers.

a. b. c.

d. e. f.

TOPIC 5 Geometry  205

 3. MC a.  This quadrilateral is a:

a. square b. rectangle c. kite

d. parallelogram e. rhombus
b. This quadrilateral is a:

a. trapezium b. parallelogram c. rhombus

d. kite e. square
c. This quadrilateral is a:

a. trapezium b. square c. kite

d. rhombus e. parallelogram

4. WE14 Find the value of the pronumeral in each of the following diagrams.
a. t 42° b. 115° c.
110°
42° 138°
b 50°

d. 18° e. f.
54°
120°
107° 107°
t

20° m
p

g. 127° h. 32° i. k

250° c 110°

12°
s 93°

206  Maths Quest 7 Stage 4 NSW Australian curriculum

5. WE15 Find the value of the pronumeral in each of the following diagrams, giving reasons for your
answers.
a. m b. 75° c.
132° t

78°
u

d. 108° e. 63° f. 73°

z
f p

6. WE16 Find the value of the pronumerals in each of the following diagrams.
a. b. d c c.
98°
t
m m

c 82° t
64°
36°

d. 106°
e. f. 115° n
75°

96° p x m p
91°

7. MC The value of t in the diagram is:

t

42°
a. 360° b. 112° c. 222° d. 138° e. 180°
8. MC The value of r in the diagram is:
117°

a. 117° b. 180° c. 234° d. 126° e. 63°

9. State whether each of the following statements is true or false.
a. All squares are rectangles.
b. All squares are rhombuses.
c. All rectangles are squares.
d. Any rhombus with at least one right angle is a square.
e. A rectangle is a parallelogram with at least one angle equal to 90°.

TOPIC 5 Geometry  207

10. MC A rectangle is a quadrilateral because:
a. it has 4 right angles
b. it has 2 pairs of parallel sides
c. its opposite sides are equal in length
d. it has 4 straight sides
e. it has 2 pairs of parallel sides and 4 right angles
11. Draw 4 equilateral triangles with side lengths 4 cm and cut them out.
a. Use 2 of these triangles to make a rhombus. Draw your solution.
b. Use 3 of these triangles to make a trapezium. Draw your solution.
c. Use all 4 triangles to make a parallelogram. Draw your solution.
12. Copy and cut out the set of shapes shown at right. Arrange the shapes
to form a square. Draw your solution.

13. In your house, find an example of each type of quadrilateral

discussed in this section. Write down the type of quadrilateral
and where you found it.
14. The photograph on the right shows the roof of a gazebo. Calculate
the value of p.
15. Find the size of the obtuse angle in the following kite.
119°

65°

16. Two angles in a parallelogram are 45° and 135°. Find the other
2 angles.
17. Tom measures 2 angles of a kite at 60° and 110°, but forgets which angle is which. Draw three
different kites that Tom may have measured, showing the size of all angles in each diagram.
18. For each of the following sets of four angles, decide whether it is possible to construct a quadrilateral.
Explain your answer.
a. 25°, 95°, 140°, 100°
b. 40°, 80°, 99°, 51°
19. Three angles of a quadrilateral are 60°, 70° and 100°.
a. What is the size of the fourth angle of this quadrilateral?
b. How many quadrilaterals with this set of angles are possible?
c. Construct a quadrilateral with the given angle sizes. (The choice of the length of the sides is yours.)

208  Maths Quest 7 Stage 4 NSW Australian curriculum

Communicating, reasoning and problem solving
20. Find the values of the pronumerals in the following shapes.
a. c a
b. 82°
k x

b 55°

m
24°

21. Val and Peter want to replace their front

gate with another of the same design. To
have this gate made, they need to supply
8 cm
a diagram of it with all measurements
and angles shown. Study the photograph
of Val and Peter’s gate and use it to help 27° 18 cm
you answer the following questions.
a. There are 4 different shapes formed by
the metal bars of the gate. How many
different types of triangles are there? 60 cm
Can you name them?
b. How many types of quadrilaterals are
there? Name them. 1m
c. Draw a diagram of the gate showing
the length measurements and the one
angle that is given.
d. Use this angle to calculate all the remaining angles in the diagram.
e. Using a ruler and protractor, design a fence that is to be constructed using metal bars. Include
different triangles and quadrilaterals to make your design as interesting as possible. Write a short
report describing the shapes and important angles you have used in your A
design to assist in the construction of the fence. B
n°
22. Consider the diagram shown. Prove that the sum of all angles in a p°
m°
quadrilateral is 360°.
23. What is the angle sum (sum of all the angles) of a decagon?
24. Draw a quadrilateral, PQRS. Label angle P as 100° and angle R as a right
q°
angle. Angle Q is two-thirds of angle S. Determine the measurement of s° r°
angle S. D C
25. What would be an easy way to remember the sum of angles in quadrilaterals?

5.6 Line and rotational symmetry

5.6.1 Line symmetry
•• If it is possible to draw a line which would divide a shape into two parts, so that when folded along
that line the parts would coincide exactly, the shape is said to be symmetrical along that line.
•• The line itself is called the line (or the axis) of symmetry.
•• For a shape to have line symmetry it must have at least one axis of symmetry.
•• If a mirror is placed along the axis of symmetry, the half of the shape that faces the mirror, together
with its reflection, will form the whole shape (that is, the mirror reflection will look exactly like the
other half of the shape).
•• We can think of the axis of symmetry as the line that acts like a mirror.

TOPIC 5 Geometry  209

 DISCUSSION
What objects that are part of everyday life have line symmetry?

WORKED EXAMPLE 17

How many axes of symmetry does this shape have?

THINK WRITE/DRAW
1 An axis of symmetry is a line that acts as a mirror.
A vertical line through the top and bottom vertices
of the given shape would divide it into halves that
are mirror images of each other. So it is the axis of
symmetry.
2 Look for other axes of symmetry. Indicate all the There are 4 axes of symmetry.
axes of symmetry with dotted lines. State the
number.

5.6.2 Rotational symmetry

•• A figure has rotational symmetry if it can be rotated less than 360° to match the original figure.
•• The number of times a match occurs within a 360° turn is known as the order (or degree) of
rotational symmetry. A shape which has no rotational symmetry still has rotational symmetry of
order 1, as the shape will match the original figure after a rotation of 360°.

WORKED EXAMPLE 18

Determine if the figures shown have rotational symmetry, and state the order of rotational
symmetry.
a b c

THINK WRITE

a 1 The shape can be rotated less than 360° to match the a Yes, this figure has rotational
original shape, and so it has rotational symmetry. symmetry.
2 Work out how many times a match occurs within a The figure has rotational symmetry of
360° turn. This is the order of rotational symmetry. order 3.

210  Maths Quest 7 Stage 4 NSW Australian curriculum

 b 1 The shape must be rotated 360° to match the original b The figure does not have rotational
shape, and so it does not have rotational symmetry. symmetry.
The figure has rotational symmetry of
order 1.
c 1 The shape can be rotated less than 360° to match the Yes, this figure has rotational
original shape, and so it has rotational symmetry. symmetry.
2 Work out how many times a match occurs within a The figure has rotational symmetry of
360° turn. This is the order of rotational symmetry. order 2.

5.6.3 Line and rotational symmetry in design

•• Tessellations are patterns created by repeated transformations of a
shape or a group of shapes so that an entire surface is covered. Each Octagon
shape shares its edges with its neighbouring shapes.
Square

•• Many artistic and cultural designs are based on tessellations

of basic geometric shapes. Perhaps the most well-known is
in Islamic art, which does not show forms of humans or
deities. Instead Islamic art relies upon complex geometric
patterns. However, if you look closely you will recognise the
basic shapes of circles, squares and triangles that have been
combined to form these ornate patterns.

ACTIVITY: SYMMETRY IN ISLAMIC ART

One pattern in Islamic art is Khatem Sulemani, also known as Solomon’s seal. Follow these instructions to draw
Khatem Sulemani.
1 Draw a circle.
2 Within this circle draw a square.
3 Rotate 45° and draw another square.
4 The edges of the shape you have drawn have formed an eight-pointed star,
as shown in the figure.
5 Consider the shape you have drawn. Can you identify the lines of
symmetry? Does the Khatem Sulemani have rotational symmetry?
6 If we repeat the shape horizontally and vertically, a cross-shaped region will
form between four stars, as shown in the figure. Can you identify the lines
of symmetry on this more complex shape? Does it have rotational
symmetry?

TOPIC 5 Geometry  211

 RESOURCES — ONLINE ONLY

Interactivity: Axes of symmetry (int-4140)

Exercise 5.6 Line and rotational symmetry

Individual pathways

VV PRACTISE VV CONSOLIDATE VV MASTER

Questions: Questions: Questions:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 15 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
15, 16 13, 14, 15, 16, 17, 18

    Individual pathway interactivity: int-4387 ONLINE ONLY

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. Copy each of the following shapes onto grid or squared paper. Carefully cut out each shape. Fold it to
find the axes of symmetry. State the number of axes of symmetry for each shape. (Some shapes will
have more than one axis of symmetry.)

a. b. c. d.

e. f. g.

2. WE17 How many axes of symmetry do each of the following shapes have?
a. b. c. d. e. f.

3. a.  How many axes of symmetry does an equilateral triangle have?

b. How many axes of symmetry does an isosceles triangle have?
c. How many axes of symmetry does a scalene triangle have?
4. a.  How many lines of symmetry does a square have?
b. How many lines of symmetry does a rectangle have?
c. How many lines of symmetry does a parallelogram have?
d. How many lines of symmetry does a rhombus have?

212  Maths Quest 7 Stage 4 NSW Australian curriculum

 e. How many lines of symmetry does a trapezium have?
f. How many lines of symmetry does a kite have?
5. WE18 Determine which of the figures in question 1 have rotational symmetry, and state the order of
rotational symmetry.
6. For each figure in question 2, state the order of rotational symmetry.
7. a.  State the order of rotational symmetry of an equilateral triangle.
b. State the order of rotational symmetry of an isosceles triangle.
c. State the order of rotational symmetry of a scalene triangle.
8. a.  State the order of rotational symmetry of a square.
b. State the order of rotational symmetry of a rectangle.
c. State the order of rotational symmetry of a parallelogram.
d. State the order of rotational symmetry of a rhombus.
e. State the order of rotational symmetry of a trapezium.
f. State the order of rotational symmetry of a kite.
9. MC The number of axes of symmetry in the shape at right is:
a. 0 b. 1 c. 2 d. 3 e. 4

10. For each of the following diagrams, use the dotted line as an axis of symmetry to complete the
picture.

a. b.

11. What is the order of rotational symmetry of the completed shapes in question 10?

Communicating, reasoning and problem solving

12. a. How many axes of symmetry does a circle have?
b. What is the order of rotational symmetry of a circle?
13. The shape at right is a sector of a circle.
a. How many axes of symmetry does this shape have?
b. What is the order of rotational symmetry of this shape?
14. The following shape is a circle with a marked chord.
a. How many axes of symmetry does this shape have?
b. What is the order of rotational symmetry of this shape?

TOPIC 5 Geometry  213

15. The following shapes are regular polygons.

a. How many axes of symmetry does each star have?

b. What is the order of rotational symmetry of each star?
c. Is there a relationship between the number of vertices and the number of axes of symmetry? Explain.
16. a. Complete the following pattern knowing that the horizontal
and the vertical dotted lines are both axes of symmetry for
the pattern.
b. How did you know where to draw the pattern? Explain using
the concept of symmetry and its meaning.
c. What is the order of rotational symmetry of the completed
pattern?
17. Each of the dotted lines drawn on this rectangular hexagon is
an axis of symmetry. Determine the fraction of the hexagon
that is shaded.

18. What strategy would you use to determine the number of axes of symmetry in a shape?

5.7 Review
Investigation | Rich task
Tangrams

214  Maths Quest 7 Stage 4 NSW Australian curriculum

Tangrams are an ancient Chinese puzzle game called ch’i ch’ae pan or Seven-board of Cunning. The
first tangram books were printed in 1813 but the word ch’i ch’ae dates back to 740–330 BC. One
Chinese legend tells:
A servant of a Chinese emperor was carrying a very expensive square ceramic tray and, when he
tripped and fell, it was shattered into seven pieces (called tans). He was unable to arrange the pieces
back into the original shape, but he realised that there were many other shapes that could be built
from the pieces.
Instructions
Trace the following tangram pieces onto cardboard and cut out each piece accurately.

1. Using only the two small triangles, make and draw the following shapes, showing the joins in
your book.
a.
c.
b.

Square Triangle Parallelogram

2. Using the square, the two small triangles, the parallelogram and the medium triangle, make and
draw the following shapes.

a. b.

d.
c.

Square Hexagon Trapezium Parallelogram

TOPIC 5 Geometry  215

 3. Using all the pieces, make and draw the following shapes.
b. c.

a.

Triangle Rectangle Hexagon

4. Use all of the pieces to make the following shapes and the other shapes shown above.
a. Rocket b. The letter E

RESOURCES — ONLINE ONLY

Digital doc: Investigation — Tangrams (doc-14318)

Digital doc: Code puzzle — Money of the world — before the euro (doc-14319)
Digital doc: Summary Topic 5 (doc-23216)
Interactivity: Crossword Topic 5 (int-2592)
Interactivity: Word search Topic 5 (int-2591)
Interactivity: Sudoku Topic 5 (int-3166)

Exercise 5.7 Review questions

To answer questions online and to receive immediate feedback and fully worked solutions for every
question, go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Understanding and fluency
1. State the type of each of the angles shown below.
a. b. c.

d. e. f.

Questions 2 and 3 refer to the following diagram.

2. MC The angle shown in the diagram has a magnitude of:

a. 50° b. 40° c. 90° d. 100° e. 190°

216  Maths Quest 7 Stage 4 NSW Australian curriculum

3. MC The angle shown is:
a. a right angle b. a straight angle c. an acute angle
d. an obtuse angle e. a reflex angle
4. MC An acute angle has a magnitude that is:
a. more than 90° b. less than 90°
c. exactly 90° d. more than 90° but less than 180°
e. less than 180°
5. MC A straight angle has a magnitude of:
a. 90° b. 270° c. 360° d. 180° e. 60°
6. Name the angle shown.
E

7. Name the following triangles according to the length of their sides.

a. b. c.

8. Name the following triangles according to the size of their angles.

a. b. c.

9. Find the value of the pronumeral in each of the following.

a. b. c.
t 62°
40°
b
48° 65°

x 65°

10. Find the value of the pronumeral in each of the following.

a. b. m c. n
p

52°

n n

62°

TOPIC 5 Geometry  217

11. Name the following quadrilaterals, giving reasons for your answers.
a. b. c.

d. e. f.

12. Find the value of the pronumeral in each of the following.

a. 85º b. 110º c. 36°
120º 105º 240° n

x 80º e 42°

13. Find the value of the pronumeral in each of the following.

a. b. g g c.
110°
k 126°
74° 68º
w

14. Find the value of each of the pronumerals, giving reasons for your answer.
a. b. c.
5x – 20° 3x + 10° y + 30°
4y 80°

5x
2x
50°

15. MC Note: There may be more than one correct answer.

In the diagrams below, angles a and b are:
a. a. equal b. a. vertically opposite
b. corresponding b. corresponding
a
c. allied c. co-interior
d. alternate d. alternate a
b b
e. supplementary e. equal

c. a. corresponding a
d. a. vertically opposite
a
b. co-interior b. corresponding
c. alternate c. allied
b b
d. supplementary d. alternate
e. equal e. supplementary

218  Maths Quest 7 Stage 4 NSW Australian curriculum

16. For each diagram:
i. state the type of angle relation that you use
ii. calculate the value of the pronumeral.

a. b. y c. 130°
60° 135°

45° t
x

17. How many axes of symmetry does this shape have?

A. 0 B. 1 C. 2 D. 3 E. 4
18. What is the order of rotation of the shape in question 17?
19. a.  Copy the shape below and draw in its axes of symmetry.

b. What is the order of rotational symmetry of this shape?
20. a. Copy the shape shown at right and draw in its axes of symmetry.
b. What is the order of rotational symmetry of this shape?
21. The teepee shown has an angle of 46° at its peak. What angle, w,
does the wall make with the floor?

46°

w 65° 65°

t t
22. A circus trapeze attached to a rope is shown. Find the size of angle t.

TOPIC 5 Geometry  219

23. Triangles can be classified according to the number of congruent sides (scalene, isosceles or equilat-
eral) and by the type of angles (acute, obtuse or right). Decide which of the following combinations
are possible, and draw an example.
Right–scalene, right–isosceles, right–equilateral
Acute–scalene, acute–isosceles, acute–equilateral
Obtuse–scalene, obtuse–isosceles, obtuse–equilateral.
24. Mark is building a triangular garden in his rectangular yard (the diagram at right). X Fence
He wants one side of the garden to lie along his fence line. The other corner of the
garden (X) is to touch the opposite fence. He’s trying to work out how much soil
to order. Does his positioning of X change the amount of soil required? Garden
Mark’s garden plan.
25. Jack wants to lay a rectangular concrete slab 1.8 m × 1.2 m. He has 2 pieces
Fence
of timber 1.8 m long, and 2 pieces 1.2 m long. He positions the timber so that
they look like a rectangle, and he measures the diagonals to check. Explain
why it is necessary to measure the diagonals if Jack wants to be sure that his slab is a rectangle.
26. What is the total number of right angles on the faces of a normal 6-sided die?
27. Show how you can use 9 matchsticks to construct a figure showing 5 equilateral triangles.
28. This figure has a small square removed from the right-hand corner.
Make a copy. Draw two straight lines on the figure, cut along the lines, then
rearrange the pieces to form a square.
29. The triangles below are both equilateral triangles, but the side length of triangle
ABC is 3 units and the side length of triangle DEF is 6 units.
How many of the smaller triangles are required to fill the larger triangle?
E

B
6
3

A C D F
30. If angle AOE is obtuse, name all the acute angles in the diagram below.
E
D
C

B O A
31. An equilateral triangle EDC is drawn inside a square ABCD as shown below.
Determine the magnitude of the unknown angle below:
A B

? E

D C

220  Maths Quest 7 Stage 4 NSW Australian curriculum

32. ABCD is a rectangle with a length of 20 and width of 10; that is, AB = 20 and BC = 10.
ABF is an equilateral triangle that overlays the rectangle as shown. E is the midpoint of the side BF.
F

D C
E
10

A 20 B

a. Determine the magnitude of ∠ECD.

b. Name all pairs of perpendicular line segments.
33. WXYZ is a rectangle as shown. Points P and Q are drawn so that XY = PY and ∠XPQ = 100°.
W Q X

100°

Z P Y

Find the size of ∠PQX.

34. a.  A word like MUM has line symmetry. Find two other words that have line symmetry.

MUM
b. A word like SWIMS has rotational symmetry. Find two other words that have
rotational symmetry.

SWIMS

TOPIC 5 Geometry  221

Answers
Topic 5 Geometry
Exercise 5.2 Types of angles and naming angles
1. a. Acute b. Reflex c. Obtuse d. Obtuse e. Straight f. Acute
g. Reflex h. Right i. Acute j. Revolution k. Obtuse l. Acute
m. Acute n. Reflex o. Acute p. Reflex
2. a. 4; 3°, 45°, 65°, 69° b. 2; 123°, 165° c. Yes, 90°
d. Yes, 180° e. 4; 234°, 300°, 270°, 210° f. Yes, 360°
3. a. Right b. Straight line c. Obtuse d. Acute e. Reflex f. Revolution
4. a. ∠XUV or ∠VUX b. ∠PQR or ∠RQP c. ∠SDX or ∠XDS
d. ∠GPZ or ∠ZPG e. ∠PFH or ∠HFP f. ∠ZRO or ∠ORZ
5. Answers will vary; however, in each case, the middle letter should be at the vertex of the angle.
a. C b. c.
E

D E Q A S
T R

d. e. K f.
G F V

J N
H F B

6. a. Acute: ∠NOM, ∠MOY;

Obtuse: ∠MOX

b. Acute: ∠PQS, ∠RQO;
Obtuse: ∠SQR, ∠SQO, ∠RQP

c. Acute: ∠MLN, ∠NLO, ∠OLP, ∠PLK, ∠NLP, ∠OLK;
Obtuse: ∠MLO, ∠MLP, ∠NLK

d. Acute: ∠POR, ∠ROT, ∠TOU, ∠UOV;
Obtuse: ∠POU, ∠ROU, ∠ROV

e. Acute: ∠YOX, ∠WOQ, ∠POQ;
Obtuse: ∠XOW, ∠YOP, ∠YOW, ∠XOP, ∠YOQ, ∠POW

f. Acute: ∠VOT, ∠TOR, ∠ROP, ∠POZ, ∠ZOW, ∠WOV;
Obtuse: ∠VOR, ∠TOP, ∠ROZ, ∠POW, ∠ZOV, ∠WOT

g. Acute: ∠FOG, ∠GOK;
Obtuse: ∠DOG

h. Acute: ∠JOH, ∠KOH, ∠POK;
Obtuse: ∠JOK, ∠HOP

7. a. Right b. Acute c. Revolution d. Obtuse
8. a. Acute b. Right c. Obtuse d. Straight e. Reflex f. Revolution
9. a. i.  Acute ii. Obtuse iii. Straight iv. Right v. Obtuse vi. Obtuse
b. Various answers
10. a. Angle 1: obtuse; angle 2: acute; angle 3: straight
b. Angle 1: 140°; angle 2: 48°; angle 3: 180°
c. Various answers
11. In each case the middle letter should be at the vertex of the angle.
a. i.  Acute: ∠HUT ii. Right: ∠ABC, ∠GHI
iii. Obtuse: ∠DEF iv. Reflex: ∠MNO

222  Maths Quest 7 Stage 4 NSW Australian curriculum

 b. i.  ∠DEF ii. ∠ABC, ∠XWY
iii. ∠PQR iv. Various answers possible.
12. a. If the sum of the two angles is less than 90°.
b. If the sum of the two angles is equal to 90°.
c. If the sum of the two angles is greater than 90°.
d. This statement is untrue as two acute angles can’t add to more than 180°.
13. a. Yes
b.

14. 145°
15.
Straight angle
Right angle

Reflex angle

Obtuse angle
Acute angle

16. It is the naming custom to always put the letter representing the vertex in the middle of the angle’s name. This allows anyone
to understand the name of the angle.
17. a. 20 b. 165°

Exercise 5.3 Parallel and perpendicular lines

1.
Associated
Diagram Type of angle Rule
shape

Corresponding F Are equal

Alternate Z Are equal

Co-interior C Add to 180°

2. a. b. c.

3. a.  C b. D c. A d. B

TOPIC 5 Geometry  223

4. a.  a and d, c and b, e and h, f and g b. a and e, c and g, b and f , d and h
c. c and e, d and f d. c and f , d and e
5. a.  C b. D c. B d. A e. j and m
6. a. i. Corresponding angles ii. p = 60°
b. i.  Alternate angles ii. q = 45°
c. i.  Vertically opposite angles ii. s = 65°
d. i.  Corresponding angles ii. t = 72°
e. i.  Co-interior angles ii. m = 110°
f. i.  Co-interior angles ii. n = 48°
7. a.  y = 116°, corresponding b. z = 38°, alternate c. b = 136°, supplementary
d. g = 68°, vertically opposite e. h = 90°, corresponding f. k = 120°, alternate
8. a. i.  b = 123° ii. x = 43° iii. y = 28°
iv. z = 50° v. p = 70° vi. q = 45°
b. In iii, AH ⟂ GC. In v, PW ⟂ VR. In vi, NR ⟂ QV, MS ⟂ VQ.
9. a.  25° b. 57°
10. x = 45°
11. y = 55°
12. 60°
13. a.  130° b. 50°
14. No, as 48° + 133° ≠ 180°. For parallel lines, co-interior angles need to add to 180° (or alternate angles must be equal).
15. Check with teacher.
16. Acute ∠PQR = 67° and reflex ∠PQR = 293°.
17. a.  The vertical lines are parallel, the horizontal lines are parallel and the oblique lines are parallel because they are equally
distant from each other.
b. The vertical lines are parallel and the horizontal lines are parallel because they are equally distant from each other.

Exercise 5.4 Triangles

1. a. ΔABC Scalene b. ΔLMN Equilateral c. ΔXYZ Isosceles
d. ΔPQR Isosceles e. ΔRST Scalene f. ΔEFG Isosceles
2. a. Right-angled triangle b. Acute-angled triangle c. Acute-angled triangle
d. Acute-angled triangle e. Obtuse-angled triangle f. Right-angled triangle

3. a. S b. V c. Q
P

U W

R
R T

d. N e. B f. M N

O
M P A C
4. a.  A b. B
5. a.  D b. A
6. a.  x = 57° b. g = 125° c. t = 44° d. k = 60° e. f = 93° f. z = 90°
7. a.  d = 45° b. b = 65° c. a = 50°
8. a. c = 70° b. e = 76° c. n = 52°
9. a.  u = 66° b. k = 45° c. d = 76° d. t = 74° e. f = 57° f. p = 70°
10. a.  p = 50°; n = 70° b. a = 22°; b = 28° c. x = 80°; y = 50°
d. t = 35°; s = 55° e. b = 46° f. n = 21°
g. m = 60° h. t = 28°

224  Maths Quest 7 Stage 4 NSW Australian curriculum

11. Isosceles/acute-angled triangle
12. Check with your teacher.
13. Check with your teacher.
14. a.  5 b. 6 c. 2
15. c 10 cm (a, b, d; check with your teacher)
16. a.  b = 20° b. p = 60° c. k = 30° d. p = 56°
17. a.  70° b. 156° c. 50° d. 64°
18. Check with your teacher.
19. a. a = 69°, k = 10, b = 114° b. a = 60°, c = 120°
20. a.  Yes, angles add to 180°. b. No, angles add to 175°.
c. No, angles add to 185°. d. Yes, angles add to 180°.
21. The sum of the angles will be greater than 180°.
22. Start with an equilateral triangle ABC, which has 3 equal sides and 3 equal angles. If point A and C are fixed and point B is
extended, length AB increases. This in turn means that length BC increases and therefore ∠C increases in size. The longest
side (in this case AB) will be opposite the largest angle (in this case ∠C). This is true for all triangles, with the longest side
always being opposite the largest triangle.
23. Imagine that the base of a triangle is the longest side. The other two side lengths must be attached to opposite vertices of the
base of the triangle. If the sum of these two lengths was shorter than the base length then these two sides could not meet and
complete the triangle. Similarly, if the sum of these two lengths was equal to the base length then they could only meet in a
straight line along the base, and a triangle would not be created. Therefore the sum of the two lengths must be longer than the
base length to create a triangle.
24. a.  42
b. 12 scalene triangles, 6 equilateral triangles and 24 isosceles triangles
c. Yes
d. The largest angle is always opposite the longest side (likewise, the smallest angle is opposite the shortest side and the
middle size angle is opposite the middle length side). Also, angles that are opposite to sides of equal length are equal in
size.
e. The sum of any two side lengths must be greater than the length of the third side.
25. a. A b. A

80° 80°

C B C B D
c. 40°
A
d.

80°

C B D E
e. 20°
f. A

80°
C B D E F
g. 10°
h. The angle is halved every time a new triangle is constructed.

TOPIC 5 Geometry  225

26. a.  ∠MPN = 72° and ∠NMP = 36° b. ∠MPN = 54° and ∠MNP = 54°
27. a.  Use a protractor to measure the three angles of the triangle, and record these values in a table like the one shown.
Triangle ∠A ∠B ∠C Type of triangle
1 90° 25° 65° Right-angled
Various values Various values
2 90° Right-angled
possible possible
b. Various possible diagrams
c. As part a. d. As part b. e. As part a. f. As part b.
g. Any triangle formed with one of its sides as the diameter of the circle and the three vertices on the circle is a right-angled
triangle.
28. The sum of the angles in a triangle is 180°, and a straight line also has an angle of 180°. As such, the sum of the exterior
angle and the adjacent interior angle is 180°, as is the sum of this adjacent angle and the two interior angles of the triangle.
Given that the adjacent angle is common to both these sums, the exterior angle will equal the sum of the opposite two interior
angles.
29. 18

Exercise 5.5 Quadrilaterals

1. a. b.

Convex

Non-convex

c. d.

Convex Non-convex

2. a. Square b. Trapezium c. Kite

d. Rhombus e. Rectangle f. Irregular quadrilateral
3. a.  E b. A c. E
4. a. t = 138° b. b = 85° c. t = 90° d. t = 202° e. p = 92°
f. m = 90° g. s = 53° h. c = 66° i. k = 67°
5. a.  m = 78° (opposite angles of parallelogram equal)
b. u = 75° (opposite angles of rhombus equal)
c. t = 132° (opposite angles of a kite equal)
d. f = 108° (opposite angles of a kite equal)
e. p = 63° (opposite angles of rhombus equal)
f. z = 73° (opposite angles of parallelogram equal)
6. a. m = 113° b. c = 98°; d = 82° c. t = 116°
d. p = 52°; m = 106° e. t = 103°; x = 91° f. m = 65°; p = 115°; n = 65°
7. D

226  Maths Quest 7 Stage 4 NSW Australian curriculum

 8. E
9. a. True b. True c. False d. True e. True
10. D
11. a.  b. c.

12.

13. Check with your teacher.

14. p = 61°
15. 115°
16. 45° and 135°
17. 130° 80°
60° 60° 60° 110° 110°

95° 95° 110° 60°

110°

18. a.  Yes, angles add up to 360°. b. No, angles add up to 270°.
19. a.  130° b. Infinite number c. Diagrams will vary.
20. a.  a = 70°, b = 125°, c = 125° b. x = 78°, k = 102°, m = 74°
21. a.  Two smaller obtuse-angled isosceles triangles; one larger size obtuse-angled isosceles triangle and two right-angled scalene
triangles.
b. Two types: rectangles (of different sizes) and a rhombus.
8 cm
c.

18 cm
27°

60 cm

d. In both right-angled triangles angles are: 27°, 63° and 90°; in all isosceles triangles angles are: 126°, 27°, 27°; in a
rhombus angles are: 126°, 54°, 126°, 54°; in all rectangles all angles are 90° each.
e. Various answers
22. Consider the sum of the angles of the two triangles ABC and ACD.
In ΔABC: n + p + q = 180°
In ΔACD: m + r + s = 180°
In quadrilateral ABCD: n + p + q + m + r + s = 360°
23. 1440°
24. 102°
25. Quadrilaterals are made up of 2 triangles. The sum of angles in a triangle is 180°. So the total sum of angles in 2 triangles
will be 180° + 180° = 360°. This is the sum of angles in a quadrilateral.

Exercise 5.6 Line and rotational symmetry

1. a.  3 b. 0 c. 1 d. 1 e. 0 f. 1 g. 4
2. a.  2 b. 2 c. 6 d. 8 e. 5 f. 0
3. a.  3 b. 1 c. 0

TOPIC 5 Geometry  227

4. a. 4 b. 2 c. 0 d. 2 e. 0 or 1 f. 1
5. a. 3 b. 1 c. 1 d. 1 e. 2 f. 1 g. 4
6. a. 2 b. 2 c. 6 d. 8 e. 5 f. 3
7. a. 3 b. 1 c. 1
8. a. 4 b. 2 c. 2 d. 2 e. 1 f. 1
9. A

10. a. b.

11. a. 2 b. 1
12. a. An infinite amount b. An infinite amount
13. a. 1 b. 1
14. a. 1 b. 1
15. a. 4, 5, 6, 7 b. 4, 5, 6, 7
c. Yes, the number of vertices is double the number of axes of symmetry, as each axis of symmetry goes through two vertices.

16. a.

b. Every point on the pattern has to be equally distant from the axis of symmetry on either side of the axis.
c. 4
5
17.
12
18. To determine the number of lines of symmetry we need to be able to draw a line so that the object or image is exactly the
same on both sides of the line. Sometimes, an object or image can have more than one line of symmetry and it can be helpful
to rotate the object to determine all the lines of symmetry.

Investigation | Rich task

1. a. b. c.

228 Maths Quest 7 Stage 4 NSW Australian curriculum

2. a. b.

c. d.

3. a.  b. c.

4. a. b.

Exercise 5.7 Review questions

1. a. Revolution b. Right angle c. Straight line d. Obtuse e. Reflex f. Acute
2. C
3. A
4. B
5. D
6. ∠EDF or ∠FDE
7. a.  Equilateral triangle b. Scalene triangle c. Isosceles triangle
8. a.  Obtuse-angled triangle b. Acute-angled triangle c. Right-angled triangle
9. a.  t = 67° b. b = 28° c. x = 75°
10. a.  p = 56° b. m = 64° c. n = 60°
11. a.  Rectangle b. Parallelogram c. Trapezium d. Kite e. Square f. Rhombus
12. a. 75° b. 55° c. 42°

TOPIC 5 Geometry  229

13. a.  66° b. 112° c. 126°
14. a.  x = 15°, vertically opposite angles are equal
b. x = 50°, corresponding angles are equal, angle sum of a straight line is 180°; y = 25°, corresponding angles are equal
c. y = 100°, co-interior angles add to 180°; x = 16°, angles opposite the equal sides of an isosceles triangle are equal, angle
sum of a triangle is 180°
15. a. A, B b. A, E c. C, E d. C, E
16. a. i.  Alternate angles ii. x = 60°
b. i.  Vertically opposite angles ii. y = 135°
c. i.  Vertically opposite angles then co-interior angles, then vertically opposite angles
ii. t = 50°
17. D
18. 3

19. a.  b. 4

20. a.  b. 2

21. 67°
22. 115°
23. As an equilateral triangle has 3 congruent angles, right-equilateral and obtuse-equilateral are not possible. Examples of the
other triangles:
a. b. d.

c.

Right scalene Right-isosceles Acute-scalene Acute-isoceles

e.

f. g.

Acute-equilateral Obtuse-scalene Obtuse-isosceles

24. As the base and height of the triangle do not change as X moves along the fence line, the area of the triangle won’t change.
The volume of soil needed won’t change.
25. When he first arranges the timber, the opposite sides are congruent. He has made a parallelogram. A rectangle can be thought
of as a parallelogram with equal diagonals. Hence, it is necessary to measure the diagonals to verify that a rectangle has been
created.
26. 24

230  Maths Quest 7 Stage 4 NSW Australian curriculum

27.

28.

29. 4
30. ∠BOE, ∠BOD, ∠BOC, ∠COE, ∠COD, ∠DOE
31. 75°
32. a.  15°
b. AD ⟂ CD, CD ⟂ BC, AB ⟂ AD, AB ⟂ BC
33. 35°
34. a.  Answers will vary.
b. Answers will vary.

TOPIC 5 Geometry  231