Unit 5.

1 Angles and Ratios

Student Learning Targets:
Review angles and definitions
I can solve proportions.

Notes:

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Notes (Continued for 5.1):

Assignment 5.1

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Identify
each pair
of angles

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Assignment 5.1 (Continued)

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22. Given:
mn , l isa transversal
Prove:

Answer Bank

7 5

7 5
corresponding angles
7 3

Statements

Reasons
Vertical angles

3 5
Transitive
property

23.

Answer Bank
definition of linear pair
substitution

12 are
supplementary

3 4

are

supplementary
alternate interior angles
theorem

1 3 are
supplementary

2 4 are
supplementary

m n , l isa transversal

Assignment 5.1 (Continued)

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Solve each proportion.

6 21
=
x 31.5

24.

25.

27.
29.

11 55
=
20 20 x

30.

x1 2 x + 4
4 x5 326
= 4 = 5
3
6

a+2 3
=
a2 2

28.

32.

33.

6
9
=
18.2 y

26.

4 x 56
=
24 112

x 11
=
4 6

6x
=43
27

2 x +5 42
=
10
20

30.

3 x6 4 x2
=
2
4

31.

34.

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7
9
=
z1 z +4

Unit 5.2 Similar Triangles

Student Learning Targets:
I can prove that if two angles of one triangle are congruent to two
angles of another triangle, the triangles are similar (AA) using the
properties of similarity transformations.

I can solve problems in context involving sides or angles of congruent or

similar triangles.

Angle-Angle (AA) Similarity If two angles of one triangle are congruent

to two angles of another triangle, then the triangles are similar.

Notes:

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Notes (Continued for 5.2):

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Assignment 5.2

Prove if the triangles shown are similar. Write a similarity

statement.
1.

4.

7.

2.

3.

5.

6.

8.

9.

Write the similarity statement and find the indicated measure.

10. DE and FD

12. ST and SU

11. RQ and TQ

13. WR and RT

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Assignment 5.2 (Continued)

Find the indicated measure (show your work). Draw a
one is not provided for you.

picture if

14. Josh wanted to measure the height of the Sears Tower in

Chicago. He used a 12-foot light pole and measured its shadow
at 1pm. The length of the shadow was 2 feet. Then he
measured the length of the Sears Towers shadow and it was
242 feet at the same time. What is the height of the Sears Tower?

15. A local furniture store sells two versions of the same

chair: one for adults and one for children. Find the value of x
such that the chairs are similar.

16. Adam is standing next to the Palmetto Building in Columbia, South

Carolina. He is 6 feet tall and the length of his shadow is 9 feet. If the length
of the shadow of the building is 322.5 feet, how tall is the building?

17. A cell phone tower casts a 100-foot shadow. At the same time, a 4-foot
6-inch post near the tower casts a shadow of 3 feet 4 inches. Find the height
of the tower.

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18. Angie is standing next to a statue in the park. If Angie is 5 feet tall, her
shadow is 3 feet long and the statues shadow is 10 feet long, how tall is
the statue?

Unit 5.3 Dilations

Student Learning Targets:
Given a line segment, a point not on the line segment, and a dilation
factor, I can construct a dilation of the original segment. (10-8)
I can recognize that the length of the resulting image is the length of
the original segment multiplied by the scale factor and that the original
and dilated image are parallel to each other (10-8)
I can use coordinate geometry to divide a segment into a given ratio.
Distance

Formula: d =

Notes:

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Notes (Continued for 5.3):

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Assignment 5.3
Graph the image of the figure using the transformation given. Label
the image with the new coordinates.
1.

2.

3.

4.

5.

6.

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Assignment 5.3 (Continued)

Determine whether the dilation is an enlargement or a reduction.
Then find the scale factor of the dilation and x.
7. from Q to Q

8. from B to B

9. from W to W

10. from W to W

Graph segment AB and then find point C on the line such that AC
and CB form the indicated ratio.
11.
A(3, 2), B(6, 2); 1:2 ratio
12.
A(3, 2), B(6, 8); 2:1 ratio

Graph endpoint
A and the point B that is on the line.
Find endpoint
C such that AB and BC form the indicated ratio.
13. Endpoint:A (4, -6),
14. Endpoint:A(2, -1),
point on line:B (4, -4); 1:3 ratio
point on line:B(4, 2); 1:3 ratio

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Unit 5.4- Triangles and Parallelograms

Student Learning Targets:
I can prove and use theorems about triangles including, but not limited to:
Prove that the sum of the interior angles of a triangles = 180.
Prove that the base angles of an isosceles triangle are congruent.
Prove that if two angles of a triangle are congruent, the triangle is
isosceles.
Prove the segment joining midpoints of two sides of a triangle is
parallel to the third side and half the length.
Prove the medians of a triangle meet at a point.
I can prove and use theorems about parallelograms including, but not
limited to:
Opposite sides of a parallelogram are congruent.
Opposite angles of a parallelogram are congruent.
The diagonals of a parallelogram bisect each other
Rectangles are parallelograms with congruent diagonals.
Notes:

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Notes (Continued for 5.4):

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Assignment 5.4
Find the indicated measures.
1.

2.

3.

4.

6.

m BAC

8.

TR

7. m SRT

9.

CB

10.

11.

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Assignment 5.4 (Continued)

Determine whether each quadrilateral is
a parallelogram. Justify your answer.
12.

13.

14.

15.

Find the value of each variable in each parallelogram.

16.

17.

18.
19.

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Assignment 5.4 (Continued)

The quadrilateral WXYZ is a rectangle. Use it to answer questions
9-14.
20. If

ZY =2 x +3

and

WX= x+ 4 , find

21. If

PY =3 x5

and

=2 x +11 , find

22. If

m ZYW =2 x7

and

WX .

ZP .

mWYX =2 x +5 ., find

23. If

ZP=4 x 9

24. If

m XZY =3 x +6

and

m XZW =5 x12 , find

25. If

m ZXW =x11

and

mWZX =x9 , find

and

PY =2 x+5 , find

m ZYW .

m YXZ .

mYXZ .

m ZXY .

26. Four jets are flying in formation. Three of the jets are shown in the
graph. If the four jets are located at the vertices of a parallelogram, what are
the three possible locations of the missing jet?

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Unit 5.5 Basic Trig Functions and

Pythagorean Theorem
Student Learning Targets:
I can understand that the ratio of two sides in one triangle is equal to
the ratio of the corresponding two sides of all other similar triangles.
I can define sine, cosine, and tangent as the ratio of sides in a right
triangle.

I can demonstrate the relationship between sine and cosine in the

acute angles of a right triangle.
I can explain the relationship between the sine and cosine in
complementary angles.

Pythagorean Theorem:

a2 +b 2=c 2

Notes:

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Notes (Continued for 5.5):

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Assignment 5.5
Express each trig ratio as a fraction in simplest form.
1. sin A = __________
cos A = ___________
tan A = ___________
sin C = ___________

cos C = ___________

tan C =

cos J = ___________

tan J = ___________

cos L = ___________

tan L = ___________

cos J = ___________

tan J = ___________

cos L = ___________

tan L = ___________

cos J = ___________

tan J =

cos L = ___________

tan L = ___________

cos J = ___________

tan J =

cos L = ___________

tan L = ___________

___________

2. sin J = __________
sin L = ___________

3. sin J = __________
sin L = ___________

4. sin J = __________
___________
sin L = ___________

5. sin J = __________
___________
sin L = ___________

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6. sin N = __________

cos N = ___________

tan N =

cos L = ___________

tan L =

___________
sin L = ___________
___________

Assignment 5.5 (Continued)

Fill in the sides of the right triangles and express each trig ratio as
a reduced fraction.

7. sin A = ________
sin C = ________

cos A = _________
cos C = _________

tan A = _________
tan C = _________

8. sin J = ________

cos J = _________

tan J = _________

sin L = ________

cos L = _________

tan L = _________

L
K
9. sin J = _______

cos J = ________

tan J = ________

sin L = ________

cos L = ________

tan L = ________

10. sin J = _______

cos J = ________

tan J = ________

cos M = ________

tan M = ________

sin M = ______

K
11. sin K = _____

cos K = _________

tan K = _______

cos L = ________

tan L = ________

J
L

sin L = _______

K
K
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12. sin J = ______

sin L = ________

cos J = ________

tan J = _______

cos L = ________

tan L = _______

13. Look at your answers from 1, 3, 7, and 8. Is there a correlation? If so,

explain why.

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Unit 5.6 Angle of Elevation and Depression

and Trig Identities
Student Learning Targets:
I can use the Pythagorean Theorem and trigonometric ratios to find
missing measures in triangles in contextual situations.
2
2
Prove the Pythagorean identity sin +cos =1 and use it to find
sin , cos ,tan , given sin , cos ,tan , and the quadrant of the
angle.
Notes:

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Notes (Continued for 5.6):

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Assignment 5.6
1. A lifeguard is watching a beach from a line of sight 6 feet above the ground.
She sees a swimmer at an angle of depression of 8 . How far away from
the tower is the swimmer?

2. From the top of a 120 foot high tower, an air traffic

controller observes an airplane on the runway at an angle

19

of depression of
. How far from the base of
the tower is the airplane?

3. Leo wants to build the bike ramp shown. Find the

length of the base of the ramp.

4. 11. From the position of the bus on the street, the

34

Larc de Triomphe is at an angle of

. If the arc is
162 feet tall, how far away is the bus?

5. A fan is seated in the upper deck of a stadium 200 feet away from home
plate. If the angle of depression to the field is
sitting?

62

, at what height is the fan

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Rationalize the denominator.

7
6. 2

7.

5
3

8.

3
15

9.

18
3

Assignment 5.6 (Continued)

Work through the following problems to discover a Pythagorean Trig

Identity
Use Angle L
4

sin = _______

10.

sin

=_______

cos =

cos 2 =

2
sin +cos 2 =
Use Angle J

11.

sin = ________

cos =

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sin 2
13

=________

2
cos =

sin 2 +cos 2 =

What does sin +cos

ALWAYS equal? _________

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