LESSON

7.2 Name Class Date

Isosceles and 7.2 Isosceles and Equilateral

Equilateral Triangles Triangles
Essential Question: What are the special relationships among angles and sides in isosceles
Resource
and equilateral triangles?
Common Core Math Standards Locker

The student is expected to:

COMMON
CORE G-CO.C.10
Explore Investigating Isosceles Triangles
Prove theorems about triangles.
An isosceles triangle is a triangle with at least two congruent sides. Legs
Vertex angle
Mathematical Practices The congruent sides are called the legs of the triangle.
COMMON
CORE MP.3 Logic The angle formed by the legs is the vertex angle.

The side opposite the vertex angle is the base. Base

Language Objective Base angles
The angles that have the base as a side are the base angles.
Explain to a partner what you can deduce about a triangle if it has two
sides with the same length. In this activity, you will construct isosceles triangles and investigate other potential
characteristics/properties of these special triangles.

ENGAGE A Do your work in the space provided. Use a straightedge to draw an angle.
Label your angle ∠A, as shown in the figure.

A
Essential Question: What are the
special relationships among angles and Check students’ construtions.
sides in isosceles and equilateral
triangles?
© Houghton Mifflin Harcourt Publishing Company

In an isosceles triangle, the angles opposite the

congruent sides are congruent. In an equilateral
B Using a compass, place the point on the vertex and draw an arc that intersects the
triangle, all the sides and angles are congruent, and sides of the angle. Label the points B and C.

the measure of each angle is 60°. A

B C
PREVIEW: LESSON
PERFORMANCE TASK
View the Engage section online. Discuss the photo,
explaining that the instrument is a sextant and that
long ago it was used to measure the elevation of the
sun and stars, allowing one’s position on Earth’s
Module 7 gh "File info" 327 Lesson 2
surface to be calculated. Then preview the Lesson
be made throu
ges must
EDIT--Chan
DO NOT Key=NL-A;CA-A
Correction
Date
Class

ateral
and Equil
Performance Task.
Name

Isosceles
7.2

Essential
Quest
Triangles
ion: What
and equila
l relationship
are the specia les?
teral triang
s among
angles and
sides in isosce
les Resource
Locker

HARDCOVER PAGES 283292

about triangles.
theorems
Prove s
COMMON
CORE
G-CO.C.10
Isoscele s Triangle Legs
stigating Vertex angle
GE_MNLESE385795_U2M07L2.indd 327 Explore
Inve
le with at
least two
congruent
sides.
02/04/14 1:20 AM
Turn to these pages to
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© Houghto

Lesson 2

327

1:21 AM
02/04/14
Module 7

327
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327 Lesson 7.2

 _
C Use the straightedge to draw line segment BC.

A EXPLORE
Investigating Isosceles Triangles
B C

INTEGRATE TECHNOLOGY
Students have the option of completing the isosceles
D Use a protractor to measure each angle. Record the measures in the table under the column triangle activity either in the book or online.
for Triangle 1.

Triangle 1 Triangle 2 Triangle 3 Triangle 4

QUESTIONING STRATEGIES
m∠A
What must be true about the triangles you
m∠B
construct in order for them to be isosceles
m∠C
triangles? They must have two congruent sides.
Possible answer for Triangle 1: m∠A = 70°; m∠B = ∠55°; m∠C = 55°. How could you draw isosceles triangles
without using a compass? Possible answer:
E Repeat steps A–D at least two more times and record the results in the table. Make sure ∠A
Draw ∠A and plot point B on one side of ∠A. Then
is a different size each time.
_
use a ruler to measure AB and plot point C on the
Reflect other side of ∠A so that AC = AB.
1. How do you know the triangles you constructed are isosceles triangles?
― ―
The compass marks equal lengths on both sides of ∠A; therefore, AB ≅ AC.

2. Make a Conjecture Looking at your results, what conjecture can be made about the base angles,
∠B and ∠C? EXPLAIN 1
The base angles are congruent. © Houghton Mifflin Harcourt Publishing Company

Proving the Isosceles Triangle

Explain 1 Proving the Isosceles Triangle Theorem Theorem and Its Converse
and Its Converse
In the Explore, you made a conjecture that the base angles of an isosceles triangle are congruent.
This conjecture can be proven so it can be stated as a theorem. CONNECT VOCABULARY
Isosceles Triangle Theorem Ask a volunteer to define isosceles triangle and have
If two sides of a triangle are congruent, then the two angles opposite the sides are
students give real-world examples of them. If
congruent. possible, show the class a baseball pennant or other
This theorem is sometimes called the Base Angles Theorem and can also be stated as “Base angles
flag in the shape of an isosceles triangle. Tell students
of an isosceles triangle are congruent.” they will be proving theorems about isosceles
triangles and investigating their properties in this
Module 7 328 Lesson 2
lesson.

PROFESSIONAL DEVELOPMENT
GE_MNLESE385795_U2M07L2.indd 328 20/03/14 1:32 PM

Learning Progressions
In this lesson, students add to their prior knowledge of isosceles and equilateral
triangles by investigating the Isosceles Triangle Theorem from both an inductive
and deductive perspective. The opening activity leads students to make a
conjecture about the measures of the base angles of an isosceles triangle. Students
prove their conjecture and its converse later in the lesson. They also prove the
Equilateral Triangle Theorem and its converse, and use the properties of both
types of triangles to find the unknown measure of angles and sides in a triangle.
All students should develop fluency with various types of triangles as they
continue their study of geometry.

Isosceles and Equilateral Triangles 328

 Example 1 Prove the Isosceles Triangle Theorem and its converse.
QUESTIONING STRATEGIES Step 1 Complete the proof of the Isosceles Triangle Theorem.
What can you say about an isosceles triangle, _ _
Given: AB ≅ AC
▵ABC, with base angles ∠B and ∠C, if you Prove: ∠B ≅ ∠C A
know that m∠A = 100°? Explain. By the Isosceles
Triangle Theorem, ∠B ≅ ∠C, and m∠B + m∠C = 80°
by the Triangle Sum Theorem, so m∠B = m∠C = 40°.
B C
What can you say about the angles of an
Statements Reasons
isosceles right triangle? The angles of the _ _
1. BA ≅ CA 1. Given
triangle measure 90°, 45°, and 45°. 2. ∠A ≅ ∠A 2. Reflexive Property of Congruence
_ _
3. CA ≅ BA 3. Symmetric Property of Equality
4. △BAC ≅ △CAB 4. SAS Triangle Congruence Theorem
5. ∠B ≅ ∠C 5. CPCTC

Step 2 Complete the statement of the Converse of the Isosceles Triangle Theorem.

If two angles of a triangle are congruent, then the two sides opposite
those angles are congruent .

Step 3 Complete the proof of the Converse of the Isosceles Triangle Theorem.

Given: ∠B ≅ ∠C
_ _
Prove: AB ≅ AC
A

B C
© Houghton Mifflin Harcourt Publishing Company

Statements Reasons
1. ∠ABC ≅ ∠ACB 1. Given
― ―
2. BC ≅ CB 2. Reflexive Property of Congruence
3. ∠ACB ≅ ∠ABC 3. Symmetric Property of Equality
4. △ABC ≅ △ACB 4. ASA Triangle Congruence Theorem
_ _
5. AB ≅ AC 5. CPCTC

Reflect

3. Discussion In the proofs of the Isosceles Triangle Theorem and its converse, how
might it help to sketch a reflection of the given triangle next to the original triangle,
so that vertex B is on the right?
Possible answer: Sketching a copy of the triangle makes it easier to see the two pairs of
congruent corresponding sides and the two pairs of congruent corresponding angles.

Module 7 329 Lesson 2

COLLABORATIVE LEARNING
GE_MNLESE385795_U2M07L2 329 5/22/14 4:40 PM

Small Group Activity

Geometry software allows students to explore the theorems in this lesson. For the
Isosceles Triangle Theorem (or the Equilateral Triangle Theorem), students
should construct an isosceles (or equilateral) triangle and measure the angles. As
students drag the vertices of the triangle to change its size or shape, the individual
base angle measures will change (for isosceles only), but the relationship between
the lengths of the sides and the measures of the angles will remain the same.

329 Lesson 7.2

 Explain 2 Proving the Equilateral Triangle Theorem
and Its Converse EXPLAIN 2
An equilateral triangle is a triangle with three congruent sides.

An equiangular triangle is a triangle with three congruent angles. Proving the Equilateral Triangle
Equilateral Triangle Theorem
Theorem and Its Converse
If a triangle is equilateral, then it is equiangular.

COLLABORATIVE LEARNING
Example 2 Prove the Equilateral Triangle Theorem and its converse.
The converse of this theorem is proved interactively
Step 1 Complete the proof of the Equilateral Triangle Theorem.
_ _ _ A
using a paragraph proof. Have small groups of
Given: AB ≅ AC ≅ BC
Prove: ∠A ≅ ∠B ≅ ∠C students discuss the proof and highlight the
_ _
Given that AB ≅ AC we know that ∠B ≅ ∠ C by the important statements (steps) and reasons for the
Isosceles Triangle Theorem . B C statements. Ask them how they would present the
_ _
It is also known that ∠A ≅ ∠B by the Isosceles Triangle Theorem, since AC ≅ BC .
same proof using the two-column method.
Therefore, ∠A ≅ ∠C by substitution .

Finally, ∠A ≅ ∠B ≅ ∠C by the Transitive Property of Congruence.

QUESTIONING STRATEGIES
The converse of the Equilateral Triangle Theorem is also true.
What is the connection between equilateral
Converse of the Equilateral Triangle Theorem triangles and equiangular triangles? If a
If a triangle is equiangular, then it is equilateral.
triangle is equilateral, then it is also equiangular. If a
triangle is equiangular, then it is also equilateral.
Step 2 Complete the proof of the Converse of the Equilateral Triangle Theorem.
A
Given: ∠A ≅ ∠B ≅ ∠C
_ _ _
Prove: AB ≅ AC ≅ BC AVOID COMMON ERRORS
_ _ © Houghton Mifflin Harcourt Publishing Company
Because ∠B ≅ ∠C, AB ≅ AC by the B C Some students may confuse the theorems in this
Converse of the Isosceles Triangle Theorem . lesson because they are so similar. Have students
_ _
AC ≅ BC by the Converse of the Isosceles Triangle Theorem because draw and label diagrams to illustrate the theorems
∠A ≅ ∠B. and then add visual cues, if needed, to help them
_ _ _ _ _
Thus, by the Transitive Property of Congruence, AB ≅ BC , and therefore, AB ≅ AC ≅ BC.
remember how the theorems are applied.

Reflect

4. To prove the Equilateral Triangle Theorem, you applied the theorems of isosceles
triangles. What can be concluded about the relationship between equilateral triangles
and isosceles triangles?
Possible answer: Equilateral/equiangular triangles are a special type of isosceles triangles.

Module 7 330 Lesson 2

DIFFERENTIATE INSTRUCTION
GE_MNLESE385795_U2M07L2 330 5/22/14 4:44 PM

Visual Cues
Visually represent the Equilateral Triangle Theorem and its converse:

Equilateral Triangle Theorem Converse

If then If then

Isosceles and Equilateral Triangles 330

 Explain 3 Using Properties of Isosceles and Equilateral
EXPLAIN 3 Triangles
You can use the properties of isosceles and equilateral triangles to solve problems involving these theorems.

Using Properties of Isosceles and Example 3 Find the indicated measure.

Equilateral Triangles
 Katie is stitching the center inlay onto a banner that
she created to represent her new tutorial service. It is
an equilateral triangle with the following dimensions in
INTEGRATE MATHEMATICAL centimeters. What is the length of each side of the triangle?
PRACTICES A

Focus on Math Connections

6x - 5
MP.1 Encourage students to discuss how the
Triangle Sum Theorem and the theorems in this B
4x + 7
C

lesson help them solve for the unknown angles and To find the length of each side of the triangle, first find the value of x.
sides of an isosceles or equilateral triangle. Have them _ _
AC ≅ BC Converse of the Equilateral Triangle Theorem
share their ideas about the best method to use to AC = BC Definition of congruence
solve for the unknown quantities in each problem.
6x − 5 = 4x + 7 Substitution Property of Equality

x=6 Solve for x.

QUESTIONING STRATEGIES Substitute 6 for x into either 6x − 5 or 4x + 7.

6(6) − 5 = 36 − 5 = 31 or 4(6) + 7 = 24 + 7 = 31
If the triangle is equiangular, how do you find
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits: ©Nelvin C.

the measure of one of its angles? Divide the So, the length of each side of the triangle is 31 cm.

sum of the interior angles by the number of interior

 m∠T
angles: 180° ÷ 3 = 60°. T
3x°

x°
R S

To find the measure of the vertex angle of the triangle, first find the value of x .
Cepeda/ZUMA Press/Corbis

m∠R = m∠S = x° Isosceles Triangle Theorem

m∠R + m∠S + m∠T = 180° Triangle Sum Theorem

x + x + 3x = 180 Substitution Property of Equality

5x = 180 Addition Property of Equality

x = 36 Division Property of Equality

So, m∠T = 3x° = 3 36 ( )= °

108 .
°

Module 7 331 Lesson 2

LANGUAGE SUPPORT
GE_MNLESE385795_U2M07L2.indd 331 20/03/14 1:32 PM

Connect Vocabulary
Help students understand the meanings of isosceles, equilateral, and equiangular
by having them make a poster showing each type of triangle along with its
definition. An isosceles triangle has two congruent sides, an equilateral triangle
has three congruent sides, and an equiangular triangle has three congruent
angles. Relate the prefix equi- to equal to help students make connections
between the terms.

331 Lesson 7.2

 Your Turn

5. Find m∠P. ELABORATE

(3x + 3)° m∠P = m∠Q = (3x + 3)°
Q QUESTIONING STRATEGIES
2(3x + 3) + (5x - 2) = 180
x = 16 How do you use the Isosceles Triangle
P
m∠P = (3x + 3)° = (3(16) + 3)° = 51° Theorem to find the measures of the base
(5x - 2)° angles of an isosceles triangle, given a known value
R
for the measure of the vertex angle? Subtract the
6. Katie’s tutorial service is going so well that she is having shirts made A measure of the vertex angle from 180°, and then
with the equilateral triangle emblem. She has given the t-shirt company divide the answer by 2 to find the measure of each
these dimensions. What is the length of each side of the triangle in 3 y+9 4 y-1
centimeters? 10 5 base angle.
― ―
AB ≅ AC ⇒ AB = AC B C How do you use the Equilateral Triangle
_3 4y - 1
y+9=_ ⇒ 20 = y Theorem to find the measures of the angles of
10 5
3 3
Therefore, _y + 9 = _(20) + 9 = 6 + 9 = 15 an equilateral triangle? The theorem says that the
10 10
The length of each side is 15 cm. triangle is equiangular, so each angle must
measure 60°.

Elaborate
7. Discussion Consider the vertex and base angles of an isosceles triangle. Can they be SUMMARIZE THE LESSON
right angles? Can they be obtuse? Explain.
The vertex angle of an isosceles triangle can be acute, right, or obtuse as long as its Have students fill out charts for the two theorems
measure is less than 180°. The base angles of an isosceles triangle can only be acute, and their converses. Sample:
meaning they have a measurement less than 90°. because otherwise they would cause the
Isosceles Triangle
© Houghton Mifflin Harcourt Publishing Company
sum of the base angles to be ≥ 180° before adding in the third angle, which contradicts
If Then
the Triangle Sum Theorem.
Theorem 2 sides 2 angles
congruent congruent
8. Essential Question Check-In Discuss how the sides of an isosceles triangle relate Converse 2 angles 2 sides
to its angles.
The legs of an isosceles triangle are opposite from the base angles and because the base congruent congruent
angles are congruent, the legs are also congruent because of the Converse of the Isosceles
Equilateral Triangle
Triangle Theorem.
If Then
Theorem 3 sides 3 angles
congruent congruent
Converse 3 angles 3 sides
Module 7 332 Lesson 2
congruent congruent

GE_MNLESE385795_U2M07L2.indd 332 20/03/14 1:32 PM

Isosceles and Equilateral Triangles 332

EVALUATE Evaluate: Homework and Practice
• Online Homework
1. Use a straightedge. Draw a line. Draw an acute angle with vertex A along the line. • Hints and Help
Then use a compass to copy the angle. Place the compass point at another point B • Extra Practice
along the line and draw the copied angle so that the angle faces the original angle.
Label the intersection of the angle sides as point C. Look at the triangle you have
formed.
_ What _is true about the two base angles of △ABC? What do you know
about CA and CB? What kind of triangle did you form? Explain your reasoning.
C
ASSIGNMENT GUIDE
Concepts and Skills Practice
A B
Explore Exercise 1 ∠CAB ≅ ∠CBA, so opposite sides ¯
CA and ¯
CB are congruent. Therefore, it is
Investigating Isosceles Triangles an isosceles triangle.
Example 1 Exercise 2
Proving the Isosceles Triangle
Theorem and Its Converse
2. Prove the Isosceles Triangle Theorem as a paragraph proof.
Example 2 Exercise 3 _ _
Given: AB ≅ AC
Proving the Equilateral Triangle
Theorem and Its Converse Prove: ∠B ≅ ∠C

Example 3 Exercises 4–13

― ―
Proof: It is given that AB ≅ AC. By the Reflexive Property of Congruence,
― ―
∠A ≅ ∠A. Given that BA ≅ CA, then △ABC ≅ △ACB by the SAS Triangle
Using Properties of Isosceles and
Equilateral Triangles Congruence Theorem. Therefore, ∠B ≅ ∠C because corresponding parts
of congruent triangles are congruent.

INTEGRATE MATHEMATICAL
PRACTICES 3. Complete the flow proof of the Equilateral Triangle Theorem.
© Houghton Mifflin Harcourt Publishing Company

_ _ _
Given: AB ≅ AC ≅ BC
Focus on Reasoning
Prove: ∠A ≅ ∠B ≅ ∠C
MP.2 Have students analyze the following
statement: “If a triangle is equilateral, then the AB ≅ AC ∠B ≅ ∠C

triangle is isosceles.” Is the statement true? (yes) Is Given Isosceles Triangle

Theorem ∠A ≅ ∠C ∠A ≅ ∠B ≅ ∠C
the converse of the statement true? (no) Have them Substitution Transitive Property
AC ≅ BC ∠A ≅ ∠B
use the properties of isosceles and equilateral of Congruence

Given Isosceles Triangle

triangles to justify their answers. Theorem

Module 7 333 Lesson 2

COMMON
GE_MNLESE385795_U2M07L2 333
Exercise Depth of Knowledge (D.O.K.) CORE Mathematical Practices 5/22/14 4:46 PM

1 2 Skills/Concepts MP.6 Precision

2–3 2 Skills/Concepts MP.4 Modeling
4–11 2 Skills/Concepts MP.2 Reasoning
12–20 2 Skills/Concepts MP.4 Modeling
21 3 Strategic Thinking MP.3 Logic
22 3 Strategic Thinking MP.5 Using Tools
23 3 Strategic Thinking MP.5 Using Tools

333 Lesson 7.2

 Find the measure of the indicated angle.
INTEGRATE MATHEMATICAL
4. m∠A 5. m∠R
A
S
PRACTICES
46°
(3x + 1)° Focus on Communication
B C R
(2x + 2)° MP.3 Discuss each of the following questions about
T triangles as a class. Have students explain how the
m∠B = m∠C = 46° m∠S = m∠T = (2x + 2)° theorems in this lesson justify their responses.
m∠A = 180° - m∠B - m∠C 1. Each acute angle of an obtuse isosceles triangle
m∠S + m∠T + m∠R = 180°
m∠A = (180 - 46 - 46)° must be less than 45°.
2m∠T + m∠R = 180°
m∠A = 88° 2. Each angle of an equilateral triangle must be 60°.
2(2x + 2) + (3x + 1) = 180
4x + 4 + 3x + 1 = 180 3. Each acute angle of an isosceles right triangle must
7x + 5 = 180 be 45°.
7x = 175
x = 25

m∠R = (3x + 1)° = (3(25) + 1)° = (75 + 1)° = 76°

6. m∠O 7. m∠E
D F
N (4x + 1)° (5x - 4)°
7y° M

(4y - 15)°
O

© Houghton Mifflin Harcourt Publishing Company

m∠O = m∠M = (4y - 15)° m∠D = m∠E = (4x + 1)°

m∠O + m∠M + m∠N = 180° m∠D + m∠E + m∠F = 180°

2m∠O + m∠N = 180° 2m∠E + m∠F = 180°
2(4y - 15) + 7y = 180 2(4x + 1) + (5x - 4) = 180
8y - 30 + 7y = 180 8x + 2 + 5x - 4 = 180
15y - 30 = 180 13x - 2 = 180
y = 14 13x = 182
x = 14
m∠O = (4y - 15)° = (4(14) - 15)° = (56 - 15)° = 41°
m∠E = (4x + 1)° = (4(14) + 1)° = (56 + 1)° = 57°

Module 7 334 Lesson 2

GE_MNLESE385795_U2M07L2 334 5/22/14 4:48 PM

Isosceles and Equilateral Triangles 334

 Find the length of the indicated side.
AVOID COMMON ERRORS _ _ J
8. DE D 9. KL
In this lesson, students prove the Isosceles Triangle
10x + 3
Theorem by using the SAS Congruence Criterion. 5x - 12

Having seen this congruence criterion, students may K 3x + 24 L

E 3x - 4 F
assume another congruence criterion can be used to
― ―
DF ≅ EF, so DF = EF.
― ―
prove the theorem. Encourage students to try other JK ≅ KL, so JK = KL

methods of proof, but be sure students understand 3x - 4 = 5x - 12 10x + 3 = 3x + 24

-4 = 2x - 12 7x + 3 = 24
that some conditions may not apply to isosceles
8 = 2x 7x = 21
triangles. 4=x x=3
DE = DF = EF KL = 3x + 24 = 3(3) + 24 = 33
DE = 3x - 4 = 3(4) - 4 = 12 - 4 = 8 KL = 33
DE = 8

_ _
10. AB 11. BC
A
A
5 y-1 7 y-2
3 x+4 1 x+9
4 3
2 5

B C
B C
― ―
AB ≅ AC, so AB = AC.
― ― ―
AB ≅ BC ≅ AC, so AB = BC = AC.

_3 x + 4 = _1 x + 9 _5 y - 1 = _7 y - 2
2 5 4 3
_
13
x+4=9 _
15
y - 1 = _y - 2
28
10 12 12
_ -_y = -1
© Houghton Mifflin Harcourt Publishing Company

m∠D = m∠E = (4x + 1)° 13

x=5 13
10 12
x=_ y=_
50 12
m∠D + m∠E + m∠F = 180° 13 13
2m∠E + m∠F = 180°
_3 (_
2 13 )
_5 (_
4 13 )
50 12
2(4x + 1) + (5x - 4) = 180 AB = +4 BC = -1

=_+_ BC = _ - _
8x + 2 + 5x - 4 = 180 75 52 60 52
13 13 52 52
=_ BC = _
13x - 2 = 180 127 2
13 13
13x = 182
AB = _
127
x = 14 13

m∠E = (4x + 1)° = (4(14) + 1)° = (56 + 1)° = 57°

Module 7 335 Lesson 2

GE_MNLESE385795_U2M07L2.indd 335 20/03/14 1:32 PM

335 Lesson 7.2

 12. Given △JKL with m∠J = 63° and m∠L = 54°, is the triangle an acute, isosceles,
obtuse, or right triangle?
PEERTOPEER DISCUSSION
By the Triangle Sum Theorem, m∠K = 63°, so the triangle is an acute Have students work in pairs to create a poster that
isosceles triangle because all angle measures are less than 90°.
shows examples of how to find the unknown sides or
13. Find x. Explain your reasoning. The horizontal lines are parallel. By the def. supp. ∠, the base angles of an isosceles and an equilateral triangle,
angles of the top triangle have when given the measure of one angle or an algebraic
107° a measure of 73°. Therefore, the
measure of the vertex angle is expression.
34° by the Triangle Sum Theorem.
The base angles of the bottom
isosceles triangle will also
x° measure 34° by the Vertical Angles
Theorem. Thus, x° will equal 112°
by the Triangle Sum Theorem.

14. Summarize Complete the diagram to show the cause and effect of the theorems
covered in the lesson. Explain why the arrows show the direction going both ways.

At least two sides Isosceles Base angles

are congruent. Triangles are congruent.

All, or three sides Equilateral All angles

are congruent. Triangles are congruent.

Possible explanation: The arrows go both ways because each theorem

and its converse are both true.
→
‾ .
15. A plane is flying parallel to the ground along AC
B C
When the plane is at A, an air-traffic controller in
A 2.4 mi
tower T measures the angle to the plane as 40°. After
the plane has traveled 2.4 miles to B, the angle to the

© Houghton Mifflin Harcourt Publishing Company

plane is 80°. How can you find BT?
By the Angle Addition Postulate,
m∠ATB = 80° - 40° = 40°. 80º

m∠BAT = 40° by Alt. Int. ∠ Thm. 40º

T
∠ATB ≅ ∠BAT by _ the definition
_ of
congruence and BA ≅ BT by the Converse
of the Isosceles Triangle Theorem.
Then BA = BT = 2.4 mi.

ge07se_c04l08003aa
ABeckmann

Module 7 336 Lesson 2

GE_MNLESE385795_U2M07L2 336 6/16/15 11:13 AM

Isosceles and Equilateral Triangles 336

 16. John is building a doghouse. He decides to use the roof truss design
shown. If m∠DBF = 35°, what is the measure of the vertex angle of the
isosceles triangle?

D E

F B C G
(2x + 15)°

By the Isosceles Triangle Theorem, m∠ABC = (2(20) + 15)° = 55°

∠ACB ≅ ∠ABC, so m∠ABC = (2x + 15)°. m∠BAC = 180° - m∠ABC - m∠ACB
m∠DBF + m∠ABD + m∠ABC = 180° = 180° - 2(55°)
35 + 90 + (2x + 15) = 180 = 180° - 110°
2x + 140 = 180 = 70°
2x = 40 The measure of the vertex angle is 70°.
x = 20

17. The measure of the vertex angle of an isosceles triangle is 12 more than 5 times the
measure of a base angle. Determine the sum of the measures of the base angles.
2(measure of base angle) + (measure of vertex angle) = 180°
2(x) + (5x + 12) = 180 ⇒ x = 24
The sum of the measures of the base angles is 24° + 24° = 48°.

18. Justify Reasoning Determine whether each of the following statements is true
© Houghton Mifflin Harcourt Publishing Company ⋅ Image Credits: ©De Klerk/

or false. Select the correct answer for each lettered part. Explain your reasoning.
a. All isosceles triangles have at least True False
two acute angles.
b. If the perimeter of an equilateral True False
triangle is P, then the length of
each of its sides is P__3 .
c. All isosceles triangles are True False
equilateral triangles.
d. If you know the length of one of True False
the legs of an isosceles triangle, you
can determine its perimeter.
e. The exterior angle of an equilateral True False
triangle is obtuse.
a. At least the base angles have to be acute.
Alamy

b. Because all three sides are equal, dividing P by 3 gives the length of each side.
c. An isosceles triangle requires only a minimum of two sides being congruent, not
all three.
d. You need to know the length of one leg and the base to determine perimeter.
e. The exterior angle of a triangle is equal to the sum of its remote interior angles.
The exterior angle measures 60° + 60° = 120°, which is obtuse.
Module 7 337 Lesson 2

GE_MNLESE385795_U2M07L2.indd 337 20/03/14 1:32 PM

337 Lesson 7.2

 _
19. Critical Thinking Prove ∠B ≅ ∠C, given point M is the midpoint of BC.
INTEGRATE MATHEMATICAL
A
PRACTICES
Focus on Math Connections
B M C MP.1 Remind students that an isosceles triangle has
at least two congruent sides, and its properties can be
Statements Reasons
_ used to prove that it also has at least two congruent
1. M is the midpoint of BC. 1. Given
― ― angles.
2. BM ≅ CM 2. Definition of midpoint
― ―
3. AB ≅ AC 3. Given
― ―
4. AM ≅ AM 4. Reflexive Property of Congruence

5. △AMB ≅ △AMC 5. SSS Triangle Congruence Theorem

6. ∠B ≅ ∠C 6. CPCTC

_ _
20. Given that △ABC is an isosceles triangle and AD and CD are angle bisectors, B
what is m∠ADC?

m∠BAC = m∠BCA = 70°, so m∠DAC = m∠DCA = 35°. Then, 40°

m∠ADC = 180° − (35° + 35°) = 110°.
D

A C

H.O.T. Focus on Higher Order Thinking

© Houghton Mifflin Harcourt Publishing Company

21. Analyze
_ _Relationships
_ ABC has
Isosceles right triangle_ _ angle at B and
_ a right
AB ≅ CB. BD bisects angle B, and point D is on AC. If BD ⟘ AC, describe triangles ABD and CBD.
Explain. HINT: Draw a diagram.

A The triangles are congruent isosceles triangles; the bisected right angle
results in two 45° angles, and the perpendicular segments result in two
right angles, so angles A and C must also measure 45°. Since ¯ BD ≅ ¯BD by
D the Reflexive Property, triangles ABD and CBD are congruent by ASA.

B C

Module 7 338 Lesson 2

GE_MNLESE385795_U2M07L2 338 5/22/14 4:55 PM

Isosceles and Equilateral Triangles 338

 Communicate Mathematical Ideas Follow the method to construct a triangle.
JOURNAL Then use what you know about the radius of a circle to explain the congruence of
the sides.
Compare the hypothesis and the conclusion of the
Isosceles Triangle Theorem with its converse. Support 22. Construct an isosceles triangle. Explain how you know that two sides are congruent.
• Use a compass to draw a circle. Mark two different points on the circle.
your comparison with a sketch. • Use a straightedge to draw a line segment from the center of the circle to each
of the two points on the circle (radii).
• Draw a line segment (chord) between the two points on the circle.

I know two sides are congruent because the two line segments I drew from the center each
represent the radius of the circle and so are the equal-length sides of an isosceles triangle.

23. Construct an equilateral triangle. Explain how you know the three sides are
congruent.
• Use a compass to draw a circle.
• Draw another circle of the same size that goes through the center of the first
circle. (Both should have the same radius length.)
• Mark one point where the circles intersect.
• Use a straightedge to draw line segments connecting both centers to each other
© Houghton Mifflin Harcourt Publishing Company

and to the intersection point.

I know the three sides are congruent because the three line segments drawn are radii, which
have the same length in both circles, since the circles are the same size. Therefore, all of
the line segments are congruent and form the three sides of an equilateral triangle.

Module 7 339 Lesson 2

GE_MNLESE385795_U2M07L2.indd 339 20/03/14 1:32 PM

339 Lesson 7.2

 Lesson Performance Task AVOID COMMON ERRORS
When students have determined that the plane has
The control tower at airport A is in contact with an airplane flying at point P, when it is
5 miles from the airport, and 30 seconds later when it is at point Q, 4 miles from the airport. traveled 4 miles in 30 seconds, they may convert
The diagram shows the angles the plane makes with the ground at both times. If the plane flies units incorrectly to find the plane’s speed in miles per
parallel to the ground from P to Q at constant speed, how fast is it traveling?
hour. The correct conversion is:
Q P
14,400 mi ______
60 sec · ______
4 mi · ______
______ 60min = _________ = 480 mi
30 sec 1 min 1 hr 30 hr 1 hr
5 mi
4 mi

80°
40° INTEGRATE MATHEMATICAL
A T
PRACTICES
m∠QAP = 80° - 40° = 40°
Focus on Reasoning
_ _
MP.2 Have students refer to the diagram in the
QP and AT are parallel, so m∠QPA = m∠PAT = 40° because the Lesson Performance Task, changing the angles
angles form alternate interior angles.
measuring 40° and 80° to angles measuring a° and
By the converse of the Isosceles Triangle Theorem, △QAP is
isosceles because m∠QPA = m∠QAP = 40°. (2a)°. Ask them to justify the conclusion that no
In isosceles △QAP, QP = QA = 4 miles. matter how high the plane is, the distance it will
It took the plane 30 seconds to travel 4 miles, so it was traveling travel from P to Q will equal the distance from Q to
4 × 2 = 8 miles per minute, or 8 × 60 = 480 miles per hour.
A. Sample answer: m∠QAP = (2a) ° - a ° = a °.
m∠QPA = m∠PAT = a ° because the angles
are congruent alternate interior angles for
‹ ›
− ‹ ›
−
parallel lines QP and AT . △QAP is isosceles by the
© Houghton Mifflin Harcourt Publishing Company
converse of the Isosceles Triangle Theorem.
Therefore, PQ = QA.

Module 7 340 Lesson 2

EXTENSION ACTIVITY
GE_MNLESE385795_U2M07L2.indd 340 20/03/14 1:32 PM

Have students research a technique used by marine navigators called a doubled

angle fix or doubled angle on the bow. The problem in the Lesson Performance
Task is based on this method. Students should describe how a marine navigator
could use the method to find the distance of an object on shore, and how an
isosceles triangle would be used in the calculation.

Scoring Rubric
2 points:Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain.
0 points: Student does not demonstrate understanding of the problem.

Isosceles and Equilateral Triangles 340