Chapter 2

02 NCM7 2nd ed SB TXT.
fm Page 32 Saturday, June 7, 2008 2:53 PM
SPACE AND GEOMETRY
Look around you for a momentyou will see that there are angles everywhere. The knowledge of angles
is important in architecture, landing planes, graphic designing, and even in playing sports such as
football or snooker.
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02 NCM7 2nd ed SB TXT.fm Page 33 Saturday, June 7, 2008 2:53 PM
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In this chapter you will:

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Wordbank
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complementary angles5678
label and name images
Two angles that add
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to 90.
estimate,
measure and construct angles
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8
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parallel lines Lines that point in the same
classify901234567890123456789012345678901234567890123456789012345678
angles as right, acute, obtuse, reex,
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direction and do not intersect.
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straight
or a revolution
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perpendicular lines Lines that intersect at right
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identify and name adjacent
angles.
opposite angles, straight angles 7890123456789012
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angles of
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complete revolution
protractor An instrument for measuring the size
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of
an angle.
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use
angle relationships to nd
unknown
angles in
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diagrams
supplementary
angles
Two
angles
that
add
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to
180.
use the words complementary
and
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for angles
transversal A line that cuts across two or more
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other lines.
use
the common symbols for is parallel to (II) and
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vertex The corner or point of an angle.
perpendicular to ()
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use
the common conventions to indicate right
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equal angles and parallel lines
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identify,
name and measure alternate angle pairs,
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angle pairs and co-interior angles
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two lines cut by a transversal
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recognise
the equal and supplementary angles
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when two parallel lines are cut by a
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use
angle properties to identify parallel lines.
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Start up
Worksheet
2-01
1 In this diagram, each gap represents 1 of angle size.

I
Brainstarters 2
F
E
D
C
B
A
What is the angle, in degrees, between the lines labelled:

a A and C ?
b A and D ?
d C and F ?
e A and F ?
g D and G ?
h E and H ?
j C and J ?
k B and E ?
c
f
i
l
B and C ?
B and G ?
D and I ?
E and J ?
2 In the diagram in Question 1, nd one pair of labelled lines which have a 19 angle
between them.
3 In the diagram in Question 1, nd two pairs of labelled lines which have a 90 angle
between them.
4 In the diagram in Question 1, nd the pairs of labelled lines which have the following
angles between them.
a 7
b 8
c 13
d 28
e 50
f 89
g 95
h 114
5 The word degree has many meanings. Find four non-mathematical meanings for
the word.
Skillsheet
2-01
Types of angles
6 Decide whether each of these angles is:

i acute
ii obtuse
a
b
34
NEW CENTURY MATHS 7
iii reex
c
2-01 Naming angles

An angle is a description of the size of a turn or rotation.
It is drawn with two arms which meet at a vertex. Angles
are normally marked with a curved line called an arc. This
shows the size of the turn. The angle marked in this
diagram can be written as:
G or G
PGH or HGP
PG H or HG P
P
arm
vertex
G
arc
The middle letter is always the letter

that labels the vertex of the angle.
Example 1
Name the angle marked with
Y
a
in each of these diagrams.

b
Q
P
S
R
Solution
a Y or XYZ or ZYX
b PQS or SQP
Note: We cannot name this Q because it is not clear which angle that means. There
are three different angles whose vertex is Q. They are PQS, SQR and PQR.
CHAPTER 2 ANGLES
35
Exercise 2-01
Ex 1
1 Name each of these angles in two different ways.

P
a
b
C
c G
R
E
C
2 The name of the angle marked is which of the

following? Select A, B, C or D.
A ABD
B CBD
C ABC
D BCA
A
C
3 Name the angle marked with

a
in each of these diagrams.

b
S
Q
C
T
D
A
G
D
C
H
4 Draw each of these angles, labelling them correctly.

a POT
b TAF
c AFE
36
NEW CENTURY MATHS 7
d H
5 a There are 13 different angles inside this diagram.

Name them all.
b What type of angle is NCY?
N
A
D
6 Name the angles marked

A
and x in each of the following diagrams.

P
x
R
x D
B
C
E
D
E
x
C
F
G
x
B
x
H
H
G
7 Angles AMP and PMN share a common arm, PM.

They also share a common vertex, M. Angles that are
next to each other in this way are called adjacent
angles.
Name a pair of adjacent angles for each diagram in
Question 6.
A
P
Worksheet
2-02
Comparing angle size
arm
Worksheet
2-03
360 scale
2-02 Measuring angles
Worksheet
2-04
Make your own
protractors
A protractor is an instrument used to measure angles.
Worksheet
2-05
A page of protractors
Outside
scale
01
40
13
50
Starting The Geometers

Sketchpad
Skillsheet
2-03
70 180
60 1
0 1
30
Skillsheet
2-02
15
Starting Cabri
Geometry
10
20
Base line
Centre mark
Geometry
2-01
180 170 1
60
15
30
Inside
scale
12
40
10 2
0
30
100 90 80 70
110
60
0
12
40
50
80 90 100 11
0
14
60
70
CHAPTER 2 ANGLES
Making a protractor
37
Example 2
1 Measure angle AOB.
Solution
Line up OB with the base line of the protractor.
Place the centre mark over the vertex, O.
The angle is smaller than 90.
Use the inside scale,
A
80 90 100 11
counting from 0.
0
0
7
12
0
60
13
0 90 80 7
Angle AOB = 54
0
1
0
0
0
1
01
14
0
30
15
180 170 1
60
20
10
10 2
0
70 180
60 1
0 1
30
15
40
50
40
60
12
14
0
13
2 Measure PMQ.
Solution
Line up QM with the base line of the protractor.
Place the centre mark over the vertex, M.
The angle is greater than 90.
Use the outside scale,
80 90 100 11
counting from 0.
0 1
70
20
0
6
PMQ = 155
90 80
13
0
0
1
7
0
0
10
01
14
180 170 1
60
15
30
10 2
0
10
20
NEW CENTURY MATHS 7
70 180
60 1
0 1
38
30
15
40
50
40
60
12
14
30
3 Measure TEX.
E
Solution
Line up TE with the base line of the protractor.
Place the centre mark over the vertex E.
TEX is bigger than 90.
80 90
X
70
Use the inside scale.
60
100 90
TEX = 134
110
50
40
100 1
10
80 7
0
60
14
0
15
180 170 1
60
170 180
10
10 2
0
20
60
0 1
30
15
40
30
13
0
50
12
0
14
13
20
Example 3
Measure the reex angle GHK.
H
10
30
20
40
13
40
50
60
12
00 90 80 70
10 1
60
01
70
80 90 100 11
0
0
14
10 2
0
50
12
0
60
0 1
15
30
14
13
180 170 1
60
15
0
170 180
Solution
Actually measure the
obtuse angle GHK rst
(140).
Subtract 140 from 360.
360 140 = 220
Reex GHK = 220
CHAPTER 2 ANGLES
39
Exercise 2-02
1 Find the size of each of these angles.
B
a
E
40
0
40
0
14
180 170 1
60
15
0
14
30
10 2
0
0
40
0
14
0
15
0
14
14
30
13
50
20
180 170 1
60
15
30
13
40
10
70 180
60 1
01
10 2
0
60
15
100 90 80 70
40
30
14
40
10
0 1
12
80 90 100 11
01
20
30
14
40
10
20
70
60
0
13
14
30
10 2
0
0
14
30
10 2
0
180 170 1
60
15
0
40
30
10 2
0
180 170 1
60
15
0
40
30
30
50
12
60
0 90 80 7
0
10 10
60
0 1
170 180
10
10 2
0
20
180 170 1
60
15
30
13
50
15
70
80 90 100
0
14
60
60
01
100 90 80 70
10 2
0
180 170 1
60
170 180
10
0 1
12
15
60
01
70 180
60 1
01
15
0
13
80 90 100 11
01
2
40
10
15
170 180
70
60
60
01
20
70 180
60 1
01
30
15
40
13
50
50
14
50
12
10
20
13
60
60
0
13
100 90 80 70
100 90 80 70
30
10
0 1
12
110
20
40
80 90 100 11
01
70
20
60
14
70 180
60 1
01
10
20
e
50
15
15
30
0
13
80 90 100 11
0
70
60
50
40
0
14
50
10
20
13
60
13
0
14
0
13
20
50
30
50
100 90 80 70
110
12
60
80 90 100 11
01
20
70
60
100 90 80 70
110
40
70 180
60 1
01
10
20
0
12
0
14
15
30
13
80 90 100 11
0
70
60
50
40
13
180 170 1
60
15
0
12
0 90 80 7
0
10 10
60
0 1
12
50
0
13
0
14
40
60
10 2
0
50
A page of angles
80 90 100 11
0
70
180 170 1
60
Worksheet
2-06
50
Ex 2
50
110
12
13
2 Estimate the size of each of these angles. Name each angle and use a protractor to
measure the angles accurately.
a
O
Q
A
40
NEW CENTURY MATHS 7
P
X
e
T
M
Z
L
N
A
F
D
G
B
j
M
P
C
Z
F
A
G
CHAPTER 2 ANGLES
41
Ex 3
3 Estimate the size of each of these angles. Name each angle and use a protractor to
measure the angles accurately.
a
b X
A
N
Y
c
d
H
M
4 The diagram shows Daniel

shooting for goal in a game
of football. His shooting
angle is shown on the
diagram. Estimate the size
of this angle. Select A, B, C
or D.
A 60
B 120
C 150
D 240
5 Measure the angles marked with

a
and x on each of these diagrams.

b
42
NEW CENTURY MATHS 7
Just for the record
Why 360 degrees?

Why are there 90 in a right angle and 360 in a revolution? Why do we use such
strange numbers instead of more conventional numbers like 10 and 100?
The reason is that, in 2000 BC, the ancient Babylonians used a base 60 system of
numbers. They used a base 60 number system because:
60 is a rounder, more convenient number which has more factors than 10. You can
divide 60 by 2, 3, 4, 5, 6, 10, 12, 15, 20 and 30.
6 60 = 360, which was the Babylonian approximation of the number of days in a
year. They dened a revolution as being 360 so that, each day, the Earth would
travel 1 around the Sun. A right angle, being a quarter-revolution, thus became
360 4 = 90.
Some people who prefer a base 10 system of measurement use grads instead of
degrees to measure angles. With this system, a right angle is 100 grads and a
revolution is 400 grads.
Find out more information about grads, including the exact relationship
between degrees and grads.
CHAPTER 2 ANGLES
43
2-03 Drawing angles

You can also use your protractor to draw angles.
Example 4
Use a protractor to draw angle KPM which measures 76.
Solution
M
P
Draw a line with endpoints P and M.
Line up the base line of the protractor over PM. Place the centre mark over P. Follow
the inside scale around on the protractor, from 0 to 76. Mark this point.
mark 76
60
80 90 100 11
0
14
0
15
180 170 1
60
10
10 2
0
20
70 180
60 1
0 1
30
15
13
0
40
30
12
00 90 80 70
10 1
60
01
12
50
0
13
0
14
40
50
70
choose scale with 0 near M
Draw a line from P through this mark. Label the

end of this line K.
You have now drawn angle KPM, measuring 76.
line ruled
from P through
mark at 76
Exercise 2-03
Ex 4
1 Accurately draw these angles, using your protractor.

a 35
b 115
c 150
e 15
f 170
g 117
d 40
h 200
2 Use your protractor to accurately draw and label these angles.

a DRE = 65
b BGH = 145
c GRT = 32
d ABC = 45
e SAQ = 110
f NMH = 265
g KLY = 28
h LMN = 180
i LKY = 90
44
NEW CENTURY MATHS 7
2-04 Classifying angles

Angles may be classied according to their size as shown below.
Angle
Type
acute
Worksheet
2-07
Description
Angle cards
less than 90
Skillsheet
2-01
Types of angles
right
90 (quarter turn)
Note that a right angle is marked with a
box symbol.
obtuse
greater than 90 but less than 180
straight
180 (half turn)
reex
greater than 180 but less than 360
revolution
360 (complete turn)
Exercise 2-04
1 Draw two different examples of:
a an acute angle
b an obtuse angle
d a reex angle
e a straight angle
c a right angle
f a revolution
2 Classify each of the following angles.

a 37
b 107
d 195
e 79
g 163
h 179
j 5
k 345
m 14
n 299
p 205
q 126
c
f
i
l
o
r
252
180
360
91
90
44
CHAPTER 2 ANGLES
45
3 List the following angles from smallest to largest.

d
b
a
h
e
4 Decide whether each of these angles is acute, obtuse or reex.

a
b
5 Select A, B, C or D. Angles m and n are respectively:

a obtuse and reex
b obtuse and a revolution
c acute and a revolution
d acute and reex
46
NEW CENTURY MATHS 7
2-05 Angle relationships
Geometry
2-02
In the previous exercise, we described angles according to their sizes. Angles can also be
described by how they relate to each other. In the following exercise we will discover some
of these relationships.
Angle vocabulary
Geometry
2-03
Revolutions and
straight angles
Exercise 2-05
1 Copy and complete the information below each of these diagrams. Use your protractor
to measure the angles.
Y
a A
b X
D
ABD =
XYZ =
CBD =
XZY =
ABD + CBD =
XYZ + XZY =
(The angles you measured are called complementary angles. They complement
each other to form 90.)
Complementary angles add to 90.
2 Look up complement in a dictionary. Write one non-mathematical meaning you nd.

3 What is the complement of:
a 30?
b 70?
c 25?
g 42?
h 66?
i 11?
d 38?
j 74?
e 89?
k 1?
f 57?
l 12?
4 Copy and complete the information below each of these diagrams. Use your protractor
to measure the angles.
D
a
b
Q
R
P
A
ABD =
PQR =
CBD =
SRQ =
ABD + CBD =
PQR + SRQ =
(These pairs of angles are said to be supplementary. They supplement each other,
together forming 180.)
CHAPTER 2 ANGLES
47
Supplementary angles add to 180.
5 Look up supplement in your dictionary. Write a non-mathematical meaning for it.

6 What is the supplement of:
a 18?
b 150?
c 35?
g 111?
h 173?
i 54?
d 125?
j 132?
e 62?
k 8?
f 87?
l 91?
7 a How many degrees are there in a complete turn or revolution?

b Copy and complete the statements below each of these diagrams.
i
ii A
B
E
ADB =
ADC =
BDC =
ADB + ADC + BDC =
(These angles all meet at a point.)
!
Geometry
2-02
Angle vocabulary
AEB =
BEC =
CED =
DEA =
AEB + BEC + CED + DEA =
Angles at a point (in a revolution) add to 360.
8 Use Cabri Geometry or The Geometers Sketchpad to illustrate the meaning of as

many angle words as you can.
9 Use the given information to nd the size of the angle shown by the letter each time.
a
b
c
d
q
150
70
170
62
160
87
95 120
y
f
102
25
a
135
48
NEW CENTURY MATHS 7
g
105 110
55 w
71 116
d
22
132 123
48 f
303
118
n
30
152
k
47
15
220
10 Find the value of d. Select A, B, C or D.

A 122
B 61
C 142
D 81
38
d d
160
2-06 Vertically opposite angles

When two lines cross, four angles are created.
Which of these angles are equal?
Can you prove it using supplementary angles?
a
d
c
Example 5
WKZ is vertically opposite and equal to XKY.
What angle is vertically opposite ZKY?

Solution
WKX is vertically opposite ZKY.
Note: Angles that are equal in size are marked on
diagrams with the same type of arc or symbol.
K
Y
Vertically opposite angles are equal.
Example 6
Find the size of the angles shown by the letters
in this diagram.
Solution
k = 130
m = 50
130
50
(vertically opposite angles)

(vertically opposite angles)
CHAPTER 2 ANGLES
49
Exercise 2-06
Ex 5
1 What angle is vertically opposite to:

a the angle marked a?
b the angle marked w?
a
c the angle marked c?
a b
d c
d the angle marked h?
e
h
Ex 6
e the angle marked k?
f the angle marked m?
f
k
2 Without measuring, nd the size of the angle shown by the letter each time.
a
b
c
70
110
m
85
f
f
25
90
135
i
29
62
133
n
k
h
t
163
50
NEW CENTURY MATHS 7
160
g
90
20
s
r
2-07 Angle geometry

Types of angles
Adjacent angles
Meaning
Diagram
A
Angles that share a common arm

and a common vertex.
(ABD and DBC are adjacent
angles.)
D
C
Complementary angles
Two angles that add to 90.

(a + b = 90)
a
Supplementary angles
Two angles that add to 180.

(m + n = 180)
m
Vertically opposite
angles
Formed when two straight lines

cross. Vertically opposite angles
are equal.
(a = c, b = d)
Angles at a point
Form a revolution and

add to 360.
(a + b + c = 360)
b
d
a
c
Example 7
Calculate the size of the angle shown by the letters in these diagrams.
a
b
60
y
130
Solution
a x + 130 = 180 (angles in a straight line)
x = 180 130
= 50
b y + 60 + 90 = 360 (angles at a point)

y = 360 60 90
= 50
CHAPTER 2 ANGLES
51
Exercise 2-07
1 a If TAF = 42, what is the size of its complementary angle?
b If ZAB = 127, what is the size of its supplementary angle?
2 Refer to the diagram shown on the right.
a Which angle is vertically opposite to NDP?
b Which angle is equal to MDQ?
c Name two straight angles in the diagram.
d Name two different pairs of supplementary angles
in the diagram.
M
N
D
Q
P
3 Which of the following is an angle adjacent to AXB?

Select A, B, C or D.
A BXC
B DXE
C DXC
D CXE
X
C
E
D
Q
4 Refer to the diagram shown on the right.

a Name a pair of adjacent angles.
b Name a pair of complementary angles.
c How do you know that the angles you named are
complementary?
Ex 7
23
67
R
S
5 Calculate the size of the angle shown by the letter. State which type of angles you used.
a
b
c
100
a
a 120
70
m
45
100
100
40
a
p
150
m
19
f
x
52
NEW CENTURY MATHS 7
15
41
a
a
170
t
n
b
32
135
y 82
d
d
20
t
118 x
y 75
j 48
112
f
u
p
155
85
e e
e
2-08 Lines in geometry

A line is named using two points on the line.
For example, this is the line AB.
When two lines cross, we say that they intersect.

Two lines intersect at a point.
For example, in this diagram, line DE intersects with
line FG at point H.
D
G
H
F
Perpendicular lines
Lines that intersect at right angles are called
perpendicular lines.
For example, in this diagram, PQ is perpendicular to XY.
This is written as PQ XY, where the symbol
stands for is perpendicular to.
X
P
Q
Y
CHAPTER 2 ANGLES
53
Parallel lines
Lines that point in the same direction and never intersect
are called parallel lines. Parallel lines are marked with
identical arrowheads and are always the same distance
apart. For example, in this diagram, MN is parallel to RS.
This is written as MN II RS, where the symbol II stands
for is parallel to.
N
S
M
R
indicates these lines

are parallel
Transversal
A line that crosses two or more other lines is called a transversal. Transverse means
crossing.
transversal
transversal
Exercise 2-08
1 Name the six different lines in this diagram.
B
2 In this diagram, name two lines that:

a are perpendicular
b are parallel
c intersect.
C
F
D
3 Rewrite your answers to Question 2 parts a and b using the symbols for is
perpendicular to and is parallel to.
4 Draw and label correctly:
a line FG
c line PQ parallel to line YZ
b line AB intersecting line CD at point E

d line JK perpendicular to line LM.
5 In the diagram on the right, name two angles that

are:
a adjacent
b vertically opposite
c supplementary.
A
E
54
NEW CENTURY MATHS 7
6 Which line is parallel to line FG? Select A, B, C or D.

A CD
B LM
C AB
C
D PQ
P
F
B
G
D
Road
Rosalia Road
Christina
Dan
iel
Stre
et
7 In the diagram on the right, Frank Road

is perpendicular to which of the
following? Select A, B, C or D.
A Emilia Parade
B Rosalia Road
C Daniel Street
D Christina Road
Fra
nk R
oad
Emilia
Parade
8 State all the examples of parallel lines, perpendicular lines and intersecting lines you can
nd in the photograph below.
CHAPTER 2 ANGLES
55
Mental skills 2
Maths without calculators
Changing the order

Have you noticed that 4 + 7 = 7 + 4? Have you also noticed that 3 5 = 5 3?
Numbers can be added or multiplied in any order. We can use this property to make our
calculations simpler.
1 Examine these examples.
a 19 + 5 + 5 + 1 = (19 + 1) + (5 + 5)
= 20 + 10
= 30
b 13 + 8 + 20 + 27 + 80 = (13 + 27) + (20 + 80) + 8
= 40 + 100 + 8
= 148
c 2 36 5 = (2 5) 36
= 10 36
= 360
d 25 11 4 7 = (25 4) (11 7)
= 100 77
= 7700
2 Now simplify these examples.
a 45 + 16 + 45 + 4 + 7
c 18 + 91 + 9 + 20
e 24 + 16 + 80 + 44 + 10
g 100 + 36 + 200 + 10 + 90
b
d
f
h
38 + 600 + 50 + 12 + 40
75 + 33 + 7 + 25
56 + 5 + 20 + 15 + 4
54 + 27 + 9 + 16 + 3
2-09 Alternate angles on parallel lines

Alternate angles are between two lines and on opposite sides of a transversal crossing the
lines. Alternate angles on parallel lines are equal.
On this diagram the alternate angles are marked
with dots.
Alternate means going back and forth.
Draw a pair of parallel lines and mark the alternate
angles as shown. Draw in the broken line and cut
along it.
transversal
Rotate the two alternate angles and place them on top of each other. You should see they
are the same.
Alternate angles on parallel lines are equal.
56
NEW CENTURY MATHS 7
Alternate angles on parallel lines
x
x
The marked pairs of angles are alternate. Measure them and check that alternate angles
are equal. (Remember: Equal angles are marked by the same symbol.)
Exercise 2-09
1 Which angle is alternate to the marked angle each time?
a
b
a b
d c
a
b
d
c
b
c
e
f
f g
2 Copy each of these diagrams and mark in the alternate angle to the one shown.
a
b
c
3 Which angle is alternate to the marked angle? Select A, B, C or D.

A d
B e
C b
D a
c
a
e
d
f
CHAPTER 2 ANGLES
57
4 Copy these diagrams and mark in a pair of alternate angles on each one.
a
b
c
5 Write the size of each angle shown by a letter.

a
b
110
c
n
50
80
122
n
m
20
h
h
b
50
130
a
40
a
44
a
b
2-10 Corresponding angles on parallel lines

Corresponding angles are on the same side of the transversal and are both either above or
below the other two lines. Corresponding means matching.
Corresponding angles on parallel lines are equal.
Corresponding angles on parallel lines

x
58
NEW CENTURY MATHS 7
We can prove that corresponding angles on parallel lines

are equal.
a=b
They are vertically opposite angles.
b=c
They are alternate angles.
So a = c.
a
b
c
Exercise 2-10
1 Which angle is corresponding to the marked angle each time?
a
b
c
b
c
a
a b
c
d
g
d
f
e
f e
g
d
c
e
2 Copy each diagram and mark the corresponding angle to the one shown.
a
b
c
3 Copy each of these diagrams and mark in a pair of corresponding angles on each one.
a
b
c
4 Which angle is corresponding to the marked angle?

b a
5 Write the size of each angle shown by a letter.

a
b
120
c
m
y
63
a
28
CHAPTER 2 ANGLES
59
f
t
50
108
a
b
74
c
60
y a
m
y
110
140
105
6 Without measuring, nd the size of the

other seven angles in this diagram.
f
e
b c
105
2-11 Co-interior angles on parallel lines

Co-interior angles are on the same side of the transversal but between the other two lines.
Co-interior means together inside.
Co-interior angles on parallel lines are supplementary. They add to 180.
Co-interior angles on parallel lines
Measure the following pairs of angles and see if they really are supplementary.
x
60
NEW CENTURY MATHS 7
We can also show that co-interior angles on parallel lines

add to 180 using the following method.
They are angles on a straight line.
a + b = 180
a =c
They are alternate angles.
So
c + b = 180
b
c
Example 8
1 Find the size of the angle marked a in this diagram.
a
80
Solution
a + 80 = 180
a = 180 80
= 100
(co-interior angles on parallel lines)
2 Find the size of the angle marked m in this diagram.

55
m
Solution
m + 55 = 180
m = 180 55
= 125
(co-interior angles on parallel lines)
Exercise 2-11
1 Which angle is co-interior with the marked angle each time?
a
b
c
b
a
d
c
a
g
g
e
f
e
a b
d c
CHAPTER 2 ANGLES
f
g
61
2 Copy each of these diagrams and mark the angle that is co-interior with the marked
angle.
a
b
c
3 Copy each of these diagrams and mark pairs of co-interior angles.

a
b
c
4 Which angle is co-interior with the marked angle?

A d
B b
C e
C g
c b
a
d e
g f
Ex 8
5 Without the use of instruments, nd the size of the angles shown by letters.
a
50
m
90
75
e
112
f
68
98
i
c
j
130
55
f
a
51
62
NEW CENTURY MATHS 7
Just for the record
The Leaning Tower of Pisa

4.1 m
55 m
The Leaning Tower of Pisa, Italy, began

leaning shortly after its construction
commenced in 1173. In 1350, it was
leaning at 2.5, or 4 m, from the vertical.
By 1990, its lean had grown to 5.5, or
4.5 m, and was increasing at 1.2 mm
per year. Architects estimated that the
tower would have toppled over by the
year 2020 so it was closed for 12 years
to allow $25 million worth of engineering
work to take place. When it reopened in
2001, its lean had been pushed back to
5 or 4.1 m, and it is now guaranteed to
stay up for at least another 300 years.
1 Draw a scale diagram of the Leaning
Tower of Pisa given that its top is
55 m above the ground.
2 Research how engineers prevented
the tower from leaning further. Use
the library or the Internet to conduct
your research.
2-12 Angles on parallel lines
Worksheet
2-08
Below is a summary of all we have found out about the angles in parallel lines.
Matching angle
When parallel lines are crossed by a transversal:

alternate angles are equal
corresponding angles are equal
co-interior angles are supplementary (add to 180).
Exercise 2-12
1 In the diagram on the right, name the angle that is:
a corresponding to VWA
b alternate to QXW
c co-interior with PWX
d supplementary with AWX
e alternate to SXV
f corresponding to ZXS.
V
P
W
A
Find the missing angle
S
X
Q
Z
CHAPTER 2 ANGLES
Worksheet
2-09
63
2 Without the use of instruments, nd the size of each angle shown by a letter.
a
b
c
105
71
115
t
f
132
70
120
h
28
i
85
72
p
y
150
81
93
128
66
j
d
109
3 Without measuring, nd the size of all angles labelled with letters in these diagrams.
a
c
133
67
p
n
k
l
64
NEW CENTURY MATHS 7
m
52
m
95
42
45
30
75
q
63
m
85
l
a
k
x
72
y
130
62
n
n
55
27
132
83
m
4 Which of the following does y equal? Select A, B, C or D.

A 28
B 47
C 77
D 152
y
28
105
Using technology
Constructing angles using geometry software
Starting The Geometers

Sketchpad
Note: The activities have been demonstrated using The Geometers Sketchpad.
1 a Construct each of the following angles using the
straightedge tool.
i acute
ii right
iii obtuse
iv reex
b Now label each of the four angles you have drawn using the
text tool.
CHAPTER 2 ANGLES
Skillsheet
2-02
Skillsheet
2-03
Starting Cabri
Geometry
65
c Measure the size of each angle you have drawn, correct to the nearest degree.
A
Example
mABC = 52
The diagram on the right shows
acute angle ABC = 52.
B
2 a Start a new sketch and accurately construct separate angles of the following sizes.
i 72
ii 310
iii 165
iv 98
v 236
vi 90
b Using the
text tool, label each angle according to its classication, i.e. acute,
reex, etc.
A
Example
Acute angle
mABC = 52
3 For each of the following, sketch three different angles that can be classied as:
a acute
b reex
c obtuse
4 Using geometry software, construct the following.
a
b
C
D
27
27
23
102
c A pair of:
i complementary angles
ii supplementary angles
iii corresponding angles of 28, on parallel lines
iv alternate angles of 65, on parallel lines
v co-interior angles on parallel lines, as shown on the
right, where one of the supplementary angles is 130
130
2-13 Proving lines are parallel

We can use what we know about angles and parallel lines to show that two lines are parallel.
Two lines are parallel if:
alternate angles are equal, or
corresponding angles are equal, or
co-interior angles are supplementary (add up to 180).
66
NEW CENTURY MATHS 7
Example 9
1 Is AB parallel to CD in the diagram on the right?
X
A
75
75
Solution
AXY is alternate to DYX.
AXY = DYX = 75
AB II CD since a pair of alternate angles are equal.
( means therefore)
2 Is MN parallel to PQ in the diagram on the right?
110
80
Solution
MXY is co-interior with PYX.
MXY + PYX = 110 + 80 = 190
180
Since co-interior angles do not add to 180, MN is not parallel to PQ.
Exercise 2-13
1 In each diagram below, name a pair of alternate angles and use them to decide if AB
is parallel to CD.
B
a
b A
c
C
E
A
64
32
35 F
100
100
64
Ex 9
2 In each diagram below, name a pair of corresponding angles and use them to decide
if AB is parallel to CD.
A
a
b
c
G
C
A
G
117
82
E
79
C
B
63
D
63
F
C
G
110
E
D
F
B
D
CHAPTER 2 ANGLES
67
3 In each diagram below, name a pair of co-interior angles and use them to decide if AB
is parallel to CD.
a
b
c
A
C
A
120
C
E
100
90
85
60
90
F
4 For each diagram below, determine if line PQ is parallel to line MN. Explain your
reason.
P
M
A
a
b
M
81
99
C
87
120
A
78
Q
87
78
e
A
95
80
80
65
75
75
105
P
P
85
85
F
f
B
65
78
d
N
102
M
5 What reason can be used to prove GC II HE?

A ABC = HDF (alternate angles)
B CBD = BDH (alternate angles)
C ADE = 91 (corresponding angles)
D BDE = FDH (vertically opposite angles)
H
G
B
A
91 89
89 91
91 D
E
C
68
NEW CENTURY MATHS 7
Power plus
1 a Draw any triangle with angles of 70 and 55.
b Draw any parallelogram with angles of 50 and 130.
c Draw any four-sided shape with angles of 45, 160, 70 and 85.
2 a
b
c
d
Draw any triangle and measure the sizes of all three angles.
What is the sum of the angles in any triangle?
Draw any quadrilateral and measure the sizes of all four angles.
What is the sum of the angles in any quadrilateral?
3 How many degrees does the Earth spin on its axis in:
a one day?
b one hour?
c 8 hours?
d 10 minutes?
4 Work out which direction (left, right, front or behind) you would be facing after
making each of these series of turns.
a Right 80, right 240, left 90, right 40
b Left 140, left 140, left 140, right 60
c Right 200, left 70, right 40, right 10
d Left 240, right 190, right 100, left 50
5 Find the size of each angle shown with a letter. Give reasons for your answers.
a
62
51
125
145
35
82
80
y
40
250
i
k
35
120
95
50
45
20
CHAPTER 2 ANGLES
69
Chapter 2 review
Angles crossword
adjacent
complementary
obtuse
supplementary
alternate
corresponding
revolution
transversal
arc
degree
right angle
vertex
arm
intersecting
scale
vertically opposite
1 How many degrees are there in a half turn (straight angle)?

2 Find the meaning of acute when referring to a disease, for example acute appendicitis.
3 What is the difference between complementary and complimentary?
4 When something happens that dramatically changes the way we think or do things, it
is called revolutionary. Why do you think this is so?
5 Write the mathematical symbol for:
a parallel
b perpendicular.
6 Mr Transversal visits his parents on alternate days. What does this mean? How is it
similar to the mathematical meaning of alternate?
Topic overview
Give three examples of where angles are used.

How condent do you feel in working with angles?
Is there anything you did not understand? Ask a friend or your teacher for help.
The diagram below provides a summary of this chapter. Copy and complete it, using
colour, pictures and key words to make your overview easy to read and remember. Check
your completed overview with your teacher.
Acute
Revolution
Vertically opposite
20
40
50 60 70 80
60
50
NEW CENTURY MATHS 7
Parallel
F
Perpendicular
70
Transversal
or
40 30 20 10
D
A
Co-interior
act
0 150 160 17
30 14
01
01
80
LINES
70
otr
Corresponding
10
12
Pr
Alternate
90
120 110 10
0 130
0
90
0 14
15
80
10
0
16
0
11
ANGLES
30
17
Worksheet
2-10
acute
co-interior
line
straight angle
Matching angles
Language of maths
18
0
Worksheet
2-08
Chapter revision
Topic test 2
1 Draw labelled diagrams of each of these angles.

a BKT
b FPR
Exercise 2-01
c angle MZQ
2 Use a protractor to measure each angle you drew in Question 1. Name the smallest
angle and the largest angle.
Exercise 2-02
3 Use a protractor to draw these angles.

a JUG = 84
b QRA = 117
d DGE = 150
e SAR = 96
g MNB = 195
h PLO = 270
Exercise 2-03
c POT = 41
f XDW = 210
I AMP = 300
4 Write the name of each of these angles. Then label each one as acute, obtuse, right,
reex or straight.
A
R
a W
b
c G
I
Exercise 2-04
S
M
A
N
P
h
V
i M
T
P
M
X
5 a What is the complement of each of these angles?

i 35
ii 78
b What is the supplement of each of these angles?
i 45
ii 100
Exercise 2-05
iii 4
iii 178
c Without measuring, nd the size of the angle shown by each letter.

i
ii
iii
70
a
70
25
m
35
y
CHAPTER 2 ANGLES
71
Exercise 2-06
6 Find the size of each angle shown by a letter. Do not use a protractor to measure
the angle.
a
b
c
100
Exercise 2-08
95
44
7 Without measuring, nd the size of each angle shown by a letter.

a
28
c
k
x
y 122
47
140
p
75
110
48
x
i
r
105
82
t
Exercise 2-08
8 In this diagram, name two lines that:

a are parallel
b are perpendicular
c intersect.
q
p
25
x
x
C
E
Exercise 2-09
9 a Copy each diagram and mark in the alternate angle to the one shown.
i
ii
72
NEW CENTURY MATHS 7
b Without the use of instruments, nd the size of each angle shown by a letter.
i
ii
iii
38
a
120
126
10 a Copy each diagram and mark in the corresponding angle to the one shown.
i
ii
Exercise 2-10
b Without the use of instruments, nd the size of each angle shown by a letter.
i
ii
iii
112
117
p
150
11 Copy each diagram and mark in the co-interior angle to the one shown.
i
ii
b Find the size of the angle shown by each letter.

i
ii
k
112
Exercise 2-11
iii
82
72
x
y
x
CHAPTER 2 ANGLES
73
Exercise 2-12
12 Label the marked pairs of angles as alternate, co-interior or corresponding.

a
b
c
x
f
x
x
Exercise 2-13
13 Find the size of each angle shown with a letter.

a
b
a
35
65
k
115
f
x
125
130
62
37
112
y
x
74
NEW CENTURY MATHS 7
z
62
t
d
14 Find the size of each angle shown with a letter.

a
Exercise 2-13
64
x
x
38
38
70
130
x
y
57
a
z
145
c
15 Draw a neat diagram to illustrate each of the following.

a an acute angle
b supplementary angles
c a straight angle
d vertically opposite angles
e alternate angles
f an obtuse angle
g corresponding angles
h a reex angle
i complementary angles
j co-interior angles
Exercise 2-13
16 In each diagram below, is AB parallel to CD? Give a reason for your answer each time.
a
b
c A
E
E
E
B
Exercise 2-13
45 F
F 110
74
D
C
135
G
H
112 G
C
F
B
74
G
H
CHAPTER 2 ANGLES
75

Chapter 2

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02 NCM7 2nd ed SB TXT.

fm Page 32 Saturday, June 7, 2008 2:53 PM

SPACE AND GEOMETRY

02 NCM7 2nd ed SB TXT.fm Page 33 Saturday, June 7, 2008 2:53 PM

In this chapter you will:

02 NCM7 2nd ed SB TXT.fm Page 34 Saturday, June 7, 2008 2:53 PM

1 In this diagram, each gap represents 1 of angle size.

What is the angle, in degrees, between the lines labelled:

6 Decide whether each of these angles is:

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 35 Saturday, June 7, 2008 2:53 PM

2-01 Naming angles

The middle letter is always the letter

in each of these diagrams.

02 NCM7 2nd ed SB TXT.fm Page 36 Saturday, June 7, 2008 2:53 PM

1 Name each of these angles in two different ways.

2 The name of the angle marked is which of the

3 Name the angle marked with

in each of these diagrams.

4 Draw each of these angles, labelling them correctly.

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 37 Saturday, June 7, 2008 2:53 PM

5 a There are 13 different angles inside this diagram.

6 Name the angles marked

and x in each of the following diagrams.

7 Angles AMP and PMN share a common arm, PM.

2-02 Measuring angles

A protractor is an instrument used to measure angles.

Starting The Geometers

02 NCM7 2nd ed SB TXT.fm Page 38 Saturday, June 7, 2008 2:53 PM

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 39 Saturday, June 7, 2008 2:53 PM

02 NCM7 2nd ed SB TXT.fm Page 40 Saturday, June 7, 2008 2:53 PM

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 41 Saturday, June 7, 2008 2:53 PM

02 NCM7 2nd ed SB TXT.fm Page 42 Saturday, June 7, 2008 2:53 PM

4 The diagram shows Daniel

5 Measure the angles marked with

and x on each of these diagrams.

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 43 Saturday, June 7, 2008 2:53 PM

Just for the record

Why 360 degrees?

02 NCM7 2nd ed SB TXT.fm Page 44 Saturday, June 7, 2008 2:53 PM

2-03 Drawing angles

choose scale with 0 near M

Draw a line from P through this mark. Label the

1 Accurately draw these angles, using your protractor.

2 Use your protractor to accurately draw and label these angles.

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 45 Saturday, June 7, 2008 2:53 PM

2-04 Classifying angles

greater than 90 but less than 180

180 (half turn)

greater than 180 but less than 360

360 (complete turn)

2 Classify each of the following angles.

02 NCM7 2nd ed SB TXT.fm Page 46 Saturday, June 7, 2008 2:53 PM

3 List the following angles from smallest to largest.

4 Decide whether each of these angles is acute, obtuse or reex.

5 Select A, B, C or D. Angles m and n are respectively:

NEW CENTURY MATHS 7

02 NCM7 2nd ed SB TXT.fm Page 47 Saturday, June 7, 2008 2:53 PM