Line and Angles

CBSE-i
CLASS IX
LINES, ANGLES
AND
TRIANGLES
(ELECTIVE)
(ELECTIVE )
UNIT-4
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
Preface
The Curriculum initiated by Central Board of Secondary Education -International (CBSE-i) is
a progressive step in making the educational content and methodology more sensitive and
responsive to the global needs. It signifies the emergence of a fresh thought process in
imparting a curriculum which would restore the independence of the learner to pursue the
learning process in harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education, with about 11000 schools affiliated to it and with
over 130 schools situated in more than 20 countries has been catering to the academic needs of
the learners worldwide. The Board has always been conscious of the varying needs of the
learners in countries abroad and has been working towards contextualizing certain elements
of the learning process to the physical, geographical, social and cultural environment in which
they are engaged. The International Curriculum being designed by CBSE-i , has been
visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The
objective of the curriculum is to nurture the independence of the learner, given the fact that
every learner is unique. The learner has to understand, appreciate, protect and build on
values, beliefs and traditional wisdom, making necessary modifications, improvisations and
additions wherever and whenever necessary.
The recent scientific and technological advances have thrown open the gateways of
knowledge at an astonishing pace. The speed and methods of assimilating knowledge have
put forth many challenges to the educators, forcing them to rethink their approaches for
knowledge processing by their learners. In this context, it has become imperative for them to
incorporate those skills which will enable the young learners to become 'life long learners'. The
ability to stay current, to upgrade skills with emerging technologies, to understand the
nuances involved in change management and the relevant life skills have to be a part of the
learning domains of the global learners. The CBSE-i curriculum has taken cognizance of these
requirements.
The CBSE-i aims to carry forward the basic strength of the Indian system of education. While
promoting critical and creative thinking skills, effective communication skills, interpersonal
and collaborative skills along with information and media skills. There is an inbuilt flexibility
as it provides a foundation and an extension curriculum in all subject areas to cater to the
different pace of learners.
The CBSE-i plans to introduce the curriculum in a phased manner at different levels in schools
affiliated to CBSE at the international level and subsequently, if desirable, to introduce it to
other affiliated schools who are able to meet the requirements of this curriculum. The focus is
to ensure that the learner is stress-free and yet stays committed to active learning. The learner
would be evaluated on a continuous and comprehensive basis consequent to the mutual
interactions between the teacher and the learner and the learner. There are some nonevaluative components in the curriculum which would be commented upon by the teachers
and the school. The objective of this part or the core of the curriculum is to scaffold the learning
experiences and to relate tacit knowledge with formal knowledge. This would involve transdisciplinary linkages that would form the core of the learning process. Perspectives, SEWA
(Social Empowerment through Work and Action), Life Skills and Research would be the
constituents of this 'Core'. The Core skills are the most significant aspects of a learner's holistic
growth and his/her learning curve.
The international curriculum has been designed keeping in view the foundations of the
National Curricular Framework (NCF 2005) and the experience gathered by the Board over
the last seven decades in imparting effective learning to millions of learners, many of whom
are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at
the international level, but as an exercise in providing the much needed Indian leadership for
global education at the school level. The international curriculum would evolve on its ownbuilding on learning experiences inside the classroom over a period of time. The Board while
addressing the issues of empowerment with the help of the schools administering this system
strongly recommends that practicing teachers become skillful learners on their own and also
transfer their learning experiences to their peers through the interactive platforms to be
provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics),CBSE, Ms. Abha
Adams and her team and Dr. Sadhana Parashar, Head (Innovations and Research) CBSE
alongwith other Education Officers involved in the development and implementation of this
material.
The CBSE-i website being launched will enable all stakeholders involved in this initiative to
participate through the discussion forums provided on the portal. Any further suggestions for
modifying or improving any part of this document are welcome.
Vineet Joshi
Chairman
CBSE
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman & Secretary, CBSE
Smt. Chitralekha Gurumurthy, Director (Academics),CBSE
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Academics), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Head (Innovations & Research),CBSE
Ideators
Dr. Indu Khetrapal
Ms. Rupa Chakravarty
Ms. Aditi Misra
Dr. N. K. Sehgal
Ms. Jaishree Srivastava
Ms. Seema Rawat
Ms. Anita Sharma
Dr. Anju Srivastava
Dr. Meena Dhami
Dr. Uma Chaudhary
Dr. Kamla Menon
Ms. Meenu Goswami
Ms. Anuradha Sen
Ms. Geeta Varshney
Dr. Rajesh Hassija
Ms. Urmila Chowdhary
Ms. Amita Mishra
Material Production Groups : Classes IX - X

Mathematics :
Science :
Dr. K.P. Chinda
Ms. Charu Maini
Mr. J.C. Nijhawan
Ms. S. Anjum
Ms. Rashmi Kathuria
Ms. Meenambika Menon
Ms. Reemu Verma
Ms. Novita Chopra

Ms. Nita Rastogi
Ms. Pooja Sareen
History :
English :
Ms. Jayshree Srivastava
Ms. Sarita Manuja
Mrs. M. Bose
Ms. Gayatri Khanna
Ms. A. Venkatachalam
Ms. Renu Anand
Ms. Smita Bhattacharya
Ms. P. Rajeshwary
Mrs. Neelima Sharma
Ms. Neha Sharma
Geography :
Poltical Science :
Ms. Deepa Kapoor
Ms Sharmila Bakshi
Ms. Bharti Dave
Ms. Srilekha
Ms. Bhagirathi
Ms. Archana Soni
Economics :
Ms. Mridula Pant
Sh. Pankaj Bhanwani
Material Production Groups : Classes I - V

Ms. Savinder Kaur Rooprai
Ms. Nandita Pal
Ms. Deepti Verma
Ms. Seema Choudhary
Ms. Monika Thakur
Mr. Bijo Thomas
Ms Ruba Chakravarty
Material Production Groups : Classes VI - VIII

Ms. Guneet Ohri
Dr. Kavita Khanna
Ms. Dipinder Kaur
Ms. Seema Kapoor
Ms. Sonia Jain
Ms. Priyanka Sen
Ms. Seema Rawat
Ms. Keya Gupta
Dr. Meena Dhami
Mr. Saroj Kumar
Mrs. N Vidya
Ms. Rashmi Ramsinghaney
Mrs. Mamta Goyal
Ms. Chhavi Raheja
Co-ordinators :
Mrs. Sugandh Sharma, Education Officer (Com.)
Dr. Srijata Das, Education Officer (Science & Maths)
Sh. R. P. Sharma, Consultant
Shri Al Hilal Ahmed, Asstt. Education Officer
CONTENT
Page
Preface
Acknowledgment
1.
Syllabus
2.
Scope document
3.
Lesson Template
4.
Teacher-Student Support Materials
14
(
Warm Up (W1)
15
(
Warm Up (W2)
16
(
Pre Content (P1)
17
(
Pre Content (P2)
20
(
Pre Content (P3)
21
(
Pre Content (P4)
22
(
Content Task (C1)
23
(
Content Task (C2)
25
(
Content Task (C3)
32
(
Content Task (C4)
39
(
Content Task (C5)
42
Content Task (C6)

(
47
Content Task (C7)

(
48
Post Content
(
51
Assessment Rubric
(
58
Lines, Angles And Triangles (Elective)
Syllabus : Unit 4 : Lines, Angles and Triangles (Elective)

Revision of Basic
Geometrical Concepts
Point, Line, line segment, collinear points, non collinear

points; intersecting and non intersecting lines, concurrent
lines, Angle: right angle, acute angle, obtuse angle, straight
angle, reflex angle, supplementary angles, complementary
angles; Parallel lines, perpendicular lines, transversal ;
Triangle: scalene, isosceles, equilateral, acute angled, obtuse
angled, right angled; Median, altitude, bisector of an angle,
perpendicular bisector of a line segment
Lines and Angles
Pair of angles: adjacent angles, linear pair, vertically opposite

angles; Linear pair axiom; Parallel lines and transversal:
exterior angles, interior angles, corresponding angles,
alternate interior angles, interior angles on the same side of
transversal; corresponding angle axiom and converse, proof
of theorems :
a)
If two lines intersect, the vertically opposite angles are

equal.
b)
If a transversal intersects two parallel lines, then

(i)
Each pair of alternate angles is equal
(ii) The interior angles on the same side of the

transversal are supplementary and converse.
ELECTIVE
c)
Lines parallel to a given line are parallel to each other.
d)
The sum of the angles of a triangle is 1800.
e)
exterior angle formed by producing the side of a

triangle is equal to the sum of interior opposite angles.
Triangles
Congruence criteria: SSS, SAS, ASA, RHS;
Congruence of triangles
Application and Proof of the theorems :
Properties of triangle
a)
If three sides of one triangle are equal to three sides of

the other triangle, then the two triangles are
congruent.(SSS criteria)
b)
If two sides and the included angle of one triangle are

equal to two sides and the included angle of the other
triangle, then the two triangles are congruent.(SAS
criteria)
c)
If two angles and one side of one triangle are equal to

two angles and the corresponding side of the other
triangle, then the two triangles are congruent.(ASA
criteria)
d)
If in two right triangles, hypotenuse and one side of a

triangle are equal to the hypotenuse and one side of the
other triangle, then the two triangles are
congruent.(RHS criteria) and converse;
Inequalities in triangle
Application and proof of the theorems :
a)
Angle opposite to equal sides of a triangle are equal and

its converse.
b)
All angles of an equilateral triangle are 60 degrees.
a)
In a triangle, angle opposite to the longer side is larger.
b)
In a triangle, side opposite to the larger angle is longer.
c)
Sum of any two sides of a triangle is greater than the

third side.
ELECTIVE
Scope Document Geometry B (Elective)

Concepts :
1.
Parallel lines and Transversal
2.
Concurrent lines
3.
Congruence in Triangles
4.
Inequality in triangles
5.
Proofs of Geometrical theorems
Learning Objectives :
F
Review
and recall the basic concepts and properties of point, line, plane, collinear
and non collinear points, parallel lines, intersecting lines, perpendicular lines,
concurrent lines , angle, various type of angles, linear pair axiom, triangles, median,
altitude, angle bisector, perpendicular bisector
F
Develop
the understanding of types of angles generated when a transversal

intersect two parallel lines.
F
Prove analytically the following :
a)
If two lines intersect, the vertically opposite angles are equal.
b)
If a transversal intersect two parallel lines, then any pair of corresponding

angles are equal and its converse.
c)

(i)
Each pair of alternate angles is equal
(ii) The interior angles on the same side of the transversal are supplementary
and converse.
d)
Lines parallel to a given line are parallel to each other.
u
To explore, prove and apply triangles properties :
ELECTIVE
i)
The sum of the interior angles of a triangle is 180.
ii)
Exterior angle formed by producing the side of a triangle is equal to the

sum of interior opposite angles
e)
Angle opposite to equal sides of a triangle are equal and its converse.
u
To investigate, prove and apply criteria of congruence :
a)
If three sides of one triangle are equal to three sides of the other triangle, then
the two triangles are congruent.(SSS congruence criterion)
b)
If two sides and the included angle of one triangle are equal to two sides and the
included angle of the other triangle, then the two triangles are congruent.(SAS
congruence axiom)
c)
If two angles and the included side of one triangle are equal to the
corresponding two angles and the included side of the other triangle, then the
two triangles are congruent.(ASA congruence criterion)
d)
If two angles and any side of one triangle are equal to the corresponding two
angles and the side of the other triangle then the two triangles are congruent
(AAS Congruence criterion)
e)
If in two right triangles, hypotenuse and one side of a triangle are equal to the
hypotenuse and one side of the other triangle, then the two triangles are
congruent.(RHS congruence criterion)
u
To investigate, prove and apply triangle inequalities :
a)
b)
c)
Sum of any two sides of a triangle is greater than the third side.
F
Apply
the knowledge of above theorems in solving problems and write

systematic proofs with valid argument in support of each step.
EXTENSION ACTIVITIES :
1.
Investigate the sum of all interior angles of various polygons and to derive a
formula for the n sided polygon.
2.
Investigate the sum of all exterior angles of various polygons and to predict the sum
of all exterior angles of any n-sided polygon.
3.
http://www.aplusmath.com/cgi-bin/games/geomatho, interesting games for

quick revision of all basic concepts of geometry
ELECTIVE
4.
Describe the japenese fan using all geometrical properties of lines and angles.
Cross curricular links :

1.
The words theorem and theatre both has come from the same Greek root to see. As a
theatre you see a performance. In a theorem you see that a statement is true.
2.
Write an essay on the topic, "It is impossible to imagine world without lines, angles
and triangles".
3.
A simple periscope uses two parallel mirrors placed at each end of a tube. One
mirror receives light from an object and reflects it to the other mirror. The second
mirror then reflects the light to the viewer's eye. Prepare a model of periscope and
explain the working of periscope.
ELECTIVE
4.
In about 275 B.C.E. Eratosthenes developed a method for approximating the size of
the earth. He observed that at noon on june 21 in Syene, Egypt, the sun was directly
overhead. He determined that at the same time 500 miles north in Alexendria, the
inclination of the sun's rays to the Vertical was approximately 7.2 degrees.
Assuming that the sun's rays hit the earth in parallel lines, how did he calculated the
circumference of the earth?
With the help of your friend staying in other city repeat Eratosthenes experiment
using local position of sun and calculate the circumference of earth. For reference
and help use the following sites
http://www.juliantrubin.com/bigten/eratosthenes.html
http://www.sciencebuddies.org/science-fair
projects/project_ideas/Astro_p018.shtml
ELECTIVE
ICT : Tool Used GeoGebra

1.
To explore properties of types of angles formed by a pair of parallel lines and a

transversal
2.
To explore properties of triangles (Angle sum and Exterior angle)
3.
To verify properties of inequalities in a triangle.
Suggested Videos :
Name
Title/Link
Video Clip 4
Undefined Geometry terms

http://www.youtube.com/watch?v=GK3h7LzqsUg&featu
re=player_embedded
Video Clip 5
Basic Geometry terms

http://www.youtube.com/watch?v=L1gYDZTLNN4&feat
ure=fvw
Video Clip 6
About vertically opposite

angleshttp://www.youtube.com/watch?v=0lvT7eF3Zks&f
eature=fvw
Video Clip 7
Vertically opposite angles example

http://www.youtube.com/watch?v=gAbtjsnh_uA
Video Clip 8
Concept of parallel lines and angles can be explained using

http://www.mathsisfun.com/geometry/parallellines.html
Video Clip 9
Parallel lines Example problem 1 Video

http://www.youtube.com/watch?v=XQUbFCAv_U4&feat
ure=related
Video Clip 10
Parallel lines Example problem 2 Video

http://www.youtube.com/watch?v=eQzKoeNahA&feature=channel
ELECTIVE
F
Students can then spend 15 minutes on playing with parallel lines using
http://www.shodor.org/interactivate/activities/Angles/
Video Clip 11
Types of triangles
Video Clip 12
Angles and triangles
Video Clip 13
Isosceles triangle property example

http://www.youtube.com/watch?v=Tqh7RGWd480
Video Clip 14
Exterior angle theorem example

http://www.youtube.com/watch?v=s4KPzc6rSyE&featur
e=related
Video Clip 15
Exterior angle theorem with examples

http://www.youtube.com/watch#!v=YS2K2SpvVIA&feat
ure=channel
Video Clip 16
a) a proof angle sum property of triangle

b) angle sum property of triangle activity
(http://www.youtube.com/watch?v=vw-rOqDBAvs)
Video Clip 17
Congruency in triangles- Straw activity

http://www.youtube.com/watch?v=TPL12Tk7L6U
Video Clip 18
Congruency of triangles
Video Clip 19
Check the following pairs of triangles are congruent or not

http://www.youtube.com/watch?v=NAhcmPS5k9g&feat
ure=fvw
Video Clip 20
Why SSA is not a congruence criteria?

http://www.youtube.com/watch?v=wvYaFaMAwcc&feat
ure=related
Why it is not always possible to draw a triangle with 3 sides?
http://www.youtube.com/watch?v=mUasyhcnXAw
ELECTIVE
Lesson Template
Steps to be followed
Tool/activity used
Description
1.
Class discussion
followed by picture
worksheet
To gear up all students for study of

geometry picture worksheet W1 and W2
can be given. To describe a picture they
can use their knowledge of basic
geometrical terms.
Warm Up
Describe me W1
Pictures speak W2
1.
Pre-content
Discussion on
historical background
of Euclidean
Geometry P1
Creative writing P2
Solve the Crossword P3
Observe the figure
and answer P4
A brief account of developments in

geometry with special focus on
contribution of Euclid, his axioms and
postulates will be given followed by
small task 'who am i?' to summarize it.
Allow the students to stretch their
imagination and write an interesting
paragraph using given words.
Worksheet P3 and P4 will help the
students to consolidate the knowledge
gained about Euclidean geometry
Content
Worksheets/activities
(hands on)/activities
(geo-gebra)/ videos
Content would be covered through the

blended use of activity
worksheets/videos/hands on/projects.
Learning objectives
Content Worksheet 1C1
The activity sheet C1 will help the

students to quickly review and to
strengthen their understanding of basic
concepts.
1.Review and recall

the basic concepts
and properties of
point, line, plane,
collinear and non
collinear points,
ELECTIVE
parallel lines,
intersecting lines,
perpendicular lines,
concurrent lines ,
angle, various type of
angles, linear pair
axiom, triangles,
median, altitude,
angle bisector,
perpendicular
bisector ,congruence
of various figures
with special reference
to triangles,
corresponding parts
of congruent triangle
(CPCT)etc
2.Develop the
understanding of
types of angles
generated when a
transversal intersect
two parallel lines.
Content Worksheet 2
C 2 contains three tasks .Task 1 focus on

exploration of properties of vertically
opposite angles.
Task2 and Task3 helps to develop the
concept of adjacent angles,
supplementary angles, complementary
angles, vertically opposite angles etc
when two lines intersect each other. Task
is diagnostic in nature.
3.If two lines

intersect, the
vertically opposite
angles are equal
4.If a transversal
intersect two parallel
lines, then any pair of
corresponding angles
are equal and its
converse.
10
The activity sheet
Content Worksheet 3
followed by geo-gebra
activity
Content worksheet C3 contains the

problems based on mentioned learning
objective. Worksheet requires little
brainstorming and analysis of
information given in question and hence
ELECTIVE
5.If a transversal
intersects two parallel
lines, then
(i)Each pair of
alternate angles is
equal
aims to develop skills in students to

make use of the information to solve the
problem.
CROSSWORD
(ii)The interior angles

on the same side of
the transversal are
supplementary, and
converse.
6.The sum of the
angles of a triangle is
180.
Content Worksheet 4
(using geogebra)
7.Exterior angle
formed by producing
the side of a triangle is
equal to the sum of
interior opposite
angles
8.If three sides of one
triangle are equal to
three sides of the
other triangle, then
the two triangles are
congruent.(SSS
criteria)
9.If two sides and the
included angle of one
two sides and the
ELECTIVE
It contains two exploratory activities to

let the students establish the mentioned
results.
The activities can be followed by writing
of logical proofs of these results.
Content Worksheet 5:
TASK1:
The activity sheet C5 contains list of

suggested videos as Task 1
Exploring congruent
triangles
explaining congruence criteria.
Video Clip 17
Followed by task 2 to assess the

students' understanding of these
criterion.
Straw Activity Congruency in

triangles
http://www.youtube
11
included angle of the

other triangle, then
the two triangles are
congruent.(SAS
criteria)
10. If two angles and
one side of one
two angles and the
corresponding side of
the other triangle,
then the two triangles
are congruent.(ASA
criteria)
11.If in two right
triangles, hypotenuse
and one side of a
the hypotenuse and
one side of the other
triangle, then the two
triangles are
congruent.(RHS
criteria)
.com/watch?v=TPL1
2Tk7L6U
Video Clip 20
Explore : Why SSA is
not a congruence
criteria?
http://www.youtube
.com/watch?v=wvYa
FaMAwcc&feature=r
elated (Students can
do it through Role
Play)
Video Clip 19
Watch this video- To
check whether the
given pairs of
triangles are
congruent or not.
http://www.youtube
.com/watch?v=NAhc
mPS5k9g&feature=fv
w
Congruence of
triangles Resource http://www.nios.ac.i
n/Secmathcour/eng/
ch-14.pdf
12. In a triangle, angle

opposite to the longer
side is larger.
12
Content Worksheet 6
The worksheet contains the exploratory

and investigatory
Task 1 & 2 to help the students to
ELECTIVE
13. In a triangle, side

opposite to the larger
angle is longer.
understand the conditions on length of

sides under which a triangle can be
drawn.
14. Sum of any two

sides of a triangle is
greater than the third
side.
Task 3 posed challenging problems in

front of them based on the triangle
inequality.
Post-content
ELECTIVE
Post Content
Worksheet
This worksheet contains the application

problems based on all concepts learnt. It
can be used as assignment
so that
student can get the joy of handling the
problems. independently and can do self
assessment.
13
Warm up (W1)
ELECTIVE
15
Warm up (W2)
Have a discussion on appreciating geometry around, through pictures.
16
ELECTIVE
Pre content (P1)

Historical Background: Introduction to Euclid's Geometry
F
Euclid
(325BC to 265 BC) is known as the Father of Geometry because of his

book, The Elements.
F
"Geometry"
word comes from two Greek words 'geo' meaning earth and
'metron' meaning to measure
F
The first known proof was given by a Greek Mathematician, Thales (A circle is
bisected by its diameter in two equal parts)

F
Euclid, a teacher of Mathematics at Alexandria in Egypt, collected all the known
work and wrote Elements having 13 chapters.

F
Point, line, plane are undefined terms.
F
There are 23 definitions in Book 1 of Elements.
F
Facts without proof are called axioms.
F
Euclid's axioms
1.
Things which are equal to the same thing are equal to one another.
2.
If equals are added to equals, the wholes are equal.
3.
If equals are subtracted from equals, the remainders are equal.
4.
Things which coincide with one another are equal to one another.
5.
The whole is greater than the part.
6.
Things which are double of the same things are equal to one another.
7.
Things which are halves of the same things are equal to one another.
F
Conventions related to Geometry are termed as postulates
F
There are 5 Euclid's
ELECTIVE
Postulates
17
1.
A straight line may be drawn from any one point to any other point.
2.
A terminated line can be produced indefinitely.
3.
A circle can be drawn with any centre and any radius.
4.
All right angles are equal to each other.
5.
If a straight line falling on two straight lines makes the interior angles on
the same side of it taken together less than two right angles, then the two
straight lines, if produced indefinitely, meet on that side on which the
sum of two angles is less than two right angles.
F
Euclid deduced 465 propositions in a logical chain using his axioms, postulates,
definitions and theorems

F
Two versions of Euclid's 5th postulate
1.
For every line l and for every point P not lying on l, there exists a unique
line m passing through P and parallel to l
2.
Two distinct intersecting lines cannot be parallel to the same line.
Some interesting examples :

1.
If A, B and C are three points on a line, and B lies between A and C, then prove
that AB + BC = AC.
Solution
C
B
Things which coincide with each other are equal.

Here AB + BC Coincides with AC.
So, AB +BC = AC
18
ELECTIVE
2.
Prove that an equilateral triangle can be constructed on any given line segment.
Solution
Euclid's 3rd Postulate: A circle can be drawn with any centre and any radius.
Draw AB
With A as centre and AB radius draw a circle.
With B as centre and BA radius draw a circle.
Two circles meet at C.
Join CA and CB
AB and AC are equal. (Why?) They are radii of same circle
AB and BC are equal. (Why?) They are radii of same circle
So, AB = BC = AC. Triangle ABC is equilateral
3.
Prove that two distinct lines cannot have more than one point in common.
Solution
Let two lines l and m intersects at two points say A and B.
Euclid's axiom: One line can pass through two distinct points.
So, our assumption is false.
Task 1 Who am I?
ELECTIVE
1.
I am a collection of points along a straight path that goes on and on in

opposite directions. I have no endpoints.
2.
I am a part of a line having two endpoints.
3.
I am a part of a line with one endpoint and goes on and on in one

direction.
4.
We are lines that never cross one another.
5.
I am formed when two rays begin from a common vertex.
6.
I am an angle whose measure is less than 90 degrees.
7.
I am an angle whose measure is equal to 180 degrees.
19
Pre Content (P2)

Task: Creative Writing
Use the words given in the collage and write a paragraph.
20
ELECTIVE
Pre Content Worksheet (P3)

Solve the crosswords using hints given below
Across
2.
When a transversal intersects a pair of parallel lines then each pair

of.............angles is equal
5.
The.........of three interior angles of a triangle is 180 degrees
6.
When two lines intersects two pairs of .....................opposite angles are formed
9.
Two adjacent angles has a ............... arm
10.
How many lines can be drawn passing through two points?
11.
How many lines can be drawn passing through one point?
12.
When a transversal intersects two parallel lines then each pair of ............. angles
is equal
ELECTIVE
21
Down
1.
The sum of ............... angles is 180 degrees
3.
Angles opposite to equal sides of a triangle are.............
4.
Exterior angle of a triangle is equal to the sum of two.............opposite angles
7.
The sum of two.................... angles is 90 degrees
8.
Parallel lines never..............

Pre Content (P4)
Observe the following diagram and answer the questions that follow :
1.
Write the line marked 1 in four different ways.
2.
Write the line segment marked 2 in two different ways.
3.
In how many ways can you write the line marked 3?
4.
In how many ways can you write the line segment marked 1?
5.
Name angle marked 1, 3 and 4 in as many ways as possible.
6.
Write the vertex of angle 4.
7.
Name the ray which begins with F and goes towards A.
8.
Name arms of angle 4 and angle 1.
22
ELECTIVE
Content Worksheet (C1)

Task 1 : Discussion
Title: Why point, line and plane are undefined terms?
Teacher may showcase the following mentioned videos and a discussion on the
mentioned topic may be initiated.
Video Clip 1 (Undefined Geometry terms)
http://www.youtube.com/watch?v=GK3h7LzqsUg&feature=player_embedded
Video Clip 2 (Basic Geometry terms)
http://www.youtube.com/watch?v=L1gYDZTLNN4&feature=fvw
Task 2 Multiple Choice Questions
Q1
Q2
Q3
ELECTIVE
Who is the Father of Geometry?

(a)
Pythagoras
(b)
Gauss
(c)
Euclid
(d)
Aryabhatt
The facts which are without any proof and are related to geometry are known
as....
(a)
Theorem
(b)
Axiom
(c)
Results
(d)
Postulates
The famous book composed by Euclid is

(a)
The Compounds
(b)
The Elements
(c)
The Mathematics
(d)
The Geometry
23
Q4
Q5
Q6
Q7
Q8
24
Which of the following has no part?

(a)
Line
(b)
Line Segment
(c)
Point
(d)
Surface
Which of the following is a defined term?

(a)
Point
(b)
Angle
(c)
Line
(d)
Surface
How many lines can pass through 2 points?

(a)
Infinite
(b)
(c)
(d)
Can't tell
How many lines can pass through 1 point?

(a)
Infinite
(b)
(c)
(d)
Can't tell
Which of the following is true if A, B and C are three points on a line and B lies
between A and C?
(a)
AB+BC=AC
(b)
AB=1/2 AC
(c)
BC=1/2 AC
(d)
AB-BC=AC
ELECTIVE
Q9
Q10
The statement "A circle can be drawn with any centre and any radius" is
(a)
False
(b)
True sometimes
(c)
Always true
(d)
Can't draw
The statement "Equilateral triangle can be constructed on any given

Line segment" is
(a)
Sometimes True
(b)
False
(c)
Always true
(d)
Can't draw
Based on learning objective :

Investigate, prove and apply "If two lines intersect, the vertically opposite angles are
equal"
To explore the properties of adjacent angles
Task 1 Self exploratory worksheet
Execution of task
Prepare copies of given exploratory worksheet. Let

students learn the results themselves. Followed by this
give, a worksheet to test the knowledge of students.
Follow up
Teacher may provide following web links to students for

exploring the concept.
(For exploring vertically opposite angles)
http://www.mathwarehouse.com/geometry/angle/in
teractive-vertical-angles.php
http://users.mct.open.ac.uk/hjh27/VOA.html
ELECTIVE
25
m
AED m
BEC m
AEC
BED Observations
Figure
58.27
121.73
121.73
58.27
66.94
113.06
E
66.94
113.06
76.14
103.86
E
103.86
76.14
26
ELECTIVE
92.32
E
87.68
E 87.68
92.32
90.77
89.23
E 89.23
90.77
Conclusion :
ELECTIVE
27
Find x
Justify your answer

C
68
B x
E
E
C
81
B
D
A
Task 2 : Do yourself (Lines and Angles)

Q1 Draw two lines AB and CD intersecting at O. Explore the following:
F
How many
pairs of adjacent angles are formed? Name the pairs of adjacent
angles.
How many
F
pairs of vertically opposite angles are formed? Name the pairs of

vertically opposite angle.
28
ELECTIVE
Q2 Draw two lines AB and CD intersecting at O

B
C
O
A
D
Explore the following :

F
The sum of m
DOB and m
BOC
F
The sum of m
BOC and m
COA
F
The sum of m
COA and m
AOD
F
The sum of m
AOD and m
DOB
F
The relation between m
BOC and m
AOD
F
The relation between m
AOC and m
BOD
Q3 Can two vertically opposite angles be supplement to each other? Draw a diagram to
illustrate your answer. Find the condition when the sum of vertically opposite
angles is 180.
Q4 In the given figure
AOB = 90, find the value of
AOE,
EOD &
DOB.
ELECTIVE
29
Q5 Verify the following by taking suitable examples.

F
Vertically opposite angles are congruent.
F
Adjacent angles are supplementary.
F
Adjacent angles form straight angles.
Q 6 (a) Differentiate between a pair of adjacent angles and a linear pair of angles.
(b) When a pair of adjacent angles forms a linear pair?
(c) Draw 4 linear pairs. Write the measures of adjacent angles in each case.
Q7 From the meaning of words linear and pair, define linear pair in your own words.
Justify with example.
Q8 In the given figure, AB and CD intersect at O. Find the value of x and the m
COB.
Q9 All pairs of supplementary angles are also linear pairs. Explain.

Q10 Find the measures of each of the two supplementary angles if the larger angle is 44
more than the smaller.
30
ELECTIVE
Task 3 Brainstorming
(A) Observe the given figure and comment on the following statements.
1.
AOB a straight line.
2.
COD is a straight line.
3.
AOD and BOC form a pair of vertically opposite angles.
4.
The measure of BOD = 81.
Can you find a pair of adjacent angles in the figure given above? If yes, name the pairs.
Can you find a pair of vertically opposite angles in the figure given above? Why? or why
not?
(B) Comment on the following statements.
F
Any two complementary angles are adjacent
F
Any two right angles are supplementary
F
If two
lines are perpendicular to each other, then all the pairs of vertically
opposite angles formed are supplementary
F
Any two supplementary angles are adjacent
F
If two angles are congruent, they are supplementary
F
Any two angles having a common vertex and a common arm are adjacent
ELECTIVE
31

Based on learning objective :
To develop the understanding of types of angles generated when a transversal intersect two
parallel lines
s)
If a transversal intersect two parallel lines, then any pair of corresponding angles are
equal and its converse.
t)

(iii) Each pair of alternate angles is equal
(iv) The interior angles on the same side of the transversal are supplementary and
converse.
Lines parallel to a given line are parallel to each other
Task 1 Worksheet (Parallel lines and transversal)

Q1 In the given figure a//b and c//d.
i.
Name all angles equal to

5.Justify your
answer.
ii.
Name all angles forming a linear pair with
8. Justify your answer.
iii. If
4= 110, then find all other angles
.What properties of parallel lines you have
used here?
a
1 2
5 6
3 4
7 8
9 10
13 14
11 12
15 16
Q2 Solve for x and y. It is given that AB//CD

and CF//EG.
Write the linear relationship between x
and y. Justify your answer
32
ELECTIVE
Q3 If the arms of one angle are respectively parallel to the arms of another angle, show
that the two angles are either equal or supplementary.
Q4 Find the value of x in the following figures.
ELECTIVE
33
Q5 AB//CD & PQ is the transversal. PO & QO are the bisectors of

BPQ and
DQP
respectively. Find
POQ.
B
O
Q6 In the adjoining diagram AB||CD; PQ and RS are transversals. Find angles 1, 2,

.....16
Q7 If two straight lines are each perpendicular to a third straight line then they are
parallel to each other. Prove it.
34
ELECTIVE
Q8 In the given figure, AB II CD, EF is transversal. Prove that angle

ELB & angle
DMF are supplementary angles.
Q9 In the given figure AB II CD, BC II DE prove that angle B = angle D.
Q10 In the figure, show that AB||EF
ELECTIVE
35
Task2 Creative Writing

Use the words given in the collage and write a paragraph.
36
ELECTIVE
Exploratory Task 3 : Tool Used- GeoGebra

Aim : When a transversal intersects two parallel lines then
i)
Each pair of alternate interior angles is equal
ii)
Each pair of corresponding angles is equal
iii) Interior angles on the same side of transversal are supplementary.

Previous Knowledge Assumed
F
Basic knowledge of geometrical terms
F
Working on GeoGebra
Procedure
Each pair of alternate interior angles is equal
1.
Select line through two point tool
and draw a line AB.
2.
Select parallel line tool
3.
Using new point tool

mark points D, E, and F such that pairs of interior opposite
angles DCA & FAC and ECA & BAC are formed.
4.
Using angle measure tool

and record their readings.
and draw a line parallel to AB.

A
measure the pair of interior opposite angles
Observations
S.no.
DCA
FAC
ECA
BAC
1
2
3
ELECTIVE
37
Result
Teacher's Remark
Note : Similarly record the observations for (ii) and (iii) part.
38
ELECTIVE
Content Worksheet 4
Exploratory task - Triangles

Tool Used GeoGebra
Activity 1
Aim
To explore the sum of the interior angles of a triangle
F
F
Working on GeoGebra
Procedure
F
Select the polygon tool
F
and draw a triangle ABC.

a
, measure the three interior angles of the triangle ABC

(by clicking on the vertices in order keeping the angle to be measured in the centre).
F
In the input box write sum =
+
+
, where
,
,
represent the degree measures of
interior angles of the

ABC.
F
Select move tool
and move any of the vertices A, B or C and observe the readings

of interior angles as well as their sum.
F
Note down the observations.
F
Write the result.
Observations
S. No.
ELECTIVE
Sum
39
Result
Teacher's Remark
Activity 2
Aim
To explore the exterior angle property of a triangle
(If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the
two interior opposite angles)
F
F
Working on GeoGebra
Procedure
40
1.
Select the polygon tool
and make a triangle ABC.
2.
Using line through two point tool

BC.
3.
Similarly get extended lines for CA and AB.
, click on B and then C, to get extended line to
ELECTIVE
4.

of triangle ABC.
get the measure of interior angles and exterior angles
5.
Fill the observation table.
6.
Repeat the activity for three sets, by moving blue points A, B or C.
7.
Write the final result.
Observation table
S. NO.
ACD
CAB +
ABC
BAE
CBA +
ACB
FBC
BAC +
ACB
Result
Teacher's Remark
ELECTIVE
41
Content Worksheet 5
Based on learning objectives: To investigate, prove and apply

u)
If three sides of one triangle are equal to three sides of the other triangle, then the
two triangles are congruent.(SSS congruence criteria)
v)
If two sides and the included angle of one triangle are equal to two sides and the
included angle of the other triangle, then the two triangles are congruent.(SAS
congruence axiom)
w)
If two angles and one side of one triangle are equal to two angles and the
corresponding side of the other triangle, then the two triangles are congruent.(ASA
congruence criteria)
x)
If in two right triangles, hypotenuse and one side of a triangle are equal to the
hypotenuse and one side of the other triangle, then the two triangles are
congruent.(RHS congruence criteria)
Task 1: Worksheet
Q1 From the figure given below, extract the proof "the sum of three interior angles of a
triangle is 1800. It is given that l//m.
(Hint: Use properties of parallel lines, angles on a straight line)
A
42
ELECTIVE
Q2 The angles of triangle are (x + 10), (2x - 30) and x. Find the value of x.
Q3 Find the value of parameter b in the given figures. Write the property used.
ELECTIVE
43
Q4 Find the value of x in the following figures. Write the property used.
44
ELECTIVE
Q5 Find the value of x in the given figure. Justify your answer.

A
40
60
x
C
Q6
Q5 If
1 = 53 ,
2 = 65 , and
3 = 43 , find the measures of
x and
y. Justify
your answers.
1
3
2
y
Q7 In the given figure,

CAE = 20,
EAB=60,
DBA=50,
EBD=30
Find x.
E
D
Write the steps involved.

ELECTIVE
45
Q8 In the given figure

CAE = 10,
EAB=70,
DBA=60,
EBD=20
Find the value of x.
E
D
Task 2 Hands on Activity

Watch the Angle sum property of a triangle.
(http://www.youtube.com/watch?v=vw-rOqDBAvs)
Perform hands on activity.
(Attached Video Clip 16)
46
ELECTIVE
Content Worksheet 6
Task 1 : Exploring congruent triangles
Watch Videos
Video Clip 17
Straw Activity -Congruency in triangles
http://www.youtube.com/watch?v=TPL12Tk7L6U
Video Clip 20
Explore : Why SSA is not a congruence criteria?
http://www.youtube.com/watch?v=wvYaFaMAwcc&feature=related (Students can
do it through Role Play)
Video Clip 19
Watch this video- To check whether the given pairs of triangles are congruent or not.
http://www.youtube.com/watch?v=NAhcmPS5k9g&feature=fvw
Congruence of triangles Resource - http://www.nios.ac.in/Secmathcour/eng/ch14.pdf
Task 2 : Worksheet
Q1 When do you say that two geometrical figures are congruent? Justify your answer
by taking two geometrical shapes.
Q2 Every triangle is congruent to itself. Do you agree? Give reason.
Q3 If
ABC
DEF, then what do you say about the reverse of this statement?
Q4 If
ABC
DEF and
DEF
GHI then what do you say about the congruence

relation between triangles ABC and GHI?
Q5 Write the SAS criteria for congruence of triangles. Using this criteria show that the
angles opposite to equal sides of a triangle are equal.
Q6 Write the ASA criteria for congruence of triangles. Write the justification for AAS
criteria for congruence of triangles.
Q7 Write the SSS criteria of congruence of triangle.
Q8 Take a pair of equiangular triangles. Are these congruent? Justify your answer.
ELECTIVE
47
Q9 Justify the statement "Each angle in an equilateral triangle measures 60 degrees".

Q10 Justify the statement "Medians of an equilateral triangle are equal".
Q11 D and E are the points on the base BC of
ABC such that BD=CE, AD=AE and
ADE=
AED. Prove that
ABE
ACD.
Q12 Is
ABC
DBC ? If so, name the postulate or theorem used.
Content Worksheet 7
Based on learning Objectives :
F
F
F
Sum of any two sides of a triangle is greater than the third side.
Task 1 : Brainstorming
How many different triangles, with integral sides, can you make from a given perimeter?
Take straws of different lengths and try to figure out.
1cm
2cm
3cm
4cm
5cm
48
ELECTIVE
Perimeter of triangle
How many triangles of .

integral sides are possible?
Write the dimensions of sides

of triangle
2
3
4
5
6
7
Task 2 : Investigate
Draw a triangle ABC. Measure A, B and C using a protractor. Measure the sides AB, BC
and CA using a ruler. Note down all your observations.
Compare the following :
a)
Length of side opposite to the largest angle with other sides.
b)
Measure of angle opposite to longest side with other angles.
What specific do you notice? Is it true for all types of triangles?

Task 3 : Apply the knowledge gained in Task 2 to solve the following questions.
Q1 In
PQR,
P = 70 and
R = 30. Which side of this triangle is the longest?
Give reason for your answer.
Q2 AD is a median of the triangle ABC. Is it true that AB + BC + CA > 2 AD? Justify your
answer.
Q3 M is a point on side BC of a triangle ABC such that AM is the bisector of
BAC. Is it
true to say that perimeter of the triangle is greater than 2 AM? Justify your answer.
Q4 Is it possible to construct a triangle with lengths of its sides as 9 cm, 7 cm and 17 cm?
Q5 Is it possible to construct a triangle with lengths of its sides as 8 cm, 7 cm and 4 cm?
Q6 S is any point in the interior of
PQR. Show that SQ + SR < PQ + PR.
ELECTIVE
49
Q7
Prove that sum of any two sides of a triangle is greater than twice the median with
respect to the third side.
Q8 Show that in a quadrilateral AB + BC + CD + DA < 2 (BD + AC)

Q9 Show that in a quadrilateral ABCD, AB + BC + CD + DA > AC + BD
Q10 In a triangle ABC, D is the mid-point of side AC such that BD = AC. Show that
ABC is a right angle.

Q11 Prove that if two sides of a triangle are unequal, then the longer side has the greater
angle opposite to it.
Q12 In a triangle, prove that the greater angle has the longer side opposite to it.
Q13 Prove that, of all the line segments that can be drawn to a given line, from a point not
lying on it, the perpendicular line segment is the shortest.
Q14 In a right angled triangle, prove that the hypotenuse is the longest side.
Q15 Show that the sum of three altitudes of a triangle is less than the sum of three sides of
a triangle.
50
ELECTIVE
Post Content
Q1 Find x and measures of all angles. Justify your answer.
Q2 The measure of an angle is one-fourth the measure of its complement. Find the
measure of the angle.
Q3 Find x and measures of all angles
ELECTIVE
51
Q4
Suppose
X and
Y are supplementary angles. If m
m
Y = 11x + 12, find the value of x, m
X, and m
Y.
X = x2 - 9x and
Q5 In order for ski jumpers to achieve the maximum distance on a jump, they need to
make the angle between their body and the form of their skis to get the proper
extension over the tips of their skis. If a ski jumper's body is aligned so that the angle
between the body and the front of the skis is 45, what will be the angle that the tail of
the skis forms with the body?
Q6 Side BC of
ABC is produced to a point D. The bisector of
A meets BC at L. Prove
that
ABC +
ACD = 2
ALC.
Q7
Given: k //l
Prove that
6+
7 = 180.
52
ELECTIVE
Q8 State which line segments (if any) are parallel? State the postulate or theorem that
justifies your answer.
Q9 Use the given information to name the line segments that must be parallel.
i.
1=
8
ii.
2=
7
iii.
5=
3
iv.
5=
4
v.
5+
6=
3+
4
(In case you do not find line segments parallel, justify why?)
ELECTIVE
53
Q10 In
PQR,
Q >
R and M is a point on QR such that PM is the bisector of
QPR. If
the perpendicular from P meets QR at N, then prove that
MPN = (
Q-
R)
Q11 If two parallel lines are intersected by a transversal, then prove that the bisectors of
any two alternate interior angles are parallel.
Q12 If the supplement of an angle is three times its complement, find the angle.
Q13 The side QR if
PQR has been produced to S. If
P:
Q:
R = 3: 2: 1 and RT
PR,
find
TRS.
Q14 Prove that the sum of interior angles of a hexagon is 720.
Q15 Prove that the bisectors of two adjacent supplementary angles include a right angle.
Q16 If a line is perpendicular to one of two given parallel lines, show that it is also
perpendicular to the other line.
Q17 In the given figure, AB & CD are parallel lines. GM & HL are bisectors of the
corresponding angles BGE & DHE respectively. Show that GM II HL.
54
ELECTIVE
Q18 The drawings below show angles formed by a soccer player and the goalposts. The
greater the angle, the better chance the player has of scoring a goal. For example, the
player has a better chance of scoring from Position A than from Position B.
Position A
Seven soccer players are practicing their kicks. They are lined up in a straight line in
front of the goalposts. Which player has the best (the greatest) kicking angle?
Now the players are lined up as shown. Which player has the best kicking angle?
1
2
3
4
5
6
7
ELECTIVE
55
Q19 In the figure below lines A'A" and C'C" are parallel. AB is the bisector of
CAA"
and BC is the bisector of
ACC". Show that
ABC = 90 .
Q20 In the figure below lines BC and DD' are parallel. The measure of
x is equal to 127
and the measure of
y is equal to 115 . Find all interior angles of triangle ADD'.
A
Q21 Which Pairs of lines are parallel? Justify your answers.

67
111
67
113
69
67
56
ELECTIVE
Q22 In the figure below, find x. Justify your answer.
I
55
m
y
x
n
Q23 Which of the following depicts line l parallel to line m?

1
A
1
120
2
120
l
2
3
3
m
4 80 m
4 70
110
1
2
l
3
4 70
Q24 In the figure below, lines l and m are parallel, and AB = 5. What is the perpendicular
distance between lines l and m?
120
l
A
5
m
B
ELECTIVE
57
Rubric of assessment (Elective)
Parameter
4 3 2 1
U n d e r s t a n d Can define all terms correctly, can

basic terms
recognize the appropriate part based
on given information, can name
rightly the marked portion on given
figure.
Can not define all terms

correctly, cannot
recognize the
appropriate part based
on given information,
cannot name rightly the
marked portion on
given figure.
Use and prove

all properties
of all types of
angles
generated
when a
transversal
intersect two
parallel lines.
Cannot Identify
accurately the type of
angles generated
58
Identify accurately the type of angles

generated
(alternate/corresponding/vertically
opposite angles) when a transversal
cuts two or more parallel lines and
use their properties in finding
unknown angles.
can write the stepwise proof of all
related theorems supported by
correct reasons for each step.
(alternate/corresponding/vertically
opposite angles) when a
transversal cuts two or
more parallel lines and
use their properties in
finding unknown
angles. Cannot write the
stepwise proof of all
related theorems
supported by correct
reasons for each step.
ELECTIVE
Prove and
apply the
angle sum
property,
exterior angle
property of
triangle.
Able to write deductive proof for the

angle sum theorem and exterior
angle theorem and can use it to trace
the unknown angles in given
problem.
Not able to write

deductive proof for the
angle sum theorem and
exterior angle theorem
and cannot use it to
trace the unknown
angles in given problem.
Recognize the
congruence in
figures
especially in
triangles
without
measuring the
sides using
the
appropriate
criteria of
congruence.
Can identify the exact criteria of

congruence(SSS,SAS,ASA,RHS)for
the given figure, recognize the
corresponding parts(CPCT),Able to
write the logical proof for the given
problem.
Cannot identify the

exact criteria of
congruence(SSS,SAS,AS
A,RHS)for the given
figure, cannot recognize
the corresponding
parts(CPCT),not able to
write the logical proof
for the given problem.
Prove all
theorem s for
inequality in
triangles,
property of
equilateral
triangle and
isosceles
triangles
Can write the systematic, logical

proof of mentioned theorems and the
proof of problems based on them by
identifying the given information
accurately.
Cannot write the

systematic, logical proof
of mentioned theorems
and cannot prove the
problems based on
them.
ELECTIVE
59

Line and Angles

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CBSE-i

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

Ms. Rupa Chakravarty

Ms. Aditi Misra

Ms. Jaishree Srivastava

Ms. Seema Rawat

Ms. Anita Sharma

Dr. Anju Srivastava

Dr. Meena Dhami

Dr. Uma Chaudhary

Dr. Kamla Menon

Ms. Meenu Goswami

Ms. Anuradha Sen

Ms. Geeta Varshney

Dr. Rajesh Hassija

Ms. Urmila Chowdhary

Ms. Amita Mishra

Material Production Groups : Classes IX - X

Dr. K.P. Chinda

Ms. Charu Maini

Mr. J.C. Nijhawan

Ms. Rashmi Kathuria

Ms. Meenambika Menon

Ms. Reemu Verma

Ms. Novita Chopra

Ms. Jayshree Srivastava

Ms. Sarita Manuja

Ms. Gayatri Khanna

Ms. Renu Anand

Ms. Smita Bhattacharya

Ms. Deepa Kapoor

Ms. Bharti Dave

Ms. Archana Soni

Material Production Groups : Classes I - V

Material Production Groups : Classes VI - VIII

Dr. Kavita Khanna

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Ms. Sonia Jain

Ms. Priyanka Sen

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Dr. Meena Dhami

Mr. Saroj Kumar

Ms. Rashmi Ramsinghaney

Mrs. Mamta Goyal

Ms. Chhavi Raheja

Teacher-Student Support Materials

Content Task (C6)

Content Task (C7)

Lines, Angles And Triangles (Elective)

Syllabus : Unit 4 : Lines, Angles and Triangles (Elective)

Point, Line, line segment, collinear points, non collinear

Lines and Angles

Pair of angles: adjacent angles, linear pair, vertically opposite

If two lines intersect, the vertically opposite angles are

If a transversal intersects two parallel lines, then

Each pair of alternate angles is equal

(ii) The interior angles on the same side of the

Lines parallel to a given line are parallel to each other.

The sum of the angles of a triangle is 1800.

exterior angle formed by producing the side of a

Lines, Angles And Triangles (Elective)

Congruence criteria: SSS, SAS, ASA, RHS;