Official SAT Practice

Lesson Plans
for Teachers by Teachers

LESSON 15 (1 OF 2 FOR ADDITIONAL TOPICS IN MATH )

Geometry
Subscore: Additional Topics in Math

Focus: Applying understanding of key concepts in geometry

Objectives:
Students will

ƒ ƒ use their understanding of the key concepts in the geometry of lines, angles,
triangles, circles, and other geometric objects.
ƒ ƒ find the area, surface area, or volume of an abstract figure or a real-life object.

Before the Lesson:

à àReview Chapter 19 of the SAT Study Guide for Students.

à àPreview the Teacher Notes to this lesson.

à àcompleting the main activity.

Make sure that students have access to Official SAT Practice during class if
®

à àMake sure you have a way to share the example problems with students if
completing the alternate activity.

1
 § The measure of angle DBC is greater than the measure of angle ABD.
Some questions on the SAT Math Test may ask you to find the area,
Angle
§15 
surface
LESSON
DBCorisvolume
area,
Geometry
a right of
angle.
an object, possibly in a real-life context.

example
example46
Partner Work  | 40 minutes
ƒ ƒ Have students complete the Basic and Harder Examples for “Volume word
problems,” “Congruence and similarity,” and “Right triangle word problems in
Official SAT Practice on Khan Academy®.
Š Š Remind students to pause the video as soon as they can see the problem.
Once students have worked through the problem, have them watch the
video to check their work.

Teacher Notes
ƒ ƒ The videos from these three sections add up to about 25 minutes. Encourage
students to discuss their solutions and questions for each problem prior to
watching the video.

247

249

Official SAT Practice Lesson Plans: for Teachers by Teachers 2

 direction of point P
uires the corresponding sides are equal. _› _›
on of § ∠DOC : the angle formed by OD and OC
geometry § If Geometry
LESSON 15 
point E lies on line segment AC, then AC = AE + EC.
ery of
§ △PEB : the triangle with vertices P, E, and B
Note that if two triangles or other polygons are similar or congruent,
ts and § Quadrilateral BPMO: the quadrilateral with vertices B, P, M, and O
on test-like
the order
_ _
in which the vertices are named does not necessarily indicate
§ BP
how
Alternate the⊥ vertices
PM : segment
Activity: BP is perpendicular
correspond andtoDiscussion
in the similarity
Classwork segment
or PM (you
congruence. should
Thus, it
wasalso recognize
stated explicitlythat
in the right angle
Example “△AED
1 that box within ∠BPM to
is similar △CEB,
means this
with
(as time allows)
angleA,isE,a and
vertices rightD angle)
corresponding to vertices C, E, and B, respectively.”
ƒ ƒ Have students complete the Example Problems below and then discuss
in small
You groupalso
should or as
beafamiliar
class. Review terms
with the and definitions,
symbols as needed
for congruence and(see
example
Teacher Notes
similarity. 1below).

§ Triangle ABC is congruent 12

to triangle DEF, with vertices A, B, and C ChAPTeR 19 | Additional Topics in Math
A D
corresponding to vertices D, E, and F, respectively, and can be
written as △ABC ≅ △DEF. Note that this statement, written with the
The sum of the measures of the angles around a point is 360°. Since
symbol ≅, indicates that vertices A, B, and C correspond 5 to vertices D,
the 9 triangles are congruent, the measures of each of the 9 angles are
E, and F, respectively.
equal. Thus, the measure of each of the 9 angles E around the center
§ Triangle 360° ABC is similar to triangle DEF, with vertices A, B, and C
1 of the measures
point is _ = 40°.toInvertices
corresponding any triangle, the sum
D, E, and F, respectively, m of the
9 B C and can be
interior
written as △
angles isABC
180°.
~ So△DEF.
in each
Notetriangle,
that thisthe sum of the
statement, measures
written with
of In
the
the remaining
symbol ~,two angles
indicates is
that180° − 40°
vertices =
A, 140°.
B, andSince
C each
correspondtriangle
the figure above, line ℓ is parallel to line m, segment BD is perpendicular to to
is line
isosceles,
vertices theE,measure
D,
m, and segment andACF,andofsegment
each ofBD
respectively. these twoatangles
intersect E. Whatisisthe
the same.
length of
segment AC? 140°
_
Therefore, the measure of each of these angles is = 70°. Hence,
example 2 2
the
Since value of x isAC
segment 70.and segment BD intersect at E, ∠AED and ∠CEB are
vertical
Note someangles,
of theand
keyso the measure
concepts of ∠AED
that were usedisinequal to the
Example 2: measure of
∠CEB. Since line ℓ is parallel to line m, ∠BCE and ∠DAE are alternate PRACTICE AT
§ The sum of the measures of the angles about a point is 360°. satpractice.org
interior angles of parallel lines cut by a transversal, and so the measure
Corresponding
of§∠BCE is equal toangles of congruent
the measure of ∠DAE. triangles
By thehave the same
angle-angle theorem, A shortcut here is remembering that
△AED is similar to △CEB, with vertices A, E, and D corresponding to
measure. 5, 12, 13 is a Pythagorean triple
x° (5 and 12 are the lengths of the sides
vertices C, E, and B, respectively.
§ The sum of the measure of the interior angles of any triangle is 180°. of the right triangle, and 13 is the
Also, △_ AED is a right_ triangle, so_ by the Pythagorean theorem, length of the hypotenuse). Another
§ In an isosceles triangle, the angles opposite the sides ofinto
equal
AEIn=the
√ figure
AD 2
+ above,
DE 2 = a √regular
122 + 5polygon
2
= √169with= 913.
sides has been
Since △AED divided
is similar to common Pythagorean triple is 3, 4, 5.
length areisosceles
9 congruent of equal measure.
triangles by line segments drawn from the center of the
polygon to its vertices. What is the value of x?
example 3
243
A
Y

X
B

In the figure above, ∠AXB and ∠AYB are inscribed in the circle. Which of the
following statements is true?
A) The measure of ∠AXB is greater than the measure of ∠AYB.
B) The measure of ∠AXB is less than the measure of ∠AYB.
C) The measure of ∠AXB is equal to the measure of ∠AYB.
D) There is not enough information to determine the relationship between the
measure of ∠AXB and the measure of ∠AYB.

Choice C is correct. Let the measure of arc AB  be d °. Since ∠AXB is PRACTICE AT


inscribed in the circle and intercepts arc AB , the measure of ∠AXB is satpractice.org
equal to half the measure of arc AB.  Thus, the measure of ∠AXB is _ d°
. At first glance, it may appear
2 as though there's not enough
Similarly, since ∠AYB is also inscribed in the circle and intercepts information to determine the
 the measure of ∠AYB is also _
arc AB,
d°
. Therefore, the measure of relationship between the two angle
2 Teachers
Official SAT Practice Lesson Plans: for Teachers by 3
measures. One key to this question
∠AXB is equal to the measure of ∠AYB.
is identifying what is the same about
Note the key concept that was used in Example 3: the two angle measures. In this
 § The measure of angle DBC is greater than the measure of angle ABD.
§ Angle DBC is a right angle.
LESSON 15 Geometry

example 4

O
A C
Note some of the key concepts that were used in Example 4:

§ A tangent to a circle is perpendicular to the radius of the circle

In drawn
the figuretoabove, O is the
the point center of the circle, segment BC is tangent to the
of tangency.
circle at B, and A lies on segment OC. If OB = AC = 6, what is the area of the
tor, and § Properties of 30°-60°-90° triangles.
shaded region?
portional § Area
__
A) 18√3 of a circle.
− 3π
This __ x
n as § The
B) 18√3area− 6πof a sector with central angle x ° is equal to —
360
of the
__
_gle area of
C) 36√3 − 3π the entire circle.
es __
ector
_ D) 36√3 − 6π
ircle example 5 _ _
Since segment BC is tangent to the circle at B, it follows that BC ⊥ OB, PRACTICE AT
and so triangle OBC is a right X triangle b with its Y right angle at B. Since satpractice.org
OB = 6 and OB and OA are both 135° radii of the circle, OA = OB = 6, and
135° On complex multistep questions
a
OC = OA + AC = 12. Thus, triangle OBC is a right triangle with the such as Example 4, start by
45° 45°
length of the hypotenuse W (OC = 12) twice the length of Z one of its legs identifying the task (finding the
(OB = 6). It follows that triangle OBC is a 30°-60°-90° triangle with its area of the shaded region) and
angle atWXYZ
30°Trapezoid C andisits
shown
60° above.
angle How
at O.much
The greater
area ofisthe
the shaded
area of this
region is considering the intermediate
a and b andbybase steps that you’ll need to solve for
thetrapezoid
area of than the area
triangle OBC of minus
a parallelogram
the areawith side sector
of the lengths bounded radii
angles of measure 45° and 135°? (the area of triangle OBC and the
OA and OB.
1 a2 area of sector OBA) in order to
A) _ get to the final answer. Breaking
In the230°-60°-90°
_ triangle OBC, the length of side OB, which is
B) √2 a 2
opposite the 30° angle, is 6. Thus, the length of side BC, which up this question into a series of
is C) 1 ab the 60° angle, is 6√_
_
opposite 3 . Hence, the area of triangle OBC smaller questions will make it more
2 _ _ manageable.
1 √_
_ 2 ab
is D) (6)(6 √ 3 ) = 18√ 3 . Since the sector bounded by radii OA and OB
2
60 1
has central angle 60°, the area of this sector is _ = _ of the area of
In the figure, draw a line segment from Y to the360 point 6P on side WZ
2
the circle.
of the Since such
trapezoid the circle
that has
∠YPW radius
has6,measure
its area 135°,
is π (6)
as =shown
36π, and so
in the
arallelogram figure below. 1
_
the area of the sector is (36π ) = 6π. Therefore, the area of the shaded
_ 6
makes it
region is 18√ 3 − 6π, whichXis choicebB. Y
the areas
mizing the a
eeded to 135° 45°
W Z
on the P
shortcuts
Since in trapezoid WXYZ side XY is parallel to side WZ, it follows that 247
WXYP is a parallelogram with side lengths a and b and base angles of
measure 45° and 135°. Thus, the area of the trapezoid is greater than
a parallelogram with side lengths a and b and base angles of measure
45° and 135° by the area of triangle PYZ. Since ∠YPW has measure
135°, it follows that ∠YPZ has measure 45°. Hence, triangle PYZ is a
1
45°-45°-90° triangle with legs of length a. Therefore, its area is _ a 2,
2
which is choice A.

Note some of the key concepts that were used in Example 5:

§ Properties of trapezoids and parallelograms

§ Area of a 45°-45°-90° triangle
Official SAT Practice Lesson Plans: for Teachers by Teachers 4
 Some questions on the SAT Math Test may ask you to find the area,
surface
LESSON area, or
15 Geometry volume of an object, possibly in a real-life context.

example 6

2 in 1
in
4

1
in
4 5 in

1 in

Note: Figure not drawn to scale.

A glass vase is in the shape of a rectangular prism with a square base. The
figure above shows the vase with a portion cut out to show the interior
dimensions. The external dimensions of the vase are height 5 inches (in), with
a square base of side length 2 inches. The vase has a solid base of height 1 inch,
1
and the sides are each _ inch thick. Which of the following is the volume, in
4
cubic inches, of the glass used in the vase?
A) 6
B) 8
C) 9
D) 11

The volume of the glass used in the vase can be calculated by

subtracting the inside volume of the vase from the outside volume
of the vase. The inside and outside volumes are different-sized PRACTICE AT
rectangular prisms. The outside dimensions of the prism are 5 inches satpractice.org
by 2 inches by 2 inches, so its volume, including the glass, is Pay close attention to detail on a
5 × 2 × 2 = 20 cubic inches. For the inside volume of the vase, since it question such as Example 6. You
has a solid base of height 1 inch, the height of the prism removed is must take into account the fact that
1 the vase has a solid base of height
5 − 1 = 4 inches. In addition, each side of the vase is _ inch thick, so
4 1 inch when subtracting the inside
1 _
_ 1 _ 3 volume of the vase from the outside
each side length of the inside volume is 2 − − = inches. Thus,
4 4 2 volume of the vase.
3 3
the inside volume of the vase removed is 4 × _ × _ = 9 cubic inches.
2 2
Therefore, the volume of the glass used in the vase is 20 − 9 = 11 cubic
inches, which is choice D.

Coordinate Geometry
Questions on the SAT Math Test may ask you to use the coordinate
plane and equations of lines and circles to describe figures. You
may be asked to create the equation of a circle given the figure or

249

Official SAT Practice Lesson Plans: for Teachers by Teachers 5

LESSON 15 Geometry

Teacher Notes
ƒ ƒ See Examples 1–6 pages 243–249 in Chapter 19 of the SAT Study Guide for
Students for answers and explanations. Chapter 19 includes a list of some of
the Geometry-related areas that may be the focus of some questions on the
SAT Math Test.
ƒ ƒ Students do not need to memorize a large collection of geometry formulas.
Many geometry formulas are provided on the SAT Math Test in the Reference
section of the directions.
ƒ ƒ Page 246 includes notations that students need to know. Students should
familiarize themselves with these notations in order to avoid confusion on test
day.
ƒ ƒ For Example 1, note that a shortcut here is remembering that 5, 12, 13 is a
Pythagorean triple (5 and 12 are lengths of the sides of the right triangle
and 13 is the length of the hypotenuse). Another common Pythagorean
triple is 3,4,5. Note how Example 1 requires the knowledge and application
of numerous fundamental geometry concepts. Students should develop
mastery of the fundamental concepts and practice applying them on test-like
PART 3 | Math
questions.
ƒ ƒ For Example 3, at first glance, it may appear as though there is not enough
information to determine the relationship Note
between sometheoftwo
theangle
key concepts
measures.that were used in Example 4:
One key to this question is identifying what §is A
the same about
tangent the two
to a circle angle
is perpendicular to the radius of the circle
PRACTICE
measures. In thisAT
case, both angles intercept arc AB.
drawn to the point of tangency.
ƒ ƒ Remind
satpractice.org
students that figures are drawn to scale on the SAT Math Test unless
explicitly
Arc length,stated otherwise.
area of § Properties
If a question states
a sector, and of is
that a figure 30°-60°-90° triangles.
not drawn to
scale,
centralbe careful
angle notproportional
are all to make unwarranted assumptions about the figure.
§ Area of a circle.
ƒ ƒ Arc
to each other
length, in aofcircle.
area This and central angle area are all proportional to each
a sector,
x
proportionality
other in a circle.isThis
written as
proportionality § The
is written as: area of a sector with central angle x ° is equal to —
360
of the
__ arc length central angle area of the entire circle.
circumference
= __
360 degrees
area of a sector
= __
area of a circle example 5
ƒ ƒ Students should pay close attention to detail on a question such as Example 6.
Remind students to take into account the fact that the vase has a solid
X base of b Y
height 1 inch when subtracting the inside volume of the vase from the outside
135° 135°
a
volume of the vase.
45° 45°
W Z

Trapezoid WXYZ is shown above. How much greater is the area of this
trapezoid than the area of a parallelogram with side lengths a and b and base
angles of measure 45° and 135°?
A) _1 a2
2_
B) √2 a2
C) _1 ab
2_
D) √2 ab

PRACTICE AT In the figure, draw a line segment from Y to the point P on side WZ
satpractice.org of the trapezoid such that ∠YPW has measure 135°, as shown in the
Note how drawing the parallelogram figure below.
within trapezoid WXYZ makes it b
X Y
much easier to compare the areas
of the two shapes, minimizing the a
amount of calculation needed to 135° 45°
W Z
arrive at the solution. Be on the P
lookout for time-saving shortcuts
Official SATas
such Practice Lesson
this one. Plans: for Teachers bySince
Teachers
in trapezoid WXYZ side XY is parallel to side WZ, it follows that 6
WXYP is a parallelogram with side lengths a and b and base angles of
measure 45° and 135°. Thus, the area of the trapezoid is greater than
LESSON 15 Geometry

Wrap-Up: For your term book or word wall  | 5 minutes

ƒ ƒ Pythagorean theorem
ƒ ƒ Properties of parallel and perpendicular lines
ƒ ƒ Properties of equilateral and isosceles triangles
ƒ ƒ Properties of trapezoids and parallelograms
ƒ ƒ Radius, diameter, circumference
ƒ ƒ Measure of central angles and inscribed angles
ƒ ƒ Arc length and area of sectors
ƒ ƒ Tangents and chords

Homework  | 20 minutes

ƒ ƒ This set of practice problems may students take more than 20 minutes.
Complete practice problems in Official SAT Practice on Khan Academy in these
skill areas as time allows:
Š Š Volume word problems
Š Š Congruence and similarity
Š Š Right triangle word problems
ƒ ƒ Encourage students to move on to the higher skill level once they successfully
complete the problems in their current skill level and can “level up.”

Official SAT Practice Lesson Plans: for Teachers by Teachers 7