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A polygon is a part of a plane bounded by a closed broken line. The angles of a polygon are indicated by the points of the vertices of the polygon. The vertices of the corners of a polygon and the vertices of a polygon are coincident points.
Definition. A parallelogram is a quadrilateral whose opposite sides are parallel.
Properties of a parallelogram
1. Opposite sides are equal.
In Fig. eleven AB = CD; B.C. = AD.
2. Opposite angles are equal (two acute and two obtuse angles).
In Fig. 11∠ A = ∠C; ∠B = ∠D.
3 Diagonals (line segments connecting two opposite vertices) intersect and are divided in half by the intersection point.
In Fig. 11 segments A.O. = O.C.; B.O. = O.D..
Definition. A trapezoid is a quadrilateral in which two opposite sides are parallel and the other two are not.
Parallel sides are called her reasons, and the other two sides - sides.
Types of trapezoids
1. Trapezoid, whose sides are not equal,
called versatile(Fig. 12).
2. A trapezoid whose sides are equal is called isosceles(Fig. 13).
3. A trapezoid in which one side makes a right angle with the bases is called rectangular(Fig. 14).
The segment connecting the midpoints of the lateral sides of the trapezoid (Fig. 15) is called the midline of the trapezoid ( MN). The midline of the trapezoid is parallel to the bases and equal to their half-sum.
A trapezoid can be called a truncated triangle (Fig. 17), therefore the names of trapezoids are similar to the names of triangles (triangles are scalene, isosceles, rectangular).
Area of parallelogram and trapezoid
Rule. Area of a parallelogram is equal to the product of its side and the height drawn to this side.
A trapezoid is a special case of a quadrilateral in which one pair of sides is parallel. The term "trapezoid" comes from the Greek word τράπεζα, meaning "table", "table". In this article we will look at the types of trapezoid and its properties. In addition, we will figure out how to calculate individual elements of this For example, the diagonal of an isosceles trapezoid, the center line, area, etc. The material is presented in the style of elementary popular geometry, i.e. in an easily accessible form.
General information
First, let's figure out what a quadrilateral is. This figure is a special case of a polygon containing four sides and four vertices. Two vertices of a quadrilateral that are not adjacent are called opposite. The same can be said for two non-adjacent sides. The main types of quadrilaterals are parallelogram, rectangle, rhombus, square, trapezoid and deltoid.
So let's get back to trapezoids. As we have already said, this figure has two parallel sides. They are called bases. The other two (non-parallel) are the lateral sides. In the materials of exams and various tests, you can often find problems related to trapezoids, the solution of which often requires the student to have knowledge not provided for in the program. The school geometry course introduces students to the properties of angles and diagonals, as well as the midline of an isosceles trapezoid. But, in addition to this, the mentioned geometric figure has other features. But more about them a little later...
Types of trapezoid
There are many types of this figure. However, most often it is customary to consider two of them - isosceles and rectangular.
1. A rectangular trapezoid is a figure in which one of the sides is perpendicular to the bases. Her two angles are always equal to ninety degrees.
2. An isosceles trapezoid is a geometric figure whose sides are equal to each other. This means that the angles at the bases are also equal in pairs.
The main principles of the methodology for studying the properties of a trapezoid
The main principle includes the use of the so-called task approach. In fact, there is no need to introduce new properties of this figure into the theoretical course of geometry. They can be discovered and formulated in the process of solving various problems (preferably system ones). At the same time, it is very important that the teacher knows what tasks need to be assigned to students at one time or another during the educational process. Moreover, each property of a trapezoid can be represented as a key task in a task system.
The second principle is the so-called spiral organization of the study of the “remarkable” properties of the trapezoid. This implies a return in the learning process to individual features of a given geometric figure. This makes it easier for students to remember them. For example, the property of four points. It can be proven both when studying similarity and subsequently using vectors. And the equivalence of triangles adjacent to the lateral sides of a figure can be proven by applying not only the properties of triangles with equal heights drawn to the sides that lie on the same straight line, but also using the formula S = 1/2(ab*sinα). In addition, you can work on an inscribed trapezoid or a right triangle on an inscribed trapezoid, etc.
The use of “extracurricular” features of a geometric figure in the content of a school course is a task-based technology for teaching them. Constantly referring to the properties being studied while going through other topics allows students to gain a deeper knowledge of the trapezoid and ensures the success of solving the assigned problems. So, let's start studying this wonderful figure.
Elements and properties of an isosceles trapezoid
As we have already noted, this geometric figure has equal sides. It is also known as the correct trapezoid. Why is it so remarkable and why did it get such a name? The peculiarity of this figure is that not only the sides and angles at the bases are equal, but also the diagonals. In addition, the sum of the angles of an isosceles trapezoid is 360 degrees. But that's not all! Of all the known trapezoids, only an isosceles one can be described as a circle. This is due to the fact that the sum of the opposite angles of this figure is equal to 180 degrees, and only under this condition can one describe a circle around a quadrilateral. The next property of the geometric figure under consideration is that the distance from the vertex of the base to the projection of the opposite vertex onto the straight line that contains this base will be equal to the midline.
Now let's figure out how to find the angles of an isosceles trapezoid. Let us consider a solution to this problem, provided that the dimensions of the sides of the figure are known.
Solution
Typically, a quadrilateral is usually denoted by the letters A, B, C, D, where BS and AD are the bases. In an isosceles trapezoid, the sides are equal. We will assume that their size is equal to X, and the sizes of the bases are equal to Y and Z (smaller and larger, respectively). To carry out the calculation, it is necessary to draw the height H from angle B. The result is a right triangle ABN, where AB is the hypotenuse, and BN and AN are the legs. We calculate the size of the leg AN: we subtract the smaller one from the larger base, and divide the result by 2. We write it in the form of a formula: (Z-Y)/2 = F. Now, to calculate the acute angle of the triangle, we use the cos function. We get the following entry: cos(β) = X/F. Now we calculate the angle: β=arcos (X/F). Further, knowing one angle, we can determine the second, for this we perform an elementary arithmetic operation: 180 - β. All angles are defined.
There is a second solution to this problem. First, we lower it from the corner to height H. We calculate the value of the leg BN. We know that the square of the hypotenuse of a right triangle is equal to the sum of the squares of the legs. We get: BN = √(X2-F2). Next we use the trigonometric function tg. As a result, we have: β = arctan (BN/F). An acute angle has been found. Next, we define it similarly to the first method.
Property of diagonals of an isosceles trapezoid
First, let's write down four rules. If the diagonals in an isosceles trapezoid are perpendicular, then:
The height of the figure will be equal to the sum of the bases divided by two;
Its height and midline are equal;
The center of the circle is the point at which ;
If the lateral side is divided by the point of tangency into segments H and M, then it is equal to the square root of the product of these segments;
The quadrilateral formed by the points of contact, the vertex of the trapezoid and the center of the inscribed circle is a square whose side is equal to the radius;
The area of a figure is equal to the product of the bases and the product of half the sum of the bases and its height.
Similar trapezoids
This topic is very convenient for studying the properties of this For example, the diagonals divide a trapezoid into four triangles, and those adjacent to the bases are similar, and those adjacent to the sides are equal in size. This statement can be called a property of the triangles into which the trapezoid is divided by its diagonals. The first part of this statement is proven through the sign of similarity at two angles. To prove the second part, it is better to use the method given below.
Proof of the theorem
We accept that the figure ABSD (AD and BS are the bases of the trapezoid) is divided by diagonals VD and AC. The point of their intersection is O. We get four triangles: AOS - at the lower base, BOS - at the upper base, ABO and SOD at the sides. Triangles SOD and BOS have a common height if the segments BO and OD are their bases. We find that the difference between their areas (P) is equal to the difference between these segments: PBOS/PSOD = BO/OD = K. Therefore, PSOD = PBOS/K. Similarly, triangles BOS and AOB have a common height. We take the segments CO and OA as their bases. We get PBOS/PAOB = CO/OA = K and PAOB = PBOS/K. It follows from this that PSOD = PAOB.
To consolidate the material, students are recommended to find the connection between the areas of the resulting triangles into which the trapezoid is divided by its diagonals by solving the following problem. It is known that triangles BOS and AOD have equal areas; it is necessary to find the area of the trapezoid. Since PSOD = PAOB, it means PABSD = PBOS+PAOD+2*PSOD. From the similarity of triangles BOS and AOD it follows that BO/OD = √(PBOS/PAOD). Therefore, PBOS/PSOD = BO/OD = √(PBOS/PAOD). We get PSOD = √(PBOS*PAOD). Then PABSD = PBOS+PAOD+2*√(PBOS*PAOD) = (√PBOS+√PAOD)2.
Properties of similarity
Continuing to develop this topic, we can prove other interesting features of trapezoids. Thus, using similarity, one can prove the property of a segment that passes through the point formed by the intersection of the diagonals of this geometric figure, parallel to the bases. To do this, let's solve the following problem: we need to find the length of the segment RK that passes through point O. From the similarity of triangles AOD and BOS it follows that AO/OS = AD/BS. From the similarity of triangles AOP and ASB it follows that AO/AC=RO/BS=AD/(BS+AD). From here we get that RO=BS*BP/(BS+BP). Similarly, from the similarity of triangles DOC and DBS, it follows that OK = BS*AD/(BS+AD). From here we get that RO=OK and RK=2*BS*AD/(BS+AD). A segment passing through the point of intersection of the diagonals, parallel to the bases and connecting two lateral sides, is divided in half by the point of intersection. Its length is the harmonic mean of the figure's bases.
Consider the following property of a trapezoid, which is called the property of four points. The intersection points of the diagonals (O), the intersection of the continuation of the sides (E), as well as the midpoints of the bases (T and F) always lie on the same line. This can be easily proven by the similarity method. The resulting triangles BES and AED are similar, and in each of them the medians ET and EJ divide the vertex angle E into equal parts. Therefore, points E, T and F lie on the same straight line. In the same way, points T, O, and Zh are located on the same straight line. All this follows from the similarity of triangles BOS and AOD. From here we conclude that all four points - E, T, O and F - will lie on the same straight line.
Using similar trapezoids, you can ask students to find the length of the segment (LS) that divides the figure into two similar ones. This segment must be parallel to the bases. Since the resulting trapezoids ALFD and LBSF are similar, then BS/LF = LF/AD. It follows that LF=√(BS*AD). We find that the segment dividing the trapezoid into two similar ones has a length equal to the geometric mean of the lengths of the bases of the figure.
Consider the following similarity property. It is based on a segment that divides the trapezoid into two equal figures. We assume that the trapezoid ABSD is divided by the segment EH into two similar ones. From vertex B a height is omitted, which is divided by segment EN into two parts - B1 and B2. We get: PABSD/2 = (BS+EN)*B1/2 = (AD+EN)*B2/2 and PABSD = (BS+AD)*(B1+B2)/2. Next, we compose a system whose first equation is (BS+EN)*B1 = (AD+EN)*B2 and the second (BS+EN)*B1 = (BS+AD)*(B1+B2)/2. It follows that B2/B1 = (BS+EN)/(AD+EN) and BS+EN = ((BS+AD)/2)*(1+B2/B1). We find that the length of the segment dividing the trapezoid into two equal ones is equal to the root mean square of the lengths of the bases: √((BS2+AD2)/2).
Similarity findings
Thus, we have proven that:
1. The segment connecting the midpoints of the lateral sides of a trapezoid is parallel to AD and BS and is equal to the arithmetic mean of BS and AD (the length of the base of the trapezoid).
2. The line passing through the point O of the intersection of the diagonals parallel to AD and BS will be equal to the harmonic mean of the numbers AD and BS (2*BS*AD/(BS+AD)).
3. The segment dividing the trapezoid into similar ones has the length of the geometric mean of the bases BS and AD.
4. An element dividing a figure into two equal ones has the length of the root mean square of the numbers AD and BS.
To consolidate the material and understand the connection between the considered segments, the student needs to construct them for a specific trapezoid. He can easily display the middle line and the segment that passes through point O - the intersection of the diagonals of the figure - parallel to the bases. But where will the third and fourth be located? This answer will lead the student to the discovery of the desired relationship between average values.
A segment connecting the midpoints of the diagonals of a trapezoid
Consider the following property of this figure. We assume that the segment MH is parallel to the bases and bisects the diagonals. Let's call the intersection points Ш and Ш. This segment will be equal to half the difference of the bases. Let's look at this in more detail. MS is the middle line of the ABS triangle, it is equal to BS/2. MSH is the middle line of triangle ABD, it is equal to AD/2. Then we get that ShShch = MSh-MSh, therefore, ShShch = AD/2-BS/2 = (AD+VS)/2.
Center of gravity
Let's look at how this element is determined for a given geometric figure. To do this, it is necessary to extend the bases in opposite directions. What does it mean? You need to add the lower base to the upper base - in any direction, for example, to the right. And we extend the lower one by the length of the upper one to the left. Next, we connect them diagonally. The point of intersection of this segment with the midline of the figure is the center of gravity of the trapezoid.
Inscribed and circumscribed trapezoids
Let's list the features of such figures:
1. A trapezoid can be inscribed in a circle only if it is isosceles.
2. A trapezoid can be described around a circle, provided that the sum of the lengths of their bases is equal to the sum of the lengths of the sides.
Corollaries of the incircle:
1. The height of the described trapezoid is always equal to two radii.
2. The side of the described trapezoid is observed from the center of the circle at a right angle.
The first corollary is obvious, but to prove the second it is necessary to establish that the angle SOD is right, which, in fact, is also not difficult. But knowledge of this property will allow you to use a right triangle when solving problems.
Now let us specify these consequences for an isosceles trapezoid inscribed in a circle. We find that the height is the geometric mean of the bases of the figure: H=2R=√(BS*AD). While practicing the basic technique for solving problems for trapezoids (the principle of drawing two heights), the student must solve the following task. We assume that BT is the height of the isosceles figure ABSD. It is necessary to find the segments AT and TD. Using the formula described above, this will not be difficult to do.
Now let's figure out how to determine the radius of a circle using the area of the circumscribed trapezoid. We lower the height from vertex B to the base AD. Since the circle is inscribed in a trapezoid, then BS+AD = 2AB or AB = (BS+AD)/2. From triangle ABN we find sinα = BN/AB = 2*BN/(BS+AD). PABSD = (BS+BP)*BN/2, BN=2R. We get PABSD = (BS+BP)*R, it follows that R = PABSD/(BS+BP).
All formulas for the midline of a trapezoid
Now it's time to move on to the last element of this geometric figure. Let's figure out what the middle line of the trapezoid (M) is equal to:
1. Through the bases: M = (A+B)/2.
2. Through height, base and corners:
M = A-H*(ctgα+ctgβ)/2;
M = B+N*(ctgα+ctgβ)/2.
3. Through height, diagonals and the angle between them. For example, D1 and D2 are the diagonals of a trapezoid; α, β - angles between them:
M = D1*D2*sinα/2Н = D1*D2*sinβ/2Н.
4. Through area and height: M = P/N.
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.
The purpose of the lesson:
- educational– introduce the concept of a trapezoid, get acquainted with the types of trapezoids, study the properties of a trapezoid, teach students to apply the acquired knowledge in the process of solving problems;
- developing– development of students’ communicative qualities, development of the ability to conduct experiments, generalize, draw conclusions, development of interest in the subject.
- educational– to cultivate attention, create a situation of success, joy from independently overcoming difficulties, develop in students the need for self-expression through various types of work.
Forms of work: frontal, steam room, group.
Form of organizing children's activities: the ability to listen, build a discussion, express a thought, question, addition.
Equipment: computer, multimedia projector, screen. On the student desks: cut material for making a trapezoid on each student’s desk; cards with tasks (printouts of drawings and tasks from the lesson notes).
DURING THE CLASSES
I. Organizational moment
Greeting, checking the readiness of the workplace for the lesson.
II. Updating knowledge
- development of skills to classify objects;
- identification of main and secondary characteristics during classification.
Consider drawing No. 1.
Next comes a discussion of the drawing.
– What is this geometric figure made of? The guys find the answer in the pictures: [from a rectangle and triangles].
– What should the triangles that make up a trapezoid be like?
All opinions are listened to and discussed, and one option is selected: [the triangles must be rectangular].
– How are triangles and a rectangle formed? [So that the opposite sides of the rectangle coincide with the leg of each of the triangles].
– What do you know about the opposite sides of a rectangle? [They are parallel].
- So this quadrilateral will have parallel sides? [Yes].
- How many are there? [Two].
After the discussion, the teacher demonstrates the “queen of the lesson” - the trapezoid.
III. Explanation of new material
1. Definition of trapezoid, elements of trapezoid
- teach students to define a trapezoid;
- name its elements;
- development of associative memory.
– Now try to give a complete definition of a trapezoid. Each student thinks through an answer to the question. They exchange opinions in pairs and prepare a single answer to the question. An oral answer is given to one student from 2-3 pairs.
[A trapezoid is a quadrilateral in which two sides are parallel and the other two sides are not parallel].
– What are the sides of a trapezoid called? [The parallel sides are called the bases of the trapezoid, and the other two are called the lateral sides].
The teacher suggests folding the cut shapes into trapezoids. Students work in pairs and add figures. It’s good if pairs of students are of different levels, then one of the students is a consultant and helps a friend in case of difficulty.
– Build a trapezoid in your notebooks, write down the names of the sides of the trapezoid. Ask your neighbor questions about the drawing, listen to his answers, and tell him your answer options.
Historical reference
"Trapezoid"- a Greek word that in ancient times meant “table” (in Greek “trapedzion” means table, dining table. The geometric figure was named so due to its external resemblance to a small table.
In the Elements (Greek Στοιχεῖα, Latin Elementa) - the main work of Euclid, written around 300 BC. e. and dedicated to the systematic construction of geometry) the term “trapezoid” is used not in the modern sense, but in a different sense: any quadrilateral (not a parallelogram). “Trapezoid” in our sense is found for the first time in the ancient Greek mathematician Posidonius (1st century). In the Middle Ages, according to Euclid, any quadrilateral (not a parallelogram) was called a trapezoid; only in the 18th century. this word takes on a modern meaning.
Constructing a trapezoid from its given elements. The guys complete the tasks on card No. 1.
Students have to construct trapezoids of a variety of arrangements and shapes. In step 1 you need to construct a rectangular trapezoid. In point 2 it becomes possible to construct an isosceles trapezoid. In point 3, the trapezoid will be “lying on its side.” In paragraph 4, the drawing involves constructing a trapezoid in which one of the bases turns out to be unusually small.
Students “surprise” the teacher with different figures that have one common name - trapezoid. The teacher demonstrates possible options for constructing trapezoids.
Problem 1. Will two trapezoids be equal if one of the bases and two sides are respectively equal?
Discuss the solution to the problem in groups and prove the correctness of the reasoning.
One student from the group draws a drawing on the board and explains the reasoning.
2. Types of trapezoid
- development of motor memory, skills to break a trapezoid into known figures necessary for solving problems;
- development of skills to generalize, compare, define by analogy, and put forward hypotheses.
Let's look at the picture:
– How are the trapezoids shown in the picture different?
The guys noticed that the type of trapezoid depends on the type of triangle located on the left.
– Complete the sentence:
A trapezoid is called rectangular if...
A trapezoid is called isosceles if...
3. Properties of a trapezoid. Properties of an isosceles trapezoid.
- putting forward, by analogy with an isosceles triangle, a hypothesis about the property of an isosceles trapezoid;
- development of analytical skills (compare, hypothesize, prove, build).
- The segment connecting the midpoints of the diagonals is equal to half the difference of the bases.
- An isosceles trapezoid has equal angles at any base.
- An isosceles trapezoid has equal diagonals.
- In an isosceles trapezoid, the height lowered from the vertex to the larger base divides it into two segments, one of which is equal to half the sum of the bases, the other to half the difference of the bases.
Task 2. Prove that in an isosceles trapezoid: a) the angles at each base are equal; b) the diagonals are equal. To prove these properties of an isosceles trapezoid, we recall the signs of equality of triangles. Students complete the task in groups, discuss, and write down the solution in their notebooks.
One student from the group conducts a proof at the board.
4. Attention exercise
5. Examples of using trapezoid shapes in everyday life:
- in interiors (sofas, walls, suspended ceilings);
- in landscape design (borders of lawns, artificial ponds, stones);
- in the fashion industry (clothing, shoes, accessories);
- in the design of everyday items (lamps, dishes, using trapezoidal shapes);
- in architecture.
Practical work(according to options).
– In one coordinate system, construct isosceles trapezoids based on the given three vertices.
Option 1: (0; 1), (0; 6), (– 4; 2), (…; …) and (– 6; – 5), (4; – 5), (– 4; – 3) , (…; …).
Option 2: (– 1; 0), (4; 0), (6; 5), (…; …) and (1; – 2), (4; – 3), (4; – 7), ( …; …).
– Determine the coordinates of the fourth vertex.
The solution is checked and commented on by the whole class. Students indicate the coordinates of the fourth point found and verbally try to explain why the given conditions determine only one point.
An interesting task. Fold a trapezoid from: a) four right triangles; b) from three right triangles; c) from two right triangles.
IV. Homework
- nurturing correct self-esteem;
- creating a situation of “success” for each student.
p.44, know the definition, elements of a trapezoid, its types, know the properties of a trapezoid, be able to prove them, No. 388, No. 390.
V. Lesson summary. At the end of the lesson it is given to the children questionnaire, which allows you to carry out self-analysis, give a qualitative and quantitative assessment of the lesson .
