Unit 7.

Inscribed and central angles

Unit competencies
To determine the measurement of angles inscribed and semi-inscribed on a circumference, using
theorems and relationships on chords and arcs on a circumference, to study the characteristics and
properties of planar figures.

Relation and
development

I and II cycle Eight grade Ninth grade

• Construction of angles using Unit 4: Parallelism and angles Unit 5: Similar figures
the protractor of a polygon • Similarity
• Classification and • Adding internal and external • Similarity of triangles
construction of triangles angles of a polygon • Similarity and parallelism
• Classification and • Parallel lines and angles
construction of • Application of similarity and
quadrilaterals similar triangles
• Classification of geometric
bodies
• Symmetrical figures Unit 5: Triangle congruence
• Perimeter, area of triangles, criteria
and quadrilaterals Unit 6: Pythagorean
• Congruence of triangles Theorem
• Rectangular and triangular
cube and prism patterns • Pythagorean theorem
• Length of the circumference • Theorem application
and area of the circle
• Length and area of notable Unit 6: Characteristics of
circular sectors triangles and quadrilaterals
• Prism volume • Triangles
• Parallelograms Unit 7: Inscribed and
• Translations, turns, and
central angle
rotational symmetry
• Central and inscribed angle
• Central and inscribed angle
application
Seventh grade Unit 7: Area and volume of
geometric solids
Unit 8: Plane figures and • Volume characteristics of
construction of geometric geometric solids
bodies • Calculation of the volume of
• Movement of figures in the geometric solids
plane • Volume applications
• Circles, segments, and angles • Areas of geometric solids
• Planes, geometric figures, and • Area applications
total area of the prism,
pyramid, and cylinder

Methodological Guide
 Unit Curriculum

Lesson Hours Classes

1. Elements of the circumference

2. Definition and measurement of inscribed angles

3. Inscribed angle, part 1

4. Inscribed angle, part 2

1. Central and inscribed angle
5. Inscribed angle theorem

6. Practice what you learned

7. Congruent arcs

8. Practice what you learned

1. Construction of tangents to a circumference

2. Chords and arcs of the circumference

3. Similar triangle applications

4. Parallelism
2. Application of the central
and inscribed angle
5. Four points on a circumference

6. Semi-inscribe angle

7. Practice what you learned

Unit 7, test

16 class hours + Unit 7 test

 Key points of each lesson

Lesson 1: Central and inscribed angle

In class 1.2, the central angle theorem is determined intuitively, using geometric instruments, so that in the
classes after this lesson, the formal proof of it is carried out.

Lesson 2: Application of central and inscribed angle

Having proved the angle measure theorem previously inscribed, this lesson uses this result as the main tool
for the deduction of some properties.

Methodological Guide
Lesson Central and inscribed angle

Tangent line Radius Diameter Arc Chord

Radius
Diameter
Perpendicular
Two
Achievement Indicator
Identify the elements of the circumference / CIRCLE.

Sequence
From the first to sixth grade, the elements of the circle were taught. In seventh grade, the circle revisited to work
with its elements, determine the meaning of the tangent line to the circumference and deduce properties from
the characteristics of two intersecting circles. In this class, a reminder is made about the elements of the circle;
the difference is they are presented as elements of the circumference; furthermore, it is presented to the
tangent line to the circumference as one more element. Students posses a very clear understanding about the
relationship between the circle and the circumference, so it is expected that there will be no confusion regarding
the class.

For this case, the first item is considered complete when writing the names of all literals.

Date:
Write the name of each element on
the circumference. Tangent line
Radius
Diameter
Arc
Chord

Chord
Arc Radius
Diameter
Diameter
Perpendiculars
Radius Two
Tangent line

Homework: Workbook, page 148.

Methodological Guide
Lesson
Achievement Indicator
Distinguish the types of inscribed angles on the circumference and their intuitive relationship to the central angle.

Sequence Purpose
The concept of inscribed angle in a circle is ○ P Provides three possible cases that can occur when
introduced in this class, simultaneously; the moving the point on the circumference. There may be
property related to its measure is presented. The more shapes the students do, although any of the shapes
property is raised intuitively from the made will resemble one of the cases presented. The first
construction, that is, through the use of geometry one refers to the case in which the central angle is on one
instruments. This class is relevant as a basis for
side of the inscribed angle, and the second, to the case in
the following three. Some elements are retaken,
which the central angle is inside the inscribed angle,
and will be detailed in the purpose section.
finally the third, to the case in which the central angle is
outside the inscribed angle.

Solution of some items:

Measure of ∢BPA = 80°

or

Date:

Measure ∢BPA by displacing P at different

positions on the circumference. Compare the
measure of ∢BPA with that of ∢BOA.

Case I Case II Case III

The measure of ∢BPA = 80°

or

Homework: Workbook,
In all three cases ∢BPA = 40°, y ∢BOA = 2∢BPA or page 149.

Methodological Guide
Lesson
Achievement Indicator

Determine the measures of inscribed angles whose sides coincide with a diameter of the circumference.

Sequence

The previous class established the property that refers to the measure of an intuitively inscribed angle. During
this lesson, it will be formally done using a similar situation as case 1 of the Solution of the class will be viewed.

Purpose

Apply the concept of the radius of a circle, the characteristics of an isosceles triangle, and the property of the
measure of an external angle of a triangle to solve the initial problem. The first step in the solution strategy is
to determine that the ∆AOP is isosceles, since its sides coincide with two radii of the circumference. Then it is
applied that the measure of the external angle BOA is the sum of the two internal angles not adjacent to it,
which in this case are equal since ∆AOP is isosceles.

Directly apply the property of the inscribed angle to determine the value of an unknown, at angles that are
in a different position than the initial problem.

Solution of some items:

As As
therefore,
then
therefore,

Date:
Determine the value of x in each
Show that case.

Therefore

Then,

In the ∆AOP: OP = OA (are radii of the circumference) (1)

∢OPA = ∢PAO (equal sides are opposed to equal angles) Therefore,
∢BOA = ∢OPA + ∢PAO (∢BOA is the outer angle of ∆AOP)
(2)
(per (1) and (2))
Then, Homework: Workbook, page 150.

Methodological Guide
Lesson
Achievement Indicator
Determine the measures of inscribed angles whose central angle is inside the inscribed angle.

Sequence Purpose

For this class, a situation similar to case 2 of the The first step in the solution strategy is to make the
Solution section of class 1.2 to prove the property. auxiliary construction of the diameter QP to reach a
As a strategy for its realization, the demonstration situation similar to that of the initial Problem of the
made in the previous class is used. previous class and to be able to use the result obtained
as a tool to carry out the demonstration.

Directly apply the property of the inscribed angle to

determine the value of an unknown at angles that are in
a different position than the initial problem.

Solution of some items:

As As
Therefore,
Then,
Therefore,

Date:
Show that: Determine x in each case.
As
When the center is inside the Therefore
∢BPA.

As
Draw the diameter for QP.
Therefore
(as seen in class 3)
Adding both equalities

Therefore, Homework: Workbook, page 151.

Methodological Guide
Lesson
Achievement Indicator

It uses the inscribed angle theorem to determine the measurement of angles in the circumference.

Sequence
We take a situation similar to case 3 seen in the Solution section of class 1.2 to carry out the proof of the property.
As a strategy for its realization, the demonstration made in class 1.3 is used.

Purpose

The first step in the solution strategy is to carry out the auxiliary construction of the diameter QP to reach a
situation similar to that of case 1, as is the initial problem of class 1.3, and to be able to use the result obtained
as another tool, for demonstration.

In addition to addressing the Conclusion, it is important to note in the Additional Information Box that the
name given to the relationship between the measures of the inscribed and central angle measures is Inscribed
Angle Theorem. © Directly apply the property of the inscribed angle to determine the value of an unknown in
angles that are in a different position than the initial problem.

Solution of some items:

As As As
Then, Then, Then,
Therefore, Therefore, Therefore,

As As
Therefore, Then,

Therefore,

Date:
As
Show that
Therefore,
When the center is outside the ∢BPA.
As

Draw the diameter for QP.

Therefore,
(as seen in class 3)
As

Therefore,
Homework: Workbook, page 152.

Methodological Guide
Lesson
Achievement Indicator

Solve problems corresponding to the central and inscribed angle.

Solution of some items:

As ∢BOA = 2∢BPA As ∢BOA = 2∢BPA x =∢BQA = ∢BPA = 110°,

Therefore, x = 2(19°) = 38°. 1 because both inscribed
Then, ∢BPA = ∢BOA.
2 angles subtend A�B.
66°
Therefore, x = = 33°
2

As ∢CED = 90° - 35° = 55°, First draw O�E.

Then ∢BEA = ∢CED = 55°.
Therefore, y = 180° - 35° - 55° = 90°.

Therefore,

Homework: Workbook, page 153.

Methodological Guide
Lesson
Achievement Indicator
Determine the measure of inscribed angles that subtend arcs of equal measure.

Sequence Purpose
For this class, It is established that the property of As a first step to making the comparison, the central
inscribed angles that subtend arcs of equal angles ∢BOA and ∢DOC, are drawn, then determined
measure have an equal measure, and reciprocally that these central angles are of equal measure because
if two inscribed angles are of equal measure, then C�D = A�B ( (the arc length of a circular sector, was worked
the arcs they subtend are also of equal measure. on in the seventh grade).
To demonstrate this, the auxiliary construction of
the respective central angles is made. This Directly apply the property of the inscribed angle to
strategy is used because, in seventh grade, the arc
determine the value of an incognito at angles in a
length of circular segments was worked whose
angle was considered the central angle in a circle, different position than the initial problem.
so you already know that if two arcs are equal,
then the central angles must be equal. They
subtend.

Solution of some items:

As As
Therefore, Therefore,
Therefore, ∢BOA = ∢DOC
Then,

Date:
As
Compare the measurement of
∢BPA with ∢DPC in the figure if Therefore,
� = A�B
CD
As
The angles were constructed: Therefore,
∢BOA and ∢DOC
Moreover
per Hypothesis) Then,
and

(per inscribed angle)

Therefore,
Homework: Workbook, page 154.

Methodological Guide
Lesson
Achievement Indicator

Solves problems corresponding to the central and inscribed angle.

Solution of some items:

Since there are six equal arcs, the 360° of the

circumference must also be divided into six equal angles.
360 ÷ 6 = 60°.
That is, for each arc corresponds to a central angle of 60°.

because
they are opposite angles by the
vertex.
Therefore,

As As
Then, Then,
Therefore, Therefore,

Since you have a regular pentagon, each arc delimited

by its vertices has the same measure. Therefore, each
arc corresponds to a central angle
of Then,
In

Homework: Workbook, page 155.

Methodological Guide
Lesson Application of the central and inscribed angle
Achievement Indicator
Construct the tangents to a circle from a point outside the circle.

Sequence Purpose
In seventh grade, the concept of a tangent line to After carrying out the construction of the tangent
a circle was introduced, so students already know lines, the information contained in the remember
these types of lines. For this class, two tangent section, must be indicated. It is established that a
lines are constructed to pass through a point perpendicular line to a radius about a point on the
external to the circumference. In addition, using circumference is a tangent line.
the property of inscribed angles, it is concluded
that a line perpendicular to the radius at a point
on the circumference is the tangent line at that
point.

Solution of some items:

Yes

Because the ∆OAP and ∆OBP are right-angle

triangles and their hypotenuses and one of their legs
that correspond to the radii are of equal measure
(right-angle triangle congruence criterion).
Therefore, PA = PB.

Date:

Construct the lines that pass through P and are tangent to the
circumference.

Taking the midpoint of P�O, denoted by Q,

the circumference with center Q and
radius QO� is drawn.
Points A and B where the circles intersect
are marked.
So, ∢OAP = ∢PBO = 90° (both subtend an
arc of 180°).
Therefore, the lines PA and PB are
tangents to the circle with the center O. Homework: Workbook, page 156.

Methodological Guide
Lesson
Achievement Indicator
Use the chords and congruent arcs to classify figures with equal sides.

Sequence Purpose
First, the ∆BOA and ∆DOC are constructed, which First, the ∆BOA and ∆DOC are constructed, which are
are isosceles because each side has the same isosceles because each side has the same measure since
measure since they are radii of the circumference. they are radii of the circumference. Then by the SAS
Then by the SAS criterion, it is determined that the criterion, it is determined that the triangles are
triangles are congruent (the red sides are of equal congruent (the red sides are of equal measure and the
angle between them, since AB = CD).
measure and the angle between them, since AB =
CD). Determine that AB = CD, with similar construction to
∆BOA and ∆DOC, with the difference that the LLL
criterion is applied to determine that the triangles are
congruent since it is established as a hypothesis that AB
= CD. Then from the established congruence, it is
concluded that the arcs are equal since subtended by
angles of equal measure.

Solution of some items:

(Because A�D is a diameter).
In the same way: ∢BDE = ∢DEA = ∢EAB = 90°.
R. ABDE is a rectangle. (because AB = BC = CD = DE = EF = FA)
R. ABCDEF is a regular hexagon
(because AC = CE = EA) ACE is an
equilateral triangle. (because DE = EF)
R. DEF is an isosceles triangle.
(because AD� is a diameter)
R. ACD is a right-angle triangle. (because A�B = CD� )
(because ∢ACB = ∢DBC as A�B = CD
� )
R. ABCD it is an isosceles trapezoid.

Date:

In the figure A�B = C�D. Compare the length of If then:

AB and CD chords.
By drawing OA, OB, OC and OD.
(Per LLL)
(per congruence)
Therefore,
(The central angle is equal)
Draw the radiuses OA, O�B, O�C and OD.
(because AB = CD) and
OA = OB = OC = OD (are radiuses of the because and
circumference). R. ABDE is a rectangle
Then, ∆BOA ≅ ∆DOC (per criterion SAS).
Therefore, AB = CD (per congruence). Homework: Workbook, page 157.

Methodological Guide
Lesson
Achievement Indicator
Solve problems with similar triangles using the inscribed angle theorem.

Sequence Purpose
Previously, the opposite angles theorem has been After making the similarity of the triangles, have the
worked, and it was determined if two triangles students read the information contained in the box on
are similar. Similarly, in class 1.7 of this unit, the the clue.
students learned that two inscribed angles have
the same measure if they subtend arcs of equal After making the similarity of the triangles, have the
measure. So in this class, these facts are used to students read the information contained in the box on
show, and to determine the similarity between the clue.
triangles like those in the Initial Problem; it is
necessary to observe the inscribed angles that
subtend the same arc.

Solution of some items:

In ∆ACP and ∆DBP, ∢ACP = ∢DBP (since they are
As ∆AED ~ ∆BEC (per AA similarity criterion). inscribed angles subtend by A�D), ∢P is common.

Then, Hence, ∆ACP ~ ∆DBP (Per AA similarity criterion).

Therefore, No other conditions are necessary.

In the triangles ∆ADC and ∆BCD, ∢ADC =

� is common.
∢BCD = 90°, CA = DB and CD
Therefore, ∆ADC ≅ ∆BCD.
Then

Date:
The figure determines whether ∆AED ~ ∆BEC. In the figure

Then,

In the figure Therefore,

(They are opposite by the vertex)

(They subtend the same arc)

But and

Therefore,
(Per criterion AA).
Homework: Workbook, page 158.

Methodological Guide
Lesson
Achievement Indicator
Use congruent arcs to determine parallelism between chords.

Sequence
Acknowledging that if there are two arcs of equal measure in a circumference, then the chords determined by
the end of one arc and the beginning of the other are parallel.

In eighth grade, was reviewed the conditions of parallelism between two lines. In the problem, the construction
of A�C is made, and since ∢ACB = ∢CAD (by subtending equal arcs), it is determined that B�C and AD� are parallel
(∢ACB and ∢CAD are internal alternates). Furthermore, in-class 1.7, it was determined that if 2 arcs have the
same measure, then the inscribed angles that subtend them have the same measure.

Purpose
� ∥
In the Example, we work on the reciprocal of the property in the Conclusion, that is, from the fact that BC
A�D determine that AB = CD.

Solution of some items:

Sufficient conditions (b, c, d, g and h):

If AC = BD then, A�C = B�D.

Non sufficient conditions (a, e and f): Therefore, A�B = C�D.

Point C could be moved

along B�D.

Point B could be moved Point D could be moved

along A�C along A�C.

Date:

In the figure A�B = CD

� . Determine whether the AD If BC ∥ AD:
and BC segments are parallel or secant.
Drawing the chord AC.

(Alternate interior angles).

Therefore A�B = CD�

(Inscribed angle theorem).
Draw the chord AC.

Then, ∢BCA = ∢DAC. (Since A�B = CD

� ) b), c), d), g) and h)

Therefore, BC ∥ AD.
(Internal alternating angles are equal).
Homework: Workbook, page 159.

Methodological Guide
Lesson
Achievement Indicator
Determine the conditions for four points to be on a circle.

Sequence Purpose
For this class, it is determined that if two angles The wording of the initial problem must be: Let A, B,
are equal and share a segment at their openings, and C is fixed points on the circumference and P another
then the four points are on the same point that can be inside, on, or outside the
circumference. The results obtained, from the circumference. If ∢ABC = ∢APC holds and both angles
position that a point P occupies on the share segment AC, show that point P is on the same
circumference (inside, on and outside) are circumference.
analyzed.
The solution addresses the three possible cases that
could occur; to determine the angles have different
measures when the point is not on the circumference.

Solution of some items:

As ∢ADB and ∢ACB subtend the same arc then:

Then, as ∢BAC and ∢BDC subtend the same arc then:

and
Since ∢ACD = ∢ABD and both share the DA
segment, then A, B, C, D are on the same
circumference.

Date:
If A, B and C are fixed on the circumference and P can Determining x and y.
be in, on or out of it. If ∢ABC = ∢APC and share A�C. ∢ABC = ∢APC and
Show that P is on the circumference. share C�B
A, B, C and D are on the same
circumference.
In this case:

and
and
Therefore, and
and

Therefore, Homework: Workbook, page 160.

Methodological Guide
Lesson
Achievement Indicator

Determine the measurements of semi-inscribed angles using center angle measure.

Sequence Purpose
The semi-inscribed angle term is introduced as Using the inscribed angle theorem and the
well as the property referring to its measure. A supplementary angle condition, perform the angle
similar situation, was presented in the initial comparison. Initially, the auxiliary construction of the
Problem of class 1.3 (that is, that the central angle diameter QB is performed to construct an inscribed
is on one side of the inscribed angle) is angle similar to case 1 of the Solution of class 1.2.
constructed as a first step in the strategy to make
the formal deduction of the property. Point out the importance of auxiliary constructions
(in this case, the diameter) to perform some geometrical
demonstrations.

Solution of some items:

As As
Therefore, Therefore,

Date:

Compare the measure of ∢ABP with ∢BOA in Determine x for each case.
the figure.

Draw the diameter of QB. Therefore,

(Inscribed angle theorem)

(Supplementary angle)
Therefore,
that is,

Therefore, or
∢BOA = 2∢PBA. (Per complementary angle, since PB
⊥ BO). Homework: Workbook, page 161.

Methodological Guide
Lesson

Isosceles Isosceles Isosceles Regular

triangle triangle triangle heptagon. The
AB = BC CD ∥ AF and AC = FD AD = DG sides and angles
are congruent
respectively.

x = 41° x = 24° x = 146°

y = 34° y = 39°

x = 89° x = 22° x = 127.5°

Achievement Indicator

2.7 and 2.8 Solve problems corresponding to the central and inscribed angle application.

Solution of some items:

Class 2.7

An example of a solution might be:

a) ∢EAB = ∢EDC because they both subtend B�C.
b) ∢ABE = ∢ACD because they both coincide with
inscribed angles that subtend A�D.
c) ∆ABE is similar to ∆DCE because 2 of the angles
are equal (AA).

Sufficient conditions:

� = BD
AC � then A�B = C�D As ∆ABC ~ ∆CDA
Therefore, ∢ACB = ∢CAD. then,

Not sufficient conditions:

Point D could move Point B could move

along A�C. along A�C.

Class 2.8

Since ∢ADB = ∢ACB and both share the segment

AB, then A, B, C, D are on the same
circumference.
As ∢ACD and ∢ABD subtend the same arc,
then:

Then, since ∢BAC and ∢BDC subtend the same

arc, then: � and A�C.
First draw BD
Since ∢AOD = 222° is central then the inscribed
x = 41° and y = 34° angles: ∢ABD = ∢ACD = 111° because both subtend
A�D. Therefore ∢BOC = 44° is central, so the
inscribed angle ∢CAB = 22° because both subtend
B�C.
Also:
Homework: Workbook, page 162.

Because the angles are on D�P.

Finally:

Methodological Guide