1. Section 1-2 Part A: Measuring Segments Rigor: Calculate the measure of segments using postulates, midpoints, and congruency Relevance: Measuring segments allows us to calculate and communicate length and distance

2. Think about it You are put in charge of the scoreboard for your home football games. Your team has the ball on its own 33 yard line. It needs 14 yards for a first down. On the play the quarterback is sacked at the 28 yard line. How many yards did the team lose on the play? What will you enter into the scoreboard for “Yards to Go”? How would you model the scenario?

3. The numbers are called coordinates The distance along a line is UNDEFINED until a UNIT is chosen! Distance is always POSITIVE. If you get a negative number, take the absolute value. AB = |a – b| or |b - a| A a B b

4. EX 1: Calculate the length of each segment. B) XY = ?A) AB = ?

5. EX 2: Calculate NO.

6. Congruent Segments Congruent segments are segments that have the same length. In the diagram, PQ = RS, so you can write PQ  RS. This is read as “segment PQ is congruent to segment RS.” Tick marks are used in a figure to show congruent segments.

7. EX 3: Real Life Application Recall that a midpoint is located at the exact middle of a segment. EX: The map shows the route for a race. You are 365m from drink station R and 2km from drink station S. The first-aid station is located at the midpoint of the two drink stations. How far are you from the first-aid station?

8. EX 4: Using a Midpoint D F E 4x + 6 7x – 9 D is the midpoint of EF, ED = 4x + 6, and DF = 7x – 9. A)Write Geometric equations to model the relationship between ED and DF and between ED and EF. B)Calculate ED, DF, and EF.

9. Assignment 1-2 Part A This is only half of section 1-2, constructions will be covered next week, so make sure to get a compass and ruler over the weekend! This comes from the TEXTBOOK, not the workbook, so you will need to write all work and answers on a piece of paper. Heading: Section 1-2 CW part A Assignment: textbook pg 17 – 18 #7 – 9, 16, 17, 19, 28, 30 NO WORK = NO CREDIT (diagram, algebra, arithmetic)