NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5

GEOMETRY

Lesson 1: Thales Theorem

Student Outcomes
Using observations from a pushing puzzle, students explore the converse of Thales theorem: If is a
right triangle, then , , and are three distinct points on a circle with a diameter
.
Students prove the statement of Thales theorem: If , , and are three different points on a circle with a
diameter
, then is a right angle.

Lesson Notes
Every lesson in this module is about an overlay of two intersecting lines and a circle. This will be pointed out to students
later in the module, but keep this in mind while presenting the lessons.
In this lesson, students investigate what some say is the oldest recorded result, with proof, in the history of geometry
Thales theorem, attributed to Thales of Miletus (c.624c.546 BCE), about 300 years before Euclid. Beginning with a
simple experiment, students explore the converse of Thales theorem. This motivates the statement of Thales theorem,
which students then prove using known properties of rectangles from Module 1.

Classwork
Opening
Students explore the converse of Thaless theorem with a pushing puzzle. Give each student a sheet of plain white
paper, a sheet of colored cardstock, and a colored pen. Provide several minutes for the initial exploration before
engaging students in a discussion of their observations and inferences.

Scaffolding:
Opening Exercise (5 minutes) For students with eye-
hand coordination or
Opening Exercise visualization problems,
a. Mark points and on the sheet of white paper provided by your teacher.
model the Opening
Exercise as a class, and
b. Take the colored paper provided, and push that paper up between points and on
the white sheet. then provide students with
c. Mark on the white paper the location of the corner of the colored paper, using a a copy of the work to
different color than black. Mark that point . See the example below. complete the exploration.
C For advanced learners,
explain the paper pushing
puzzle, and let them come
A B
up with a hypothesis on
what they are creating and
how they can prove it
without seeing questions.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

d. Do this again, pushing the corner of the colored paper up between the black points but at a different angle.
Again, mark the location of the corner. Mark this point .
MP.7 e. Do this again and then again, multiple times. Continue to label the points. What curve do the colored points
& (, , ) seem to trace?
MP.8

Discussion (8 minutes)
What curve do the colored points (, , ) seem to trace?
They seem to trace a semicircle.
If that is the case, where might the center of that semicircle be?
The midpoint of the line segment connecting points and on the white paper is the center point of
the semicircle.
What would the radius of this semicircle be?
The radius is half the distance between points and (or the distance between point and the
midpoint of the segment joining points and ).
Can we prove that the marked points created by the corner of the colored paper do indeed lie on a circle?
What would we need to show? Have students do a 30-second Quick Write, and then share as a whole class.
We need to show that each marked point is the same distance from the midpoint of the line segment
connecting the original points and .

Exploratory Challenge (12 minutes)

Allow students to come up with suggestions for how to prove that each marked point from the Opening Exercise is the
same distance from the midpoint of the line segment connecting the original points and . Then offer the following
approach.
Have students draw the right triangle formed by the line segment between the two original points and and any one
of the colored points (, , ) created at the corner of the colored paper. Then, take a copy of the triangle and rotate it
180 about the midpoint of
. A sample drawing might be as follows:

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Allow students to read the question posed and have a few minutes to think independently and then share thoughts with
an elbow partner. Lead students through the questions on the next page.
It may be helpful to have students construct the argument outlined in steps (a)(b) several times for different points on
the same diagram. The idea behind the proof is that no matter which colored point is chosen, the distance from that
colored point to the midpoint of the segment between points and must be the same as the distance from any other
colored point to that midpoint.

Exploratory Challenge

Choose one of the colored points (, , ...) that you marked. Draw the right triangle formed by the line segment
connecting the original two points and and that colored point. Take a copy of the triangle, and rotate it 180 about
.
the midpoint of

Label the acute angles in the original triangle as and , and label the corresponding angles in the rotated triangle the
same.

Todd says is a rectangle. Maryam says is a quadrilateral, but she is not sure it is a rectangle. Todd is right
but does not know how to explain himself to Maryam. Can you help him out?

a. What composite figure is formed by the two triangles? How would you prove it?

A rectangle is formed. We need to show that all four angles measure .

i. What is the sum of the measures of and ? Why?

; the sum of the measures of the acute angles in any right triangle is .

ii. How do we know that the figure whose vertices are the colored points (, , ) and points and is a
rectangle?

All four angles measure . The colored points (, , ) are constructed as right angles, and the
angles at points and measure + , which is .

b. Draw the two diagonals of the rectangle. Where is the midpoint of the segment connecting the two original
points and ? Why?

The midpoint of the segment connecting points and is the intersection of the diagonals of the rectangle
because the diagonals of a rectangle are congruent and bisect each other.

c. Label the intersection of the diagonals as point . How does the distance from point to a colored point
(, , ) compare to the distance from to points and ?

The distances from to each of the points are equal.

d. Choose another colored point, and construct a rectangle using the same process you followed before. Draw
the two diagonals of the new rectangle. How do the diagonals of the new and old rectangle compare? How
do you know?

One diagonal is the same (the one between points and ), but the other is different since it is between the
new colored point and its image under a rotation. The new diagonals intersect at the same point because
diagonals of a rectangle intersect at their midpoints, and the midpoint of the segment connecting points
and has not changed. The distance from to each colored point equals the distance from to each
original point and . By transitivity, the distance from to the first colored point, , equals the distance
from to the second colored point, .

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

e. How does your drawing demonstrate that all the colored points you marked do indeed lie on a circle?

For any colored point, we can construct a rectangle with that

colored point and the two original points, and , as
vertices. The diagonals of this rectangle intersect at the same
point because diagonals intersect at their midpoints, and
the midpoint of the diagonal between points and is .
MP.3 The distance from to that colored point equals the distance
& from to points and . By transitivity, the distance from
MP.7 to the first colored point, , equals the distance from to any
other colored point.

By definition, a circle is the set of all points in the plane that

are the same distance from a given center point. Therefore,
each colored point on the drawing lies on the circle with
center and a radius equal to half the length of the original
line segment joining points and .

Take a few minutes to write down what you have just discovered, and share that with your neighbor.
We have proven the following theorem:
THEOREM: Given two points and , let point be the midpoint between them. If is a point such that
is right, then = = .
In particular, that means that point is on a circle with center and diameter
.
This demonstrates the relationship between right triangles and
circles.
THEOREM: If is a right triangle with the right angle,
then , , and are three distinct points on a circle with a
diameter
.
PROOF: If is a right angle, and is the midpoint between
points and , then = = implies that a circle with
center and radius contains the points , , and .
This last theorem is the converse of Thales theorem, which is
discussed on the next page in the Example.
Review definitions previously encountered by students as stated in
Relevant Vocabulary.

Relevant Vocabulary
CIRCLE: Given a point in the plane and a number > 0, the circle with center and radius is the set of all points in
the plane that are distance from the point .
RADIUS: May refer either to the line segment joining the center of a circle with any point on that circle (a radius) or to the
length of this line segment (the radius).
DIAMETER: May refer either to the segment that passes through the center of a circle whose endpoints lie on the circle (a
diameter) or to the length of this line segment (the diameter).
CHORD: Given a circle , and let and be points on .
is a chord of .
CENTRAL ANGLE: A central angle of a circle is an angle whose vertex is the center of a circle.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Circle Radius Diameter Chord Central Angle

Point out to students that and are examples of central angles.

Example (8 minutes)
Share with students that they have just recreated the converse of what some say is the oldest recorded result, with
proof, in the history of geometryThales theorem, attributed to Thales of Miletus (c.624c.546 BCE), some three
centuries before Euclid. See Wikipedia, for example, on why the theorem might be attributed to Thales although it was
clearly known before him: http://en.wikipedia.org/wiki/Thales%27_Theorem.
Lead students through parts (a)(b), and then let them struggle with a partner to determine a method to prove Thales
theorem. If students are particularly struggling, give them the hint in the scaffolding box. Once students have
developed a strategy, lead the class through the remaining parts of this example.

Example

In the Exploratory Challenge, you proved the converse of a famous theorem in geometry. Thales theorem states the
following: If , , and are three distinct points on a circle, and
is a diameter of the circle, then is right.
Notice that, in the proof in the Exploratory Challenge, you started with a right angle (the corner of the colored paper) and
created a circle. With Thales theorem, you must start with the circle and then create a right angle.

Prove Thales theorem.

a. Draw circle with distinct points , , and on the circle and diameter

. Prove that is a right angle.

Sample image shown to the right.

b. ). What types of triangles are and

Draw a third radius (
? How do you know?

They are isosceles triangles. Both sides of each triangle are radii of circle and are,
therefore, of equal length. Scaffolding:
If students are struggling to
c. Using the diagram that you just created, develop a strategy to prove Thales theorem. develop a strategy to prove
MP.1 Thales theorem, give them this
Look at each of the angle measures of the triangles, and see if we can prove
is . hint:
Draw a third radius, and use
d. Label the base angles of as and the base angles of as . Express
the result, also known to
the measure of in terms of and .
Thales, to show that the base
The measure of is + .
angles of an isosceles triangle
are congruent.
e. How can the previous conclusion be used to prove that is a right angle?

+ = because the sum of the angle measures in a triangle is . Then, + = , so is

a right angle.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Exercises (5 minutes)
Allow students to do Exercises individually and then compare answers with a neighbor. Use this as a means of informal
assessment, and offer help where needed.

Exercises

1. is a diameter of the circle shown. The radius is . , and = .

a. Find .

b. Find .

c. Find .

2. is a diameter with center .

In the circle shown,
a. Find .

b. Find .

c. Find .

Closing (2 minutes)
Give students a few minutes to explain the prompt to their neighbor, and then call
the class together and share. Use this time to informally assess understanding and
clear up misconceptions.
Explain to your neighbor the relationship that we have just discovered
between a right triangle and a circle. Illustrate this with a picture.
If is a right triangle and the right angle is , then , ,
and are distinct points on a circle and
is the diameter of the
circle.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Lesson Summary
Theorems:

, then is
THALES THEOREM: If , , and are three different points on a circle with a diameter
a right angle.
CONVERSE OF THALES THEOREM: If is a right triangle with the right angle, then , , and are
three distinct points on a circle with a diameter
.
Therefore, given distinct points , , and on a circle, is a right triangle with the right angle
if and only if
is a diameter of the circle.
Given two points and , let point be the midpoint between them. If is a point such that is
right, then = = .

Relevant Vocabulary

CIRCLE: Given a point in the plane and a number > , the circle with center and radius is the set
of all points in the plane that are distance from the point .
RADIUS: May refer either to the line segment joining the center of a circle with any point on that circle
(a radius) or to the length of this line segment (the radius).
DIAMETER: May refer either to the segment that passes through the center of a circle whose endpoints
lie on the circle (a diameter) or to the length of this line segment (the diameter).
CHORD: Given a circle , and let and be points on . is called a chord of .
CENTRAL ANGLE: A central angle of a circle is an angle whose vertex is the center of a circle.

Exit Ticket (5 minutes)

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Name Date

Lesson 1: Thales Theorem

Exit Ticket

Circle is shown below.

1. Draw two diameters of the circle.
2. Identify the shape defined by the endpoints of the two diameters.
3. Explain why this shape is always the result.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

Exit Ticket Sample Solutions

Circle is shown below.

1. Draw two diameters of the circle.

2. Identify the shape defined by the endpoints of the two diameters.
3. Explain why this shape is always the result.

The shape defined by the endpoints of the two diameters always forms a rectangle. According to Thales theorem,
whenever an angle is drawn from the diameter of a circle to a point on its circumference, then the angle formed is a
right angle. All four endpoints represent angles drawn from the diameter of the circle to a point on its
circumference; therefore, each of the four angles is a right angle. The resulting quadrilateral is, therefore, a
rectangle by definition of rectangle.

Problem Set Sample Solutions

1. , , and are three points on a circle, and angle is a right angle. What is wrong with the picture below?
Explain your reasoning.

Draw in three radii (from to each of the three triangle vertices), and label congruent base angles of each of the
three resulting isosceles triangles. See diagram to see angle measures. In the big triangle ( ), we get
+ + = . Using the distributive property and division, we obtain ( + + ) = , and
+ + = . But we also have = = + . Substitution results in + + = + , giving a value
of contradiction.

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

2. Show that there is something mathematically wrong with the picture below.

,
Draw three radii ( , and
). Label as and as . Also label as and
as since is isosceles (both sides are radii). If is a right angle (as indicated on the drawing), then
+ = . Since is isosceles, = + . Similarly, = + . Now adding the
measures of the angles of results in + + + + + = . Using the distributive property and
division, we obtain + + = . Substitution takes us to + = + + , which is a contradiction.
Therefore, the figure above is mathematically impossible.

3. is the diameter of a circle of radius miles. If = miles, what is ?

In the figure below,

miles

4. is a diameter.
In the figure below, is the center of the circle, and

a. Find .

b. If = , what is ?

Lesson 1: Thales Theorem

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 M5
GEOMETRY

5.
is a diameter of a circle, and is another point on the circle. The point lies on such that
= . Show that = . (Hint: Draw a picture to help you explain your thinking.)

Since = (given), = (both are right angles, by Thales theorem and by the
angle addition postulate), and = (reflexive property), then by SAS. It follows that
(corresponding sides of congruent triangles) and that = (by definition of
congruent angles).

6. Inscribe in a circle of diameter such that

is a diameter. Explain why:
a. () = .
is the hypotenuse, and = . Since sine is the ratio of the opposite side to the hypotenuse, ()

necessarily equals the length of the opposite side, that is, the length of
.

b. () = .
is the hypotenuse, and = . Since cosine is the ratio of the adjacent side to the hypotenuse, ()

necessarily equals the length of the adjacent side, that is, the length of
.

Lesson 1: Thales Theorem

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