Midpoint theorem (triangle)

The midpoint theorem, midsegment theorem, or midline theorem states that if the midpoints of two sides of a triangle are connected, then the resulting line segment will be parallel to the third side and have half of its length. The midpoint theorem generalizes to the intercept theorem, where rather than using midpoints, both sides are partitioned in the same ratio.[1][2]

The converse of the theorem is true as well. That is if a line is drawn through the midpoint of triangle side parallel to another triangle side then the line will bisect the third side of the triangle.

The triangle formed by the three parallel lines through the three midpoints of sides of a triangle is called its medial triangle.

Proof

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Proof by construction

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Proof
 

Given: In a   the points M and N are the midpoints of the sides AB and AC respectively.

Construction: MN is extended to D where MN=DN, join C to D.

To Prove:

  •  
  •  

Proof:

  •   (given)
  •   (vertically opposite angle)
  •   (constructible)

Hence by Side angle side.

 

Therefore, the corresponding sides and angles of congruent triangles are equal

  •  
  •  

Transversal AC intersects the lines AB and CD and alternate angles ∠MAN and ∠DCN are equal. Therefore

  •  

Hence BCDM is a parallelogram. BC and DM are also equal and parallel.

  •  
  •  ,

Q.E.D.

Proof by similar triangles

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Proof
 

Let D and E be the midpoints of AC and BC.

To prove:

  •  ,
  •  .

Proof:

  is the common angle of   and  .

Since DE connects the midpoints of AC and BC,  ,   and   As such,   and   are similar by the SAS criterion.

Therefore,   which means that  

Since   and   are similar,  , which means that  .

Q.E.D.

See also

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References

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  1. ^ Clapham, Christopher; Nicholson, James (2009). The concise Oxford dictionary of mathematics: clear definitions of even the most complex mathematical terms and concepts. Oxford paperback reference (4th ed.). Oxford: Oxford Univ. Press. p. 297. ISBN 978-0-19-923594-0.
  2. ^ French, Doug (2004). Teaching and learning geometry: issues and methods in mathematical education. London; New York: Continuum. pp. 81–84. ISBN 978-0-8264-7362-2. OCLC 56658329.
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