Geometry Practice Final
Geometry Practice Final
Geometry Practice Final
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Refer to Figure 1.
n m
A B
H
D
C
K
J
G
F p
Figure 1
a. B, G, F c. J, G, F
b. C, D, H d. J, D, G
____ 8. Name three points that are collinear.
K
R S
L
T
M N Q
a. M, L, R c. Q, L, M
b. L, P, T d. R, S, K
____ 9. Are points A, C, D, and F coplanar? Explain.
D
H G
A C
B
P
Refer to Figure 2.
B
A L
D
C K
F
G
Figure 2
P R S
PS = ?
a. 32.7 mm c. 32.5 mm
b. 5.1 mm d. 32.4 mm
____ 13. RK
a. 2 c. 7
b. 5 d. 10
Find the coordinates of the midpoint of a segment having the given endpoints.
____ 14.
a. c.
b. d.
____ 15.
a. 40 c. 29
b. 140 d. 151
P 1 K
2
3 4
N M
H I J
1 2
G M
Q
L
____ 22. Name two acute vertical angles.
a. c.
b. d.
____ 26. The measures of two complementary angles are and . Find the measures of the angles.
a. 42, 48 c. 8.75
b. 4.25 d. 96, 84
____ 27. The measures of two complementary angles are and . Find the measures of the angles.
a. 117, 63 c. 63, 27
b. 19 d. 10
____ 28.
a. hexagon c. pentagon
b. triangle d. quadrilateral
____ 29.
a. dodecagon c. hexagon
b. pentagon d. decagon
Name each polygon by its number of sides. Then classify it as convex or concave and regular or irregular.
____ 30.
a. pentagon, convex, regular c. hexagon, convex, regular
b. hexagon, concave, regular d. hexagon, convex, irregular
____ 31.
____ 32.
Find the length of each side of the polygon for the given perimeter.
2n + 2
2n – 3
a. 18 units, 18 units, 13 units
b. 18.66 units, 18.66 units, 13.66 units
c. 27 units, 27 units, 22 units
d. 26 units, 26 units, 21 units
____ 34. units. Find the length of each side.
2t + 2
2t
2t + 4
3.8 in.
____ 35.
a. about c. about
b. about d. about
a. 7.13 c. 71.3
b. 5.4 d. 10.8
6m
____ 37.
a. 36 c. 12
b. 18 d. 72
F
____ 38.
a. cone c. cylinder
b. sphere d. prism
____ 39. Name the bases of the solid.
B
C D
a. and c. and
b. and d. and
D
A
____ 40.
G
F
E H
a. , , , , , , , , , , , and
b. , , , and
c. , , , and
d. , , , and
U
____ 41.
Z
X
W Y
____ 42.
a. 1024 c. 4096
b. 1025 d. 1022
Determine whether the conjecture is true or false. Give a counterexample for any false conjecture.
A C
Conjecture:
a. False; the angles are not vertical.
b. True
c. False; the angles are not complementary.
d. False; there is no indication of the measures of the angles.
Use the following statements to write a compound statement for the conjunction or disjunction. Then find its
truth value.
p: An isosceles triangle has two congruent sides.
q: A right angle measures 90
r: Four points are always coplanar.
s: A decagon has 12 sides.
____ 50. p and r
a. An isosceles triangle has two congruent sides and four points are always coplanar; false.
b. An isosceles triangle has two congruent sides and a decagon has 12 sides; false.
c. An isosceles triangle has two congruent sides and four points are always coplanar; true.
d. An isosceles triangle has two congruent sides and a decagon has 12 sides; true.
____ 51.
a. Four points are always coplanar, or a right angle measures 90 and a decagon has 12 sides;
false.
b. Four points are always coplanar, and a right angle measures 90 or a decagon has 12 sides;
true.
c. Four points are always coplanar, or a right angle measures 90 and a decagon has 12 sides;
true.
d. Four points are always coplanar, and a right angle measures 90 or a decagon has 12 sides;
false.
____ 52.
a. A right angle measures 90 or four points are always coplanar, and a decagon has 12 sides;
false.
b. A right angle measures 90 and four points are always coplanar, or a decagon has 12 sides;
false.
c. A right angle measures 90 and four points are always coplanar, or a decagon has 12 sides;
true.
d. A right angle measures 90 or four points are always coplanar, and a decagon has 12 sides;
true.
____ 53. s or q
a. A decagon has 12 sides or a right angle measures 90; true.
b. A decagon has 12 sides or a right angle measures 90; false.
c. A decagon has 12 sides and a right angle measures 90; true.
d. A decagon has 12 sides and a right angle measures 90; false.
____ 54.
a. An isosceles triangle has two congruent sides and a decagon has 12 sides; true.
b. An isosceles triangle has two congruent sides or a decagon has 12 sides; false.
c. An isosceles triangle has two congruent sides or a decagon has 12 sides; true.
d. An isosceles triangle has two congruent sides and a decagon has 12 sides; false.
____ 55.
a. Four points are always coplanar and a right angle measures 90; false.
b. Four points are always coplanar and a right angle measures 90; true.
c. Four points are always coplanar or a right angle measures 90; false.
d. Four points are always coplanar or a right angle measures 90; true.
____ 56.
a.
b.
c.
d.
Write the inverse of the conditional statement. Determine whether the inverse is true or false. If it is false, find
a counterexample.
Write the contrapositive of the conditional statement. Determine whether the contrapositive is true or false. If
it is false, find a counterexample.
____ 60. If you are 16 years old, then you are a teenager.
a. If you are not a teenager, then you are not 16 years old. True
b. If you are not 16 years old, then you are not a teenager. False; you could be 17 years old.
c. If you are not a teenager, then you are 16 years old. True
d. If you are a teenager, then you are 16 years old. False; you could be 17 years old.
____ 61. A converse statement is formed by exchanging the hypothesis and conclusion of the conditional.
a. A non-converse statement is not formed by exchanging the hypothesis and conclusion of
the conditional. True
b. A statement not formed by exchanging the hypothesis and conclusion of the conditional is
a converse statement. False; an inverse statement is not formed by exchanging the
hypothesis and conclusion of the conditional.
c. A non-converse statement is formed by exchanging the hypothesis and conclusion of the
conditional. False; an inverse statement is formed by negating both the hypothesis and
conclusion of the conditional.
d. A statement not formed by exchanging the hypothesis and conclusion of the conditional is
not a converse statement. True
____ 62. Two angles measuring 180 are supplementary.
a. Two angles not measuring 180 are supplementary. True
b. More than two angles measuring 180 are non-supplementary. True
c. Non-supplementary angles are not two angles measuring 180. True
d. Non-supplementary angles are two angles measuring 180. False; supplementary angles
must measure 180.
In the figure below, points A, B, C, and F lie on plane P. State the postulate that can be used to show each
statement is true.
D
A C
B
P
B C
A
D
G H
F I
i p
125°
S
q 119°
1
p
a. c.
b. d.
____ 75.
a. perpendicular
b. parallel
c. neither
Write an equation in slope-intercept form of the line having the given slope and y-intercept.
____ 76.
a. c.
b. d.
Write an equation in point-slope form of the line having the given slope that contains the given point.
____ 77.
a. c.
b. d.
____ 78.
a. c.
b. d.
____ 79.
a. c.
b. d.
Given the following information, determine which lines, if any, are parallel. State the postulate or theorem
that justifies your answer.
____ 80.
c g
d O Q
H
N
L
f
K M
a
P
J
4 P 4 P
3 3
2 2
1 1
–5 –4 –3 –2 –1 1 2 3 4 5 –5 –4 –3 –2 –1 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 m –4 m
–5 –5
b. d.
5 5
4 4
3 3
2 P 2 P
m m
1 1
–5 –4 –3 –2 –1 1 2 3 4 5 –5 –4 –3 –2 –1 1 2 3 4 5
–1 –1
–2 –2
–3 –3
–4 –4
–5 –5
____ 82.
a. c.
b. d.
____ 83.
a. right c. equiangular
b. acute d. obtuse
Find the measures of the sides of and classify the triangle by its sides.
____ 84.
a. equilateral c. isosceles
b. obtuse d. scalene
____ 85.
41°
47°
2 1
66°
37°
a. c.
b. d.
____ 86.
55° 2
3
28°
1 46°
a. c.
b. d.
W S R
____ 87.
T
U V
a. c.
b. d.
____ 88.
a. Yes; Two sides of triangle PQR and angle PQR are the same measure as the corresponding
sides and angle of triangle STU.
b. Yes; Each side of triangle PQR is the same length as the corresponding side of triangle
STU.
c. No; One of the triangles is obtuse.
d. No; Each side of triangle PQR is not the same length as the corresponding side of triangle
STU.
____ 89. Triangles ABC and AFD are vertical congruent equilateral triangles. Find x and y.
B C
(2 y+ 6)°
A
x+ 4 2x – 3
D F
a. c.
b. d.
( y + 12)°
4 x
U S
T
a. c.
b. d.
(2 y + 12)°
U S
4 T
a. c.
b. d.
____ 92.
y
a. reflection c. rotation
b. translation d. not a congruence transformation
____ 93. right isosceles with congruent sides and a units long
a. y c. y
C (0, 1) C (0, a)
b. y
d. y
O A (0, 0) B ( a, 0) x O B (a, 0) x
M ( b, c) L(0, 2 b)
N ( c, b )
O L (0, 0) N (2 b, 0) x O M (0, 0) x
b. y d. y
L ( b, c) N (0, 2 b)
L ( c, b )
O M (0, 0) N (2 b, 0) x O M (0, 0) x
____ 95. right with hypotenuse , leg 4a units long, and leg one-fourth the other leg
a. y c. y
B (0, 4 a)
C (0, a )
A (a , 0)
O B (0, 0) A(4 a, 0) x O C (0, 0) x
b. y
d. y
C (0, 4 a)
B (0, a)
B ( a, 0)
O A (0, 0) x O C (0, 0) A(4a, 0) x
Y (d, c) Z (c, d)
O X (0, 0) Z (2 d, 0) x O Y (0, 0) X (2 d, 0) x
b. y Y (0, 2d ) d. y
Y (0, 2 d)
Z ( c, d )
Z ( c, d )
O X (0, 0) x O X (0, 0) x
____ 97. isosceles with half the length of the base and bisecting the base
a. y
c. y
C (a, a) C (a, a )
A (2 a, 0)
O B (0, 0) D ( a, 0) A(2a, 0) x O B (0, 0) D (a, 0) x
b. y d. y
C (a, a) C (a, a )
(0, 0) B A (2 a, 0)
O B (0, 0) D (a, 0) A (2 a, 0) O D (a, 0) x
x
Y C
a. 34 c. 18
b. 32 d. 31
Determine whether the given measures can be the lengths of the sides of a triangle. Write yes or no. Explain.
____ 99. 3, 9, 10
a. Yes; the third side is the longest.
b. No; the sum of the lengths of two sides is not greater than the third.
c. No; the first side is not long enough.
d. Yes; the sum of the lengths of any two sides is greater than the third.
____ 100. 9.2, 14.5, 17.1
a. Yes; the third side is the longest.
b. No; the first side is not long enough.
c. Yes; the sum of the lengths of any two sides is greater than the third.
d. No; the sum of the lengths of two sides is not greater than the third.
Short Answer
101. The graph shows the average daily temperature for different cities. Can you be sure that the temperature of
City H is more than City G? Explain.
J 57.7
I 73.8
City
H 77.6
G 66.9
F 78.2
0 10 20 30 40 50 60 70 80
Temperature (°F)
102. The longitude-latitude coordinates of Worland, Wyoming are and of Portland, Maine are
. If Worland is one endpoint of a segment and Portland is its midpoint, find the latitude
and longitude of the other endpoint.
103. A ray of light is reflected when it hits a mirror. The angle at which the light strikes the mirror is the angle of
incidence, i. The angle at which the light is reflected is the angle of reflection, r. The angle of incidence and
the angle of reflection are congruent. In the diagram below, if , what is the angle of reflection
and
104. In a museum, Nick is looking at a famous painting through a mirror at an angle of Find the angle the
painting makes with the mirror. Also find and
105. Keith has made a square that has 6-inch cord sides. He bends the square into a circular loop. What is the
maximum radius of the circular loop? Round to the nearest tenth.
106. Nick framed a square painting that was 30 centimeters long with a decorative strip. He wants to surround a
circular picture frame with the same length of strip. What is the maximum radius of the picture frame? Round
to the nearest tenth.
Angela has made a large pasta stuffed with pumpkin puree. The pasta was in the form of a right triangular
prism. The isometric view of the pasta is shown below.
107. What is the surface area in square feet to the nearest tenth?
Write the contrapositive of the conditional statement. Determine whether the contrapositive is true or false. If
it is false, find a counterexample.
108. Vertical angles are two nonadjacent angles formed by two intersecting lines.
109. Two segments having the same measure are congruent.
Write a paragraph proof.
110. and are adjacent angles. Prove that point Q is in the interior of .
111. Given: Isosceles triangle GHJ; is a segment between points K and L on line KL; HG = JG.
Prove:
G
H J
K L
K L
J M
P
O N
S T
Write a two-column proof.
114. Given: Regular hexagon ABCDFG; each bisect the hexagon and meet at point H.
Prove: If and , then .
A B
H
G C
F D
115. . and . If ,
prove .
L F
D
M A
N O B H
R C
P
T G
1 3 5 6
A B
2 4
G I K M O
K J
Z Y
P O
120. In a group of 150 students, 60 students joined the math club, 54 students joined theater, and 27 students joined
both. Draw a Venn diagram to represent the data.
121. A travel agency surveyed a group of 215 high school students. The survey results showed that 86 students
have been to Mexico, 106 have been to Canada, and 59 have been to both Mexico and Canada. Draw a Venn
diagram to represent the data.
122. Determine the converse of the conditional statement, If a triangle is acute, then it has three acute angles.
State whether the converse is true or false. If the converse is false, find a counterexample.
123. Write an example of a conditional statement with its converse.
Determine whether statement (3) follows from statements (1) and (2) by the Law of Detachment. If it does not,
write invalid.
128. A carpenter has constructed a chair like the one shown below. Describe the type of lines formed by the front
edge of the seat and a back leg.
In 1995, the circulation of a local newspaper was 1970. In 1997, the circulation was 2330.
131. Write an equation in the slope-intercept form that models the line between the offices of John and Nick.
132. Identify the obtuse triangles if and
A B
D C
S Q
F G H I
V U
D B
137. Samantha has cut a pastry into four parts. Suppose and T is the midpoint of PR. Determine whether
Justify your answer.
S R
P Q
Write a two-column proof.
U S
T
Q R
S T
. Using the given vertices, identify the congruence transformation.
140.
141. If a line is drawn between the midpoints of two sides of an equiangular triangle, then the resulting triangle is
also equiangular.
142. A triangle with coordinates , , is isosceles.
143. If a segment from the vertex of the right angle bisects the hypotenuse of a right isosceles triangle, then the
resulting two triangles are congruent.
144. Triangle ABC has vertices and List the angles in order from the greatest to
the least measure.
145. A tree 44 meters high cast a shadow 60 meters long, as shown below. Write an inequality relating x and y.
Then solve the inequality for x in terms of y.
2x°
44 m _y + 4°
2
60 m
146. Given:
Prove: is positive.
147. Given: ;
Prove:
A
D B C
148. Given: ; A is the midpoint of BF and CD.
Prove:
B C
D F
110°
30° 40°
M N
150. Megan and Sara took part in a 500-meter race on sports day at the school. As the race finished, Megan
claimed that she was the winner of the race. The teacher said that according to the stopwatch, Megan took 10
minutes to complete the race, whereas Sara completed the race in 9 minutes. So, Megan was not the winner of
the race. Explain whether this is an example of indirect reasoning.
PRACTICE FINAL
Answer Section
MULTIPLE CHOICE
1. ANS: B
A line is made up of points with an arrowhead at each end. A, D, and C are points on line n. A line is
represented by ‘line DC’ or but not just DC.
Feedback
A Are those points on line n?
B Correct!
C Are those points on line n?
D Is that how a line is named?
Feedback
A What is the intersection of two lines?
B Is a line the intersection of two lines?
C Is that point on both lines?
D Correct!
Feedback
A Are those points on line m?
B Is that how you name a line?
C Is that how you name a line?
D Correct!
Feedback
A Is that a point or the plane?
B Is that point on one of the lines listed?
C Correct!
D Is that point on one of the lines listed?
Feedback
A Does line BD contain point J?
B Does that line contain points B and D?
C Correct!
D Are points J and D on line BD?
Feedback
A Correct!
B Are those points on the same line?
C What does collinear mean?
D Are those points on the same line?
PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.2 Identify collinear points.
NAT: NCTM GM.2 TOP: Identify collinear points.
KEY: Collinear Points
8. ANS: A
Collinear points are points on the same line.
Feedback
A Correct!
B Are those points on the same line?
C Are those points on the same line?
D What does collinear mean?
PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.2 Identify collinear points.
NAT: NCTM GM.2 TOP: Identify collinear points.
KEY: Collinear Points
9. ANS: D
Points that lie on the same plane are said to be coplanar. Three points are always coplanar but if the fourth
point is not on the same plane with the first three, they are not all coplanar.
Feedback
A Do all four points lie on the same plane? Which plane?
B Do all four points lie on the same plane? Which plane?
C What does coplanar mean?
D Correct!
PTS: 1 DIF: Average REF: Lesson 1-1 OBJ: 1-1.3 Identify coplanar points.
NAT: NCTM GM.2 TOP: Identify coplanar points.
KEY: Coplanar Points | Intersecting Lines | Lines in Space
10. ANS: A
B, C, and A make up the back face of the prism.
Feedback
A Correct!
B Where is the second plane?
C Do the points determine a face of the prism?
D Where are the second and third planes?
Feedback
A Correct!
B Can the intersection of two planes be a point?
C Is point A on plane GFL?
D Can the intersection of two planes be a plane?
PTS: 1 DIF: Basic REF: Lesson 1-2 OBJ: 1-2.1 Measure segments.
NAT: NCTM ME.2 | NCTM ME.2a TOP: Measure segments.
KEY: Measurement | Line Segments
13. ANS: D
The distance between two points a and b is or .
Feedback
A You are looking for the measure, not the midpoint.
B You are looking for the measure, not the half measure.
C Add those numbers again.
D Correct!
Feedback
A Did you use the Midpoint Formula?
B Did you use the Midpoint Formula correctly?
C Correct!
D Do you subtract and then divide by two?
Feedback
A Read the other scale.
B Correct!
C Be more precise and read the other scale.
D Be more precise.
PTS: 1 DIF: Basic REF: Lesson 1-4 OBJ: 1-4.1 Measure angles.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Measure angles.
KEY: Angles | Measure Angles
16. ANS: A
Since bisects , and . Solve for w.
Feedback
A Correct!
B You are given the measure of FGH, not KGH.
C You are not finding the measure of FGK. You are finding w.
D Why did you divide by 2?
Feedback
A Is a bisector a point?
B Correct!
C Is P the endpoint of that ray?
D Is a bisector an angle?
Feedback
A Correct!
B If answer d is true, then this must be true.
C Being in the interior means being between the two end rays of an angle.
D If answer b is true, then this must be true.
Feedback
A That is the measure of JKM.
B You forgot to add in x.
C Correct!
D Opposite rays add up to 180.
Feedback
A Which angle are you looking for?
B Did you solve for q instead of the angle measure?
C Which two angles added together equal LKN?
D Correct!
Feedback
A How many degrees in a straight angle?
B Correct!
C Did you solve for x instead of the angle measure?
D How many degrees in a straight angle?
Feedback
A You are looking for vertical angles, not adjacent angles.
B Correct!
C You are looking for vertical angles, not a linear pair.
D What is the definition of acute?
Feedback
A You are looking for a linear pair, not vertical angles.
B You are looking for a linear pair, not just adjacent angles.
C Correct!
D You are looking for a linear pair which, by definition, must be adjacent.
Feedback
A Correct!
B What is the definition of supplementary?
C Do the measures have a sum of 180 degrees?
D What is the definition of supplementary?
Feedback
A You are looking for vertical angles, not adjacent angles.
B What is the definition of obtuse?
C You are looking for vertical angles, not a linear pair.
D Correct!
Feedback
A Correct!
B Is that the value of q, or the measure of the angles?
C What is the definition of complementary?
D Is the sum of those angles 90?
PTS: 1 DIF: Average REF: Lesson 1-5
OBJ: 1-5.1 Identify and use special pairs of angles. NAT: NCTM GM.1 | NCTM GM.1a
TOP: Identify and use special pairs of angles.
KEY: Adjacent Angles | Vertical Angles | Linear Pair | Complementary Angles | Supplementary Angles
27. ANS: C
Complementary angles are two angles whose measures have a sum of 90.
Feedback
A What is the definition of complementary?
B Did you find the measures of two angles?
C Correct!
D Did you find y or the measures of the angles?
Feedback
A How many sides does a hexagon have?
B Correct!
C How many sides does a pentagon have?
D Count the number of sides.
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.1 Identify polygons.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Identify polygons.
KEY: Polygons | Identify Polygons
29. ANS: A
Count the number of sides to determine the name of the polygon.
Feedback
A Correct!
B Count the number of sides.
C How many sides does a hexagon have?
D How many sides does a decagon have?
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.1 Identify polygons.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Identify polygons.
KEY: Polygons | Identify Polygons
30. ANS: C
Suppose the line containing each side is drawn. If any of the lines contain any point in the interior of the
polygon, then it is concave. Otherwise it is convex.
A convex polygon in which all the sides are congruent and all the angles are congruent is called a regular
polygon.
Feedback
A Count the number of sides.
B If it is concave, lines drawn from the segments would pass through the polygon.
C Correct!
D If it is irregular, the angles and sides would not all be congruent.
PTS: 1 DIF: Basic REF: Lesson 1-6 OBJ: 1-6.2 Name polygons.
NAT: NCTM ME.2 TOP: Name polygons.
KEY: Polygons | Name Polygons
31. ANS: D
Suppose the line containing each side is drawn. If any of the lines contain any point in the interior of the
polygon, then it is concave. Otherwise it is convex.
A convex polygon in which all the sides are congruent and all the angles are congruent is called a regular
polygon.
Feedback
A If it is regular, the angles and sides would all be congruent.
B If it is concave, lines drawn from the segments would pass through the polygon.
C Count the number of sides.
D Correct!
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Name polygons.
NAT: NCTM ME.2 TOP: Name polygons.
KEY: Polygons | Name Polygons
32. ANS: D
Suppose the line containing each side is drawn. If any of the lines contain any point in the interior of the
polygon, then it is concave. Otherwise it is convex.
A convex polygon in which all the sides are congruent and all the angles are congruent is called a regular
polygon.
Feedback
A If it is regular the angles and sides would all be congruent.
B If it is concave, lines drawn from the segments would pass through the polygon.
C Count the number of sides.
D Correct!
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.2 Name polygons.
NAT: NCTM ME.2 TOP: Name polygons.
KEY: Polygons | Name Polygons
33. ANS: A
Perimeter is the sum of the sides.
Feedback
A Correct!
B Check your math.
C Did you add all three sides?
D What is the sum of the three sides?
Feedback
A What is the value of t?
B Did you write and solve an equation?
C Check your math.
D Correct!
Feedback
A Correct!
B You need to multiply by 2.
C Use the correct formula.
D You have calculated the area.
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.4 Find circumference of circles.
NAT: NCTM GM.1 TOP: Find circumference of circles.
KEY: Circumference | Circles
36. ANS: A
Feedback
A Correct!
B You need to multiply not add.
C Place the decimal in the correct position.
D You have calculated the perimeter.
The area of a circle is the number of square units needed to cover a surface.
Feedback
A Correct!
B Use the correct formula.
C You have calculated the circumference.
D You have multiplied by an additional term.
Feedback
A A cone has a circular base and a vertex.
B Correct!
C A cylinder has two circular bases.
D A prism has two congruent polygons for bases.
Feedback
A The bases of a cylinder are circles, not segments.
B The bases of a cylinder are circles, not segments.
C Correct!
D Those are the wrong centers for the circular bases.
Feedback
A Correct!
B Those are only the edges on the top of the solid. There are eight more.
C Those are only the edges on the bottom of the solid. There are eight more.
D Those are only the edges in the middle of the solid. There are eight more.
Feedback
A Correct!
B There is one more face on the bottom of the solid.
C The bases of the solid are also faces.
D There are three more faces besides the two base triangles.
Feedback
A Correct!
B What operations are involved?
C Didn’t you carry the conjecture too far?
D Check your math.
Feedback
A Correct!
B What is the definition of concave?
C Is that counterexample correct?
D What is the definition of concave?
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
44. ANS: C
Angles are congruent only if their measures are equal. Point B may be closer to line AD or line DC so the
measures would not be equal.
Feedback
A What is the definition of congruent?
B What is the definition of congruent?
C Correct!
D Would that be a counterexample?
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
45. ANS: D
Because m is squared in the example, m could be positive or negative.
Feedback
A Subtract 6 from both sides.
B What about negative numbers?
C Subtract 6 from both sides.
D Correct!
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
46. ANS: B
Coplanar points always lie in the same plane. Three points are always coplanar but four are not.
Feedback
A What does coplanar mean?
B Correct!
C What does coplanar mean?
D Would the points have to be in the same plane?
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
47. ANS: C
If two angles are supplementary their measures total 180. Either both are right or one is obtuse and the other
acute.
Feedback
A What is the definition of supplementary?
B What is the definition of supplementary?
C Correct!
D What is the definition of supplementary?
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
48. ANS: D
Unless there are specific angle measures mentioned, even though the angles in the picture may look congruent
you cannot assume that they are congruent.
Feedback
A What is the definition of congruent?
B What is the definition of congruent?
C What is the definition of congruent?
D Correct!
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
49. ANS: B
Even though they have a common point, the two segments do not have to be on the same line.
Feedback
A What is the definition of midpoint?
B Correct!
C What is the definition of midpoint?
D What is the definition of midpoint?
PTS: 1 DIF: Basic REF: Lesson 2-1 OBJ: 2-1.2 Find counterexamples.
NAT: NCTM RP.3 TOP: Find counterexamples. KEY: Counterexamples
50. ANS: A
Two or more statements can be joined to form a compound statement. A conjunction is a compound statement
formed by joining two or more statements with the word and.
Feedback
A Correct!
B What does statement r say?
C Are four points always coplanar?
D Does a decagon have 12 sides?
Feedback
A What is the symbol for logical and?
B Are four points always coplanar?
C What is the symbol for logical and?
D Correct!
Feedback
A What is the symbol for logical or?
B Correct!
C How many sides does a decagon have?
D What is the symbol for logical or?
Feedback
A Correct!
B What is the measure of a right angle?
C How many sides does a decagon have?
D What is the measure of a right angle?
Feedback
A How many sides does a decagon have?
B What is the symbol for logical and?
C What is the symbol for logical and?
D Correct!
Feedback
A Correct!
B Are four points always coplanar?
C What is the symbol for logical and?
D What is the symbol for logical and?
Feedback
A Check the values for the last column carefully.
B Check the values for the last column carefully.
C Correct!
D Do your statement columns show every possible T and F combination?
PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.2 Construct truth tables.
NAT: NCTM RP.3 TOP: Construct truth tables.KEY: Truth Tables
57. ANS: C
The inverse is negating both the hypothesis and conclusion of the conditional.
Feedback
A Remember .
B Remember .
C Correct!
D Is that the converse?
Feedback
A Is that the converse?
B Remember .
C Remember .
D Correct!
Feedback
A Remember .
B Correct!
C Remember .
D Remember .
Feedback
A Correct!
B Is that the inverse?
C Remember .
D Remember .
Feedback
A Remember .
B Remember .
C Remember .
D Correct!
Feedback
A Is this true?
B Remember .
C Correct!
D Remember .
Feedback
A Does that apply?
B Correct!
C Is that a postulate?
D Does that fit the situation?
Feedback
A Is that a postulate?
B Does that fit the situation?
C Correct!
D Does that apply?
Feedback
A Correct!
B This plane has four lines to intersect with other planes.
C Do they all intersect plane CDI in a line?
D This plane has four lines to intersect with other planes.
Feedback
A Are those parallel to ?
B Correct!
C Are those all of the segments parallel to ?
D Are those all of the segments parallel to ?
Feedback
A Do they all intersect plane CHG in a line?
B Correct!
C Is that all?
D Do they all intersect plane CHG in a line?
Feedback
A Correct!
B Skew lines do not intersect.
C Skew lines are not coplanar.
D Skew lines are not coplanar.
Feedback
A Correct!
B Skew lines do not intersect.
C Skew lines are not coplanar.
D Skew lines are not coplanar.
Feedback
A Do they all intersect plane CHG in a line?
B Correct!
C Is that all?
D Do they all intersect plane CHG in a line?
Feedback
A Parallel lines do not intersect.
B Parallel lines are coplanar.
C Correct!
D Those segments are parallel to which line?
Feedback
A What about line p?
B You need every combination of the lines.
C What is the definition of transversal?
D Correct!
Feedback
A Correct!
B What is the definition of transversal?
C You need every combination of lines.
D You need every combination of the lines.
Feedback
A Extend v as a transversal of q and p.
B Extend v as a transversal of q and p.
C Extend v as a transversal of q and p.
D Correct!
The formula for slope is . If the slopes are the same, the lines are parallel. If the product of the two
Feedback
A Parallel slopes are the same and perpendicular ones are opposite reciprocals.
B Parallel slopes are the same and perpendicular ones are opposite reciprocals.
C Correct!
Feedback
A What is the y-intercept?
B Correct!
C What is the slope of the line?
D Remember y = mx + b.
Feedback
A Is that point-slope form?
B What is the slope?
C Remember the point is (x1, y1).
D Correct!
Feedback
A Correct!
B What are x1 and y1?
C Be careful with sign rules?
D Is that point-slope form?
Feedback
A Is that point-slope form?
B Remember the point is (x1, y1).
C Correct!
D Be careful with signs.
Feedback
A What kind of angles are those?
B What kind of angles are those?
C Correct!
D Which lines are parallel?
The slope of line m is , which is 0. This is a horizontal line. The perpendicular line, then would be a
vertical line, , going through point P. The point on m where line p intersects it would be . Use the
Distance Formula to find the distance from point P to the point on m that intersects line p.
Feedback
A Remember it is (x, y).
B Correct!
C You want the distance to line m.
D You want the distance to line m.
Use the Distance Formula from that common point to the y-intercept of the first line.
Feedback
A Construct a perpendicular line and find the intersection point on each parallel line.
B Construct a perpendicular line and find the intersection point on each parallel line.
C Correct!
D Construct a perpendicular line and find the intersection point on each parallel line.
Feedback
A Check for congruent sides and measure angles.
B Correct!
C Check for congruent sides and measure angles.
D Check for congruent sides and measure angles.
Feedback
A Use the distance formula to find the lengths of the sides.
B What are the lengths of the sides?
C Did you use the distance formula?
D Correct!
Feedback
A Did you use the Angle Sum Theorem.
B Correct!
C Use the Angle Sum Theorem.
D Use the Angle Sum Theorem.
Feedback
A Correct!
B What is the sum of the measures of the angles in a triangle?
C Did you use the Exterior Angle Theorem?
D Use the Exterior Angle Theorem.
Feedback
A Be careful with the order of the vertices.
B Are the vertices in the correct order?
C The letters naming the triangles correspond to the congruent vertices of the two
triangles.
D Correct!
Feedback
A Use the SSS Postulate.
B Check your math.
C How do you determine if two triangles are congruent?
D Correct!
Feedback
A Did you use the Pythagorean Theorem?
B Did you add instead of subtract?
C Check your math.
D Correct!
Feedback
A Did you use the Pythagorean Theorem correctly?
B Check your math.
C Should you have subtracted?
D Correct!
Feedback
A Correct!
B What is the base?
C What is the base of that triangle?
D Look at your labels.
Feedback
A What segment is the hypotenuse?
B Look at your labels.
C Which leg is 4a units long?
D Correct!
Feedback
A Which segment is the base?
B Where does the triangle belong?
C Look at your labels.
D Correct!
Feedback
A Correct!
B Look at your placement.
C How tall is the triangle?
D How tall is the triangle?
Feedback
A Correct!
B Which angle measures add up to 180?
C Which angles must measure 90°?
D Check your math.
PTS: 1 DIF: Average REF: Lesson 5-2 OBJ: 5-2.1 Use altitudes in triangles.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Use altitudes in triangles.
KEY: Altitudes | Triangles
99. ANS: D
The sum of the lengths of any two sides must be greater than the third.
Feedback
A Did you check all the sums?
B Add two sides and compare to the third.
C Add two sides and compare to the third.
D Correct!
Feedback
A Did you check all the sums?
B Add two sides and compare to the third.
C Correct!
D Add two sides and compare to the third.
SHORT ANSWER
101. ANS:
No; the average daily temperature for City G could be as low as or as high as The average
daily temperature for City H could be as low as or as high as The difference in temperature
could be as high as
An absolute error of 0.5 is acceptable. Add and subtract the absolute error from the given measurement to get
the high and low values respectively.
PTS: 1 DIF: Advanced REF: Lesson 1-2 OBJ: 1-2.4 Solve multi-step problems.
NAT: NCTM ME.2 | NCTM ME.2a | NCTM NO.1 TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
102. ANS:
The midpoint of a segment is the point halfway between the endpoints of the segment.
The coordinates of the midpoint of a segment with endpoints that have the coordinates and
are
PTS: 1 DIF: Advanced REF: Lesson 1-3 OBJ: 1-3.4 Solve multi-step problems.
NAT: NCTM GM.2 | NCTM GM.2a | NCTM ME.1 TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
103. ANS:
62, 28
PTS: 1 DIF: Basic REF: Lesson 1-5 OBJ: 1-5.2 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
104. ANS:
Calculate the angle of reflection by using the relation .
Also, i and are complementary i.e.
PTS: 1 DIF: Advanced REF: Lesson 1-5 OBJ: 1-5.2 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
105. ANS:
3.8 in.
Here, the perimeter of the square is equal to the circumference of the circular loop. Use this relationship to
find the maximum radius of the loop.
PTS: 1 DIF: Advanced REF: Lesson 1-6 OBJ: 1-6.6 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM ME.2 | NCTM PS.1 | NCTM PS.2 | NCTM PS.3
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
106. ANS:
19.1 cm
Here, the perimeter of the square painting is equal to the circumference of the circular picture frame. Use this
relationship to find the maximum radius of the frame.
PTS: 1 DIF: Average REF: Lesson 1-6 OBJ: 1-6.6 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM ME.2 | NCTM PS.1 | NCTM PS.2 | NCTM PS.3
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
107. ANS:
52.7
The surface area T, of a triangular prism is the sum of the areas of each face of a solid.
; where P is the perimeter of the base, h is the height, and B is the area of the base.
PTS: 1 DIF: Advanced REF: Lesson 1-7 OBJ: 1-7.4 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM GM.4 | NCTM GM.4a | NCTM GM.4b | NCTM GM.1
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
108. ANS:
Sample: Two adjacent angles formed by two intersecting lines are not vertical angles. True.
Proof: By the definition of adjacent angles, the two angles have a common side . Since R is the common
vertex, Q must be in the interior of .
S Q
R T
PTS: 1 DIF: Basic REF: Lesson 2-5 OBJ: 2-5.2 Write paragraph proofs.
NAT: NCTM RP.1 TOP: Write paragraph proofs. KEY: Proofs | Paragraph Proofs
111. ANS:
Sample:
Given: Isosceles triangle GHJ; is a segment between points K and L on line KL; HG = JG.
Prove:
PTS: 1 DIF: Average REF: Lesson 2-5 OBJ: 2-5.2 Write paragraph proofs.
NAT: NCTM RP.1 TOP: Write paragraph proofs. KEY: Proofs | Paragraph Proofs
112. ANS:
Sample:
Given: all intersect at point P; and .
Prove:
PTS: 1 DIF: Basic REF: Lesson 2-5 OBJ: 2-5.2 Write paragraph proofs.
NAT: NCTM RP.1 TOP: Write paragraph proofs. KEY: Proofs | Paragraph Proofs
113. ANS:
Sample:
Given: Vertical isosceles triangles; bisects ; .
Prove:
Proof: because vertical angles are congruent. bisects , and by definition of a segment
bisector, it bisects at the midpoint. Definition of a midpoint gives two equal segments, which by definition of
congruence leads to . Since , by the AAS Theorem.
Prove:
Proof:
Statements Reasons
1. , , 1. Given
,
2. 2. Angle Addition Postulate
3. 3. Substitution Property
4. 4. Substitution Property
5. 5. Reflexive Property
6. 6. Subtraction Property
33 27 27
63
Find the number of people who joined the math club only, the number of people who joined theater only, and
the number of people who joined neither math club nor theater. Plot all these calculated values together with
the number of people who joined both on the Venn diagram to represent the data.
PTS: 1 DIF: Average REF: Lesson 2-2 OBJ: 2-2.3 Solve multi-step problems.
NAT: NCTM RP.3 TOP: Solve multi-step problems. KEY: Solve multi-step problems.
121. ANS:
M exico Canada
27 59 47
82
Find the number of people who have been to Mexico only, the number of people who have been to Canada
only, and the number of people who have been to neither Mexico nor Canada. Plot all these calculated values
together with the number of people who have been to both Mexico and Canada on the Venn diagram to
represent the data.
PTS: 1 DIF: Advanced REF: Lesson 2-2 OBJ: 2-2.3 Solve multi-step problems.
NAT: NCTM RP.3 TOP: Solve multi-step problems. KEY: Solve multi-step problems.
122. ANS:
Sample answer: If a triangle has three acute angles, then it is an acute triangle; true.
The converse of a conditional statement exchanges the hypothesis and conclusion of the
conditional. It is also known as
PTS: 1 DIF: Average REF: Lesson 2-3 OBJ: 2-3.5 Solve multi-step problems.
NAT: NCTM RP.3 | NCTM RP.1 TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
123. ANS:
Sample answer:
Conditional statement: If a figure is a right triangle, then it has one right angle.
Converse: If a triangle has one right angle, then it is a right triangle.
A conditional statement is a statement that can be written in if-then form. The converse of a conditional
statement exchanges the hypothesis and conclusion of the conditional. It is also known as
PTS: 1 DIF: Average REF: Lesson 2-3 OBJ: 2-3.5 Solve multi-step problems.
NAT: NCTM RP.3 | NCTM RP.1 TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
124. ANS:
invalid
Law of Detachment is a form of deductive reasoning which is used to draw conclusions from true conditional
statements. In other words, if the conditional statement is true and the hypothesis is true, then according to the
Law of Detachment the conclusion is also true.
PTS: 1 DIF: Average REF: Lesson 2-4 OBJ: 2-4.2 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
125. ANS:
then Emma goes swimming.
A true conditional statement and a true hypothesis is given in the problem. Use the Law of Detachment to
draw the conclusion.
PTS: 1 DIF: Advanced REF: Lesson 2-4 OBJ: 2-4.2 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
126. ANS:
He will have 6 different planes and 10 lines.
Points that do not lie on the same line are noncollinear. Points that do not lie in the same plane are
noncoplanar.
PTS: 1 DIF: Average REF: Lesson 2-5 OBJ: 2-5.3 Solve multi-step problems.
NAT: NCTM RP.1 TOP: Solve multi-step problems. KEY: Solve multi-step problems.
127. ANS:
PTS: 1 DIF: Advanced REF: Lesson 2-8 OBJ: 2-8.4 Solve multi-step problems.
NAT: NCTM GM.1c | NCTM RP.3 | NCTM PS.1 | NCTM PS.2 | NCTM PS.3
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
128. ANS:
skew lines
Lines that do not intersect and are not coplanar are called skew lines.
PTS: 1 DIF: Advanced REF: Lesson 3-1 OBJ: 3-1.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM GM.1b TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
129. ANS:
3050
Calculate the rate of change. Multiply it by 4 and then add the product to the circulation number in 1997 to
predict the circulation for 2001.
PTS: 1 DIF: Average REF: Lesson 3-3 OBJ: 3-3.3 Solve multi-step problems.
NAT: NCTM AL.2 | NCTM AL.2c | NCTM RE.2 | NCTM GM.1b | NCTM GM.2 | NCTM GM.2a
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
130. ANS:
Sample answer: 92.5
Find the rate of change. Multiply it by 8 and then add the product to the number of laptop computers used in
1998 to predict the number of laptop computers used in 2006.
PTS: 1 DIF: Advanced REF: Lesson 3-3 OBJ: 3-3.3 Solve multi-step problems.
NAT: NCTM AL.2 | NCTM AL.2c | NCTM RE.2 | NCTM GM.1b | NCTM GM.2 | NCTM GM.2a
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
131. ANS:
The slope-intercept form of a linear equation is where m is the slope of the line and b is the y-
intercept.
Use the point-slope form and either point to write the equation.
are the coordinates of any point on the line and is the slope of the
line.
PTS: 1 DIF: Advanced REF: Lesson 3-4 OBJ: 3-4.3 Solve multi-step problems.
NAT: NCTM AL.2 | NCTM GM.1 | NCTM GM.1b TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
132. ANS:
PTS: 1 DIF: Average REF: Lesson 4-1 OBJ: 4-1.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM GM.1b TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
133. ANS:
Given: PQRS is a quadrilateral.
Prove:
P
1 2
S 4 3 Q
Proof:
Statements Reasons
1. PQRS is a quadrilateral. 1. Given
2. 2. Angle Sum Theorem
3. 3. Addition Property
4. 4. Angle Addition Postulate
5. 5. Substitution
A two-column proof is a deductive argument that contains statements and reasons organized in two columns.
The sum of the measures of the angles of a triangle is 180.
PTS: 1 DIF: Advanced REF: Lesson 4-1 OBJ: 4-2.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1b TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
134. ANS:
Sample:
Given: is isosceles; .
Prove:
Proof:
PTS: 1 DIF: Average REF: Lesson 4-5
OBJ: 4-5.1 Use the ASA Postulate to test for triangle congruence.
NAT: NCTM GM.1 | NCTM GM.1b TOP: Use the ASA Postulate to test for triangle congruence.
KEY: ASA Postulate | Congruent Triangles
135. ANS:
Sample:
Given: bisects ; .
Prove:
Proof:
D B
A paragraph proof is a deductive argument that contains statements and reasons organized in a paragraph.
If two angles and the included side of one triangle are congruent to two angles and the included side of
another triangle, then the triangles are congruent.
PTS: 1 DIF: Basic REF: Lesson 4-5 OBJ: 4-5.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1b | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
137. ANS:
Since T is the midpoint of PR, As because alternate interior angles are
congruent. Also, because vertical angles are congruent. So, by ASA.
If two angles and the included side of one triangle are congruent to two angles and the included side of
another triangle, then the triangles are congruent.
PTS: 1 DIF: Advanced REF: Lesson 4-5 OBJ: 4-5.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1b | NCTM GM.1a TOP: Solve multi-step problems.
KEY: Solve multi-step problems.
138. ANS:
Sample:
Given: is equilateral;. bisects .
Prove: T is the midpoint of .
Proof:
Statements Reasons
1. is equilateral. 1. Given
2. 2. Equilateral triangles are equiangular.
3. 3. Definition of equilateral triangle
4. bisects . 4. Given
5. 5. Definition of angle bisector
6. 6. ASA Postulate
7. 7. CPCTC
8. 8. Definition of congruence
9. T is the midpoint of 9. Definition of midpoint
PTS: 1 DIF: Basic REF: Lesson 4-6 OBJ: 4-6.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM GM.2 | NCTM GM.2a
TOP: Use properties of equilateral triangles. KEY: Equilateral Triangles
139. ANS:
Given: is equilateral; .
Prove:
P
Q R
S T
Proof:
Statements Reasons
1. 1. Given
2. 2. Definition of equilateral triangle
3. 3. Given
4. 4. Given
5. 5. SAS
6. 6. CPCTC
7. 7. Isosceles Triangle Theorem
A two-column proof is a deductive argument that contains statements and reasons organized in two columns.
If two sides of a triangle are congruent, then the angles opposite those sides are congruent.
PTS: 1 DIF: Average REF: Lesson 4-6 OBJ: 4-6.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM GM.2 | NCTM GM.2a
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
140. ANS:
rotation
PTS: 1 DIF: Average REF: Lesson 4-7 OBJ: 4-7.3 Solve multi-step problems.
NAT: NCTM GM.2 | NCTM GM.3 TOP: Congruence transformations.
KEY: congruence transformation
141. ANS:
Sample:
Given: with ;
Prove:
Proof:
y
C (b, 2a )
(0.5 b, a) D F (1.5 b, a )
A (0, 0) B (2 b, 0) x
PTS: 1 DIF: Average REF: Lesson 4-8 OBJ: 4-8.2 Solve multi-step problems.
NAT: NCTM PS.1 | NCTM PS.2 | NCTM PS.3 TOP: Write coordinate proofs.
KEY: Proofs | Coordinate Proofs
142. ANS:
Sample:
Given: with coordinates , ,
Prove: is isosceles
Proof:
y
C (a, b)
A (0, 0) B (2 a, 0) x
PTS: 1 DIF: Basic REF: Lesson 4-8 OBJ: 4-8.2 Solve multi-step problems.
NAT: NCTM PS.1 | NCTM PS.2 | NCTM PS.3 TOP: Write coordinate proofs.
KEY: Proofs | Coordinate Proofs
143. ANS:
Sample:
Given: with ;
Prove:
Proof:
y
C (0, 2 a)
D ( a, a)
A (0, 0) B (2 a, 0) x
PTS: 1 DIF: Basic REF: Lesson 4-8 OBJ: 4-8.2 Solve multi-step problems.
NAT: NCTM PS.1 | NCTM PS.2 | NCTM PS.3 TOP: Write coordinate proofs.
KEY: Proofs | Coordinate Proofs
144. ANS:
If one side of a triangle is longer than another side, then the angle opposite the longer side has a greater
measure than the angle opposite the shorter side.
PTS: 1 DIF: Average REF: Lesson 5-3 OBJ: 5-3.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM AL.2 | NCTM AL.2b | NCTM RP.1
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
145. ANS:
If one side of a triangle is longer than another side, then the angle opposite the longer side has a greater
measure than the angle opposite the shorter side.
PTS: 1 DIF: Advanced REF: Lesson 5-3 OBJ: 5-3.3 Solve multi-step problems.
NAT: NCTM GM.1 | NCTM GM.1a | NCTM AL.2 | NCTM AL.2b | NCTM RP.1
TOP: Solve multi-step problems. KEY: Solve multi-step problems.
146. ANS:
Sample:
Given:
Prove: is positive.
Indirect Proof:
Step 1: Assume a is not positive, or .
Step 2:
Case 1:
Case 2:
Step 3: Case 1 contradicts a being positive and Case 2 is a contradiction since no number is smaller than
itself. Hence, the assumption must be false, and a is positive.
PTS: 1 DIF: Advanced REF: Lesson 5-4 OBJ: 5-4.3 Solve multi-step problems.
NAT: NCTM GM.1c | NCTM RP.1 | NCTM AL.2 | NCTM AL.2b | NCTM GM.1
TOP: Solve multi-step problems. KEY: Solve multi-step problems.