Blog

(01.02 MC) Isaac will be constructing congruent segments with a compass and straightedge, while Micah will be constructing a segment bisector with a compass and straightedge. Describe the similarities and differences between their construction steps.

(01.06 MC) Which statement justifies why ∠FBE measures 50°? Given: angles ABD and DBC are complementary

(01.07 MC) Which of the following correctly justifies statement 4 of the two-column proof? Given: Prove: ∠1 ≅ ∠8 Statement Justification 1. 1. Given 2. ∠1 ≅ ∠4 2. 3. ∠4 ≅ ∠8 3.   4. ∠1 ≅ ∠8 4.

(01.03 MC) Ethan is using his compass and straightedge to complete a construction of a polygon inscribed in a circle. Which polygon is he in the process of constructing?

(01.07 MC) Which of the following correctly justifies statement 4 of the two-column proof? Given: Prove: ∠2 ≅ ∠7 Statement Justification 1. 1. Given 2. ∠6 ≅ ∠7 2. 3. ∠2 ≅ ∠6 3. 4. ∠2 ≅ ∠7 4.

(01.03 MC) Alice is designing a bookshelf. The segment LQ represents the base of the bookshelf. Alice wants to construct a line to represent a rack passing through R and parallel to side LQ. She uses a straightedge and compass to complete some steps of the construction, as shown below: Which of these is likely to be her next step in constructing the rack parallel to LQ?

(01.06 LC) Which of the following explains the relationship between angles A and B?

(01.01 MC) Is the figure an example of a segment?

(01.03 MC) The figure below shows a partially-completed set of steps to construct parallelogram PQRS: The next step is to construct side RS of the parallelogram so that side RS is congruent to side PQ. The chart below shows the steps each of the four students took to draw side RS of the parallelogram: Student 1 Fix the compass at L, and adjust its width to point M. Without changing the width of the compass, move the compass to R and draw an arc. Draw a line segment from R that passes through T and intersects the arc at S. Student 2 Fix the compass at Q, and draw an arc that intersects side QP. Without changing the width of the compass, move the compass to R and draw an arc. Draw a line segment from R that passes through T and intersects the second arc at S. Student 3 Fix the compass at Q, and adjust its width to point P. Without changing the width of the compass, move the compass to R and draw an arc. Draw a line segment from R that passes through T and intersects the arc at S. Student 4 Fix the compass at L, and adjust its width to point P. Without changing the width of the compass, move the compass to R and draw an arc. Draw a line segment from R that passes through T and intersects the arc at S. Which student used the correct steps to construct parallelogram PQRS?

(01.02 MC) Alex wants to construct a line segment through R that makes the same angle with with  as  . The figure below shows a step to construct a congruent angle at R: Which figure shows the next step to construct a congruent angle at R?