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(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?

(01.01 LC) Which of the following is a figure consisting of two rays with the same endpoint?

(01.06 LC) Which of the following explains the relationship between angles C and D?

(01.07 MC) Examine the paragraph proof. Which theorem does it offer proof for? Prove: ∠JNM ≅ ∠NMI According to the given information in the image, while ∠JNM and ∠LNK are vertical angles. ∠JNM and ∠LNK are congruent by the Vertical Angles Theorem. Because ∠LNK and ∠NMI are corresponding angles, they are congruent according to the Corresponding Angles Theorem. Finally, ∠JNM is congruent to ∠NMI by the Transitive Property of Equality.

(01.02 LC) Beck used a compass and straightedge to accurately construct line segment OS, as shown in the figure below: Which could be the measures of angle POS and angle POQ?

(01.03 MC) The figure below shows a partially-completed set of steps to construct a rhombus PQRS: The next step is to construct side PS of the figure so that side PS is parallel and congruent to side QR. The chart below shows the steps each of the four students took to draw side PS: Student 1 Fix the compass at M, and adjust its width to point L. Without changing the width of the compass, move the compass to N and draw a small arc on the big arc. Label the point of intersection of the two arcs as T. Draw a line segment from P that passes through T. Adjust the width of the compass to QR, and draw an arc from point P to intersect line PT at S. Student 2 Fix the compass at M, and draw an arc that intersects side QP at point T. Without changing the width of the compass, move the compass to R and draw an arc. Adjust the width of the compass to QR, and draw an arc from point P. Draw a line segment from R that passes through T and intersects the second arc at S. Student 3 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 that intersects QR at point T. 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 that intersects QR at point T. Draw a line segment from R that passes through T and intersects the arc at S. Which student used the correct steps to construct rhombus PQRS?

(02.01, 02.02 MC) Which sequence of transformations will map figure Q onto figure Q′?

(01.06 MC) Which statement justifies why ∠DBC measures 40°? Given: angles ABD and DBC are complementary

(03.05, 03.06 MC) Look at the figure shown below: Patricia is writing statements as shown below to prove that if segment ST is parallel to segment RQ, then x = 35:   Statement Reason 1. Segment ST is parallel to segment QR. Given 2. Angle QRT is congruent to angle STP. Corresponding angles formed by parallel lines and their transversal are congruent. 3. Angle SPT is congruent to angle QPR. Reflexive property of angles 4. Triangle SPT is similar to triangle QPR. Angle-Angle Similarity Postulate 5. ? Corresponding sides of similar triangles are in proportion. Which equation can she use as statement 5?