Murrieta Valley Unified School District



1.Name three points in the diagram that are not collinear.2.If RS = 44 and QS = 68, find QR.3.R, S, and T are collinear. S is between R and T. RS = 2w + 1, ST = w – 1, and RT = 18. Use the Segment Addition Postulate to solve for w. Then determine the length of 4.If AB = 19 and AC = 32, find the length of Fill in the correct word(s) to make the statement true.5.Mathematical statements that are assumed to be true are called ______.BC = 7x – 13, AB = 4x + 26, B is the midpoint of .6.Find AB and BC in the situation shown above.7.m?JHI = ()° and m?GHI = ()° and m?JHG = 65°. Find m?JHI and m?GHI.8.The measure of angle A is 98°. Classify angle A as an acute, right, or obtuse angle.9.The nonshared sides of two adjacent angles form a pair of opposite rays. The angles are _________.a.plementaryc.a linear paird.vertical anglesComplete the conditional statement to make a true statement.10.If and are complementary and °, then11.If and are supplementary and °, then ________.12.Solve for x:13. form a linear pair. °. Find .14.Name a pair of vertical angles in the figure above.15.Name an angle supplementary to in the figure above.plete the statement. A regular polygon is both _______ and equiangular.17.The expressions represent two side lengths (in meters) of a regular octagon. Find the length of a side of the octagon.18.The expressions represent two angle measures of a regular pentagon. Find the measure of an angle of the pentagon.plete the table.n123456nth number135???20.Rewrite the statement in if-then form.Every triangle has three sides.21."If an obtuse angle is bisected, then two acute angles are obtained." Write the converse of this conditional statement. Is the converse true?22.Write the converse of the true statement and decide whether the converse is true or false. If the converse is true, combine it with the original statement to form a true biconditional statement. If the converse is false, state a counterexample:23.Rewrite the postulate in if-then form."A line contains at least two points."24.Sketch a diagram showing the following: Line m is perpendicular to segment AB at P, the midpoint of segment AB.If an angle has a measure of 90°, then it is a right angle.25. Name the property which justifies the following conclusion:Given: Conclusion: Identify the property that makes the statement true.26.If XY = MN, then MN = XY.27.If m?P = m?R and m?R = m?T, then m?P = m?T.28.Solve for x.29.Give the reason for the last statement in the proof.30. form a linear pair. If , what is 31. are supplementary angles. are vertical angles. . Find .32.Provide the reasons for statements 3 and 5 in the proof.Given: form a linear pair; Prove: 33.Two lines that are not coplanar and do not intersect are called _____________.a.Parallelc.perpendicularb.obliqued.skew lines35718751460534.In the figure, and are _________.35.In the figure, are __________.36.In the figure, are _____________. 37.In the figure below, if l and k are parallel lines, what is the value of x and y?38.Refer to the figure. Which theorem guarantees l and m are parallel?39.Find the value of x:40.Use the figure below to solve for x.41.What is the value of z? (The figure may not be drawn to scale.)42.Given: . Complete the statements.a. b. 43.Identify the congruent triangles. How do you know they are congruent?44.What must be true in order for by the SAS Congruence Postulate?a.b.c.d.45.Identify the congruent triangles. How do you know they are congruent?Would HL, ASA, SAS, AAS, or SSS be used to justify that the pair of triangles is congruent?46.47.Which postulate or theorem can be used to determine the length of ?Line l is the perpendicular bisector of .48.Find the value of x.49.Explain how you can prove that the hypotenuses of the right triangles ?ABC and ?DCB are congruent.50.What is the measure of each base angle of an isosceles triangle if its vertex angle measures 40 degrees and its 2 congruent sides measure 25 units?51.Find the values of x and y.52.Solve for x given = and = . Assume B is the midpoint of and D is the midpoint of 53.Refer to the figure below.Given: ? Which line is a perpendicular bisector in ?54.Find the value of z. Is there enough information to show that D lies on the vertical line that passes through B?55.In the diagram, X is the incenter of . Find XU.Refer to the figure below.Given: ? , ?ABE ? ?EBC56.A median of is ____.57.An altitude of is ____.58.Which of these lengths could be the sides of a triangle?a.15 cm, 4 cm, 20 cmb.3 cm, 15 cm, 20 cmc.11 cm, 5 cm, 16 cmd.5 cm, 12 cm, 16 cm59.If one angle of a triangle is larger than another angle, then the side opposite the larger angle is longer than the side opposite the smaller angle. Use this fact to help you list the sides of triangle TUV in order from greatest to least. (The figure may not be drawn to scale.)60. Solve the proportion .61.Given that solve for x and y.Tell whether each pair of triangles is similar. Explain your reasoning.62.63.Shown below is an illustration of the ______.64.State the postulate or theorem that can be used to prove that the two triangles are similar.Tell whether each pair of triangles is similar. Explain your reasoning.65.66.In the figure shown, || , AB = 2 yards, BC = 7 yards, AE = 18 yards, and Find 67.Given that , what is the relationship between and ?68.Find AC.69.Given that ?PQR ~ ?PST, explain why .Geometry Semester I ReviewAnswer Section1.ANS:Answers will vary. PTS:1DIF:Level AREF:MGEO0002TOP:Lesson 1.1 Identify Points, Lines, and PlanesKEY:collinear | pointsBLM:ComprehensionNOT:978-0-618-65613-42.ANS:24PTS:1DIF:Level BREF:PHGM0109TOP:Lesson 1.2 Use Segments and CongruenceKEY:segment length | segment addition postulateBLM:ApplicationNOT:978-0-618-65613-43.ANS:13PTS:1DIF:Level BREF:MGEH0002TOP:Lesson 1.2 Use Segments and CongruenceKEY:segment length | segment addition postulate BLM:ApplicationNOT:978-0-618-65613-44.ANS:13PTS:1DIF:Level BREF:PHGM0108TOP:Lesson 1.2 Use Segments and CongruenceKEY:segment length | segment addition postulateBLM:ApplicationNOT:978-0-618-65613-45.ANS:postulatesPTS:1DIF:Level AREF:MIM20417STA:CA.CACS.MTH.97.GEO.G.1.0TOP:Lesson 1.2 Use Segments and CongruenceKEY:postulate | definitionBLM:KnowledgeNOT:978-0-618-65613-46.ANS:AB = 78, BC = 78PTS:1DIF:Level BREF:BS022003NAT:NCTM 9-12.REP.2 | NCTM 9-12.PRS.3TOP:Lesson 1.3 Use Midpoint and Distance FormulasKEY:segment length | midpoint BLM:SynthesisNOT:978-0-618-65613-47.ANS:m?JHI = 19° and m?GHI = 46°PTS:1DIF:Level CREF:MLGE0216NAT:NCTM 9-12.REP.2 | NCTM 9-12.PRS.3TOP:Lesson 1.4 Measure and Classify AnglesKEY:angle addition postulate | angle measureBLM:SynthesisNOT:978-0-618-65613-48.ANS:obtusePTS:1DIF:Level AREF:MPPA1218TOP:Lesson 1.4 Measure and Classify AnglesKEY:angle | classifyBLM:KnowledgeNOT:978-0-618-65613-49.ANS:CPTS:1DIF:Level BREF:MGEH0009TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:adjacent anglesBLM:ComprehensionNOT:978-0-618-65613-410.ANS:°PTS:1DIF:Level BREF:MGEO0044TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:angle measure | complementary anglesBLM:ApplicationNOT:978-0-618-65613-411.ANS:°PTS:1DIF:Level BREF:MGEO0043TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:supplementary angles | angle measureBLM:ApplicationNOT:978-0-618-65613-412.ANS:x?=?3PTS:1DIF:Level BREF:MLGE0198NAT:NCTM 9-12.PRS.3 | NCTM 9-12.REP.2TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:supplementary angles | adjacent angles | solveBLM:ApplicationNOT:978-0-618-65613-413.ANS:107°PTS:1DIF:Level BREF:MGEH0011TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:supplementary | linear pairBLM:ComprehensionNOT:978-0-618-65613-414.ANS:PTS:1DIF:Level AREF:MIM10111TOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:vertical anglesBLM:KnowledgeNOT:978-0-618-65613-415.ANS:PTS:1DIF:Level AREF:MIM10112NAT:NCTM 9-12.GEO.1.aTOP:Lesson 1.5 Describe Angle Pair RelationshipsKEY:supplementary anglesBLM:KnowledgeNOT:978-0-618-65613-416.ANS:equilateralPTS:1DIF:Level AREF:BS022036TOP:Lesson 1.6 Classify PolygonsKEY:definition | regular polygonBLM:KnowledgeNOT:978-0-618-65613-417.ANS:6 metersPTS:1DIF:Level BREF:7f4eb5e5-cdbb-11db-b502-0011258082f7TOP:Lesson 1.6 Classify PolygonsKEY:regular polygon | octagon | side lengthBLM:ApplicationNOT:978-0-618-65613-418.ANS:PTS:1DIF:Level BREF:7f4edcf5-cdbb-11db-b502-0011258082f7TOP:Lesson 1.6 Classify PolygonsKEY:regular polygon | pentagon | angle measureBLM:ApplicationNOT:978-0-618-65613-419.ANS:7, 9, 11PTS:1DIF:Level BREF:MHGT0057TOP:Lesson 2.1 Use Inductive ReasoningKEY:table | pattern | predictBLM:ComprehensionNOT:978-0-618-65613-420.ANS:If a figure is a triangle, then it has three sides.PTS:1DIF:Level BREF:MLGE0174TOP:Lesson 2.2 Analyze Conditional StatementsKEY:conditional | hypothesis | conclusion | if-thenBLM:ComprehensionNOT:978-0-618-65613-421.ANS:If two acute angles are obtained when bisecting an angle, then the angle is obtuse. The converse is false. The angle could be acute.PTS:1DIF:Level BREF:MHGT0065TOP:Lesson 2.2 Analyze Conditional StatementsKEY:converse | conditional statementBLM:AnalysisNOT:978-0-618-65613-422.ANS:If an angle is a right angle, then it has a measure of 90°.TrueBiconditional: An angle is a right angle if and only if it has a measure of 90°.PTS:1DIF:Level BREF:MLGE0024CNAT:NCTM 9-12.GEO.1.cTOP:Lesson 2.2 Analyze Conditional StatementsKEY:counterexample | definition | biconditionalBLM:ApplicationNOT:978-0-618-65613-423.ANS:If a figure is a line, then it contains at least two points.PTS:1DIF:Level AREF:MLGE0071TOP:Lesson 2.4 Use Postulates and DiagramsKEY:conditional | postulate | if-thenBLM:KnowledgeNOT:978-0-618-65613-424.ANS:Diagram:PTS:1DIF:Level BREF:7fa13b13-cdbb-11db-b502-0011258082f7TOP:Lesson 2.4 Use Postulates and DiagramsKEY:Postulate | diagramBLM:KnowledgeNOT:978-0-618-65613-425.ANS:Substitution property of equalityPTS:1DIF:Level BREF:MLGE0454NAT:NCTM 9-12.ALG.2.bTOP:Lesson 2.5 Reason Using Properties from AlgebraKEY:property | distributive | substitution | algebra | equality | transitiveBLM:ComprehensionNOT:978-0-618-65613-426.ANS:Symmetric Property of EqualityPTS:1DIF:Level AREF:BS022081NAT:NCTM 9-12.ALG.2.bTOP:Lesson 2.5 Reason Using Properties from AlgebraKEY:property | segment | TAAS2 | symmetric | TEKSb3EBLM:KnowledgeNOT:978-0-618-65613-427.ANS:Transitive Property of EqualityPTS:1DIF:Level AREF:BS022082NAT:NCTM 9-12.ALG.2.bTOP:Lesson 2.5 Reason Using Properties from AlgebraKEY:property | angle | TAAS2 | TEKSb3E | transitiveBLM:KnowledgeNOT:978-0-618-65613-428.ANS:3PTS:1DIF:Level BREF:MLGE0199NAT:NCTM 9-12.REP.2 | NCTM 9-12.PRS.3TOP:Lesson 2.7 Prove Angle Pair RelationshipsKEY:supplementary angles | vertical anglesBLM:ApplicationNOT:978-0-618-65613-429.ANS:Linear Pair PostulatePTS:1DIF:Level AREF:MHGM0029BNAT:NCTM 9-12.REA.4 | NCTM 9-12.GEO.1.aTOP:Lesson 2.7 Prove Angle Pair RelationshipsKEY:proof | deductive | postulateBLM:ComprehensionNOT:978-0-618-65613-430.ANS:PTS:1DIF:Level AREF:MLGE0444TOP:Lesson 2.7 Prove Angle Pair RelationshipsKEY:angle | supplementary | linear pairBLM:KnowledgeNOT:978-0-618-65613-431.ANS:PTS:1DIF:Level BREF:MGEH0014NAT:NCTM 9-12.GEO.1.aTOP:Lesson 2.7 Prove Angle Pair RelationshipsKEY:angle | supplementaryBLM:ComprehensionNOT:978-0-618-65613-432.ANS:3. Linear Pair Postulate5. Subtraction Property of EqualityPTS:1DIF:Level AREF:MGEH0018NAT:NCTM 9-12.ALG.2.b | NCTM 9-12.GEO.1.c | NCTM 9-12.REA.3 | NCTM 9-12.REA.4STA:CA.CACS.MTH.97.GEO.G.2.0TOP:Lesson 2.7 Prove Angle Pair RelationshipsKEY:angle | supplementary | linear pairBLM:ComprehensionNOT:978-0-618-65613-433.ANS:DPTS:1DIF:Level AREF:MHGT0133TOP:Lesson 3.1 Identify Pairs of Lines and AnglesKEY:skew | coplanarBLM:KnowledgeNOT:978-0-618-65613-434.ANS:Linear pairPTS:1DIF:Level BREF:MGEH0022TOP:Lesson 3.1 Identify Pairs of Lines and AnglesKEY:angles | exterior | alternateBLM:KnowledgeNOT:978-0-618-65613-435.ANS:consecutive interior anglesPTS:1DIF:Level BREF:MGEH0023TOP:Lesson 3.1 Identify Pairs of Lines and AnglesKEY:angles | interior | consecutiveBLM:KnowledgeNOT:978-0-618-65613-436.ANS:corresponding anglesPTS:1DIF:Level BREF:MGEH0024TOP:Lesson 3.1 Identify Pairs of Lines and AnglesKEY:corresponding anglesBLM:KnowledgeNOT:978-0-618-65613-437.ANS:°PTS:1DIF:Level BREF:MIM20665NAT:NCTM 9-12.GEO.1.aSTA:CA.CACS.MTH.97.GEO.G.7.0TOP:Lesson 3.2 Use Parallel Lines and TransversalsKEY:angle | measure | alternate interiorBLM:ApplicationNOT:978-0-618-65613-438.ANS:Alternate Exterior Angles ConversePTS:1DIF:Level AREF:MGEH0029STA:CA.CACS.MTH.97.GEO.G.7.0TOP:Lesson 3.3 Prove Lines are ParallelKEY:converse | Alternate Exterior AnglesBLM:ComprehensionNOT:978-0-618-65613-439.ANS:145°PTS:1DIF:Level AREF:MHGM0049STA:CA.CACS.MTH.97.GEO.G.12.0TOP:Lesson 4.1 Apply Triangle Sum PropertiesKEY:angle | theorem | exteriorBLM:ComprehensionNOT:978-0-618-65613-440.ANS:PTS:1DIF:Level BREF:MLGE0226STA:CA.CACS.MTH.97.GEO.G.12.0TOP:Lesson 4.1 Apply Triangle Sum PropertiesKEY:solve | angle | triangleBLM:ComprehensionNOT:978-0-618-65613-441.ANS:PTS:1DIF:Level BREF:MCT90016STA:CA.CACS.MTH.97.GEO.G.12.0TOP:Lesson 4.1 Apply Triangle Sum PropertiesKEY:angle | triangle | sum | interior | supplement | complementary | exteriorBLM:ComprehensionNOT:978-0-618-65613-442.ANS:a. b. PTS:1DIF:Level AREF:MLGE0123TOP:Lesson 4.2 Apply Congruence and TrianglesKEY:angle | triangle | segment | congruentBLM:KnowledgeNOT:978-0-618-65613-443.ANS: SSSPTS:1DIF:Level AREF:MIM20472TOP:Lesson 4.3 Prove Triangles Congruent by SSSKEY:triangle | congruent | SSSBLM:ComprehensionNOT:978-0-618-65613-444.ANS:CPTS:1DIF:Level BREF:HLGM0307TOP:Lesson 4.4 Prove Triangles Congruent by SAS and HLKEY:triangle | congruent | SASBLM:KnowledgeNOT:978-0-618-65613-445.ANS:PTS:1DIF:Level BREF:MIM20464TOP:Lesson 4.5 Prove Triangles Congruent by ASA and AASKEY:triangle | congruent | proofBLM:ComprehensionNOT:978-0-618-65613-446.ANS:AASPTS:1DIF:Level BREF:MIM20468TOP:Lesson 4.5 Prove Triangles Congruent by ASA and AASKEY:congruent | proof | triangleBLM:ComprehensionNOT:978-0-618-65613-447.ANS:AAS Congruence TheoremPTS:1DIF:Level BREF:HLGM0316TOP:Lesson 4.6 Use Congruent TrianglesKEY:triangle | length | segment | AASBLM:ComprehensionNOT:978-0-618-65613-448.ANS:7PTS:1DIF:Level BREF:BS022250TOP:Lesson 4.6 Use Congruent TrianglesKEY:linear | equation | triangle | perpendicular bisectorBLM:ApplicationNOT:978-0-618-65613-449.ANS:You can use the SAS Congruence Postulate to prove that ?ABC ? ?DCB. Since corresponding parts of congruent triangles are congruent, ? .PTS:1DIF:Level AREF:GEO.04.06.SR.07NAT:NCTM 9-12.GEO.1.c | NCTM 9-12.REA.4 | NCTM 9-12.GEO.1.b | NCTM 9-12.REA.3STA:CA.CACS.MTH.97.GEO.G.2.0TOP:Lesson 4.6 Use Congruent TrianglesKEY:Short Response | Right | Triangle | Congruent | SASBLM:AnalysisNOT:978-0-618-65613-450.ANS:APTS:1DIF:Level BREF:TASH0121TOP:Lesson 4.7 Use Isosceles and Equilateral TrianglesKEY:angle | triangle | isoscelesBLM:ComprehensionNOT:978-0-618-65613-451.ANS:x = 12°, y = 84°PTS:1DIF:Level BREF:PHGM0402NAT:NCTM 9-12.GEO.1.aTOP:Lesson 4.7 Use Isosceles and Equilateral TrianglesKEY:angle | isosceles | exterior angleBLM:ComprehensionNOT:978-0-618-65613-452.ANS:PTS:1DIF:Level BREF:PHGM0014STA:CA.CACS.MTH.97.GEO.G.17.0TOP:Lesson 5.1 Midsegment Theorem and Coordinate ProofKEY:triangle | midsegmentBLM:ApplicationNOT:978-0-618-65613-453.ANS:PTS:1DIF:Level BREF:HLGM0366TOP:Lesson 5.2 Use Perpendicular BisectorsKEY:triangle | perpendicular | bisectorBLM:ComprehensionNOT:978-0-618-65613-454.ANS:; yesPTS:1DIF:Level BREF:7f596858-cdbb-11db-b502-0011258082f7TOP:Lesson 5.2 Use Perpendicular BisectorsKEY:Perpendicular bisector theorem | converseBLM:KnowledgeNOT:978-0-618-65613-455.ANS:PTS:1DIF:Level BREF:GEO.05.03.FR.08TOP:Lesson 5.3 Use Angle Bisectors of TrianglesKEY:Free Response | angle bisector | incenter | lengthBLM:ComprehensionNOT:978-0-618-65613-456.ANS:PTS:1DIF:Level BREF:MLGE0129TOP:Lesson 5.4 Use Medians and AltitudesKEY:triangle | medianBLM:KnowledgeNOT:978-0-618-65613-457.ANS:PTS:1DIF:Level BREF:MLGE0449TOP:Lesson 5.4 Use Medians and AltitudesKEY:triangle | altitudeBLM:KnowledgeNOT:978-0-618-65613-458.ANS:DPTS:1DIF:Level BREF:PHGM0418STA:CA.CACS.MTH.97.GEO.G.6.0TOP:Lesson 5.5 Use Inequalities in a TriangleKEY:triangle inequalityBLM:ComprehensionNOT:978-0-618-65613-459.ANS:PTS:1DIF:Level BREF:MCT90063TOP:Lesson 5.5 Use Inequalities in a TriangleKEY:angle | triangle | order | sideBLM:ComprehensionNOT:978-0-618-65613-460.ANS:PTS:1DIF:Level BREF:HLGM0595TOP:Lesson 6.1 Ratios, Proportions, and Geometric MeanKEY:solve | proportionBLM:ComprehensionNOT:978-0-618-65613-461.ANS:PTS:1DIF:Level BREF:MLA10071NAT:NCTM 9-12.GEO.1.bSTA:CA.CACS.MTH.97.GEO.G.5.0TOP:Lesson 6.3 Use Similar PolygonsKEY:solve | proportion | similar | triangleBLM:ComprehensionNOT:978-0-618-65613-462.ANS:Yes; The two right angles are congruent, and since parallel lines are given the alternate interior angles are congruent, so the triangles are similar by the AA Similarity PostulatePTS:1DIF:Level BREF:BS022349NAT:NCTM 9-12.GEO.1.bTOP:Lesson 6.4 Prove Triangles Similar by AAKEY:similar | triangle | TEKSf1 | AA similarityBLM:AnalysisNOT:978-0-618-65613-463.ANS:SAS Similarity TheoremPTS:1DIF:Level BREF:HLGM0654TOP:Lesson 6.5 Prove Triangles Similar by SSS and SASKEY:triangle | SASBLM:KnowledgeNOT:978-0-618-65613-464.ANS:SAS Similarity TheoremPTS:1DIF:Level BREF:MLGE0414TOP:Lesson 6.5 Prove Triangles Similar by SSS and SASKEY:similar | triangle | theorem | prove | postulateBLM:KnowledgeNOT:978-0-618-65613-465.ANS:Yes; SSS Or SAS Similarity TheoremPTS:1DIF:Level BREF:BS022348NAT:NCTM 9-12.GEO.1.bTOP:Lesson 6.5 Prove Triangles Similar by SSS and SASKEY:similar | triangle | SSS | TEKSf1BLM:ComprehensionNOT:978-0-618-65613-466.ANS:12 ydPTS:1DIF:Level BREF:MLGM0048TOP:Lesson 6.6 Use Proportionality TheoremsKEY:proportion | similar | trianglesBLM:KnowledgeNOT:978-0-618-65613-467.ANS:PTS:1DIF:Level AREF:HLGM0661TOP:Lesson 6.6 Use Proportionality TheoremsKEY:proportion | relationshipBLM:ComprehensionNOT:978-0-618-65613-468.ANS:PTS:1DIF:Level BREF:7f5c76c2-cdbb-11db-b502-0011258082f7TOP:Lesson 6.6 Use Proportionality TheoremsKEY:Parallel lines | transversal | proportionBLM:KnowledgeNOT:978-0-618-65613-469.ANS:Since ?PST ~ ?PQR, ?PST ? ?Q and ?PTS ? ?R. Since the pairs of angles are corresponding angles, by the Corresponding Angles Converse Postulate.PTS:1DIF:Level BREF:MLGE0376TOP:Lesson 6.6 Use Proportionality TheoremsKEY:similar | triangle | parallelBLM:AnalysisNOT:978-0-618-65613-4 ................
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