1.9.

4 Test (TST): Foundations of Geometry Test

Geometry Honors Sem 1 Name: Clara Bui
Date: October 27th, 2023

Answer the following questions using what you've learned from this unit. Write your
answers in the space provided. Be sure to show all work.

1. Analyze the following pattern: 1, 2, 5, 10, 17, ...

Part I: Describe the pattern. (1 point)

The differences between consecutive terms are increasing by 2 each time.

Part II: What is the 8th term of the pattern? Show your work. (1 point)

50

6th term: 17+9=26

7th term= 26+11=37

8th term= 37+13=50

2. Using deductive reasoning, write the converse, inverse, and contrapositive of

an if-then statement..

Part I: Write an if-then statement below. (1 point)

Statement: If Clara is cute, then Clara is pretty

 Part II: Use the if-then statement you wrote in Part I to find each of the
following. (3 points)

A. Converse

Converse: If Clara is pretty, then Clara is cute

B. Inverse
Inverse: If Clara is not cute, then Clara is not pretty

C. Contrapositive

Contrapositive: If Clara is not pretty, then Clara is not cute

itive

3. Write a conditional statement that correctly describes each Venn diagram in

the space provided.

Part I: (1 point)

If m. A=40 degree, then it’s an acute angle

 Part II: (1 point)

If 2x=4, then x=2

4. Explain the main parts and uses of two kinds of proofs.

Part I: Draw a line to match each term with its meaning.

(5 points)
 Term Meaning

A statement that is assumed to be true without

A. Definition proof

B. Postulate (axiom) A statement that has already been proven to be

true

A statement that tells exactly what something is

C. Common notion or means

D. Theorem A statement that makes sense based on another

statement that has already been proven

A statement that is not officially defined but that

E. Corollary is understood to be common sense

Part II: Find a Pattern.

Use the terms from Part I to answer each question.

• What is a proof? (1 point)

Proof is a step-by-step explanation that shows why a statement is true.

• You want to prove a theorem in a two-column proof. You start with your given
statement and list deductions in the left-hand column. What are the three
main types of reasoning you will use for reasons in the right-hand column? (3
points; 1 point each)

1. Definition

2. Postulate

3.Common Notion
 • In an indirect proof, you prove an "if-then" statement is true by assuming the
statement is false (stating the inverse or converse), and then disproving the
false statement. You want to prove the statement shown below in an indirect
proof. What statement should you prove is false? (1 point)

Statement to Prove True: If a figure has exactly three sides, then it is a

triangle.

Statement to Prove False:

"If a figure has exactly three sides, then it is not a triangle."

5. Find AB, BC, and AC.

Part I: The length of line segment AC is 8x - 9. Use the figure below to find the
value of x. Show your work. (1 point)

3x+1+4x-5=8x-9

7x-4=8x-9

-x=-5

X=5

Part II: Use the solution you found for x in Part I to find AB, BC, and AC. Show
your work. (3 points)
AB: AB=3(5)+1. AB= 16 units

AB= 16 units

BC: BC= 4(5)-5. BC= 15 units

BC= 15 units

AC: AC=8(5)-9. AC= 31 units

AC= 31 units
 6. Use the figure below to identify angles and segment lengths.

Part I: Find the measure of and the measure of . Give an

explanation for each angle in your answer. (1 point)

Angle FED and GEN are vertical angles, so it has the same measurement, which is 60
degrees

Angle DEN and angle GEN make up a supplementary angle, so 180 degrees – 60
degrees= 120 degrees. So, angle DEN=120 degrees

Part II: Suppose the length of AD is 10 and the length of DG is twice as long as AD.
Find the length of AG. Show your work. (1 point)

If the length of AD is 10 and the length of DG is twice the length of AD, which is
going to be 20, then the length of AG will be 20+10=30. The length of AG=30
 Part III: Name a pair of vertical angles, a straight angle, and two acute angles
other than . (1 point)

vertical angle: angle ENK, angle JNM

straight angle: angle FEN

acute angles: angle JNM, angle NKH

Part IV: Describe the term linear pair, and give an example from the diagram
above. (1 point)

a linear pair is defined as a pair of adjacent angles, add up to 180 degrees

angle CDA and angle ADK are a linear pair

7. A pair of lines may be parallel, perpendicular, or skew.

Part I: Describe parallel lines and include a sketch that shows parallel lines.
Give a real-world example of parallel lines. Use appropriate labeling and
symbols. (2 points)

Parallel lines are two or more straight lines that run in the same direction and are
equidistant from each other

One common real-world example of parallel lines is the lanes on a road. The lanes
on a typical two-lane road are parallel to each other.
 Part II: Describe perpendicular lines and include a sketch that shows
perpendicular lines. Give a real-world example of perpendicular lines. Use
appropriate labeling and symbols. (2 points)

Perpendicular lines are two straight lines that intersect at a 90-degree angle, forming
right angles at their point of intersection

A classic real-world example of perpendicular lines is the corners of a room. The

walls of a room are often constructed to meet at right angles, forming perpendicular
lines

Part III: Describe skew lines and include a sketch that shows skew lines. Give a real-
world example of skew lines. Use appropriate labeling and symbols. (2 points)

Skew lines are two or more straight lines that do not intersect and are not parallel.

An example of skew lines in the real world is two roads or railroad tracks that cross
each without forming an intersection.
8.

Part I: || and || . Use the figure above to find the value of each
angle. Give an explanation for each angle value. (7 points)

angle p is consecutive interior angle with 63 degree angle, angle p is 117

degree. Angle r and p make up a linear pair, r equal 63 degrees. Angle w is
vertical angle to p so angle w is 117 degrees. Angle x is consecutive interior
angle to angle r, so x equal 117 degrees. Angle m is consecutive exterior to
the 63 degree angle, angle m equal 117 degrees. Angle m and angle k are
vertical angles, so angle k equal 117 degrees. Angle n and angle k make up a
linear pair, so angle n equals 63 degrees.

9. Look at the sequence below and form a conjecture (educated guess) about
it.

Part I: This form of reasoning, where you form general ideas and rules based on
your experiences and observations, is called ___inductive reasoning___. (1 point)

Part II: Describe the pattern of the following sequence. (2 points)

The first shape is a circle, then a square, then a circle, give an alternation of circle
and square sequence. And the number is 2width times2 length, 3 width times 3
length, 4 width times 4 length…sequence.
 Part III: Draw the next item in the series. (1 point)

10. You just hung a picture twelve inches above the wall trim. Your friend thinks the
picture looks crooked. Use what you know about parallel lines and transversals to
determine if the picture is level.

Step 1: You don't have a level, but you are in luck. You know the wall trim is level.
You have a protractor and the sun is casting a shadow on the wall. Describe how
you can determine if the picture is level. (3 points)

1. Place the protractor on the wall trim so it's flat and parallel to the trim.

2. Measure the angle of the shadow that the picture casts on the wall. Let's
call this angle ∠1.
3. If the picture is level, ∠1 should be very close to 0 degrees or 180 degrees.
This means the picture is parallel to the ground, and the shadow forms a
straight line.
4. If ∠1 is significantly different from 0 or 180 degrees, it means the picture
is not level. The more different the angle is, the more crooked the picture
appears.
Step 2: Assume you measured ∠3 and ∠5 and found them to be equal. Use the
spaces provided below to complete a formal proof that demonstrates the picture is
level with the trim. (4 points)

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