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

(02.01 HC) Triangle END is reflected across the line y = x using the rule (x, y) → (y, x) to create triangle E′N′D′. If a line segment is drawn from point E to point E′, which statement would best describe the line segment drawn in relation to the line y = x?

(01.01 LC) Greg drew a pair of parallel lines and a line segment next to each other on a chalkboard. Which of these statements best compares the pair of parallel lines and the line segment?

(03.05 MC) Camden is creating a model of a pyramid. The model created will need to be scaled up from the blueprint. If segments DE and AB are parallel, which of the following expressions will help Camden determine the length of DC?

(03.01 MC) has endpoints located at Y'(0, 3) and Z'(−6, 3). was dilated at a scale factor of 3 from the origin. Which statement describes the pre-image?

(03.01 MC) Line g is dilated by a scale factor of 2 from the origin to create line g’. Where are points E’ and F’ located after dilation, and how are lines g and g’ related?

(01.06 MC) Kyle is creating a frame for a model car. He begins by piecing two rods together, as shown in the diagram. Justify why AB = 10.

(01.02 LC) Meg constructed triangle POQ and then 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?

(01.01 MC) Part A: Parallel lines are two lines that never meet. Find an example that contradicts this definition. How would you change the definition to make it more accurate? (5 points) Part B: Give an example of an undefined term and how it relates to parallel lines. (5 points)

(01.03 MC) The figure below shows a partially-completed set of steps to construct figure PQRS: The next step is to construct side RS of the figure so that side RS is congruent to side PQ and angle PQR is congruent to angle SRN. The chart below shows the steps each of the four students took to draw side RS of the figure: 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 M, and adjust its width to point L. Without changing the width of the compass, move the compass to N and draw an arc that cuts the previous arc at T. Adjust the width of the compass equal to PQ. Fix the compass at 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. Using the same width, fix the compass at N and draw an arc that intersects the previous arc at 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 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 parallelogram PQRS?