(01.07 MC) Chelsea drew two parallel lines, KL and MN, intersected by a transversal PQ, as shown below: Which fact would help Chelsea prove that the measure of angle KRP is equal to the measure of angle MSR?

(01.07 MC) Estelle drew two parallel lines, PQ and RS, intersected by a transversal KL, as shown below: Which fact would help Estelle prove the measure of angle KMQ is equal to the measure of angle MNS?

(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?

(02.03 MC) Sam rotated parallelogram ABCD 90° clockwise around the origin. If angle A is 130° and angle B is 50°, what is the degree measurement of angle A′?

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

(01.01 MC) Which statement is true about a line and a point?

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

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

(03.01 MC) Quadrilateral ABCD is dilated by a scale factor of centered around (1, 2). Which statement is true about the dilation?

(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?