CP Geometry Chapter 3 Test

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Name:
Class:
Date:
CP Geometry Chapter 3 Test
Refer to the figure below to identify each of the
following.
7 and
14
9 and
13
8 and
14
12 and
5 and
all planes that intersect plane STX
14
13
Name the transversal that forms each pair of angles.
Then identify the special name for the angle pair.
all segments that intersect
all segments that are parallel to
2 and
12
6 and
18
all segments that are skew to
Classify the relationship between each pair of angles
as alternate interior, alternate exterior, corresponding,
or consecutive interior angles.
and
11 and
7
FURNITURE Refer to the drawing of the end table.
2 and
10
Page 1
Name:
Class:
Date:
CP Geometry Chapter 3 Test
Find an example of parallel planes.
In the figure, m 2 = 94, and m 12 = 72.
10
Find m 1. (Hint: Draw an auxiliary line.)
8
9
5
11
13
Find the value of the variable(s) in each figure.
FENCING A diagonal brace strengthens the wire
fence and prevents it from sagging. The brace makes a
50° angle with the wire as shown. Find the value of the
variable.
Page 2
Name:
Class:
Date:
CP Geometry Chapter 3 Test
Determine the slope of the line that contains the given
points.
B(–4, 4), R(0, 2)
Given the following information, determine which
lines, if any, are parallel. State the postulate or
theorem that justifies your answer.
Find the slope of each specified line.
m BCG + m FGC = 180
CBF
GFH
EFB
FBC
ACD
KBF
a line parallel to
a line perpendicular to
Determine whether
and
perpendicular, or neither.
are parallel,
K(–1, –8), M(1, 6), S(–2, –6), T(2, 10)
K(–5, –2), M(5, 4), S(–3, 6), T(3, –4)
Page 3
Name:
Class:
Date:
CP Geometry Chapter 3 Test
Find x so that l m. Identify the postulate or theorem
you used.
O to
A to
Find the distance between each pair of parallel lines
with the given equation.
y = –x
y = –x – 4
y = 2x + 7
y = 2x – 3
y = 3x + 12
y = 3x – 18
Construct the segment that represents the distance
indicated.
Graph the line y = –x + 1. Construct a perpendicular
segment through the point at (–2, –3). Then find the
distance from the point to the line.
Page 4
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