Download Pre-AP Geometry – Chapter 5 Test Review

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Chapter 5 Test Review (Pre-AP)
Pre-AP Geometry – Chapter 5 Test Review
Standards/Goals:
 C.1.f./G.CO.10.:
o I can prove that two triangles are congruent by applying the SSS, SAS, ASA, and AAS
congruence statements.
o I can prove theorems about triangles.
 C.1.g.: I can use the principle that corresponding parts of congruent triangles are congruent to solve
problems.
 D.2.a.:
o I can identify and classify triangles by their sides and angles.
o I can understand angle relationships in triangles.
 D.2.j.: I can apply the Isosceles Triangle Theorem and its converse to triangles to solve mathematical
and real-world problems.
IMPORTANT VOCABULARY
Triangle
Triangle Sum Theorem
(Angle Sum Theorem)
Scalene
Triangle
Isosceles
Triangle
Equilateral
Triangle
Equiangular
Triangle
Obtuse
Triangle
Right
Triangle
Corollary
Acute Triangle
Vertex
Isosceles Triangle
Theorem
Non-included
sides/angles
Base of a
triangle
SSS
Exterior
Angle
Legs of a
triangle
ASA
Remote
Interior Angles
Congruent
Triangles
SAS
Exterior Angle
Theorem
CPCTC
Third Angle
Theorem
Included
Sides
Included
Angles
AAS
This test will largely assess your ability to do the following:
 Identify pairs of triangles that are congruent to one another via the following postulates &
theorems.
 Prove that two triangles are congruent using
geometry proofs
#1. Use the following figure to do the following:
a. Name the included side for <1 & <2.
b. Name the included angle for sides AB & BC.
#2. What are the missing coordinates of these triangles?
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Chapter 5 Test Review (Pre-AP)
#3. ΔDEF is isosceles, <D is the vertex angle, DE = x + 7, DF = 3x – 1, and EF = 2x + 5. Find x and the
measures of EACH side of the triangle.
ΔABF is isosceles, ΔCDF is equilateral, and the m<AFD = 138°. Find each measure.
#4. m<CFD ______
#5. m<AFB ______
#6. m<ABF ______
#7. m<CDF ______
#8. m<DFE ______
#9. m<FCD ______
Find the measure of each angle in the figure below:
#10. m<1 ____
#11. m<2 ____
#12. m<3 ____
#13. m<4 ____
#14. m<5 ____
#15. m<6 _____
Solve for x:
#16.
#17.
#18. If ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹, m<A = 40 and m<E = 54,
what is m<C?
#19. Suppose that ∆𝐴𝐵𝐶 ≅ ∆𝐷𝐸𝐹, what concept
could be used to prove that <3 = <4?
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Chapter 5 Test Review (Pre-AP)
Proofs:
#20. Given: <1 = <2; ̅̅̅̅
AK bisects <ZKC.
Prove: ΔAKZ ≌ ΔAKC
STATEMENTS
REASONS
#1. Given
#1. <1 = <2; ̅̅̅̅
𝐴𝐾 bisects <ZKC
#2. <3 = <4
#2.
#3. AK = AK
#3.
#4. ΔAKZ ≌ ΔAKC
#4.
#21.
Given: ̅̅̅̅
EG ≌ ̅̅̅
IA; <EGA = <IAG
Prove: <GEN ≌ <AIN
STATEMENTS
̅̅̅̅ ≌ IA
̅̅̅; <EGA = <IAG
#1. EG
#1. Given
#2. AG = AG
#2.
#3. ΔGEA ≌ ΔAIG
#3.
#4. <GEN ≌ <AIN
#4.
#22.
REASONS
Given: C is the midpoint of BE; AC = CD
Prove: ΔACB ≅ ΔDEC
STATEMENTS
REASONS
#1.
C is the midpoint of BE; AC = CD
#2. BC = CE
#1. Given
#3. <1 & <2 are vertical angles
#3.
#4. <1 = <2
#4.
#5. ΔACB ≅ ΔDEC
#5.
#23.
#2.
Given: <1 = <3
Prove: <6 = <4
STATEMENTS
REASONS
#1. <1 = <3
#1. Given
#2. <1 & <4 are vertical angles;
<3 & <6 are vertical angles
#3. <1 = <4; <3 = <6
#2.
#4. <6 = <4
#4.
#3.
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Chapter 5 Test Review (Pre-AP)
Short Answer Questions:
Part I:
Classify each triangle as: equilateral, isosceles, scalene, acute,
equiangular, obtuse, or right. Some of the triangles may have
more than ONE answer:
Part II:
State whether each pair of triangles are congruent or not. If so, state the postulate that
justifies your answer. (SSS, ASA, AAS, SAS, or not possible).
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Chapter 5 Test Review (Pre-AP)
Practice Multiple Choice:
#1. C.1.f.: Given the diagram at the right, which of the
following must be true?
a. ΔXSF ≅ ΔXTG
b. ΔSXF ≅ ΔGXT
c. ΔFXS ≅ ΔXGT
d. ΔFXS ≅ ΔGXT
#2. C.1.g.: If ΔRST ≅ ΔXYZ, which of the following need not be true?
a. <R = <X
b. <T = <Z
c. RT = XZ
d. SR = YZ
#3. C.1.g.: If ΔABC ≅ ΔDEF, m<A = 50, and m<E = 30, what is m<C?
a. 30
b. 50
c. 100
d. 120
e. 160
#4. C.1.f.: What pair of angles can be proved congruent by SSS Postulate?
#5. C.1.f.: Which pair of angles can be proved congruent by SAS Postulate?
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Chapter 5 Test Review (Pre-AP)
#6. C.1.f.: Which pair of angles can be proved congruent by ASA Postulate?
#7. C.1.f.: Which pair of angles can be proved congruent by AAS Theorem?
#8. C.1.f.: In the figure at the right, the following is true: <ABD = <CDB and <DBC = <BDA. How
can you justify that ΔABD ≅ ΔCDB?
a. SAS
b. SSS
c. ASA
d. CPCTC
#9. C.1.f.: In the figure at the right, which theorem or postulate can you use
to prove ΔADM ≅ ΔZMD?
a. ASA
b. SSS
c. SAS
d. AAS
#10. C.1.g.: If ΔMLT ≅ ΔMNT, what is used to prove that <1 = <2?
a. SAS
b. CPCTC
c. Definition of isosceles triangle
d. Definition of perpendicular
e. Definition of angle bisector
#11. C.1.f.: In the figure at the right, which theorem or postulate
can you prove ΔKGC ≅ ΔFHE?
a. SSS
b. SAS
c. AAS
d. ASA
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Chapter 5 Test Review (Pre-AP)
Additional Practice of Congruence postulates:
Is there enough information to prove that each pair of triangles are congruent or not? If so,
state the postulate that you would use.
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Chapter 5 Test Review (Pre-AP)
FLASHBACK SECTION:
Solve each inequality, graph the solution and write an interval for its solution.
#1. -10x > 70
#2. -2x – 10 < 26
#3. 4 < 2x – 2 ≤ 18
#4. −11|2𝑥 − 4| − 18 ≥ 4
#6. 10 + |𝑥 + 9| < 8
#9. 10 + |𝑥 − 12| = 17
#5. -2|𝑥 + 5| + 10 > 22
#7. −4|8𝑥 − 9| < 20
#10. −2|𝑥| < −10
#8. |𝑥 + 9| + 18 = 17
#11. 2|𝑥| ≥ 10
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Chapter 5 Test Review (Pre-AP)
#12. Solve each of the following systems:
6x – 2y = 9
a. {
x – 1/3 y = 1
b. {
2x + 8y = 6
x = −4y + 3
#13. What is the equation, in standard form, of the line that passes through (10, -6) and has a
slope of ½?
#14. What is the equation, in standard form, of the line that passes through (8, -2) and has a
slope of 8?
#15. Solve by any method you choose:
{
x + 2y = 7
2𝑥 − 𝑦 = −1
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Chapter 5 Test Review (Pre-AP)
#16. True/False. Explain false. Refer to the figure below to answer the following equations:
#1. The system of equations shown below would have one solution and it would be
(0, -2)
3x – y = 2
y = -x – 2
#2. The system of equations shown below would have one solution and it would be (0, 2)
y = -x - 2
x+y=0
#3. The system of equations shown below would have one solution and it would be (2, 0)
y=-x–2
3x – 3y = -6
Short Answer
Refer to the figure below and determine whether each pair of equations has NO SOLUTION,
INFINITELY MANY SOLUTIONS or ONE SOLUTION.
#1.
x – 2y = -3
4x + y = 6
ANSWER: _________________________________
#2.
x+y=3
x+y=0
ANSWER: _________________________________
#3.
y = -x
4x + y = 6
ANSWER: _________________________________
#4.
x+y=0
y = -x
ANSWER: __________________________________