Obsolete Geometry Semester 1 Exam Compilation 2008-2011

The 2008 to 2012 Geometry and Geometry Honors practice semester exams are no longer available in the CPD Mathematics folder in Interact. However, teachers can use the Geometry Compilation documents for extra practice problems in their daily lesson. These documents are made up of previous years’ practice semester exams and released semester exams. Each objective is made up of four problems that have been compiled from practice exams created in 2008 and the released exams from June of 2009, 2010, and 2011.

These problems are not intended to be used as study guides for this year’s Geometry semester exams as they sometimes do not align to the district’s newly adopted Common Core State Standards for Geometry. Instead, teachers are encouraged to use this resource to provide students with more practice of a specific skill or as a long term memory review tool.

Each set of four problems begins with the district syllabus objective (now obsolete), then is followed by a problem from the 2008 practice test, one problem from the released 2009 semester exam, one problem from the released 2010 semester exam and one problem for the released 2011 semester exam.

In order to identify which year each problem comes from, the number after the dash will specify the origin of that problem. For example, #17 will begin with the syllabus objective in bold letters then will be followed by four problems: (17-8), (17-9), (17-10) and (17-11). The number after the dash indicates the year that problem was created and used. (17-8) is #17 from the 2008 practice test, (17-9) is #17 from the released 2009 semester exam etc.

New Geometry practice problems that align to the CCSS Geometry standards will be posted soon in interact.

(1)1.5 Classify pairs of angles.

(1-8)Use the figure below.

Which best describes the pair of angles: and ?

  1. vertical
  2. adjacent
  3. linear pair
  4. complementary

(1-9)Use the figure below.

Which best describes the pair of angles and ?

  1. Adjacent
  2. Complementary
  3. linear pair
  4. vertical

(1-10)Use the diagram.

Which best describes the pair of angles and ?

  1. complementary
  2. linear pair
  3. supplementary
  4. vertical

(1-11)Use the diagram.

Which best describes the pair of angles and ?

  1. complementary
  1. linear pair
  2. supplementary
  3. vertical

(2)1.5 Classify pairs of angles.

(2-8)In the diagram below, , , and are right angles.

Which best describes the pair of angles: and ?

  1. vertical
  1. adjacent
  2. supplementary
  3. complementary

(2-9) Use the diagram below.

Which best describes the pair of angles and ?

  1. adjacent
  1. complementary
  2. linear pair
  3. right

(2-10)Use the diagram.

Which best describes the pair of angles and ?

  1. vertical
  1. supplementary
  2. linear pair
  3. adjacent

(2-11)Use the diagram.

Which best describes the pair of angles and ?

  1. adjacent
  1. linear pair
  2. supplementary
  3. vertical

(3)1.6 Solve segment and angle problems using algebraic techniques.

(3-8)In the diagram below, .

What is the value of x?

  1. 2
  1. 4

(3-9)In the diagram below, .

What is the value of x?

  1. 7
  2. 10

(3-10)In the diagram, .

What is the value of x?

  1. 3
  1. 4
  2. 6
  3. 7

(3-11)In the diagram, .

What is the value of x?

  1. 27
  1. 22
  2. 16
  3. 11

(4)1.6 Solve segment and angle problems using algebraic techniques.

(4-8)In the figure below, Y is between X and Z and cm.

What is the value of a?

  1. 4
  1. 8
  2. 12
  3. 16

(4-9)In the figure below, Y is between X and Z, and .

What is the value of a?

  1. 7
  1. 9
  2. 13
  3. 19

(4-10)In the diagram, Y is between X and Z,
and .

What is the length of ?

  1. 5 cm
  1. 10 cm
  2. 20 cm
  3. 25 cm

(4-11)In the diagram, Y is between X and Z,
and centimeters.

What is the length of?

  1. 24 cm
  1. 12 cm
  2. 10 cm
  3. 8 cm

(5)1.8 Find the distance between two points.

(5-8)What is the distance between points and ?

  1. 3
  1. 9

(5-9)What is the distance between points and ?

  1. 4
  2. 8

(5-10)What is the distance between points and ?

  1. 5
  1. 25

(5-11)What is the distance between points and ?

  1. 10

(6)1.9 Find the midpoint of a segment.

(6-8)What are the coordinates of the midpoint of the segment joining the points A and B?

(6-9)What are the coordinates of the midpoint of the segment joining the points and ?

(6-10)What are the coordinates of the midpoint of the segment joining the points and?

(6-11)What are the coordinates of the midpoint of with endpoints and ?

(7)2.2 Justify conjectures and solve problems using inductive reasoning.

(7-8)In the pattern below, the sides of each regular hexagon have a length of 1 unit.

What is the perimeter of the figure?

  1. 18 units
  1. 22 units
  2. 26 units
  3. 30 units

(7-9)In the pattern below, the sides of each square have a length of 1 unit.

What is the perimeter of the figure?

  1. n
  1. 2n
  2. 2n + 2
  3. 4n + 4

(7-10)In the pattern, the sides of each regular octagon have a length of 1 unit.

What is the perimeter of the figure?

  1. 26
  1. 56
  2. 62
  3. 71

(7-11)In the pattern, the sides of each square have a length of 1 unit.

What is the perimeter of the 6th figure?

  1. 24
  1. 30
  2. 34
  3. 44

(8)2.3 Differentiate between deductive and inductive reasoning.

(8-8)In the scientific method, after one makes a conjecture, one tests the conjecture. What type of reasoning is used?

  1. conclusive
  1. deductive
  2. inductive
  3. scientific

(8-9)Using the scientific method, conjectures are made based on observed patterns. What type of reasoning does the scientific method use?

  1. deductive
  1. hypothetical
  2. inductive
  3. scientific

(8-10)Maria made a conjecture about her next test score based on the pattern of her previous test scores. What type of reasoning did she use?

  1. conclusive
  1. deductive
  2. hypothetical
  3. inductive

(8-11)The lawyer presented all the facts of the case in a logical order to the judge. What type of reasoning did the lawyer use?

  1. conjecture
  1. deductive
  2. inductive
  3. intuitive

(9)2.6 Analyze conditional or bi-conditional statements.

(9-8)All donks are widgets. Which statement can be written using the rules of logic?

  1. A donk is a widget if and only if it is an object.
  1. An object is a donk if and only if it is a widget.
  2. If an object is a widget, then it is a donk.
  3. If an object is a donk, then it is a widget.

(9-9)Which can be written as a bi-conditional statement?

  1. All donks are widgets.
  1. All widgets are prings.
  2. All donks and all widgets are prings.
  3. All donks are widgets and all widgets are donks.

(9-10)Jessica made the statement, “If I get a job, then I can pay for a car.” Her friend commented, “If you do not get a job, then you cannot pay for a car.” What type of statement did her friend conclude?

  1. biconditional
  1. contrapositive
  2. converse
  3. inverse

(9-11)The teacher said, “If all the sides of a triangle are congruent, then it is an equilateral triangle.” A student replied, “If it is not an equilateral triangle, then all the sides are not congruent.” What type of statement did the student use?

  1. biconditional
  1. contrapositive
  2. converse
  3. inverse

(10)2.7 Write and analyze the converse, inverse, and contrapositive of a statement.

(10-8)Which statement is the inverse of:
If x = 5, then x > 3?

  1. If , then .
  1. If , then .
  2. If , then .
  3. If , then .

(10-9)Which statement is the converse of
If x = 5, then x > 3?

  1. If , then .
  1. If , then .
  2. If , then .
  3. If , then .

(10-10)What is the contrapositive of the statement?

If x = 5, then x > 3.

  1. If , then .
  1. If , then .
  2. If , then .
  3. If , then .

(10-11)What is the inverse of this statement?

If I am in my room, then I am happy.

  1. I am in my room, if and only if I am happy.
  1. If I am happy, then I am in my room.
  2. If I am not happy, then I am not in my room.
  3. If I am not in my room, then I am not happy.

(11)2.7 Write and analyze the converse, inverse, and contrapositive of a statement.

(11-8)Which is a valid counterexample of the converse of the statement: If Hedley lives in North Las Vegas, then he lives in Nevada?

  1. Hedley lives in Phoenix.
  1. Hedley lives in California.
  2. Hedley lives in Reno.
  3. Hedley lives in the United States.

(11-9)Which is the inverse of the statement: If Jon lives in North Las Vegas, then he lives in Nevada?

  1. If Jon lives in Nevada, then he lives in North Las Vegas.
  1. If Jon lives in North Las Vegas, then he does not live in Nevada.
  2. If Jon does not live in Nevada, then he does not live in North Las Vegas.
  3. If Jon does not live in North Las Vegas, then he does not live in Nevada.

(11-10)What is the converse of the statement?

If Sandra passes Geometry, then her father will buy her a new car.

  1. If Sandra’s father buys her a new car, then she passed Geometry.
  1. If Sandra does not pass Geometry, then she will not get a new car.
  2. If Sandra’s father does not buy her a new car, then she did not pass Geometry.
  3. If Sandra gets a new car, then she passed Geometry.

(11-11)What is the converse of the statement?

If Grandpa lives in California, then he lives in the United States.

  1. If Grandpa lives in the United States, then he lives in California.
  1. Grandpa lives in California, if and only if he lives in the United States.
  2. If Grandpa does not live in California, then he does not live in the United States.
  3. If Grandpa does not live in the United States, then he does not live in California.

(12)2.9 Find counterexamples to disprove mathematical statements.

(12-8)Which is the contrapositive to the statement: If n is odd, then is even.

  1. If is odd, then n is even.
  1. If is even, then n is odd.
  2. If n is even, then is odd.
  3. If n is even, then is even.

(12-9)Which is a counterexample to the statement: All prime numbers are odd?

  1. 8 is even.
  1. 7 is prime.
  2. 5 is odd.
  3. 2 is prime.

(12-10)Which is a counterexample to the statement?

The product of two fractions is never an integer.

(12-11)Which is a counterexample to the statement?

All planets have moons.

  1. The planet Jupiter has many moons.
  1. The planet Mars has two moons.
  2. The planet Mercury has no moons.
  3. The planet Saturn has many moons.

(13)3.2 Analyze relationships when two lines are cut by a transversal.

(13-8)In the figure below, line m is a transversal.

Which best describes the pair of angles: and ?

  1. alternate exterior
  1. alternate interior
  2. corresponding
  3. vertical

(13-9)In the figure below line m is a transversal.

Which best describes the pair of angles and ?

  1. alternate exterior
  1. alternate interior
  2. corresponding
  3. vertical

(13-10)In the diagram, line m is a transversal.

Which best describes the pair of angles and ?

  1. alternate exterior
  1. alternate interior
  2. corresponding
  3. supplementary

(13-11)In the diagram, line m is a transversal.

Which best describes the angle pair
and ?

  1. supplementary
  1. corresponding
  2. alternate interior
  3. alternate exterior

(14)3.3 Solve problems which involve parallel or perpendicular lines using algebraic techniques.

(14-8)In the figure below, and l is a transversal.

What is the value of x?

  1. 33
  1. 29
  2. 20
  3. 16

(14-9)In the figure below, and l is a transversal.

What is the value of x?

  1. 14
  1. 16
  2. 26
  3. 44

(14-10)In the diagram, and t is a transversal.

What is the value of x?

  1. 62
  1. 67
  2. 124
  3. 134

(14-11)In the diagram, and t is a transversal.

What is the value of x?

  1. 10
  1. 30
  2. 60
  3. 140

(15)3.3 Solve problems which involve parallel or perpendicular lines using algebraic techniques.

(15-8)In the figure below, and l is a transversal.

What is the value of x?

  1. 180
  1. 117
  2. 63
  3. 53

(15-9)In the figure below, and l is a transversal.

What is the value of x?

  1. 24
  1. 66
  2. 86
  3. 114

(15-10)In the diagram, and s is a transversal.

What is the value of y?

  1. 75
  1. 105
  2. 125
  3. 150

(15-11)In the diagram, and .

What is the value of x?

  1. 40
  1. 80
  2. 100
  3. 160

(16)3.3 Solve problems which involve parallel or perpendicular lines using algebraic techniques.

(16-8)In the figure below, .

What value of x would make line l parallel to line m?

  1. 41
  1. 49
  2. 65
  3. 66

(16-9)In the figure below, .

What value of x would make line l parallel to line m?

  1. 85
  1. 90
  2. 95
  3. 100

(16-10)Use the diagram.

What value of x would make line n parallel to line m?

  1. 40
  1. 70
  2. 90
  3. 130

(16-11)Use the diagram.

What value of y would show that line m was parallel to line n?

  1. 50
  1. 40
  2. 35
  3. 10

(17)3.4 Write proofs relating to parallel and perpendicular lines.

(17-8)In the figure below, lines l and m are parallel.

Which statement is true?

  1. and are congruent.
  1. and are supplementary.
  2. and are supplementary.
  3. and are congruent.

(17-9)In the figure below, lines l and m are parallel.

Which statement is true?

  1. and are supplementary
  1. and are supplementary
  2. and are congruent
  3. and are congruent

(17-10)In the diagram, lines r and s are parallel.

Which statement is always true?

  1. and are congruent
  1. and are congruent
  2. and are supplementary
  3. and are supplementary

(17-11)In order for lines m and n to be parallel, what statement must be true?

  1. and are corresponding
  1. and are complementary
  2. and are congruent
  3. and are supplementary

(18)4.1 Classify triangles by sides and/or angles.

(18-8)Which is a valid classification for a triangle?

  1. Acute right
  1. Isosceles scalene
  2. Isosceles right
  3. Obtuse equiangular

(18-9)Which is a valid classification for a triangle?

  1. Acute right
  1. Obtuse equilateral
  2. Isosceles scalene
  3. Isosceles obtuse

(18-10)Which is a valid classification for a triangle?

  1. equilateral scalene
  1. isosceles scalene
  2. obtuse isosceles
  3. right acute

(18-11)Which is a valid classification of a triangle?

  1. acute equilateral
  1. obtuse equiangular
  2. right acute
  3. scalene isosceles

(19)5.6 Solve problems involving properties of polygons.

(19-8)Use the triangle below.

What is the value of x?

  1. 29
  1. 33
  2. 44
  3. 49

(19-9)Use the triangle below.

What is the value of x?

  1. 15
  1. 20
  2. 25
  3. 70

(19-10)Use the triangle.

What is the value of x?

  1. 75
  1. 25
  2. 21
  3. 15

(19-11)Use the quadrilateral.

What is the value of x?

  1. 5
  1. 15
  2. 20
  3. 25

(20)4.3 Analyze the relationships between congruent figures.

(20-8)In the figures below, .

Which side of RSTUVW corresponds to?

(20-9)In the figure below, .

Which side of RSTUV corresponds to ?

(20-10)In the diagram, .

Which side of ABCDE corresponds to ?

(20-11)In the diagram, .

Which angle corresponds to?

(21)4.6 Prove that two triangles are congruent.

(21-8)Use the triangles below.

Which congruence postulate or theorem would prove that these two triangles are congruent?

  1. angle-angle-side
  1. angle-side-angle
  2. side-angle-side
  3. side-side-side

(21-9)Use the triangles below.

Which congruence postulate or theorem would prove these two triangles are congruent?

  1. angle-angle-angle
  1. angle-side-angle
  2. side-angle-side
  3. side-side-side

(21-10)Use the triangles.

Which congruence postulate or theorem proves these two triangles are congruent?

  1. angle-angle-angle (AAA)
  1. angle-side-angle (ASA)
  2. side-angle-side (SAS)
  3. side-side-side (SSS)

(21-11)Use the triangles.

Which congruence postulate or theorem proves these two triangles are congruent?

  1. angle-angle-side (AAS)
  1. side-angle-side (SAS)
  2. side-side-angle (SSA)
  3. side-side-side (SSS)

(22)4.6 Prove that two triangles are congruent.

(22-8)In the diagram below, and .

Which congruence postulate or theorem would prove that these two triangles are congruent?

  1. side-side-side
  1. angle-angle-angle
  2. side-angle-side
  3. angle-side-angle

(22-9)In the diagram below, and bisect each other at E.

Which congruence postulate or theorem would prove these two triangles are congruent?

  1. angle-angle-angle
  1. angle-side-angle
  2. side-angle-side
  3. side-side-side

(22-10)In the diagram, and B is the midpoint of .

Which congruence postulates or theorems would prove these two triangles are congruent?

  1. side-side-angle (SSA)
  2. side-angle-side (SAS)
  3. side-side-side (SSS)
  1. II only
  2. III only
  3. I and II only
  4. II and III only

(22-11)In the diagram, and .

Which congruence postulate or theorem would prove ?

  1. angle-side-angle (ASA)
  2. side-angle-side (SAS)
  3. side-side-angle (SSA)
  4. side-side-side (SSS)

(23)4.5 Solve problems related to congruent triangles using algebraic techniques.

(23-8)Given that , , , and , what is the value of n?

  1. 5

(23-9)Given that , , , and , what is the value of a?

  1. 2
  2. 8
  3. 13
  4. 15
  5. Given that , , , and , what is the value of b?
  1. 25
  2. 95
  3. Given that, , , , and , what is the value of z?
  1. 2

(24)4.5 Solve problems related to congruent triangles using algebraic techniques.

(24-8)Given that , , , , and , what is the value of x?

  1. 6
  2. 19

(24-9)Given that , , , , and , what is the value of x?

  1. 15
  2. 20

(24-10) Given that , , , , and ; what is the value of x?

A.–1

B.1

C.3

D.6

(24-11) Given that, , , and . What is the value of n?

  1. 15
  2. 18

September 13,2013Page 1

Obsolete Geometry Semester 1 Exam Compilation 2008-2011

(25)4.6 Prove that two triangles are congruent.

(25-8) The statements for a proof are given below.

Given:Parallelogram ABCD

Prove:

Proof:

STATEMENTS / REASONS
1. Parallelogram ABCD
/ 1. Given
2. / 2.
3. / 3.
4. / 4.
5. / 5.

What is the reason that the statement in Step 4 is true?

  1. side-angle-side
  2. angle-side-angle
  3. Opposite sides of a parallelogram are congruent.
  4. Corresponding angles of congruent triangles are congruent.

(25-9) The statements for a proof are given below.

Given:Parallelogram ABCD

Prove:

Proof:

STATEMENTS / REASONS
1. Parallelogram ABCD
/ 1. Given
2. / 2.
3. / 3.
4. / 4.
5. / 5.

What reason makes the statement in Step 4 true?

  1. Side-angle-side congruence theorem.
  2. Angle-side-angle congruence theorem.
  3. Opposite sides of a parallelogram are congruent.
  4. Corresponding parts of congruent triangles are congruent.

September 13,2013Page 1

Obsolete Geometry Semester 1 Exam Compilation 2008-2011

(25-10) The statements for a proof are given below.

Given:Parallelogram ABCD

Prove:

Proof:

STATEMENTS / REASONS
1. Parallelogram ABCD
/ 1.
2. / 2.
3. / 3.
4. / 4.
5. / 5.

What reason makes the statement in Step 4 true?

  1. angle-angle-side (AAS)
  2. angle-side-angle (ASA)
  3. side-angle-side (SAS)
  4. side-side-side (SSS)

(25-11) The statements for a proof are given below.

Given:

Prove:

Proof:

STATEMENTS / REASONS
1. , / 1. Given
2. / 2.
3. / 3.
4. / 4.
5. / 5.

What reason makes the statement in Step 4 true?

  1. side-angle-side (SAS)
  2. side-side-side (SSS)
  3. corresponding parts of congruent triangles are congruent (CPCTC)
  4. angle-side-angle (ASA)

September 13,2013Page 1

Obsolete Geometry Semester 1 Exam Compilation 2008-2011

September 13,2013Page 1

Obsolete Geometry Semester 1 Exam Compilation 2008-2011

(26)4.4 Justify congruence using corresponding parts of congruent triangles.

(26-8) The statements for a proof are given below.

Given:

Prove:

Proof:

STATEMENTS / REASONS
1. / 1. Given
2. / 2. Given
3. / 3. Given
4. / 4. ______
5. / 5. Corresponding Parts of Congruent Triangles are Congruent

What is the missing reason that would complete this proof?

  1. side-side-side
  2. side-angle-side
  3. angle-side-angle
  4. angle-angle-side

(26-9) The statements for a proof are given below.

Given:

Prove:

Proof:

STATEMENTS / REASONS
1. / 1. Given
2. / 2. Given
3. / 3. Given
4. / 4. ______
5. / 5. ______

What reason makes the statement in Step 5 true?