Answer the following questions using what you've learned from this unit.

Write your
answers in the space provided. Be sure to show all work.

1. Analyze the following pattern: 1, 2, 5, 10, 17, ...

Part I: Describe the pattern. (1 point)

Part II: What is the 8th term of the pattern? Show your work. (1 point)

2. Using deductive reasoning, write the converse, inverse, and contrapositive of an if-then
statement.

Part I: Write an if-then statement below. (1 point)

 Part II: Use the if-then statement you wrote in Part I to find each of the following. (3
points)

A. Converse

B. Inverse

C. Contrapositive

3. Write a conditional statement that correctly describes each Venn diagram in the space
provided.

Part I: (1 point)
 Part II: (1 point)

4. Explain the main parts and uses of two kinds of proofs.

Part I: Draw a line to match each term with its meaning.

(5 points)

Term Meaning

A statement that is assumed

A. Definition to be true without proof

A statement that has already

B. Postulate (axiom) been proven to be true

A statement that tells exactly

C. Common notion what something is or means

A statement that makes

sense based on another
statement that has already
D. Theorem been proven

E. Corollary A statement that is not

officially defined but that is
 understood to be common
sense

Part II: Find a Pattern.

Use the terms from Part I to answer each question.

 What is a proof? (1 point)

 You want to prove a theorem in a two-column proof. You start with your given
statement and list deductions in the left-hand column. What are the three main types
of reasoning you will use for reasons in the right-hand column? (3 points; 1 point
each)

1.

2.

3.

 In an indirect proof, you prove an "if-then" statement is true by assuming the

statement is false (stating the inverse or converse), and then disproving the false
statement. You want to prove the statement shown below in an indirect proof. What
statement should you prove is false? (1 point)

Statement to Prove True: If a figure has exactly three sides, then it is a triangle.
 Statement to Prove False:

5. Find AB, BC, and AC.

Part I: The length of line segment AC is 8x - 9. Use the figure below to find the value
of x. Show your work. (1 point)

Part II: Use the solution you found for x in Part I to find AB, BC, and AC. Show your
work. (3 points)

6. Use the figure below to identify angles and segment lengths.

Part I: Find the measure of and the measure of . Give an
explanation for each angle in your answer. (1 point)

Part II: Suppose the length of AD is 10 and the length of DG is twice as long as AD.
Find the length of AG. Show your work. (1 point)
 Part III: Name a pair of vertical angles, a straight angle, and two acute angles other
than . (1 point)

Part IV: Describe the term linear pair, and give an example from the diagram above.
(1 point)

7. A pair of lines may be parallel, perpendicular, or skew.

Part I: Describe parallel lines and include a sketch that shows parallel lines. Give a
real-world example of parallel lines. Use appropriate labeling and symbols. (2 points)

Part II: Describe perpendicular lines and include a sketch that shows perpendicular
lines. Give a real-world example of perpendicular lines. Use appropriate labeling and
symbols. (2 points)

Part III: Describe skew lines and include a sketch that shows skew lines. Give a real-
world example of skew lines. Use appropriate labeling and symbols. (2 points)
 8.

Part I: || and || . Use the figure above to find the value

of each angle. Give an explanation for each angle value. (7 points)

9. Look at the sequence below and form a conjecture (educated guess) about it.

Part I: This form of reasoning, where you form general ideas and rules based on your
experiences and observations, is called _______________. (1 point)

Part II: Describe the pattern of the following sequence. (2 points)

 Part III: Draw the next item in the series. (1 point)

10. You just hung a picture twelve inches above the wall trim. Your friend thinks the picture
looks crooked. Use what you know about parallel lines and transversals to determine if the
picture is level.

Step 1: You don't have a level, but you are in luck. You know the wall trim is level. You
have a protractor and the sun is casting a shadow on the wall. Describe how you can
determine if the picture is level. (3 points)
 Step 2: Assume you measured ∠3 and ∠5 and found them to be equal. Use the spaces
provided below to complete a formal proof that demonstrates the picture is level with the
trim. (4 points)

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1.9.4 Test (TST): Foundations of Geometry