Lesson 6-1 Line and Angle Relationships

Lesson 6-2 Problem-Solving Investigation: Use

Logical Reasoning
Lesson 6-3 Polygons and Angles
Lesson 6-4 Congruent Polygons
Lesson 6-5 Symmetry
Lesson 6-6 Reflections
Lesson 6-7 Translations
Five-Minute Check (over Chapter 5)
Main Idea and Vocabulary
Targeted TEKS
Concept Summary: Special Pairs of Angles
Example 1: Find a Missing Angle Measure
Example 2: Find a Missing Angle Measure
Key Concepts: Transversals and Angles
Example 3: Find an Angle Measure
• Identify special pairs of angles and relationships of
angles formed by two parallel lines cut by a
transversal.

• vertical angles • interior angles

• complementary angles • exterior angles
• supplementary angles • alternate interior angles
• perpendicular lines • alternate exterior angles
• parallel lines • corresponding angles
• transversal
8.16 The student uses logical reasoning to make
conjectures and verify conclusions. (B) Validate
his/her conclusions using mathematical properties
and relationships.
 Find a Missing Angle Measure

The two angles below are supplementary. Find the

value of x.

Write an equation.
Subtract 155 from each side.
Simplify.

Answer: 25
The two angles below are complementary. Find the
value of x.

A. A
A. 35 B. 40 0% 0%B. 0% B 0%

C. C
C. 45 D. 50

D
D. D
 Find a Missing Angle Measure

Find the value of x in the figure.

Use the two vertical angles

to solve for x.

68 + x = 90 Write an equation.
– 68 – 68 Subtract 68 from each side.
x = 22 Simplify.

Answer: 22
Find the value of x in the figure.

0%

1. A
2. B
A. 20 B. 25 3. C
4. D
A B C D
C. 30 D. 70
 Find an Angle Measure

BRIDGES The drawing

shows a simple bridge
design. The top beam and
the floor of the bridge are
parallel. If 2  3 and m3
= 55, classify the
relationship between 1 and
5. Then find m1 and m5.

Since 3 and 5 are alternate interior angles, they are

congruent.
Also, since 1 and 2 are supplementary, 1 and 3
are supplementary, and 1 and 5 are supplementary.
 Find an Angle Measure

Since m3 = 55 and 2  3, m2 = 55.

Since 3 and 5 are alternate interior angles, m5 = 55.
Since 1 and 2 are supplementary, the sum of their
measures is 180.
Therefore, m1 = 180 − 55 or 125.

Answer: They are supplementary; m1 = 125° and

m5 = 55°.
BRIDGES The sketch below shows a simple bridge
design. The top beam and floor of the bridge are
parallel. If m1 = 45° and m3 = 40°, find m4.

0%

1. A
2. B
3. C
4. D
A. 85° B. 95° A B C D

C. 100° D. 105°
Five-Minute Check (over Lesson 6-1)
Main Idea
Targeted TEKS
Example 1: Use Logical Reasoning
• Solve problems by using the logical reasoning
strategy.
8.14 The student applies Grade 8 mathematics to solve
problems connected to everyday experiences,
investigations in other disciplines, and activities in and
outside of school. (B) Use a problem-solving model
that incorporates understanding the problem,
making a plan, carrying out the plan, and evaluating
the solution for reasonableness.
 Use Logical Reasoning

FOOD Mona, Sharon, Pat, and Dena each have a

favorite food. One likes pizza, another fish and
chips, another chicken, and another hamburgers.
From the given clues, give each person’s favorite
food.
• Pat does not like pizza, hamburgers, or fish and chips.
• Neither Mona nor Dena likes hamburgers.
• Mona does not like to eat fried food.
Explore You know that each of the four students
has a particular favorite food. Use the clues
given and logical reasoning to determine
the favorite food of each student.
 Use Logical Reasoning

Plan Read each clue and deduce what you

know about the favorite foods of the
students.
Solve According to the first clue, Pat does not
like pizza, hamburgers, or fish and chips.
The only other option is chicken, so Pat
likes chicken.
Since neither Mona nor Dena likes
hamburgers, that means that Sharon must
like hamburgers.
 Use Logical Reasoning

Finally, there are two students left, Mona

and Dena, and two food choices left,
pizza and fish and chips. Since Mona
does not like fried food, she must like
pizza. Dena likes fish and chips.

Check Read each clue again and make sure the

answers seem reasonable.

Answer: Mona, pizza; Sharon, hamburgers; Pat,

chicken; Dena, fish and chips
SPORTS Craig, Amy, Julia, and Ronaldo each have a
favorite sport. One likes soccer, another basketball,
another tennis, and another skateboarding. From the
given clues, give each person’s favorite sport.

• Amy does not like soccer,

basketball, or skateboarding.
• Neither Craig nor Ronaldo likes
playing soccer.
• Craig prefers individual
competition as opposed to team
sports.
SPORTS Craig, Amy, Julia, and Ronaldo each have a
favorite sport. One likes soccer, another basketball,
another tennis, and another skateboarding. From the
given clues, give each person’s favorite sport.
A. Craig – soccer, Amy – tennis, Julia –
skateboarding, Ronaldo – basketball
B. Craig – skateboarding, Amy – tennis,
Julia – soccer, Ronaldo – basketball
C. Craig – basketball, Amy – tennis, Julia – A. A
soccer, Ronaldo – skateboarding B. B
D. Craig – skateboarding, Amy – soccer, 0% 0%
C.
0%
C
0%

Julia – tennis, Ronaldo – basketball

D
D. D
Five-Minute Check (over Lesson 6-2)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Interior Angle Sum of a Polygon
Example 1: Find the Sum of Interior Angle Measures
Example 2: Real-World Example
• Find the sum of the angle measures of a polygon
and the measure of an interior angle of a regular
polygon.

• interior angle
• equilateral
• equiangular
• regular polygon
8.7 The student uses geometry to model and describe
the physical world. (B) Use geometric concepts and
properties to solve problems in fields such as art and
architecture. 8.16 The student uses logical reasoning to
make conjectures and verify conclusions. (A) Make
conjectures from patterns or sets of examples and
nonexamples.
 Find the Sum of Interior Angle Measures

Find the sum of the measures of the interior angles

of a 12-sided polygon.

S = (n – 2)180 Write an equation.

S = (12 – 2)180 Replace n with 12.

S = (10)180 or 1,800 Simplify.

Answer: The sum of the measures of the interior angles

of a 12-sided polygon is 1,800.
Find the sum of the measures of the interior angles
of a heptagon (7-sided figure).

A. 540

B. 720

C. 810 A. A
0% 0%
B. 0% B 0%
D. 900 C. C
A B C D
D. D
DESIGN A designer is creating a new
logo for a bank. The logo consists of a
regular pentagon surrounded by
isosceles triangles. Find the measure
of an interior angle of a pentagon.

A pentagon has 5 sides.

Step 1 Find the sum of the measures of the angles.
S = (n – 2)180 Write an equation.
S = (5 – 2)180 Replace n with 5.
S = (3)180 or 540 Simplify.
The sum of the measures of the interior angles of a
regular pentagon is 540.

Step 2 Divide 540 by 5, the number of interior angles,

to find the measure of one interior angle. So,
the measure of one interior angle of a regular
pentagon is 540 ÷ 5 or 108.

Answer: 108°
DESIGN Michelle is designing a new logo for the math
club. She wants to use a regular nonagon as part of
the logo. Find the measure of an interior angle of a
nonagon.

0%
1. A
A. 108° 2. B
B. 122° 3. C
4. D
C. 140° A B C D

D. 148°
Five-Minute Check (over Lesson 6-3)
Main Idea and Vocabulary
Targeted TEKS
Key Concept: Congruent Polygons
Example 1: Identify Congruent Polygons
Example 2: Find Missing Measures
Example 3: Find Missing Measures
• Identify congruent polygons.

• congruent polygon
8.7 The student uses geometry to model and describe
the physical world. (B) Use geometric concepts and
properties to solve problems in fields such as art
and architecture.
 Identify Congruent Polygons

Determine whether the trapezoids shown are

congruent. If so, name the corresponding parts and
write a congruence statement.
 Identify Congruent Polygons

Answer: Since all pairs of corresponding angles and

sides are congruent, the two trapezoids are
congruent. One congruence statement is
trapezoid EFGH  trapezoid QRST.
If the triangles shown are congruent, which of the
following statements is false.

A. A
B. B
C. C
A. B.
D.
0% 0% D 0% 0%

D
C. D.
 Find Missing Measures

According to the congruence statement, H and S

are corresponding angles. So,

Answer: Since mH = 35°, mS = 35°.

In the figure,

1. A
2. B 0%

A. 50° B. 55° 3. C
4. D
A B C D

C. 70° D. 75°
 Find Missing Measures

In the figure,

Answer: Since FG = 6 centimeters, QR = 6 centimeters.

In the figures,

1. A 0%

2. B
3. C
A. 3 in. B. 4 in. 4. D
A B C D

C. 5 in. D. 6 in.
Five-Minute Check (over Lesson 6-4)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Identify Line Symmetry
Example 2: Identify Line Symmetry
Example 3: Identify Rotational Symmetry
Example 4: Use a Rotation
• Identify line symmetry and rotational symmetry.

• line symmetry
• line of symmetry
• rotational symmetry
• angle of rotation
8.7 The student uses geometry to model and describe
the physical world. (B) Use geometric concepts and
properties to solve problems in fields such as art
and architecture.
 Identify Line Symmetry

Determine whether the figure has line symmetry. If it

does, draw all lines of symmetry. If not, write none.

Answer: This figure has one vertical line of symmetry.

BOTANY Determine whether the leaf has line
symmetry. If it does, draw all lines of symmetry. If
not, write none.

Answer: This figure has one vertical line of symmetry.

 Identify Line Symmetry

Determine whether the figure has line symmetry. If

it does, trace the figure and draw all lines of
symmetry. If not, write none.

Answer: This figure has no lines of symmetry.

Determine whether the figure has line symmetry. If it
does, trace the figure and draw all lines of symmetry.
If not, write none.

Answer: This figure has one vertical line of symmetry.

 Identify Rotational Symmetry

FLOWERS Determine whether the flower design

has rotational symmetry. Write yes or no. If yes,
name its angle(s) of rotation.
 Identify Rotational Symmetry

Answer: Yes, this figure has rotational symmetry. It will

match itself after being rotated 90, 180, and
270.
FLOWERS Determine whether the flower design has
rotational symmetry. Write yes or no. If yes, name its
angle(s) of rotation.

0%

1. A
2. B
3. C
4. D
A. yes, 90° B. yes, 120° A¤B¤C¤D B C D

C. yes, 180° D. no
 Use a Rotation

ARCHITECTURE A rosette is a painted or sculptured

ornament, usually circular, having designs that
radiate symmetrically from the center. Copy and
complete the picture of the rosette shown so that the
completed figure has rotational symmetry with 90,
180, and 270 as its angles of rotation.
 Use a Rotation

Use the procedure described above and the points

indicated to rotate the figure 90, 180, and 270
counterclockwise. Use a 90 rotation clockwise to produce
the same rotation as a 270 rotation counterclockwise.

Answer:
90° counterclockwise 180° counterclockwise 90° clockwise
DESIGN Copy and complete the
figure so that the completed design
has rotational symmetry with 90,
180, and 270 as its angles of
rotation.

Answer:
Five-Minute Check (over Lesson 6-5)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Draw a Reflection
Example 2: Reflect a Figure Over an Axis
Example 3: Reflect a Figure Over an Axis
Example 4: Use a Reflection
• Graph reflections on a coordinate plane.

• reflection
• line of reflection
• transformation
8.6 The student uses transformational geometry to
develop spatial sense. (B) Graph dilations, reflections,
and translations on a coordinate plane. 8.7 The
student uses geometry to model and describe the
physical world. (B) Use geometric concepts and
properties to solve problems in fields such as art
and architecture.
 Draw a Reflection

Copy trapezoid STUV below on graph paper. Then

draw the image of the figure after a reflection over
the given line.
 Draw a Reflection

Step 1 Count the number of Answer:

units between each
vertex and the line of
reflection.
Step 2 Plot a point for each
vertex the same
distance away from
the line on the other
side.
Step 3 Connect the new
vertices to form the
image of trapezoid
STUV, trapezoid
S'T'U'V'.
Copy trapezoid TRAP below on graph paper. Then
draw the image of the figure after a reflection over
the given line.
Answer:
 Reflect a Figure Over an Axis

Graph quadrilateral EFGH with vertices E(–4, 4),

F(3, 3), G(4, 2) and H(–2, 1). Then graph the image
of EFGH after a reflection over the x-axis and write
the coordinates of its vertices.
 Reflect a Figure Over an Axis

The coordinates of the vertices of the image are

E'(–4, –4), F'(3, –3), G'(4, –2), and H'(–2, –1).
Notice that the y-coordinate of a point reflected over the
x-axis is the opposite of the y-coordinate of the original
point. same
opposites

E(–4, 4) E'(–4, –4)

F(3, 3) F'(3, –3)
G(4, 2) G'(4, –2)
H(–2, 1) H'(–2, –1)
 Reflect a Figure Over an Axis

Answer: E'(–4, –4), F'(3, –3), G'(4, –2), and H'(–2, –1).
Graph quadrilateral QUAD with vertices Q(2, 4),
U(4, 1), A(–1, 1), and D(–3, 3). Then graph the image
of QUAD after a reflection over the x-axis, and write
the coordinates of its vertices.
Answer: Q'(2, –4), U'(4, –1), A'(–1, –1), and D'(–3, –3).
 Reflect a Figure Over an Axis

Graph quadrilateral ABCD with vertices A(1, 3),

B(4, 0), C(3, –4), and D(1, –2). Then graph the
image of ABCD after a reflection over the y-axis,
and write the coordinates of its vertices.
 Reflect a Figure Over an Axis

The coordinates of the vertices of the image are

A'(–1, 3), B'(–4, 0), C'(–3, –4), and D'(–1, –2).
Notice that the x-coordinate of a point reflected over the
y-axis is the opposite of the x-coordinate of the original
point. opposites
same

A(1, 3) A'(–1, 3)
B(4, 0) B'(–4, 0)
C(3, –4) C'(–3, –4)
D(1, –2) D'(–1, –2)
 Reflect a Figure Over an Axis

Answer: A'(–1, 3), B'(–4, 0), C'(–3, –4), and D'(–1, –2).
Graph quadrilateral ABCD with vertices A(2, 2),
B(5, 0), C(4, –2), and D(2, –1). Then graph the image of
ABCD after a reflection over the y-axis, and write the
coordinates of its vertices.
Answer: A'(–2, 2), B'(–5, 0), C'(–4, –2), and D'(–2, –1).
 Use a Reflection

ARCHITECTURE Copy and complete the office

floor plan shown below so that the completed office
has a horizontal line of symmetry.
You can reflect the half of the office Answer:
floor plan shown over the indicated
horizontal line.
Find the distance from each vertex
on the figure to the line of reflection.
Then plot a point the same distance
away on the opposite side of the line.
Connect vertices as appropriate.
GAMES Copy and complete the game board shown
below so that the completed game board has a
vertical line of symmetry.
Answer:

Interactive Lab:
Reflections
Five-Minute Check (over Lesson 6-6)
Main Idea and Vocabulary
Targeted TEKS
Example 1: Draw a Translation
Example 2: Translation in the Coordinate Plane
Example 3: Test Example
• Graph translations on a coordinate plane.

• translation
8.6 The student uses transformational geometry to
develop spatial sense. (B) Graph dilations, reflections,
and translations on a coordinate plane.
 Draw a Translation

Copy  EFG below on graph paper. Then draw the

image of the figure after a translation of 3 units
right and 2 units up.
Step 1 Move each vertex Answer:
of the triangle 3
units right and 2
units up.
Step 2 Connect the new
vertices to form
the image.
Copy  ABC below on graph paper. Then draw the
image of the figure after a translation of 2 units right
and 4 units down.
Answer:
 Translation in the Coordinate Plane

Graph ABC with vertices A(–2, 2), B(3, 4), and

C(4, 1). Then graph the image of ABC after a
translation of 2 units left and 5 units down. Write the
coordinates of its vertices.
 Translation in the Coordinate Plane

The coordinates of the vertices of the image are

A'(–4, –3), B'(1, –1), and C'(2, –4). Notice that these
vertices can also be found by adding –2 to the
x-coordinates and –5 to the y-coordinates, or (–2, –5).

Original Add (–2, –5) Image

A(–2, 2) (–2 + (–2), 2 + (–5)) (–4, –3)
B(3, 4) (3 + (–2), 4 + (–5)) (1, –1)
C(4, 1) (4 + (–2), 1 + (–5)) (2, –4)
 Translation in the Coordinate Plane

Answer: A'(–4, –3), B'(1, –1), and C'(2, –4)

Graph  PQR with vertices P(–1, 3), Q(2, 4), and
R(3, 2). Then graph the image of  PQR after a
translation of 2 units right and 3 units down. Write
the coordinates of its vertices.
Answer: P'(1, 0), Q'(4, 1), and R'(5, –1)
If triangle RST is translated 4 units to the right and
3 units up, what are the coordinates of point T' ?

A. (0, 3) B. (1, 2)

C. (2, 1) D. (1, 1)
Read the Test Item
You are asked to find the coordinates of point T' after
the original figure has been translated 4 units right and
3 units up.
Solve the Test Item
You can answer this question without translating the
entire triangle.
The coordinates of point T are Original figure
(–3, –1).
The x-coordinate of T is –3, so the Translating 4 units
x-coordinate of T' is –3 + 4 or 1. right is the same
as adding 4 to the
x-coordinate.

The y-coordinate of T is –1, so the Translating 3 units

y-coordinate of T' is –1 + 3 or 2. up is the same as
adding 3 to the
y-coordinate.
The coordinates of T' are (1, 2).
Answer: The answer is B.
If triangle LMN is translated 4 units left and 2 units
up, what are the coordinates of point L'?

0%

1. A
2. B
3. C
A. (0, –1) B. (–3, 2) 4. D
A B C D

C. (–1, –4) D. (–2, 3)

Five-Minute Checks

Image Bank

Math Tools

Investigating Congruent Triangles

Reflections
Lesson 6-1 (over Chapter 5)
Lesson 6-2 (over Lesson 6-1)
Lesson 6-3 (over Lesson 6-2)
Lesson 6-4 (over Lesson 6-3)
Lesson 6-5 (over Lesson 6-4)
Lesson 6-6 (over Lesson 6-5)
Lesson 6-7 (over Lesson 6-6)
To use the images that are on the
following three slides in your own
presentation:
1. Exit this presentation.
2. Open a chapter presentation using a
full installation of Microsoft® PowerPoint®
in editing mode and scroll to the Image
Bank slides.
3. Select an image, copy it, and paste it
into your presentation.
 (over Chapter 5)

Write 7 out of 20 as a percent.

A. 0.035%

B. 0.35%

C. 3.5%
A. A
0% 0% 0% 0%
B. B
D. 35%

D
C. C
D. D
 (over Chapter 5)

Express 48% as a fraction in simplest form.

A.

B.
0%

C.
1. A
2. B
D. 3. C A B C D

4. D
 (over Chapter 5)

9.5 is 95% of what number?

A. 1

0%
B. 9
1. A
2. B
C. 10
3. C
4. D
D. 100
A B C D
 (over Chapter 5)

Find the percent of change from 15 to 18. State

whether the percent of change is an increase or a
decrease.

A. 20%; decrease

B. 20%; increase

A. A
C. 16.7%; decrease
0% 0% B. 0% B0%
A B C. C CD

D. 16.7%; increase D. D
 (over Chapter 5)

A grocery store manager prices items 30% above

their cost. If the manager pays $0.90 per pound for
strawberries, what price will he put on the
strawberries?
A. $11.70/pound
0%

B. $3/pound 1. A
2. B
C. $2.70/pound 3. C
4. D
D. $1.17/pound A B C D
 (over Chapter 5)

Susan deposited $210 to open a savings account

that pays 4.7% simple interest annually. If there are
no other deposits or withdrawals from the account,
how much will be in the account in 24 months?

A. $19.74 1. A
0%
2. B
B. $20.20 3. C
4. D
C. $229.74

D. $230.20 A B C D
 (over Lesson 6-1)

Find the value of x in the figure.

A. x = 120

B. x = 90

C. x = 60
A. A
B. B
D. x = 30 C. C
0% 0% 0% 0%
D. D
A

D
 (over Lesson 6-1)

Find the value of x in the figure.

A. x = 225

B. x = 135

1. A
C. x = 90 0%
2. B
3. C
4. D
D. x = 45

A B C D
 (over Lesson 6-1)

Classify 1 and 5 as alternate

interior, alternate exterior, or
corresponding angles.

A. alternate interior

B. alternate exterior 1. A
2. B
3. C

C. corresponding 0% 0% 0%

C
 (over Lesson 6-1)

Classify 2 and 4 as alternate

interior, alternate exterior, or
corresponding angles.

A. alternate interior

B. alternate exterior 1. A
2. B
3. C

C. corresponding
0% 0% 0%
A

C
 (over Lesson 6-1)

Classify 3 and 7 as alternate

interior, alternate exterior, or
corresponding angles.

A. alternate interior

B. alternate exterior 1. A
2. B
3. C

C. corresponding
0% 0% 0%
A

C
 (over Lesson 6-1)

Refer to the figure. If a || b, find the

value of x.
A. 145

B. 135 1. A
0% 2. B
3. C
C. 35
4. D

D. 7
A B C D
 (over Lesson 6-2)

A party store is having a sale on balloons. The

balloons cost $0.35 per balloon, but if you
purchase 4, you get 2 free. If Suzie spent $15.40
(before adding sales tax), how many balloons did
she get for free? Use logical reasoning.
A. 11 balloons

B. 22 balloons
A. A
C. 44 balloons B. B
C. C
0% 0% 0% 0%
D. 66 balloons D. D
A

D
 (over Lesson 6-2)

A party store is having a sale on balloons. The

balloons cost $0.35 per balloon, but if you
purchase 4, you get 2 free. If Suzie spent $15.40
(before adding sales tax), how many balloons did
she get total? Use logical reasoning.
A. 11 balloons
1. A
B. 22 balloons 0%
2. B
3. C
C. 44 balloons 4. D

D. 66 balloons
A B C D
 (over Lesson 6-2)

While watching a parade, Sabrina noticed that after

every 5 floats, a marching band passed by. Use
logical reasoning to determine how many floats
Sabrina has seen if she is listening to the sixth
marching band.
A. 10 floats
1. A
0% 2. B
B. 20 floats
3. C
C. 30 floats 4. D

D. 40 floats A B C D
 (over Lesson 6-2)

If 22 millimeters equals 0.022 meters and 0.022

meters equals 0.000022 kilometers, then how many
millimeters are in 7.43 kilometers? Use logical
reasoning.
A. 743 mm

B. 7,430 mm
A. A
C. 743,000 mm B. B
C. C
0% 0% 0% 0%
D. D
D. 7,430,000 mm
A

D
 (over Lesson 6-3)

Find the sum of the interior angle measures of a

hexagon.
A. 720°

B. 540°

C. 900° A. A
B. B
0% 0% 0% 0% C. C
D. 1080°
D. D
A

D
 (over Lesson 6-3)

Find the sum of the interior angle measures of a

nonagon.
A. 900°

B. 1080°
1. A
0%

C. 1260° 2. B
3. C
4. D
D. 1620°
A B C D
 (over Lesson 6-3)

Find the measure of one interior angle in a regular

octagon. Round to the nearest tenth if necessary.
A. 135°

B. 270°
0% 1. A
2. B
C. 540° 3. C
4. D

D. 1080°
A B C D
 (over Lesson 6-3)

Find the measure of one interior angle in a regular

14-gon. Round to the nearest tenth is necessary.
A. 308.6°

B. 154.3°

C. 1080° A. A
B. B
C. C
D. 2160° 0% 0% 0% 0%
D. D
A

D
 (over Lesson 6-3)

Find the measure of one interior angle in a regular

56-gon. Round to the nearest tenth if necessary.
A. 86.8°

B. 9720° 0%

1. A
C. 3992.8° 2. B
3. C
4. D
D. 173.6° A B C D
 (over Lesson 6-3)

The following statements are true about triangle XYZ.

Which choice fits all four statements for angles X, Y, and Z?

1. A
A. B. 2. B 0%

3. C
4. D

C. D. A B C D
 (over Lesson 6-4)

Are the 2 polygons

congruent? If so, list their
congruent parts.

A. yes; A  X, B  Z, C  Y, AB  XY,

BC  YZ, AC  XZ,  ABC  XYZ
B. yes; A  X, B  Y, C  Z, AB  XY,
BC  YZ, AC  XZ,  ABC  XYZ
A. A
C. yes; A  X, B  Y, C  Z, AB  XZ,
BC  YZ, AC  XY,  ABC  XYZ B. B
0% 0% 0% 0%
C. C

A
D. no

D
D. D
 (over Lesson 6-4)

Are the 2 polygons congruent?

If so, list their congruent parts.

A.

0%

B.
1. A
2. B
3. C
C. A B C D

4. D

D. no
 (over Lesson 6-4)

In the figure,  CLS   CLS. Find mI.

A. 30°

B. 45°
1. A
0%
2. B
C. 60°
3. C
4. D
D. 75°

A B C D
 (over Lesson 6-4)

If  ABC   XYZ, which of the following options is not

true?

A.

B.

C. A. A
B. B 0% 0% 0% 0%

C. C

D
D. D. D
 (over Lesson 6-5)

Determine whether the figure has line

symmetry. If it does, identify the figure that
shows all lines of symmetry. If not, choose
none.
A. B.

A. A
C. D. none 0% B.
0% 0%B 0%

C. C

D
D. D
 (over Lesson 6-5)

Determine whether the figure has line

symmetry. If it does, identify the figure that
shows all lines of symmetry. If not, choose
none.
A. B.

0%

1. A
2. B
3. C A B C D

C. D. none 4. D
 (over Lesson 6-5)

Determine whether the figure has

rotational symmetry. If yes, name
its angle(s) of rotation.
A. yes; 30°, 60°, and 90°

0%
1. A
B. yes; 45°, 90°, and 180°
2. B
3. C
C. yes; 90°, 180°, and 270° 4. D
A B C D

D. no
 (over Lesson 6-5)

Determine whether the figure has

rotational symmetry. If yes, name
its angle(s) of rotation.
A. yes; 45°, 90°, and 180°

B. yes; 90°, 180°, and 270°

A. A
C. yes; 90°, 180°, and 360° B. B
0% 0% 0% 0%
C. C

D
D. D
D. no
 (over Lesson 6-5)

Which polygon has exactly 3 lines of symmetry?

A. equilateral triangle

B. isosceles triangle

1. A 0%

C. obtuse triangle 2. B
3. C
4. D
D. scalene triangle A B C D
 (over Lesson 6-6)

Name the line of reflection for the

pair of figures in the picture.

A. x-axis

B. y-axis
A. A
C. y = x B. B
C. C
0% 0% 0% 0%
D. D
D. y = –x
A

D
 (over Lesson 6-6)

Name the line of reflection for the

pair of figures in the picture.

A. x-axis

B. y-axis 1. A
2. B
0%
3. C
C. y = x
4. D

D. y = –x A B C D
 (over Lesson 6-6)

Find the coordinates of the vertices of ΔQRS with

vertices Q(1, 1), R(4, 3), and S(–2, 3) after a
reflection over the x-axis.
A. Q'(1, 1), R'(4, –3), S'(–2, –3)
0%

1. A
B. Q'(–1, 1), R'(4, –3), S'(–2, 3)
2. B
3. C
C. Q'(1, –1), R'(4, –3), S'(–2, –3) 4. D
A B C D

D. Q'(–1, –1), R'(4, –3), S'(2, –3)

 (over Lesson 6-6)

Square WXYZ has vertices W(1, 2), X(1, 4), Y(3, 4), and
Z(3, 2). If W'X'Y'Z' has vertices W'(–1, 2), X'(–1, 4),
Y'(–3, 4), and Z'(–3, 2), describe the reflection performed
on square WXYZ.
A. Square WXYZ was reflected over
the x-axis.

B. Square WXYZ was reflected over

the y-axis. A. A
C. Square WXYZ was reflected over 0%
B.0% B
0% 0%
the line y = x. C. C

D
D. D
D. Square WXYZ was reflected over
the line y = –x.
This slide is intentionally blank.