Download NTI Day 1 Assignment - Scott County Schools

Name _______________________________________ Date ___________________ Class __________________
Foundations for Geometry
Performance Assessment Teacher Support
Purpose:
To assess student understanding of construction of congruent segments
and angles and their bisectors
Time:
15–20 minutes
Grouping:
Individuals or partners
Preparation Hints:
Review construction of congruent segments and angles. Make sure
students have a straightedge, compass, and protractor.
Overview:
Students construct segments and angles, and measure angles to
determine if two angles are complementary, supplementary, or neither.
Introduce the Task:
Students use their knowledge of naming segments and angles to construct
congruent segments and angles. They then measure two angles to see if
they are supplementary, complementary, or neither.
Performance Indicators:
______
constructs a segment so that T is the midpoint
______
constructs an angle congruent to a given angle
uses conventional naming of segments and angles
______ accurately measures angles
______
Scoring Rubric:
Level 4: Student solves problems correctly and gives good explanations.
Level 3: Student solves problems but does not give satisfactory
explanations.
Level 2: Student solves some problems but does not give satisfactory
explanations.
Level 1: Student is not able to solve any of the problems.
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Holt McDougal Geometry
Name _______________________________________ Date ___________________ Class __________________
Foundations for Geometry
Performance Assessment
Demonstrate your knowledge by accurately constructing the figures with
only a straightedge and a compass.
1. Construct AB so that AT is one of the segments you obtain when you bisect AB.
2. Identify the midpoint of your segment in Exercise 1 and explain how you know
it is the midpoint.
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3. Construct an angle that is congruent to /QRS and has RQ as a side.
4. Use a protractor to measure the two smallest angles in Exercise 3. Are these
two angles complementary, supplementary, or neither? Explain.
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Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Holt McDougal Geometry
Name _______________________________________ Date ___________________ Class __________________
Chapter Test Form B: Free Response
1. A or D
16. (4, 3)
17. Yes, AB  CD.
18. 24 ft
19. rotation
20. G
2. AE or EA
Performance Assessment
3. CA or CB
1.
4. A, B, and C
5. 3x  10
6. 13.5 units
7. acute
2. The midpoint is T, because I
constructed AT  TB.
8. 70
3.
9. Possible answers: 1 and 2, 2 and
3, or 3 and 4
10. (88  5x)
11. 59
4. Each of the two smallest angles
measures 47°, and the angle formed by
their noncommon sides measures 94°.
Since the sum of the measures of the
two angles is neither 90° nor 180°, the
angles are neither complementary nor
supplementary.
12. 57.76 cm2
13. 15 in2
14. 18.84 ft
15. (1, 6)
16. (3, 8)
17.
113 or about 10.6 units
18. 5 units
19. reflection
20. translation
Chapter Test Form C: Free Response
1. Possible answers: Plane P , or the
plane determined by G along with any
two points on line n, such as ABG
2. Possible answers: EB, ED, DB, or GB
3. Sample answers: GB and AB, or AC
and CB
4. D, E, and F
5. 8 units
6. 13.7 units
7. obtuse
8. 130
9. 1 and 4
10. 45 and 135
11. 40 and 50
12. 2x2  6x units2
13. 5.5 cm
14. 50 in.
15. (a, 2a)
Cumulative Test
1. A
18. H
35. B
2. G
19. D
36. G
3. C
20. J
37. A
4. G
21. A
38. F
5. D
22. G
39. D
6. H
23. C
40. H
7. B
24. F
41. C
8. H
25. B
42. H
9. C
26. J
43. B
10. F
27. A
44. J
11. D
28. G
45. B
12. H
29. B
46. H
13. A
30. G
47. A
14. J
31. C
48. H
15. C
32. J
49. A
16. G
17. A
33. D
34. J
50. J
51. B
Original content Copyright © by Holt McDougal. Additions and changes to the original content are the responsibility of the instructor.
Holt McDougal Geometry