Illustrative Mathematics - Geometry - Mathematics - Unit 2 - Lesson 4

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9 Questions
1
1.
Match each statement using only the information shown in the pairs of congruent triangles.
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N.Q.3
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2.
Sketch the unique triangles that can be made with angle measures 40° and 100° and side length 3. How do you know you have sketched all possibilities?
N.Q.3
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3.
What is the least amount of information that you need to construct a triangle congruent to this one?
N.Q.3
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4.
Triangle ABC is congruent to triangle EDF. So, Mai knows that there is a sequence of rigid motions that takes ABC to EDF.
Select all true statements after the transformations:
N.Q.3
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5.
A rotation by angle ACE using point C as the center takes triangle CBA onto triangle CDE.
  1. Explain why the image of segment CB lines up with ray CD.
  2. Explain why the image of B coincides with D.
  3. Is triangle ABC congruent to triangle EDC? Explain your reasoning.
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6.
Line EF is a line of symmetry for figure ABECDF. Clare says that ABEF is congruent to CDFE because sides AB and CD are corresponding.
  1. Why is Clare's congruence statement incorrect?
  2. Write a correct congruence statement for the pentagons.
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7.
Triangle HEF is the image of triangle HGF after a reflection across line FH. Select all statements that must be true.
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8.
When rectangle ABCD is reflected across line EF, the image is BADC. How do you know that segment AD is congruent to segment BC?
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9.
This design began from the construction of a regular hexagon. Describe a rigid motion that will take the figure onto itself.
N.Q.3
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This lesson is from Illustrative Mathematics. Geometry, Unit 2, Lesson 4. Internet. Available from https://curriculum.illustrativemathematics.org/HS/teachers/2/2/4/index.html ; accessed 29/July/2021.

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