Geometry Basics: Chapter Test
20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.
Multiple choice
Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.
Free response
10 questions in parts, 139 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
-
1. One opening, three ways of completing it . 11 points. Question 1 of 10.
A workshop hinge is opened until the two flat plates make an angle of .
- Part A.
Find the complement of the opening and its supplement. State which total each of the two completes.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The plates are swung on past the straight position and all the way round until they are back where they started. Find the reflex angle that goes with the original opening, and state what that reflex angle and the add to.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The hinge is opened further, to . Say which of the three completions you found in parts A and B still exist for this wider opening and which does not, giving the measures of the ones that do. Then explain what decides, for any opening at all, whether each of the three exists.
Carry your own answer forward Use the same three subtractions you carried out in parts A and B, applied to the wider opening. The credit here is for the account of when each completion exists, not for repeating a particular figure.
Explain why it works A sentence or two. Reasons, not steps. 5 points
The answer
Part A
The complement is , completing ; the supplement is , completing .
- degrees and degrees are the same two answers with the word written out; is not a complement, since a complement must leave a right angle
Part B
The reflex angle is , and it and the opening add to , one full turn.
- degrees written out is the same answer; is not, because that completes a straight line rather than a full turn
Part C
The supplement is and the reflex partner is , but there is no complement, since is negative. A complement exists exactly for openings below , a supplement exactly for openings below , and a reflex partner for every opening below as well.
Worked solution
Part A
A complement is whatever brings the angle up to a right angle, and a supplement is whatever brings it up to a straight angle, so both are subtractions.
The two checks are and . The supplement is the larger of the two, because is the larger total.
Part B
The reflex angle is the opening measured the other way round the vertex, so the two together sweep one complete rotation.
It is reflex because , and the check is that .
Part C
What each completion asks for. Each of the three is the amount left over after the opening is taken from a fixed total, so each exists only while that total is larger than the opening itself.
Reading the three results. The first subtraction runs past zero, and an angle cannot have a negative measure, so a opening has no complement at all. The other two land on genuine angles: a supplement of and a reflex partner of .
The general rule. The test is simply which total the opening is smaller than. An opening below is below all three totals and has all three completions; one between and has a supplement and a reflex partner but no complement; and once an opening reaches only the full turn is still larger than it, though what the full turn leaves over is then or less and so no longer a reflex angle.
In one line
The opening has a complement of , a supplement of and a reflex partner of , completing , and respectively. The opening has a supplement of and a reflex partner of but no complement, because is negative. In general each completion exists exactly while the opening is smaller than the total it is measured against, so all three exist below , two of them between and , and only the full turn beyond that.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Subtracts the opening from ninety degrees for one answer and from one hundred and eighty degrees for the other. . Worth 2 points.
Reports both measures in degrees and names the total each one completes. . Worth 1 point.
Part B 3 points
Subtracts the opening from three hundred and sixty degrees rather than from ninety or one hundred and eighty. . Worth 2 points.
States the total the reflex angle and the opening make, and says that it is one full turn. . Worth 1 point.
Part C 5 points
Grounds the account in each completion being what is left after the opening is taken from a fixed total, and says that the completion fails to exist once that subtraction runs past zero. . Worth 3 points. needs an explanation, not just an answer
Gives the measures of the two completions that do exist for the wider opening, in degrees. . Worth 1 point.
States the boundary for each of the three completions in a form that applies to any opening, not only to the two in this question. . Worth 1 point.
-
-
2. A counter crossing the axes . 12 points. Question 2 of 10.
A board game is played on a coordinate grid. A counter starts on the square at . It is moved units to the right, and from there units down.
- Part A.
Give the counter's position after the first move and after the second, each as an ordered pair. Name the quadrant it occupies at each of the three stages.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find how far the counter finishes from the y-axis and how far from the x-axis. Say which coordinate settles each of those two distances.
Carry your own answer forward Measure from the finishing square you reached in part A, whatever that square was.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A player says the counter would have reached the same finishing square if the two moves had been made in the opposite order, and that it would have passed through the same square on the way. Decide whether each half of that claim holds, giving the square the reversed order passes through and its quadrant.
Carry your own answer forward Test the claim against the positions you produced in part A. The credit here is for the account of which coordinate each move changes, not for landing on one particular square.
Justify your claim State the claim, then give the reason it has to be true. 5 points
The answer
Part A
It starts at in Quadrant II, reaches in Quadrant I, and finishes at in Quadrant IV.
- the quadrants may be written as , and ; is not the finishing square, since the sideways position is written first
Part B
It finishes units from the y-axis and units from the x-axis. The first coordinate settles the distance from the y-axis and the second settles the distance from the x-axis.
- both distances are positive lengths, so units from the x-axis is not an answer a distance can take
Part C
The finishing square is the same, because the sideways move changes only the first coordinate and the downward move only the second, so neither disturbs the other's work. The square passed through is not the same: moving down first reaches , in Quadrant III, rather than in Quadrant I.
Worked solution
Part A
A sideways move changes only the first coordinate and an up-or-down move only the second, so handle the two separately. Right is positive and down is negative.
Each quadrant follows from the pair of signs: is the upper left, the upper right, and the lower right.
Part B
The distance from an axis is how far the point sits to one side of it, so it is the size of the coordinate measured across that axis, with the sign discarded.
The first coordinate records position left and right of the y-axis, so it is the one that measures distance from that axis; the second does the same job for the x-axis.
Part C
Why the finish is the same. The two moves act on different coordinates. Whatever order they are made in, the first coordinate ends up as and the second as , so both routes finish on one square.
Why the route is not. Reversing the order changes which coordinate is altered first, and the intermediate square records only that first change.
That square has both coordinates negative, which puts it in the lower left, Quadrant III, while the original route's intermediate square has both positive and sits in Quadrant I. So the claim is right about the destination and wrong about the journey.
In one line
The counter goes in Quadrant II, then in Quadrant I, then in Quadrant IV, finishing units from the y-axis and units from the x-axis, distances settled by the first and second coordinates respectively. Reversing the two moves reaches the same finishing square, since each move changes a different coordinate, but it passes through in Quadrant III rather than through in Quadrant I.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Adds the sideways move to the first coordinate and the up-or-down move to the second, keeping the two coordinates separate. . Worth 2 points.
Names a quadrant for each of the three positions, read from the pair of signs rather than from a drawing. . Worth 2 points.
Part B 3 points
Takes each distance from the coordinate measured across the axis named, discarding the sign so that the length is positive. . Worth 2 points.
Reports both answers in units and pairs each one with the coordinate that settles it. . Worth 1 point.
Part C 5 points
Separates the two halves of the claim and grounds the verdict on the destination in each move changing a different coordinate. . Worth 3 points. needs an explanation, not just an answer
Gives the square the reversed order passes through and names its quadrant. . Worth 2 points.
-
-
3. One triangle measured from two different sides . 12 points. Question 3 of 10.
The figure shows a triangle whose corner at is obtuse. The side measures cm. The perpendicular dropped from to the line through and is drawn dashed; it measures cm and meets that line beyond , outside the triangle.
Triangle with base cm and the perpendicular height to that base, cm, landing beyond . Text description of this figure
A triangle labelled D, E and F, with the side from D to E drawn horizontally along the foot of the picture and marked twenty four centimetres. The corner F lies up and to the right of E, which makes the corner at E a wide one. The line through D and E is extended past E as a dashed line, and a second dashed segment runs straight down from F to meet that extension at a right angle, marked with a small square. This second dashed segment is the perpendicular height and is marked thirteen centimetres, and it lands outside the triangle.
- Part A.
Find the area of triangle , using as the base. Give the answer with its unit.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
The same triangle is now measured from the side instead, which is cm long. Find the perpendicular height drawn to that side. Show the step that undoes the area rule.
Carry your own answer forward Undo the area rule using the area you found in part A, whatever it was, together with the new base length given here.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Explain why the base multiplied by the perpendicular height to that base comes out the same whichever side of a triangle is chosen as the base. Then explain what it is about this particular triangle that sends its perpendicular height outside the figure.
Carry your own answer forward Argue from the two base-and-height pairs you worked with in parts A and B, whatever numbers they were. The credit here is for the account, not for one particular product.
Explain why it works A sentence or two. Reasons, not steps. 6 points
The answer
Part A
The area is .
- square centimetres written out is the same answer; cm is not, since an area counts unit squares
Part B
The perpendicular height to is cm.
- centimetres written out is the same answer; cm is not, since it comes from dividing by the new base without first undoing the factor of one half
Part C
Both products are twice the one area the triangle has, so they must agree: . The height lands outside because the corner at is obtuse, so the foot of the perpendicular from falls on the extension of beyond rather than on the side itself.
Worked solution
Part A
A triangle covers half of the parallelogram built from two copies of it, and that parallelogram has the same base and the same perpendicular height, so the rule is half the base times the height. It makes no difference that the perpendicular lands outside the triangle: the height is still the straight-across distance from to the line the base lies on.
Taking half of the first gives the same figure: .
Part B
The triangle has one area, whichever side is called the base, so the same area rule must hold with the new base in it. Undo the rule in the order it was built: multiply by to remove the one half, then divide by the new base.
A check forward: , which matches part A.
Part C
Why the product is fixed. A triangle covers one definite amount of space, and the area rule says that amount is half of the base times the perpendicular height to that base. Rearranging the rule shows the product directly.
The right-hand side does not mention which side was chosen, so every choice of base gives the same product. Here both choices give , once as and once as . A longer base is therefore always paired with a shorter height, which is exactly what happened between parts A and B.
Why the height falls outside. The perpendicular height to is measured from straight down to the line that lies on. Its foot lands between and only when sits above the stretch between them. Here the corner at is obtuse, which tips out past , so the line has to be extended before the perpendicular can meet it. The height is still the straight-across distance from to that line, so the area rule is unaffected.
In one line
Measured from , the triangle covers . Measured from , the same area gives , so the perpendicular height to that side is cm. The product of a base and its own perpendicular height is always twice the triangle's single area, so it cannot depend on which side is chosen, and bears that out. The perpendicular to lands outside the triangle because the corner at is obtuse, which puts past and sends the foot of the perpendicular onto the extension of .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Multiplies the base by the perpendicular height and halves the product, using the dashed length rather than a side of the triangle. . Worth 2 points.
Reports the result in square centimetres. . Worth 1 point.
Part B 3 points
Doubles the area before dividing by the new base, so that the factor of one half is undone. . Worth 2 points.
Reports the height in centimetres, a length rather than an area. . Worth 1 point.
Part C 6 points
Derives the fixed product from the area rule, so that the argument covers every choice of base rather than only the two used here. . Worth 3 points. needs an explanation, not just an answer
Notes that a longer base is paired with a shorter height, and checks that against the two pairs already found. . Worth 1 point.
Traces the perpendicular landing outside to the obtuse corner, and says that the height is still measured to the line the base lies on. . Worth 2 points. needs an explanation, not just an answer
-
-
4. A porthole, its metal and its glass . 15 points. Question 4 of 10.
A circular porthole measures cm straight across through its centre. A metal strip runs right round its rim, and a second straight strip runs across the porthole through the centre, from one point of the rim to the point opposite. Take .
- Part A.
Find the length of the strip that runs round the rim and the length of the strip that runs across, then give the total length of metal. Name each piece before you add anything.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find the area of glass in the window. Show the step that gets you from the measurement given in the stem to the length the area rule needs.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
A glazier orders of glass for this porthole. Say what circle that figure is the area of, compare it with your part B figure, and account for the size of the difference between them.
Carry your own answer forward Compare the glazier's figure with the area you worked out in part B, whatever that was. The credit here is for locating the slip and accounting for its size.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 6 points
The answer
Part A
The rim strip is the circumference, cm; the strip across is the diameter, cm; the metal comes to cm in all.
- m is the same total in metres; cm is not the rim strip, since that is only half of the way round
Part B
The glass covers about .
- square centimetres written out is the same answer, and it is approximate because pi was replaced by a fraction, so writing it with the word about is correct
Part C
The figure is , the area of a circle of radius cm, which is twice the window's radius, so it orders four times too much glass. Squaring is what turns the factor of two between diameter and radius into a factor of four.
Worked solution
Part A
The measurement straight across through the centre is the diameter, so the rim is times it, and the strip across is that diameter itself.
Adding the two pieces gives the metal.
Both pieces are lengths, so the total is in centimetres. The fraction suits these numbers because divides by .
Part B
The area rule needs the radius, and the stem gives the measurement across, so halve it first.
Now square the radius and multiply by .
The radius was squared, so the unit is square centimetres.
Part C
What the glazier computed. The area rule squares the RADIUS. Putting into that slot works out the area of a circle whose radius is cm, which is a circle twice as wide as the window.
How far out it is. Comparing that with the window's own area shows the size of the error.
Why it is always four. The diameter is , so putting the diameter where the radius belongs replaces by . The factor of is squared along with the radius, so this slip is four times too large for every circle, not just this one. That is also why the answer looks plausible: nothing in the arithmetic goes wrong, only the length that was fed into it.
In one line
The rim strip is cm and the strip across is the cm diameter, so the metal totals cm. Halving the diameter gives cm, so the glass covers . The glazier's is the area of a circle of radius cm, four times too much glass, because putting the diameter where the radius belongs replaces by .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Multiplies the given measurement across by pi to get the rim, rather than halving it first. . Worth 2 points.
Identifies the strip across as the diameter itself and adds the two pieces. . Worth 1 point.
Reports the total in centimetres, a linear unit. . Worth 1 point.
Part B 5 points
Halves the measurement across to get the radius before substituting it into the area rule. . Worth 2 points.
Squares the radius before multiplying by pi, and carries the arithmetic through. . Worth 2 points.
Reports the result in square centimetres and marks it as approximate. . Worth 1 point.
Part C 6 points
Identifies the number as the area of a circle whose radius is the window's diameter, locating the slip in which length was substituted rather than in the arithmetic. . Worth 3 points. needs an explanation, not just an answer
States how many times too large the order is, supported by a comparison with the area found earlier. . Worth 1 point.
Traces the factor to the squaring of the two between diameter and radius, in a form that holds for any circle. . Worth 2 points. needs an explanation, not just an answer
-
-
5. A timber post, its volume and its coating . 14 points. Question 5 of 10.
A structural timber post is a prism m long. Its cross-section is a square of side cm, the same all the way along. The post is priced by the volume of timber in it, and every one of its faces is to be coated with preservative.
- Part A.
Find the area of the post's square cross-section, then find the volume of timber in the post. Give that volume in cubic centimetres and again in cubic metres.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
The post unfolds flat into six faces. Say how many faces of each kind there are and give the measurements of one of each, then find the total area to be coated, in square centimetres and again in square metres.
Carry your own answer forward Use the cross-section area you found in part A for each of the two square ends, whatever figure you reached there.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
The merchant's label says the post contains litres of timber. Using litre , decide whether the label agrees with your part A figure, and if it does not, say which conversion would have produced it. Then say what it is about the two calculations that makes the volume of timber a cubic measure while the coating in part B is a square one.
Carry your own answer forward Convert the volume you found in part A, whatever it was, and compare that with the label. The credit here is for the check and the account of the units, not for confirming one particular figure.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 5 points
The answer
Part A
The cross-section is , so the post holds of timber, which is .
- with a separator is the same volume, and litres is the same again; is not, since a cubic metre is a million cubic centimetres and not ten thousand
Part B
Two cm by cm squares of and four rectangles cm by cm of each, giving , which is .
- and are the same area; is not, since every piece of a net is flat
Part C
The label disagrees: divided by is litres, ten times the label. The comes of dividing by , the factor that belongs to areas. A volume multiplies three lengths so it is cubic; the coating sums flat pieces, each two lengths multiplied, so it stays square.
Worked solution
Part A
Every slice taken across the post is the same square, so the post is a prism and its volume is that square's area multiplied by the length. Put both in one unit first: cm.
A cubic metre is a cube cm along every edge, so it holds cubic centimetres.
Part B
Unfold the post. Two of its faces are the square ends and the other four are long rectangles, each running the whole cm and cm across.
Adding the two groups gives the area to coat.
A square metre is a square cm on each side, so it holds square centimetres.
Part C
Checking the label. A litre is a fixed number of cubic centimetres, so the conversion is a single division.
The label claims , ten times smaller, so the two do not agree. That figure is what comes of dividing by instead, which is the number of square centimetres in a square metre and has no business converting a volume.
Why the two measurements carry different units. Count the lengths each calculation multiplies. The volume took a side, a side and the length, three lengths in all, and three factors of centimetres make cubic centimetres. Each face of the net took only two lengths: the two sides of a square end, or the width and the length of a long face. Two factors make square centimetres, and adding flat pieces together cannot turn them into anything else. This is why the post can be described both as holding litres of timber and as taking square metres of preservative without the two figures being in competition: one counts space and the other counts material.
In one line
The cross-section covers , so the post holds of timber, which is . Its net is two squares of and four rectangles cm by cm covering each, giving , or , to coat. The label is wrong: is litres, not . The volume multiplies three lengths and is therefore cubic, while every face of the net multiplies only two and stays square.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Multiplies the cross-section area by the length, with both measurements put in the same unit before anything is multiplied. . Worth 2 points.
Reports the volume in cubic centimetres and converts it by the million rather than by the hundred. . Worth 2 points.
Part B 5 points
Sorts the six faces into the square ends and the long rectangles, and gives both measurements of one face of each kind. . Worth 2 points.
Multiplies each face area by how many faces of that kind there are before adding the two groups. . Worth 2 points.
Reports the total in square centimetres and converts it by ten thousand. . Worth 1 point.
Part C 5 points
Converts the volume to litres by the stated relationship and states whether that matches the label. . Worth 2 points.
Counts how many lengths each calculation multiplies and ties that count to the cubic and square units. . Worth 3 points. needs an explanation, not just an answer
-
-
6. Paving round a pond . 11 points. Question 6 of 10.
A terrace is a trapezoid. Its front edge measures m and its back edge m, those two edges are parallel, and the perpendicular distance between them is m. A rectangular pond m by m is set into the terrace, well clear of every edge, and everything outside the pond is paved.
- Part A.
Find the area of the whole terrace, pond included, showing the step you take before you multiply by the height.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the paved area, and state how many whole square-metre slabs would be needed to cover it.
Carry your own answer forward Take the pond out of whichever terrace area you found in part A, even if it was not the expected one.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A contractor works the terrace out as and then takes the pond off that figure. Say what shape the first of those two numbers is the area of, how it is related to the terrace, and what paved figure the contractor ends up quoting if the slip is never caught.
Carry your own answer forward Compare the contractor's route with the two figures you produced in parts A and B, whatever they were.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
The answer
Part A
The terrace covers .
- square metres written out is the same answer; is not, since that skips the halving
Part B
The paved area is , so square-metre slabs would cover it.
- shown as one line is the same answer; is not, since the pond is removed rather than added
Part C
is the area of the parallelogram that two copies of the terrace make, so it is exactly twice the terrace. Uncorrected, the contractor quotes of paving instead of .
Worked solution
Part A
Two copies of a trapezoid fit together into a parallelogram whose base is the sum of the two parallel edges, so one trapezoid covers half of that, which is the average of the parallel edges times the height.
The terrace therefore covers as much ground as a rectangle m wide and m deep.
Part B
The pond sits wholly inside the terrace, so the paving is the terrace with one rectangle taken out of it. Area is additive, so subtract.
Each slab covers exactly one square metre, so the count of slabs matches the number of square metres.
Part C
What the contractor computed. Adding the two parallel edges and multiplying by the height is the parallelogram step, the one taken before the halving.
That is the parallelogram built from the terrace and an upside-down copy of it, so it covers twice what the terrace does: .
What the quote becomes. The pond is subtracted from the inflated figure rather than from the terrace.
Why the error does not simply double the answer. The pond is taken off only once, so the quoted figure is not twice the true either; it is too large, the extra copy of the terrace. An error made early and then built on does not stay a clean multiple of the right answer.
In one line
The terrace covers , and removing the m by m pond leaves of paving, or square-metre slabs. The contractor's is the parallelogram two copies of the terrace make, twice the true area, so the uncorrected quote comes to .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Averages the two parallel edges rather than adding them, and uses the perpendicular distance as the height. . Worth 2 points.
Reports the area in square metres. . Worth 1 point.
Part B 3 points
Finds the pond's area and removes it from the terrace rather than adding it. . Worth 2 points.
Reports the paved area in square metres and reads it back as a count of square-metre slabs. . Worth 1 point.
Part C 5 points
Identifies the contractor's number as the parallelogram made from two copies of the terrace, and says that the halving step is what has been skipped. . Worth 3 points. needs an explanation, not just an answer
Works the mistaken quote through to the paved figure it produces. . Worth 2 points.
-
-
7. The four corners of a leaning window frame . 18 points. Question 7 of 10.
A window frame is a parallelogram , its corners named in order round the frame, so that is parallel to and is parallel to . The angle at the corner measures .
- Part A.
Find the angle at the corner . Name the pair of parallel sides that the side cuts across, and name the relationship that settles the answer.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Find the angles at the corners and , naming a relationship for each. Then the side is extended beyond ; find the angle between that extension and the side , and name the relationship that gives it.
Carry your own answer forward Carry on from the angle you found at in part A, whatever it was. The credit here is for the relationship used at each step.
Solve and show your work Write each step out, and end with the value and its units. 6 points
- Part C.
Take any parallelogram at all, not this one. Using only the relationship you identified in part A, show that the two angles at the ends of any one side always stand in it. Then show what that forces about the two angles at opposite corners.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 7 points
The answer
Part A
The angle at measures . The side cuts across the parallel pair and , and the angles at and are co-interior, so they add to .
- the pair may be called same-side interior angles; is not the answer, since equal angles here would need the two corners to be opposite rather than adjacent
Part B
and , each co-interior with the corner before it. The extension makes with , a linear pair with .
- the angle at may instead be justified as equal to the opposite corner ; is not the angle with the extension, since a linear pair fills a straight line and not a full turn
Part C
The side joining two adjacent corners is a transversal of the two sides running off them, which are parallel, so those two corner angles are co-interior and add to . Each angle is therefore the supplement of both of its neighbours, and two angles with the same supplement are equal, so opposite corners are equal.
Worked solution
Part A
The side is a straight line meeting both and , and those two are parallel, so is a transversal of them. The angles at and at lie between the two parallel sides and on the same side of , which makes them co-interior.
The relationship needs and to be parallel, and the definition of a parallelogram supplies exactly that.
Part B
Work round the frame, taking each side in turn as the transversal of the pair it crosses.
The first uses cutting the parallel pair and ; the second uses cutting the parallel pair and .
Extending past puts a new angle beside with their outer sides in one straight line, which is a linear pair.
A check on the whole frame: the four corner angles come to degrees.
Part C
Adjacent corners. Label the parallelogram with the corners in order, so that is parallel to and is parallel to . Take the side . It is a straight line meeting at and at , and and are parallel, so is a transversal of them. The angles at and both lie between those parallel sides and both on the same side of , so they are co-interior.
Nothing in that argument mentioned which side was chosen, so the same reasoning applied to , to and to gives the other three sums.
Opposite corners. Take the first two of those sums. Both equal , so they equal each other.
Subtracting the shared from both sides leaves , and the same step on the second and third sums leaves . So opposite corners are equal, which the window frame bears out with at and and at and .
In one line
The side is a transversal of the parallel pair and , so and are co-interior and . Working round the frame the same way gives and , and extending beyond makes a linear pair with , so that angle is . In any parallelogram the side joining two adjacent corners is a transversal of the two parallel sides running off them, so those corners are co-interior and add to ; each angle is then the supplement of both neighbours, and cancelling the shared angle between two such sums shows that opposite corners are equal.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Identifies the side joining the two corners as a transversal of the other pair of sides, and states that those two are parallel. . Worth 2 points.
Names the co-interior relationship and subtracts from a straight angle rather than setting the two equal. . Worth 2 points.
States the measure in degrees. . Worth 1 point.
Part B 6 points
Works round the frame naming, for each new corner, which side is acting as the transversal and which pair it crosses. . Worth 3 points.
Treats the extended side and the angle beside it as a linear pair, subtracting from a straight angle rather than from a full turn. . Worth 2 points.
Reports every measure in degrees. . Worth 1 point.
Part C 7 points
Names the side joining two adjacent corners as the transversal, and states which pair of parallel sides it crosses, before applying the co-interior fact. . Worth 3 points. needs an explanation, not just an answer
Writes the sums for more than one side, so that the argument covers the whole figure rather than one corner of it. . Worth 2 points.
Reaches the equality of opposite corners by cancelling the shared angle between two of the sums. . Worth 2 points. needs an explanation, not just an answer
-
-
8. A tabletop bought by the metre and by the square metre . 14 points. Question 8 of 10.
A circular tabletop has a diameter of cm. Beading for its edge is sold by the metre, and veneer for its top is sold by the square metre. Take .
- Part A.
Find the length of beading needed to go right round the edge, in centimetres, and then convert that length to metres. State the conversion you used.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the area of veneer needed, in square centimetres, and then convert that area to square metres. Show the number you divide by.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A supplier turns square centimetres into square metres by dividing by , on the ground that there are centimetres in a metre. Decide whether that is right, and justify the divisor you used in part B by describing the square it counts. Then state the divisor that would turn cubic centimetres into cubic metres, and say what governs all three of these numbers.
Carry your own answer forward Justify the divisor you actually used in part B, whatever it was, and compare it with the supplier's. The credit here is for the account of why the factor repeats, not for one particular figure.
Justify your claim State the claim, then give the reason it has to be true. 7 points
The answer
Part A
The beading is about cm, which is about m, using .
- m rounded to m is the same length reported to two decimal places; dividing by ten instead of by one hundred is not, since it moves the point only one place
Part B
The veneer is about , which is about after dividing by .
- rounded to is the same area to two decimal places; dividing by one hundred instead is not, since that is the conversion a length takes
Part C
The supplier is wrong. A square metre is a square cm on each side, so it holds square centimetres, and that is the divisor; the cubic one is . The factor of appears once for each length the measure multiplies.
Worked solution
Part A
The measurement straight across through the centre is the diameter, so the edge is times it.
A metre is centimetres, so dividing by converts a length.
The answer is approximate because was rounded to .
Part B
The area rule wants the radius, so halve the measurement across first, then square it before multiplying by .
A square metre is a square cm along each side, so it holds square centimetres.
Part C
Why is the wrong divisor. The number converts a LENGTH, because a metre laid out is one hundred centimetres long. An area is not a length; it is a count of unit squares, and the unit square has changed shape as well as scale.
What a square metre really holds. Draw a square one metre on every side and tile it with square-centimetre tiles. Each row holds tiles, and there are rows.
So the supplier's route would order a hundred times too much veneer, more than the floor of a whole room, for a tabletop that needs barely more than one square metre.
The cubic case, and the pattern. A cubic metre is a cube one metre on every edge, filled with centimetre cubes in layers of rows of .
The rule behind all three is the count of lengths the measure multiplies. A length multiplies one, so the factor appears once; an area multiplies two, so it appears twice; a volume multiplies three, so it appears three times. That is the same count the exponent in , and has been recording all along.
In one line
The edge is cm, which is m of beading. The top is , which is of veneer after dividing by . The supplier's divisor of is wrong: a square metre is a square one hundred centimetres on each side, so it holds square centimetres. The cubic divisor is , and in every case the factor of one hundred appears once for each length the measure multiplies.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Multiplies the measurement across by pi rather than halving it first. . Worth 2 points.
Divides by one hundred for the metre figure and states that conversion. . Worth 1 point.
Part B 4 points
Halves the measurement across and squares the radius before multiplying by pi. . Worth 2 points.
Divides by ten thousand for the square-metre figure, and shows that divisor. . Worth 2 points.
Part C 7 points
Grounds the divisor in a square metre being tiled by square centimetres, giving the count of rows and the count per row. . Worth 3 points. needs an explanation, not just an answer
States the cubic divisor and shows where its three factors of one hundred come from. . Worth 2 points.
Ties the number of factors to how many lengths the measure multiplies, in a form that covers linear, square and cubic units together. . Worth 2 points. needs an explanation, not just an answer
-
-
9. A rectangle and its mirror image . 16 points. Question 9 of 10.
Three corners of a rectangle drawn on a coordinate grid are , and , and every side of the rectangle runs along a gridline.
- Part A.
Give the coordinates of the fourth corner , then find the rectangle's perimeter and its area. State what you checked about each pair of corners before subtracting anything.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
The whole rectangle is reflected across the y-axis. Give the coordinates of the four image corners, and state what happens to the perimeter and to the area.
Carry your own answer forward Reflect the four corners you had at the end of part A, including whichever fourth corner you found, and compare the measurements with the ones you reported there.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
A student says that because every one of the four corners had the sign of its first coordinate changed, the image must occupy different quadrants from the original. Decide whether that is so, naming every quadrant each of the two rectangles reaches, and say what it is about these particular rectangles that settles it.
Carry your own answer forward Test the claim against the two sets of corners you produced in parts A and B, whatever they were. The credit here is for the account of what a sign change does to a whole figure.
Justify your claim State the claim, then give the reason it has to be true. 6 points
The answer
Part A
. The rectangle is units long and units wide, so its perimeter is units and its area is square units.
- square units may be written as units squared; square units is not the area, since that figure is a distance
Part B
The images are , , and . The perimeter stays units and the area stays square units.
- the four images may be listed in any order; is not one of them, since reflecting across the y-axis changes the first coordinate and not the second
Part C
It is not so: both rectangles reach all four quadrants. Each of them covers sideways positions on both sides of the y-axis and heights on both sides of the x-axis, so neither can be confined to one quadrant, and changing the signs cannot move a figure out of quadrants it was already spread across.
Worked solution
Part A
and share the height , so is horizontal; and share the column , so is vertical. The fourth corner sits in the column of at the height of .
Only pairs sharing a coordinate may be measured by subtracting, and both of these do. Now apply the rectangle rules.
Part B
Reflecting across the y-axis is a purely sideways move, so each point keeps its height and its sideways position turns into its opposite.
Applying that to the four corners gives , , and .
The image is still an axis-aligned rectangle, and its sides are the same two lengths: and . So neither measurement changes.
Part C
What the original rectangle covers. Its sideways positions run from to and its heights from to , so it straddles both axes.
A figure that crosses the y-axis has parts to the left and to the right of it, and one that crosses the x-axis has parts above and below, so this rectangle has parts in all four quadrants at once.
What the image covers. Its sideways positions now run from to and its heights are unchanged, so it straddles both axes too and reaches all four quadrants as well.
Where the student's reasoning goes wrong. Changing the sign of a first coordinate does move a single POINT across the y-axis, and that is a real fact about points. A rectangle is not a point: it already lay on both sides of that axis, so sending each of its corners across changes which side each corner is on without changing the set of quadrants the figure as a whole occupies. Had the rectangle lain entirely to one side of the y-axis, the student's conclusion would have held.
In one line
The fourth corner is , the sides are and , so the perimeter is units and the area square units. Reflecting across the y-axis sends the corners to , , and , leaving both measurements unchanged. The student is wrong: both rectangles span sideways positions and heights on either side of the two axes, so each of them reaches all four quadrants, and a sign change moves a single point across an axis without moving a figure out of quadrants it already straddled.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Takes the fourth corner from the column of one given corner and the height of another, rather than by guessing from a sketch. . Worth 2 points.
States that each pair subtracted shares a coordinate, and takes the positive difference for each side. . Worth 2 points.
Reports the perimeter in units and the area in square units. . Worth 1 point.
Part B 5 points
Changes the sign of the first coordinate only, leaving each height untouched, and does so for all four corners. . Worth 3 points.
States that both measurements are unchanged, supported by the side lengths of the image. . Worth 2 points.
Part C 6 points
Establishes the range of sideways positions and of heights each rectangle covers, and reads the quadrants off from whether each range crosses zero. . Worth 3 points. needs an explanation, not just an answer
Separates what a sign change does to one point from what it does to a figure already lying on both sides of the axis. . Worth 2 points. needs an explanation, not just an answer
Names the condition on a figure under which the student's conclusion would have been right. . Worth 1 point.
-
-
10. A crate, its cartons and its arithmetic . 16 points. Question 10 of 10.
A crate measures cm by cm by cm on the inside. It is to be filled with identical cartons measuring cm by cm by cm. Every carton goes in the same way up, with its cm edge along the crate's cm edge, its cm edge along the cm edge and its cm edge along the cm edge.
- Part A.
Find the volume of the crate and the volume of one carton, each with its unit, and then divide the first by the second.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Now work out how many cartons fit, in the fixed orientation described. Give the count along each of the three edges before you combine them.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
Compare your two answers and account for any difference between them, saying where in the crate any unused space lies and how much of it there is. Then state the condition on the three pairs of measurements under which the two methods must agree.
Carry your own answer forward Work from the two figures you produced in parts A and B, whatever they were.
Justify your claim State the claim, then give the reason it has to be true. 7 points
The answer
Part A
The crate is and a carton is , and the division gives .
- and with separators are the same two volumes; the quotient carries no unit, since cubic centimetres divide out
Part B
Three cartons fit along each of the three edges, so cartons fit in all.
- shown as one line is the same answer; is not, since it comes from rounding the volume quotient rather than from counting along the edges
Part C
Three cartons reach along the cm edge, leaving a strip cm wide down the crate's full depth and height, , that no carton can enter. The two answers agree exactly when each crate measurement is a whole-number multiple of the carton measurement laid along it.
Worked solution
Part A
Both solids are rectangular prisms, so each volume is the product of its three measurements.
Dividing one by the other asks how many carton-sized amounts of space the crate's space amounts to.
The cubic centimetres cancel, so this quotient is a bare number and not a measurement.
Part B
Along each edge, count how many whole carton edges fit, discarding any part-carton that is left over.
One layer on the crate's floor holds cartons, and such layers reach the top.
Only the first of the three divisions had anything left over.
Part C
Where the space goes. Three cartons take up cm of the crate's cm edge, so a strip cm wide is left over. That strip runs the whole cm depth and the whole cm height, and no carton fits into it, because every carton needs cm along that direction.
Checking it against the two answers. The cartons that do fit occupy , and the crate holds .
The two figures agree, so the whole of the missing space is that one strip. In carton terms the strip is worth cartons, which is exactly the the division promised and the packing could not deliver.
What the division does not know. Dividing volumes asks only how much space there is, never whether that space comes in the right shape. It is right whenever every leftover can be filled, and that happens exactly when each crate measurement is a whole-number multiple of the carton measurement laid along it, so that no strip is left over in any direction. Here two of the three divisions came out whole and the third did not, which is enough to spoil it.
In one line
The crate holds and each carton , so the division gives . Counting along the edges gives , and , so only cartons fit. The difference is a strip cm by cm by cm, , left along the crate's cm edge, which matches exactly. The volume division would have been right had every crate measurement been a whole-number multiple of the carton measurement laid along it.
Another way: Count the layers instead of the edges
Lay one flat layer of cartons on the crate's floor first. The floor is cm by cm, and a carton's footprint is cm by cm, so a layer holds cartons and stands cm tall. The crate is cm deep, which takes exactly such layers, giving cartons.
When it is worth it Useful when the cartons do not fill the floor exactly but the height does divide, because the wasted space is then visible as one unfilled margin round a layer that is repeated identically all the way up.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Multiplies the three measurements of each solid rather than adding them. . Worth 2 points.
Reports both volumes in cubic centimetres and notes that the quotient carries no unit. . Worth 2 points.
Part B 5 points
Divides each crate measurement by the carton measurement laid along it and keeps only the whole number of cartons. . Worth 3 points.
Multiplies the three counts and reports the result as a count of cartons rather than as a volume. . Worth 2 points.
Part C 7 points
Locates the unused space as a strip along the one edge that did not divide exactly, and gives its three measurements. . Worth 3 points. needs an explanation, not just an answer
Checks the size of that strip against the difference between the crate's volume and the volume the cartons occupy. . Worth 2 points.
States the condition on all three pairs of measurements under which the two methods agree, rather than only observing that they differ here. . Worth 2 points. needs an explanation, not just an answer
-