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mathematics
holt mcdougal larson geometry

Questions and Answers of Holt McDougal Larson Geometry

\nThe photograph shows the Rock and Roll Hall of Fame in Cleveland, Ohio. Use the photograph to identify an example of the indicated type of angle pair.\nSupplementary angles.\n\n E B G C D
\nCopy and complete the statement.\n\n 1200 km ?__m 2
\nCopy and complete the statement.\n\n 4/ ft = _2__yd
\nThe photograph shows the Rock and Roll Hall of Fame in Cleveland, Ohio. Use the photograph to identify an example of the indicated type of angle pair.\nVertical angles.\n\n E A B G C D
\nIn the sculpture shown in the photograph, suppose the measure of ∠LMN is 79° and the measure of ∠PMN is 47°. What is the measure of ∠LMP?\n\n M L P N
\nThe diagram shows the positions of three players during part of a water polo match. Player A throws the ball to Player B, who then throws it to Player C. How far did Player A throw the ball? How
\nCopy and complete the statement.\n\n 3800 m ? km =
\nFind the distance between the two points.\n\n D(-13, 13), E(0, -12)
\nThe photograph shows the Rock and Roll Hall of Fame in Cleveland, Ohio. Use the photograph to identify an example of the indicated type of angle pair.\nLinear pair.\n\n E B G C D
\nThe map shows the intersection of three roads. Malcom Way intersects Sydney Street at an angle of 162°. Park Road intersects Sydney Street at an angle of 87°. Find the angle at which Malcom Way
\nThe photograph shows the Rock and Roll Hall of Fame in Cleveland, Ohio. Use the photograph to identify an example of the indicated type of angle pair.\nAdjacent angles.\n\n E A B G C D ZDRUME
\nUse the photograph shown at the right. Given that ∠FGB and ∠BGC are supplementary angles, and m∠FGB = 120°, explain how to find the measure of the complement of ∠BGC.\n\n F E A B G C D
Let (2x - 12)° represent the measure of an acute angle. What are the possible values of x?
\nFind the distance between the two points.\n\n F(-9, -8), G(-9, 7)
A house and a school are 5.7 kilometers apart on the same straight road. The library is on the same road, halfway between the house and the school. Draw a sketch to represent this situation. Mark the
\nFind the distance between the two points.\n\n H(10, 5), J(-2,-2)
\nAs shown, a path goes around a triangular park.\n\na. Find the distance around the park to the nearest yard. \nb. A new path and a bridge are constructed from point Q to the midpoint M of PR. Find
Each number in a pattern is 6 less than the previous number. The first number in the pattern is 100. Write the next three numbers.
\nThe graph shows data about the number of children in the families of students in a math class.\nWhat percent of the students in the class belong to families with two or more children?\n\n 1 child
\nThe length of a shadow changes as the sun rises. In the diagram below, the length of CB is the length of a shadow. The end of the shadow is the vertex of ∠ABC, which is formed by the ground and
\nFor the given location on the map, estimate the measure of ∠PSL, where P is on the Prime Meridian (0° longitude), S is the South Pole, and L is the location of the indicated research
\nMake a table of values and graph the function.\n\n y = 5 - x
\nThe graph shows data about the number of children in the families of students in a math class.\nIf there are 25 students in the class, how many students belong to families with two children?\n\n
\nSolve the equation.\n\n 9x + 2x + 6 x = 10
\nFor the given location on the map, estimate the measure of ∠PSL, where P is on the Prime Meridian (0° longitude), S is the South Pole, and L is the location of the indicated research
\nSolve the equation.\n\n 3x + 12 + x = 20
\nMake a table of values and graph the function.\n\n y = x² - 1
\nSolve the equation.\n\n 5x22 7x + 2 = 40
\nMake a table of values and graph the function.\n\n y=3x
\nMake a table of values and graph the function.\n\n y у = -2x²
\nFor the given location on the map, estimate the measure of ∠PSL, where P is on the Prime Meridian (0° longitude), S is the South Pole, and L is the location of the indicated research
Let x° be an angle measure. Let y1° be the measure of a complement of the angle and let y2° be the measure of a supplement of the angle.a. Write equations for y1, as a function of x, and for y2 as
\nIn each figure, name the congruent sides and congruent angles.\n\n H K
The sum of the measures of two complementary angles exceeds the difference of their measures by 86°. Find the measure of each angle. Explain how you found the angle measures.
\nIn Exercises 60-64, use the diagram at the right.\nName all rays with endpoint B.\n\n P 0 A E C ''B D
\nIn each figure, name the congruent sides and congruent angles.\n\n F A E G
\nIn Exercises 60-64, use the diagram at the right.\nName a pair of opposite rays.\n\n P Q A E C B D
\nIn each figure, name the congruent sides and congruent angles.\n\n A D B C
\nIn Exercises 60-64, use the diagram at the right.\nName the intersection of AB and BC.\n\n P Q A E C B D
\nIn Exercises 60-64, use the diagram at the right.\nName all the rays that contain point C.\n\n P Q A (С C E 'В в D
\nCreate a set of data that could be represented by the circle graph at the right. Explain your reasoning.\n\n
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line. \n\n x≤-8
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line.\n\n 03 지
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line.\n\n x26
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line.\n\n -3≤x≤5
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line.\n\n x>-7 and x < -1
\nFind the coordinate of the midpoint of the segment.\n\n -30 0 30 60
\nGraph the inequality on a number line. Tell whether the graph is a segment, a ray or rays, a point, or a line.\n\n x2-2 or x≤ 4
\nFind the coordinate of the midpoint of the segment.\n\n -6 -4 -2 0
\nFind the coordinate of the midpoint of the segment.\n\n -24 -16 -8 0
\nPlot the points in a coordinate plane and draw ∠ABC. Classify the angle. Then give the coordinates of a point that lies in the interior of the angle.\n\n A(3, 3), B(0, 0), C(3, 0)
\nThe endpoints of two segments are given. Find each segment length. Tell whether the segments are congruent.\n\n EF: E(1, 4), F(5, 1) GH: G(-3, 1), H(1, 6)
\nExplain what MN means and what MN means.\n\n M P Q N
\nSketch an example of each of the following types of angles: acute, obtuse, right, and straight.\n\n 30 40 50 60 70 80 150 140 130 120 110 100 10 20 30 90 | P Q 80 70 60 50 40 30 120 130 140 150 160
\nUse the diagram to decide whether the statement is true or false.\nPoint A lies on line m.\n\n G A C Q E D B m l
Sketch an example of adjacent angles that are complementary. Are all complementary angles adjacent angles? Explain.
\nExplain how you can find PN if you know PQ and QN. How can you find PN if you know MP and MN?\n\n M P Q N
How are the diameter and radius of a circle related?
Explain what is meant by the term n-gon.
Use the diagram to decide whether the statement is true or false.Point D lies on line n. G A C Q E I D B m l
Are all linear pairs supplementary angles? Are all supplementary angles linear pairs? Explain.
\nTell whether the indicated angles are adjacent.\n\n ZABD and ZDBC A D B C
\nDescribe and correct the error made in finding the area of a triangle with a height of 9 feet and a base of 52 feet.\n\n\n A = 52(9) = 468 ft² x
\nIn Exercises 3-5, write three names for the angle shown. Then name the vertex and sides of the angle.\n\n B A C
Explain what it means to bisect a segment. Why is it impossible to bisect a line?
\nMeasure the length of the segment to the nearest tenth of a centimeter.\n\n A B
Describe a real-world situation in which you would need to find a perimeter, and a situation in which you would need to find an area. What measurement units would you use in each situation?
\nTell whether the figure is a polygon. If it is not, explain why. If it is a polygon, tell whether it is convex or concave.\n\n
Imagine that you can tie a string tightly around a polygon. If the polygon is convex, will the length of the string be equal to the distance around the polygon? What if the polygon is concave?
Compare collinear points and coplanar points. Are collinear points also coplanar? Are coplanar points also collinear? Explain.
\nUse the diagram to decide whether the statement is true or false.\nPoints B, C, E, and Q are coplanar.\n\n G A C Q E D B m
\nTell whether the indicated angles are adjacent.\n\n ZWXY and ZXYZ W X Y Z
\nIn Exercises 3-5, write three names for the angle shown. Then name the vertex and sides of the angle.\n\n N Q T
\nFind the perimeter and area of the shaded figure.\n\n H 18 ft -8 ft
\nMeasure the length of the segment to the nearest tenth of a centimeter.\n\n C D
\nGive another name for plane V.\n\n V 9 W R Q S T.
\nUse the diagram to decide whether the statement is true or false.\nPoints C, E, and B are collinear.\n\n G A C Q E D B m l
\nTell whether the figure is a polygon. If it is not, explain why. If it is a polygon, tell whether it is convex or concave.\n\n
\nTell whether the indicated angles are adjacent.\n\n ZLQM and ZNQM K Q N M
\nTell whether the figure is a polygon. If it is not, explain why. If it is a polygon, tell whether it is convex or concave.\n\n
\nMeasure the length of the segment to the nearest tenth of a centimeter.\n\n E F
\nIn Exercises 3-5, write three names for the angle shown. Then name the vertex and sides of the angle.\n\n M Т T P
\nName three points that are collinear. Then name a fourth point that is not collinear with these three points.\n\n V W R S T
\nFind the perimeter and area of the shaded figure.\n\n H 7m -4.2 m
\nUse the diagram to decide whether the statement is true or false.\nAnother name for plane G is plane QEC.\n\n G A C 1 Q E D Bm l
\nName three different angles in the diagram at the right.\n\n Q S R T
\nFind the indicated length.\n\n Find MP. M 5 N 18 P
\nName a pair of complementary angles and a pair of supplementary angles.\n\n Q 150° T 60⁰ S R U 30° W
\nWhich of the figures is a concave polygon?\n\n B *ΣΣ A C D
\nTell whether the figure is a polygon. If it is not, explain why. If it is a polygon, tell whether it is convex or concave.\n\n x
\nFind the perimeter and area of the shaded figure.\n\n - 15 in.
\nFind the indicated length.\n\n Find RT. R 22 S 22 T
\nName a pair of complementary angles and a pair of supplementary angles.\n\n H G J L K
\nFind the indicated length.\nFind HJ.\n\n H -52 J 30 K
\nName a point that is not coplanar with R, S, and T.\n\n 6 W R Q S
\nFind the perimeter and area of the shaded figure.\n\n 30 yd 78 yd 72 yd
\nClassify the angle with the given measure as acute, obtuse, right, or straight.\n\n\n mZW = 180°
\nFind the indicated length.\nFind BC.\n\n A А 7 -18- В C
\nFind the indicated length.\n\n Find UW. U 39 V 26 W
\nIs point W coplanar with points Q and R? Explain.\n\n V 6 W R Q S

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