lifepac math 10 teacher sample - amazon s3...teacher's guide | lifepac overview test scoring...

804 N. 2nd Ave. E. Rock Rapids, IA 51246-1759

© MCMXCVII by Alpha Omega Publications, Inc. All rights reserved. LIFEPAC is a registered trademark of Alpha Omega Publications, Inc.

All trademarks and/or service marks referenced in this material are the property of their respective owners. Alpha Omega Publications, Inc. makes no claim of ownership to any trademarks and/or service marks other than their own and their affiliates’, and makes no claim of affiliation to any companies whose trademarks may be listed in this material, other than their own.

Author: Alpha Omega Publications

Editor: Alan Christopherson, M.S.

2

STRUCTURE OF THE LIFEPAC CURRICULUMThe LIFEPAC curriculum is conveniently structured to provide one teacher handbook containing teacher support material with answer keys and ten student worktexts for each subject at grade levels two through twelve. The worktext format of the LIFEPACs allows the student to read the textual information and complete workbook activities all in the same booklet. The easy to follow LIFEPAC numbering system lists the grade as the first number(s) and the last two digits as the number of the series. For example, the Language Arts LIFEPAC at the 6th grade level, 5th book in the series would be LAN0605.

Each LIFEPAC is divided into 3 to 5 sections and begins with an introduction or overview of the booklet as well as a series of specific learning objectives to give a purpose to the study of the LIFEPAC. The introduction and objectives are followed by a vocabulary section which may be found at the beginning of each section at the lower levels, at the beginning of the LIFEPAC in the middle grades, or in the glossary at the high school level. Vocabulary words are used to develop word recognition and should not be confused with the spelling words introduced later in the LIFEPAC. The student should learn all vocabulary words before working the LIFEPAC sections to improve comprehension, retention, and reading skills.

Each activity or written assignment has a number for easy identification, such as 1.1. The first number corresponds to the LIFEPAC section and the number to the right of the decimal is the number of the activity.

Teacher checkpoints, which are essential to maintain quality learning, are found at various

locations throughout the LIFEPAC. The teacher should check 1) neatness of work and penman-ship, 2) quality of understanding (tested with a short oral quiz), 3) thoroughness of answers (complete sentences and paragraphs, correct spelling, etc.), 4) completion of activities (no blank spaces), and 5) accuracy of answers as compared to the answer key (all answers correct).

The self test questions are also number coded for easy reference. For example, 2.015 means that this is the 15th question in the self test of Section 2. The first number corresponds to the LIFEPAC section, the zero indicates that it is a self test question, and the number to the right of the zero the question number.

The LIFEPAC test is packaged at the centerfold of each LIFEPAC. It should be removed and put aside before giving the booklet to the student for study.

Answer and test keys have the same number-ing system as the LIFEPACs. The student may be given access to the answer keys (not the test keys) under teacher supervision so that he can score his own work.

A thorough study of the Curriculum Overview by the teacher before instruction begins is essential to the success of the student. The teacher should become familiar with expected skill mastery and understand how these grade level skills fit into the overall skill development of the curriculum. The teacher should also preview the objectives that appear at the beginning of each LIFEPAC for additional preparation and planning.

12

Teacher's Guide | LIFEPAC Overview

TEST SCORING AND GRADINGAnswer keys and test keys give examples of correct answers. They convey the idea, but the stu-dent may use many ways to express a correct answer. The teacher should check for the essence of the answer, not for the exact wording. Many questions are high level and require thinking and creativity on the part of the student. Each answer should be scored based on whether or not the main idea written by the student matches the model example. “Any Order” or “Either Order” in a key indicates that no particular order is necessary to be correct.

Most self tests and LIFEPAC tests at the lower elementary levels are scored at 1 point per answer; however, the upper levels may have a point system awarding 2 to 5 points for various answers or questions. Further, the total test points will vary; they may not always equal 100 points. They may be 78, 85, 100, 105, etc.

Example 1

Example 2

A score box similar to ex. 1 above is located at the end of each self test and on the front of the LIFEPAC test. The bottom score, 72, represents the total number of points possible on the test. The upper score, 58, represents the number of points your student will need to receive an 80% or passing grade. If you wish to establish the exact percentage that your student has achieved, find the total points of his correct answers and divide it by the bottom number (in this case 72.) For example, if your student has a point total of 65, divide 65 by 72 for a grade of 90%. Referring to ex. 2, on a test with a total of 105 possible points, the student would have to receive a minimum of 84 correct points for an 80% or passing grade. If your student has received 93 points, simply divide the 93 by 105 for a percentage grade of 89%. Students who receive a score below 80% should review the LIFEPAC and retest using the appropriate Alternate Test found in the Teacher’s Guide.

SCORE TEACHERinitials date

5872

SCORE TEACHERinitials date

84105

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LIFEPAC Overview | Teacher's Guide

The following is a guideline to assign letter grades for completed LIFEPACs based on a maximum total score of 100 points.

Example: LIFEPAC Test = 60% of the Total Score (or percent grade)

Self Test = 25% of the Total Score (average percent of self tests)

Reports = 10% or 10* points per LIFEPAC

Oral Work = 5% or 5* points per LIFEPAC

*Determined by the teacher’s subjective evaluation of the student’s daily work.

Example: LIFEPAC Test Score = 92% 92 x .60 = 55 points

Self Test Average = 90% 90 x .25 = 23 points

Reports = 8 points

Oral Work = 4 points

_______________________________________________________________________

TOTAL POINTS = 90 points

Grade Scale based on point system: 100 – 94 = A

93 – 86 = B

85 – 77 = C

76 – 70 = D

Below 70 = F

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TEACHER HINTS AND STUDYING TECHNIQUESLIFEPAC Activities are written to check the level of understanding of the preceding text. The student may look back to the text as necessary to complete these activities; however, a student should never attempt to do the activities without reading (studying) the text first. Self tests and LIFEPAC tests are never open book tests.

Language arts activities (skill integration) often appear within other subject curriculum. The purpose is to give the student an opportunity to test his skill mastery outside of the context in which it was presented.

Writing complete answers (paragraphs) to some questions is an integral part of the LIFEPAC Curriculum in all subjects. This builds communication and organization skills, increases understanding and retention of ideas, and helps enforce good penmanship. Complete sentences should be encouraged for this type of activity. Obviously, single words or phrases do not meet the intent of the activity, since multiple lines are given for the response.

Review is essential to student success. Time invested in review where review is suggested will be time saved in correcting errors later. Self tests, unlike the section activities, are closed book. This procedure helps to identify weaknesses before they become too great to overcome. Certain objectives from self tests are cumulative and test previous sections; therefore, good preparation for a self test must include all material studied up to that testing point.

The following procedure checklist has been found to be successful in developing good study habits in the LIFEPAC curriculum.

1. Read the introduction and Table of Contents.

2. Read the objectives.3. Recite and study the entire vocabulary

(glossary) list.4. Study each section as follows:

a. Read the introduction and study the section objectives.

b. Read all the text for the entire section, but answer none of the activities.

c. Return to the beginning of the sec-tion and memorize each vocabulary word and definition.

d. Reread the section, complete the activities, check the answers with the answer key, correct all errors, and have the teacher check.

e. Read the self test but do not answer the questions.

f. Go to the beginning of the first section and reread the text and answers to the activities up to the self test you have not yet done.

g. Answer the questions to the self test without looking back.

h. Have the self test checked by the teacher.

i. Correct the self test and have the teacher check the corrections.

j. Repeat steps a–i for each section.5. Use the SQ3R method to prepare for the

LIFEPAC test. Scan the whole LIFEPAC. Question yourself on the objectives. Read the whole LIFEPAC again. Recite through an oral examination. Review weak areas.

6. Take the LIFEPAC test as a closed book test.7. LIFEPAC tests are administered and

scored under direct teacher supervi-sion. Students who receive scores below 80% should review the LIFEPAC using the SQ3R study method and take the Alternate Test located in the Teacher Handbook. The final test grade may be the grade on the Alternate Test or an average of the grades from the original LIFEPAC test and the Alternate Test.

15


GOAL SETTING AND SCHEDULESEach school must develop its own schedule, because no single set of procedures will fit every situation. The following is an example of a daily schedule that includes the five LIFEPAC subjects as well as time slotted for special activities.

Possible Daily Schedule

8:15 – 8:25 Pledges, prayer, songs, devotions, etc.

8:25 – 9:10 Bible

9:10 – 9:55 Language Arts

9:55 – 10:15 Recess (juice break)

10:15 – 11:00 Math

11:00 – 11:45 History & Geography

11:45 – 12:30 Lunch, recess, quiet time

12:30 – 1:15 Science

1:15 – Drill, remedial work, enrichment*

*Enrichment: Computer time, physical education, field trips, fun reading, games and puzzles, family business, hobbies, resource persons, guests, crafts, creative work, electives, music appreciation, projects.

Basically, two factors need to be considered when assigning work to a student in the LIFEPAC curriculum.

The first is time. An average of 45 minutes should be devoted to each subject, each day. Remember, this is only an average. Because of extenuating circumstances a student may spend only 15 minutes on a subject one day and the next day spend 90 minutes on the same subject.

The second factor is the number of pages to be worked in each subject. A single LIFEPAC is designed to take 3 to 4 weeks to complete. Allowing about 3–4 days for LIFEPAC intro-duction, review, and tests, the student has approximately 15 days to complete the LIFEPAC pages. Simply take the number of pages in the LIFEPAC, divide it by 15 and you will have the number of pages that must be completed on a daily basis to keep the student on schedule. For example, a LIFEPAC containing 45 pages will require 3 completed pages per day. Again, this is only an average. While working a 45-page LIFEPAC, the student may complete only 1 page the first day if the text has a lot of activities or reports, but go on to complete 5 pages the next day.

Long-range planning requires some organization. Because the traditional school year originates in the early fall of one year and continues to late spring of the following year, a calendar should be devised that covers this period of time. Approximate beginning and completion dates can be noted on the calendar as well as special occasions such as holidays, vacations and birthdays. Since each LIFEPAC takes 3–4 weeks or eighteen days to complete, it should take about 180 school days to finish a set of ten LIFEPACs. Starting at the beginning school date, mark off eighteen school days on the calendar and that will become the targeted completion date for the first LIFEPAC. Continue marking the calendar until you have established dates for the remaining nine LIFEPACs making adjustments for previously noted holidays and vacations. If all five subjects are being used, the ten established target dates should be the same for the LIFEPACs in each subject.

16


TEACHING SUPPLEMENTSThe sample weekly lesson plan and student grading sheet forms are included in this section as teacher support materials and may be dupli-cated at the convenience of the teacher.

The student grading sheet is provided for those who desire to follow the suggested guidelines for assignment of letter grades as previously discussed. The student’s self test scores should be posted as percentage grades. When the LIFEPAC is completed the teacher should average the self test grades, multiply the average by .25 and post the points in the box marked self test points. The LIFEPAC percentage grade should be multiplied by .60 and posted. Next, the teacher should award and post points for written reports and oral work. A report may be any type of written work assigned to the student whether it is a LIFEPAC

or additional learning activity. Oral work includes the student’s ability to respond orally to questions which may or may not be related to LIFEPAC activities or any type of oral report assigned by the teacher. The points may then be totaled and a final grade entered along with the date that the LIFEPAC was completed.

The Student Record Book, which was specifically designed for use with the Alpha Omega curriculum, provides space to record weekly progress for one student over a nine week period as well as a place to post self test and LIFEPAC scores. The Student Record Books are available through the current Alpha Omega catalog; however, unlike the enclosed forms, these books are not for duplication and should be purchased in sets of four to cover a full academic year.

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WEEKLY LESSON PLANNERWeek of:

Mon

day

Subject Subject Subject Subject

Tues

day


Wed

nesd

ay


Thur

sday


Frid

ay


19


WEEKLY LESSON PLANNERWeek of:

Mon

day


Tues

day


Wed

nesd

ay


Thur

sday


Frid

ay


20


Student Name Year Bible

LPSelf Test Scores by Sections 1 2 3 4 5

Self Test Points

LIFEPAC Test

Oral Points Report Points

Final Grade Date

01

02

03

04

05

06

07

08

09

10

History & Geography


Self Test Points

LIFEPAC Test


Final Grade Date

01

02

03

04

05

06

07

08

09

10

Language Arts


Self Test Points

LIFEPAC Test


Final Grade Date

01

02

03

04

05

06

07

08

09

10

21


Student Name Year Mathematics


Self Test Points

LIFEPAC Test


Final Grade Date

01

02

03

04

05

06

07

08

09

10

Science


Self Test Points

LIFEPAC Test


Final Grade Date

01

02

03

04

05

06

07

08

09

10

Spelling/Electives


Self Test Points

LIFEPAC Test


Final Grade Date

01

02

03

04

05

06

07

08

09

10

22


INSTRUCTIONS FOR TENTH GRADE MATHEMATICSThe LIFEPAC curriculum from grades two through twelve is structured so that the daily instructional material is written directly into the LIFEPACs. The student is encouraged to read and follow this instructional material in order to develop independent study habits. The teacher should introduce the LIFEPAC to the student, set a required completion schedule, complete teacher checks, be available for questions regarding both content and procedures, administer and grade tests, and develop additional learning activities as desired. Teachers working with several students may schedule their time so that students are assigned to a quiet work activity when it is necessary to spend instructional time with one particular student.

Mathematics is a subject that requires skill mastery. But skill mastery needs to be applied toward active student involvement. Measurements require measuring cups, rulers, empty containers. Boxes and other similar items help the study of solid shapes.

Construction paper, beads, buttons, beans are readily available and can be used for counting, base ten, fractions, sets, grouping, and sequencing. Students should be presented with problem situations and be given the opportunity to find their solutions.

Any workbook assignment that can be supported by a real world experience will enhance the student’s ability for problem solving. There is an infinite challenge for the teacher to provide a meaningful environment for the study of mathematics. It is a subject that requires constant assessment of student progress. Do not leave the study of mathematics in the classroom.

The Teacher Notes section of the Teacher’s Guide lists the required or suggested materials for the LIFEPACs and provides additional learning activities for the students. Additional learning activities provide opportunities for problem solving, encourage the student’s interest in learning and may be used as a reward for good study habits.

24


TEACHING NOTES

MATERIALS NEEDED FOR LIFEPACRequired Suggested

(None) • an instrument to make straight lines such as a ruler or straightedge

ADDITIONAL LEARNING ACTIVITIES

Section 1: Undefined Terms1. On graph paper, have students make each of the following diagrams that represent tables.

Dimensions should be written along the sides.

4 3 6

8 8912

7

2 5

Have students draw the path a small ball would take for each table, starting at the lower left-hand corner, and moving the ball at a 45° angle with each side of the table. The ball always moves one unit up or down for one unit left or right. If the ball stops in a corner, mark the corner with a large dot. At that point the path of the ball terminates; otherwise, it continues rebounding at a 45° angle as it hits each side or end. Do you think the ball will always end up in a corner? If the ball starts from the lower left-hand corner, do you think it can stop in any of the four corners?

26

Teaching Notes | Math 1001

Section 2: Basic Definitions1. Discuss these questions with your class.

a. Can a ray have more than one name?b. Can a ray have two end points?c. How many line segments are in a line?

2. Have students draw the following figure. Ask them to determine the number of triangles of any size in the figure.

3. During their study of geometry, the students will be learning the definition of many terms. Encourage them to learn each new term as it is presented because later terms will be defined by using earlier terms. New terms will be defined as they need them in their study of geometry. Many of the definitions, theorems, and postulates in this unit will be needed in later units. Lists of these kept and maintained will be very helpful for future reference. The student should start a notebook now! Then as definitions, theorems, and postulates are given in the LIFEPAC they should be added to the notebook and used for reference.

Section 3: Geometric Statements1. Discuss these questions with your class.

a. Are any two points always collinear?b. Will any two noncollinear lines intersect?c. Do any postulates and theorems exist other than the ones used in the LIFEPAC?

2. Research Euclid, a Greek mathematician of 300 B.C., for whom Euclidean geometry is named.

3. Write several general statements such as “all rectangles have four sides.” Then write several specific statements such as “a square has four equal sides.” Devise a postulate or a theorem of your own. Remember that a postulate is a statement accepted without proof and that a theorem is a general statement that can be proved. Prove your theorem(s).

27

Math 1001 | Teaching Notes

ANSWER KEYSSECTION 11.1 location or position1.2 a dot1.3 Example:

A C E

DB

1.4 infinite number1.5 none1.6 no1.7 points1.8 straight1.9 a. AB)

b. CD)

c. EF)

1.10 infinite number1.11 A line exceeds indefinitely in both directions.1.12 a. flat b. points1.13 a. plane R b. plane S c. plane T1.14 infinitely long1.15 no thickness1.16 no

SELF TEST 11.01 plane (table top)1.02 line (arrow)1.03 planes (cover and pages of book)1.04 points (marbles)1.05 lines (parallel railroad tracks)1.06 points (freckles)1.07 e1.08 c1.09 a1.010 b1.011 f1.012 d1.013 AC)

1.014 a. intersects b. E1.015 point T1.016 B or R (same plane)1.017 a. AC)

b. line x c. line w1.018 S1.019 S, E, A, C, T1.020 C, R, A, B

28

Answer Keys | Math 1001

SECTION 22.1 unacceptable (not restrictive enough)2.2 unacceptable (not restrictive enough)2.3 unacceptable (too restrictive)2.4 acceptable2.5 space2.6 no (some are coplanar)2.7 yes2.8 a. S Either order: b. R c. T2.9 UV + VW = UW2.10 false (they are coplanar)2.11 true2.12 true2.13 false (they are coplanar)2.14 true2.15 true2.16 true2.17 false (the three points are not collinear)2.18 true (definition of a plane)2.19 true2.20 no (do not have the same end point)2.21 yes2.22 Either order: a. AC"

b. AB"

2.23 Any order: a. CA b. CB c. AB d. AD2.24 yes2.25 point B2.26 opposite rays2.27 midpoint of CB2.28 no (the figure formed is not a straight line)2.29 no (the three points are not collinear)

SELF TEST 22.01 The points must be collinear.2.02 Either order: a. SA = AM b. SA + AM = SM

2.03 GO + OD = GD •

G•O •D

2.04 no (point O is not necessarily in a position such that GO = OD)

2.05 SA"

A• •T•S

2.06 midpoint O• •N•M

2.07 U is between N and S. U• •S•N

2.08 U is between N and S. U• •S•N

2.09 one O• •N•S

2.010 Any order: NU, UT, and NT U• •T•N

2.011 space2.012 line2.013 line2.014 c2.015 c2.016 c2.017 b2.018 b2.019 b2.020 b2.021 b2.022 b2.023 d2.024 d

29

Math 1001 | Answer Keys

SECTION 33.1 Postulate 5: If two planes intersect, then their

intersection is a line.3.2 one3.3 Postulate 2: Through any two different

points, exactly one line exists.3.4 a. no b. Postulate 2: Through any two different

points, exactly one line exists.3.5 a. no b. The three points cannot be on one line.3.6 Postulate 1: Space contains at least four

points not all in one plane.3.7 Postulate 2: Through any two different

points, exactly one line exists.3.8 Postulate 3: Through any three points that

are not on one line, exactly one plane exists.3.9 Postulate 4: If two points lie in a plane, the

line containing them lies in that plane.3.10 Postulate 1: A plane contains at least three

points not all on one line.3.11 false (undefined terms are used to state

some postulates)3.12 false (a postulate does not require proof)3.13 false (two planes intersect in exactly one line)3.14 true3.15 false (a plane must have at least 3 points)3.16 false (the intersection of two planes is exactly

one line)3.17 the multiplication by one postulate3.18 the commutative postulate for addition3.19 the distributive postulate3.20 the addition of zero postulate3.21 the additive inverse postulate3.22 the multiplication by one postulate3.23 the addition of zero postulate3.24 the commutative postulate of multiplication3.25 the distributive postulate3.26 the multiplicative inverse postulate3.27 the addition postulate of inequality3.28 the multiplication postulate of inequality3.29 the multiplication postulate of inequality3.30 the transitive postulate of equality3.31 the symmetric postulate of equality3.32 the comparison postulate3.33 the multiplication postulate of inequality3.34 the transitive postulate of inequality3.35 the multiplication postulate of inequality3.36 the reflexive postulate of equality3.37 three collinear points Example: •• •

3.38 three noncollinear points Example:

•• •

3.39 two intersecting lines Example: •

3.40 two nonintersecting lines Example:

3.41 two intersecting planes Example:

3.42 two nonintersecting planes Example:

3.43 false (skew lines do not lie in one plane)3.44 true3.45 false (two intersecting lines lie in one plane)3.46 false (three noncollinear points determine a

plane)3.47 true3.48 They are the same point. Or, they are the

point of intersection.

•P

Qs

r

3.49 Theorem 1-1: If two lines intersect, then their intersection is exactly one point.

•

30


3.50 They lie in plane N.

•

• •

B

A C

N

3.51 Postulate 4: If two points lie in a plane, the line containing them lies in that plane.

3.52 an infinite number3.53 an infinite number3.54 exactly one3.55 exactly one3.56 planes: BCE, BEA, CED, AED, ABCD, ACE, and

BDE3.57 the division property of equality3.58 the multiplication property of equality3.59 the subtraction property of equality3.60 the addition property of equality3.61 the multiplication property of equality3.62 the addition property of equality3.63 the multiplication property of equality3.64 true3.65 false (If a + 2 < b + 3, then a < b + 1.)3.66 true3.67 false (If 2 > -a, then a > -2.)3.68 the subtraction property of equality3.69 the division property of equality3.70 the addition property of equality3.71 the subtraction property of equality3.72 the division property of equality3.73 the distributive postulate3.74 the subtraction property of equality3.75 the division property of equality3.76 the distributive postulate3.77 the subtraction property of equality3.78 the subtraction property of equality3.79 the division property of equality3.80 the distributive postulate3.81 the distributive postulate3.82 the zero product property3.83 the subtraction property of equality

SELF TEST 33.01 Example: line l intersects m at P.

P•

l

m

3.02 Example: Plane A contains line l and point P.

l

A

P•

3.03 Example: Line l intersects line m; plane A contains both lines.

l m

A

3.04 Example: PQ), PR), PS), QR), QS), and RS) are six different lines.

S R

QP

• •

••

3.05 Example: A, B, C, and D are not all in one plane.

•

•

•

•

A

B

C

D

3.06 false (an undefined term can be used in a theorem)

3.07 true3.08 false (two intersecting lines lie in one plane)3.09 true3.010 false (a segment has exactly two endpoints)3.011 theorem3.012 defined3.013 postulate3.014 line AB

31


3.015 line3.016 b3.017 d3.018 c3.019 a3.020 Theorem 1-1: If two lines intersect, then their

intersection is exactly one point.3.021 Postulate 2: Through any two different

points, exactly one line exists.3.022 Postulate 4: If two points lie in a plane, the

line containing them lies in that plane.3.023 Postulate 5: If two planes intersect, then their

intersection is a line.3.024 the subtraction property of equality3.025 the reflexive postulate of equality

LIFEPAC TEST1. c2. d3. a4. e5. b6. space7. A A B

8. BC AB C

9. midpoint SR T

10. proof11. prove12. two13. four14. three

15. -a16. lines AB and CD intersecting at point P

C

D

B

A

P

17. line l and point Q not on l, both in plane T

Tl

Q

18. segment UV with midpoint M M VU

19. collinear and coplanar points A, B, C, and D

C DB

A

20. opposite rays AC" and AB"

B CA

32


ALTERNATE LIFEPAC TEST1. e2. d3. b4. a5. c6. collinear7. Either order: a. P b. Q8. RS9. midpoint10. postulate11. theorem12. line13. four14. four15. c16. P

A

S

QR

17. B

x

n

18. C A D

19.

RS

QP

20. Z X Y

33


NAME _______________________________________

DATE _______________________________________

SCORE _______________________________________

After each model in Column I, write the matching term from Column II (each answer, 2 points).

Column I Column II

1. ______ a. AB

2. ______ b. Point Q

3. ______ c. AB + BC = AC

4. ______ d. AB)

5. ______ e. AB"

Complete the following statements (each answer, 3 points).

6. Two or more points all on the same line are called ___________________________________ points.

7. The two end points of PQ are a. ________________ and b. ________________ .

8. If point P is between R and S, then RP + PS = __________________________ .

9. If AB = BC on AC, point B is called the __________________________ of AC.

10. A _____________________ is a statement we accept without proof.

11. A _____________________ is a statement we must prove.

12. A _____________________ contains at least two points.

13. Space contains at least ____________________ points.

14. How many planes are determined by four noncoplanar points? _____________________

15. ____________________ + (-c) = 0.

A B

A B

Q

A

A B

B

C

5468

Math 1001 | Alternate LIFEPAC Test

35

MATH 1001ALTERNATE LIFEPAC TEST

Sketch and label the following conditions (each answer, 5 points).

16. Two lines, PQ) and RS), intersecting in a point A.

17. A line n and a point B not on n that are both in plane X.

18. A segment with midpoint A and end points C and D.

19. Collinear and coplanar points P, Q, R, and S.

20. Opposite rays XY" and XZ".

3636

Alternate LIFEPAC Test | Math 1001

lifepac math 10 teacher sample - amazon s3...teacher's guide | lifepac overview test scoring...

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