Name: ________________________ Class: ___________________ Date: __________ ID: A

1

Chapter 10 Practice Test

____ 1. Caitlin’s teacher wrote a row of numbers following a pattern.

75, 68, 70, 63, 65, 58, 60

What should the next number be?

A. 51B. 53C. 55D. 62

____ 2. Roberto wrote the number 60. If the rule is subtract 3, what is the fifth number in Roberto’s pattern?

A. 75B. 72C. 48D. 45

____ 3. Julie wrote numbers on chairs for field day. She wrote the number 4 on the first chair. Her rule is add 5. What number did she write on the sixth chair?

A. 28B. 29C. 25D. 34

____ 4. Ben and Irie made a secret code. They wrote some numbers of the code so they could remember the pattern.

7, 12, 10, 15, 13, 18, 16, 21

What should the next number be?

A. 18B. 19C. 23D. 26

Name: ________________________ ID: A

2

5. Mr. Clark numbered the row of lockers outside his room following a pattern. The first locker in the row is number 20 and the seventh locker is number 29.

What was the number of the eleventh locker? Explain how you know.

____ 6. Gloria painted this pattern on the wall of her bedroom.

Which could be the next three figures in this pattern?

A.

B.

C.

D.

Name: ________________________ ID: A

3

____ 7. Martha used counters to make this pattern.

How many counters should she use in the missing figure?

A. 10B. 12C. 14D. 18

____ 8. Addison made this pattern by shading squares.

If Addison continues this pattern, how many squares should she shade in the next figure?

A. 13B. 20C. 25D. 36

Name: ________________________ ID: A

4

____ 9. Ramona made this pattern with stickers.

Which could be the next three figures in this pattern?

A.

B.

C.

D.

10. Barb used square tiles to make this pattern.

Tell how many tiles Barb should use in the missing figure. Explain how you found the answer.

____ 11. Tenley makes stained glass windows. She used this piece of stained glass in one of the windows. How many right angles does this piece have?

A. 3B. 2C. 1D. 0

Name: ________________________ ID: A

5

____ 12. Which of the following terms best describes this figure?

A. line segmentB. lineC. rayD. angle

____ 13. Vinny draws an angle like the one below for the first letter of his name.

What kind of angle does Vinny draw?

A. right angleB. straight angleC. acute angle D. obtuse angle

____ 14. Which is a correct way to name this angle?

A. ∠PRQB. ∠PQRC. ∠RPQD. ∠PR

Name: ________________________ ID: A

6

15. Mrs. Becker drew 3 angles on the board.

How are the angles alike? How are they different?

____ 16. Virginia and Susan are discussing properties of lines during math class. Which best describes intersecting lines?

A. They cross each other at one point.B. They always form obtuse angles.C. They only form right angles.D. They never cross each other.

____ 17. Logan draws a map of his neighborhood.

Which line appears to be parallel to GH→←⎯⎯

?

A. AB→←⎯⎯

B. CD→←⎯⎯

C. EF→←⎯⎯

D. IJ→←⎯⎯

Name: ________________________ ID: A

7

____ 18. Joe drew a figure. Which two sides of the figure are perpendicular?

A. TU and UVB. ST and VUC. SV and TUD. TU and ST

____ 19. Which best describes parallel lines?

A. They form four right angles.B. They never cross each other.C. They form four acute angles.D. They form two acute angles and two obtuse angles.

20. Which lines appear to be perpendicular in this figure? Explain your answer.

Name: ________________________ ID: A

8

____ 21. A sign is in the shape of an acute triangle. Which of the following could be the shape of the sign?

A.

B.

C.

D.

____ 22. How many acute angles does a right triangle have?

A. 0B. 1C. 2D. 3

____ 23. How many acute angles does an obtuse triangle have?

A. 0B. 1C. 2D. 3

Name: ________________________ ID: A

9

____ 24. Janelle made a flag in the shape of a right triangle. Which of the triangles could be Janelle’s flag?

A.

B.

C.

D.

25. Marla says this figure has a right triangle, an acute triangle, and an obtuse triangle. Do you agree? Explain your answer.

Name: ________________________ ID: A

10

____ 26. The patio in Keith’s backyard is in the shape of rhombus. Which figure could be the shape of Keith’s patio?

A.

B.

C.

D.

____ 27. Jim’s vegetable garden looks like this quadrilateral.

What type of quadrilateral is it?

A. trapezoidB. squareC. rhombusD. rectangle

Name: ________________________ ID: A

11

____ 28. Alison has a sticker in the shape of a quadrilateral that has 2 pairs of parallel sides and no right angles. What is the shape of the sticker?

A. trapezoidB. parallelogramC. rectangleD. square

____ 29. Tim’s bedroom is shaped like this quadrilateral.

Which best describes the quadrilateral?

A. squareB. parallelogramC. trapezoidD. rectangle

30. Jeremy drew these figures and said that both figures are rectangles.

Do you agree with Jeremy? Explain your answer.

Name: ________________________ ID: A

12

____ 31. Which shape can be folded on the line to show symmetry?

A.

B.

C.

D.

Name: ________________________ ID: A

13

____ 32. Rosie drew a triangle and its line of symmetry. Which could be the figure that Rosie drew?

A.

B.

C.

D.

Name: ________________________ ID: A

14

____ 33. Which line does not show a line of symmetry?

A.

B.

C.

D.

____ 34. Which of the letters does not have line symmetry?

CABSA. CB. AC. BD. S

Name: ________________________ ID: A

15

35. Tara is using shapes like this one to make decorations for her party. The dashed line helps her fold the shape.

Tell whether the dashed line is a line of symmetry. Explain your answer.

____ 36. Claire painted the following figures. Which figure has more than one line of symmetry?

A.

B.

C.

D.

Name: ________________________ ID: A

16

____ 37. Hailey wrote the first letter of her name on a piece of paper.

HHow many lines of symmetry does the letter H appear to have?

A. 0B. 1C. 2D. 3

____ 38. The figure shown has 8 sides of equal length.

How many lines of symmetry does the figure appear to have?

A. 2B. 4C. 8D. 10

Name: ________________________ ID: A

17

____ 39. Jared drew a figure with two lines of symmetry. Which figure could be what Jared drew?

A.

B.

C.

D.

40. The triangle shown has 3 equal sides.

Patrick says that the triangle has only one line of symmetry. Do you agree? Explain your answer.

ID: A

1

Chapter 10 Practice TestAnswer Section

1. ANS: B PTS: 1 DIF: average REF: Lesson 13: Algebra • Number Patterns OBJ: Generate a number pattern and describe features of the pattern.NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern | term NOT: Operations and Algebraic Thinking

2. ANS: C PTS: 1 DIF: average REF: Lesson 13: Algebra • Number Patterns OBJ: Generate a number pattern and describe features of the pattern.NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern | term NOT: Operations and Algebraic Thinking

3. ANS: B PTS: 1 DIF: average REF: Lesson 13: Algebra • Number Patterns OBJ: Generate a number pattern and describe features of the pattern.NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern | term NOT: Operations and Algebraic Thinking

ID: A

2

4. ANS: B PTS: 1 DIF: average REF: Lesson 13: Algebra • Number Patterns OBJ: Generate a number pattern and describe features of the pattern.NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern | term NOT: Operations and Algebraic Thinking

5. ANS: 35; Possible explanation: Mr. Clark’s rule is add 5, subtract 2. So, the numbers on the next four lockers are 34, 32, 37, and 35, and 35 is the 11th locker.

PTS: 1 DIF: average REF: Lesson 13: Algebra • Number Patterns OBJ: Generate a number pattern and describe features of the pattern.NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern | term NOT: Operations and Algebraic Thinking

ID: A

3

6. ANS: C PTS: 1 DIF: average REF: Lesson 14: Problem Solving • Shape Patterns OBJ: Use the strategy act it out to solve pattern problems. NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern blocks | counters NOT: Operations and Algebraic Thinking

7. ANS: B PTS: 1 DIF: average REF: Lesson 14: Problem Solving • Shape Patterns OBJ: Use the strategy act it out to solve pattern problems. NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern blocks | counters NOT: Operations and Algebraic Thinking

8. ANS: B PTS: 1 DIF: average REF: Lesson 14: Problem Solving • Shape Patterns OBJ: Use the strategy act it out to solve pattern problems. NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern blocks | counters NOT: Operations and Algebraic Thinking

ID: A

4

9. ANS: D PTS: 1 DIF: average REF: Lesson 14: Problem Solving • Shape Patterns OBJ: Use the strategy act it out to solve pattern problems. NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern blocks | counters NOT: Operations and Algebraic Thinking

10. ANS: 9 tiles; Possible answer: I found that the rule for the pattern is add two more tiles than in the previous figure. The previous figure had 7 tiles: 2 + 7 = 9.

PTS: 1 DIF: average REF: Lesson 14: Problem Solving • Shape Patterns OBJ: Use the strategy act it out to solve pattern problems. NAT: CC.4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. TOP: Generate and analyze patterns. KEY: pattern blocks | counters NOT: Operations and Algebraic Thinking

11. ANS: D PTS: 1 DIF: average REF: Lesson 98: Lines, Rays, and Angles OBJ: Identify and draw points, lines, line segments, rays, and angles.NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: point | line | line segment | ray | angle | right angle | acute angle | obtuse angle | straight angle NOT: Geometry

ID: A

5

12. ANS: A PTS: 1 DIF: average REF: Lesson 98: Lines, Rays, and Angles OBJ: Identify and draw points, lines, line segments, rays, and angles.NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: point | line | line segment | ray | angle | right angle | acute angle | obtuse angle | straight angle NOT: Geometry

13. ANS: C PTS: 1 DIF: average REF: Lesson 98: Lines, Rays, and Angles OBJ: Identify and draw points, lines, line segments, rays, and angles.NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: point | line | line segment | ray | angle | right angle | acute angle | obtuse angle | straight angle NOT: Geometry

14. ANS: B PTS: 1 DIF: average REF: Lesson 98: Lines, Rays, and Angles OBJ: Identify and draw points, lines, line segments, rays, and angles.NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: point | line | line segment | ray | angle | right angle | acute angle | obtuse angle | straight angle NOT: Geometry

ID: A

6

15. ANS: Possible answer: each angle is made up of 2 rays that have the same endpoint, which is the vertex of the angle. The opening between the rays of each angle is different. One is right, one is obtuse, and one is acute.

PTS: 1 DIF: average REF: Lesson 98: Lines, Rays, and Angles OBJ: Identify and draw points, lines, line segments, rays, and angles.NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: point | line | line segment | ray | angle | right angle | acute angle | obtuse angle | straight angle NOT: Geometry

16. ANS: A PTS: 1 DIF: average REF: Lesson 99: Parallel Lines and Perpendicular Lines OBJ: Identify and draw parallel lines and perpendicular lines. NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: parallel lines | intersecting lines | perpendicular lines NOT: Geometry

17. ANS: D PTS: 1 DIF: average REF: Lesson 99: Parallel Lines and Perpendicular Lines OBJ: Identify and draw parallel lines and perpendicular lines. NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: parallel lines | intersecting lines | perpendicular lines NOT: Geometry

ID: A

7

18. ANS: D PTS: 1 DIF: average REF: Lesson 99: Parallel Lines and Perpendicular Lines OBJ: Identify and draw parallel lines and perpendicular lines. NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: parallel lines | intersecting lines | perpendicular lines NOT: Geometry

19. ANS: B PTS: 1 DIF: average REF: Lesson 99: Parallel Lines and Perpendicular Lines OBJ: Identify and draw parallel lines and perpendicular lines. NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: parallel lines | intersecting lines | perpendicular lines NOT: Geometry

20. ANS:

Possible answer: EF→←⎯⎯

appears to be perpendicular to AB→←⎯⎯

and CD→←⎯⎯

because the lines appear to form right angles; IJ→←⎯⎯

appears to be

perpendicular to AB→←⎯⎯

and CD→←⎯⎯

because the lines appear to form right angles.

PTS: 1 DIF: average REF: Lesson 99: Parallel Lines and Perpendicular Lines OBJ: Identify and draw parallel lines and perpendicular lines. NAT: CC.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: parallel lines | intersecting lines | perpendicular lines NOT: Geometry

ID: A

8

21. ANS: B PTS: 1 DIF: average REF: Lesson 100: Classify Triangles OBJ: Classify triangles by the size of their angles. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: obtuse triangle | right triangle | acute triangle NOT: Geometry

22. ANS: C PTS: 1 DIF: average REF: Lesson 100: Classify Triangles OBJ: Classify triangles by the size of their angles. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: obtuse triangle | right triangle | acute triangle NOT: Geometry

23. ANS: C PTS: 1 DIF: average REF: Lesson 100: Classify Triangles OBJ: Classify triangles by the size of their angles. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: obtuse triangle | right triangle | acute triangle NOT: Geometry

24. ANS: D PTS: 1 DIF: average REF: Lesson 100: Classify Triangles OBJ: Classify triangles by the size of their angles. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: obtuse triangle | right triangle | acute triangle NOT: Geometry

ID: A

9

25. ANS: No; Possible explanation: the figure does not have an obtuse triangle. Triangles ABC and ADC are acute triangles. Triangles DEC and DEA are right triangles.

PTS: 1 DIF: average REF: Lesson 100: Classify TrianglesOBJ: Classify triangles by the size of their angles. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: obtuse triangle | right triangle | acute triangle NOT: Geometry

26. ANS: A PTS: 1 DIF: average REF: Lesson 101: Classify Quadrilaterals OBJ: Sort and classify quadrilaterals. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: trapezoid | parallelogram | rhombus | rectangle | square NOT: Geometry

27. ANS: A PTS: 1 DIF: average REF: Lesson 101: Classify Quadrilaterals OBJ: Sort and classify quadrilaterals. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: trapezoid | parallelogram | rhombus | rectangle | square NOT: Geometry

ID: A

10

28. ANS: B PTS: 1 DIF: average REF: Lesson 101: Classify Quadrilaterals OBJ: Sort and classify quadrilaterals. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: trapezoid | parallelogram | rhombus | rectangle | square NOT: Geometry

29. ANS: D PTS: 1 DIF: average REF: Lesson 101: Classify Quadrilaterals OBJ: Sort and classify quadrilaterals. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: trapezoid | parallelogram | rhombus | rectangle | square NOT: Geometry

30. ANS: Yes; Possible explanation: figure 1 is a rectangle because it has 2 pairs of sides that are the same length and 4 right angles. Figure 2 is a square since it has 4 sides of equal length and 4 right angles. All squares are rectangles, so figure 2 is a rectangle.

PTS: 1 DIF: average REF: Lesson 101: Classify Quadrilaterals OBJ: Sort and classify quadrilaterals. NAT: CC.4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: trapezoid | parallelogram | rhombus | rectangle | square NOT: Geometry

ID: A

11

31. ANS: B PTS: 1 DIF: average REF: Lesson 102: Line Symmetry OBJ: Determine whether a figure has a line of symmetry. NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: line symmetry | line of symmetry NOT: Geometry

32. ANS: B PTS: 1 DIF: average REF: Lesson 102: Line Symmetry OBJ: Determine whether a figure has a line of symmetry. NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: line symmetry | line of symmetry NOT: Geometry

33. ANS: C PTS: 1 DIF: average REF: Lesson 102: Line Symmetry OBJ: Determine whether a figure has a line of symmetry. NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: line symmetry | line of symmetry NOT: Geometry

34. ANS: D PTS: 1 DIF: average REF: Lesson 102: Line Symmetry OBJ: Determine whether a figure has a line of symmetry. NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: line symmetry | line of symmetry NOT: Geometry

ID: A

12

35. ANS: Yes; Possible answer: I know it’s a line of symmetry because if I were to fold the shape on the line, the halves would match.

PTS: 1 DIF: average REF: Lesson 102: Line SymmetryOBJ: Determine whether a figure has a line of symmetry. NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. KEY: line symmetry | line of symmetry NOT: Geometry

36. ANS: D PTS: 1 DIF: average REF: Lesson 103: Find and Draw Lines of Symmetry OBJ: Identify and draw lines of symmetry in two-dimensional figures.NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. NOT: Geometry

37. ANS: C PTS: 1 DIF: average REF: Lesson 103: Find and Draw Lines of Symmetry OBJ: Identify and draw lines of symmetry in two-dimensional figures.NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. NOT: Geometry

38. ANS: C PTS: 1 DIF: average REF: Lesson 103: Find and Draw Lines of Symmetry OBJ: Identify and draw lines of symmetry in two-dimensional figures.NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. NOT: Geometry

ID: A

13

39. ANS: A PTS: 1 DIF: average REF: Lesson 103: Find and Draw Lines of Symmetry OBJ: Identify and draw lines of symmetry in two-dimensional figures.NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. NOT: Geometry

40. ANS: No, I disagree; Possible explanation: I can draw 2 more lines of symmetry, so there are 3 lines of symmetry.

PTS: 1 DIF: average REF: Lesson 103: Find and Draw Lines of Symmetry OBJ: Identify and draw lines of symmetry in two-dimensional figures.NAT: CC.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. TOP: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. NOT: Geometry