Mixed Exercises: Objectives 1–3 Classify each angle as acute, right, obtuse, or straight. 41) A 42) H G M B C 43) H Y Q 44) H Q P Use the fi gure for Exercises 45–54. A B Y X F C D E 45) Identify the ray in the fi gure. 46) Identify the line segment in the fi gure. Answer true or false for Exercises 47–54. 47) BXF is an acute angle. 48) DYE is an obtuse angle. 49) AB 7 EF ¡ · 50) CD AB 51) mEYD is greater than mCYE. 52) mAXF is less than mBXF. 53) mAXY could be 116. 54) mXYD could be 77. 31) Draw an obtuse angle named TNW. 32) Draw a right angle named AYC. 33) The angle formed by moving one-third of the way around a circle has a measure of how many degrees? 34) The angle formed by moving one-eighth of the way around a circle has a measure of how many degrees? Objective 3: Identify Parallel and Perpendicular Lines Classify each pair of lines as parallel, perpendicular, or neither. If they are parallel or perpendicular, use the appropriate notation. 35) G L K 36) R W P U T 37) R S U V 38) e f 39) d c 40) r s R1) After completing the exercises, do you understand all the defi nitions? Could you explain them to a friend? R2) If a circle were divided into only 100 degrees instead of 360 degrees, how many degrees would represent a right angle and a straight angle? 292 CHAPTER 4 Basic Geometry Concepts and Algebra www.mhhe.com/messersmith
messersmith_power_prealgebra_1e_ch4_7_10
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