The University of the State of New York

REGENTS HIGH SCHOOL EXAMINATION

GEOMETRY
Friday, June 21, 2019 — 9:15 a.m. to 12:15 p.m.

MODEL RESPONSE SET

Table of Contents

Question 25 . . . . . . . . . . . . . . . . . . . 2
Question 26 . . . . . . . . . . . . . . . . . . . 7
Question 27 . . . . . . . . . . . . . . . . . . 11
Question 28 . . . . . . . . . . . . . . . . . . 16
Question 29 . . . . . . . . . . . . . . . . . . 21
Question 30 . . . . . . . . . . . . . . . . . . 28
Question 31 . . . . . . . . . . . . . . . . . . 33
Question 32 . . . . . . . . . . . . . . . . . . 39
Question 33 . . . . . . . . . . . . . . . . . . 55
Question 34 . . . . . . . . . . . . . . . . . . 63
Question 35 . . . . . . . . . . . . . . . . . . 71
Question 25

1
25 Triangle A⬘B⬘C⬘ is the image of triangle ABC after a dilation with a scale factor of __
2
and
centered at point A. Is triangle ABC congruent to triangle A⬘B⬘C⬘? Explain your answer.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [2]

Question 25

1
25 Triangle A⬘B⬘C⬘ is the image of triangle ABC after a dilation with a scale factor of __
2
and
centered at point A. Is triangle ABC congruent to triangle A⬘B⬘C⬘? Explain your answer.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [3]

Question 25

1
25 Triangle A⬘B⬘C⬘ is the image of triangle ABC after a dilation with a scale factor of __
2
and
centered at point A. Is triangle ABC congruent to triangle A⬘B⬘C⬘? Explain your answer.

Score 1: The student wrote an incomplete explanation.

Geometry – June ’19 [4]

Question 25

1
25 Triangle A⬘B⬘C⬘ is the image of triangle ABC after a dilation with a scale factor of __
2
and
centered at point A. Is triangle ABC congruent to triangle A⬘B⬘C⬘? Explain your answer.

Score 1: The student wrote an incomplete explanation.

Geometry – June ’19 [5]

Question 25

1
25 Triangle A⬘B⬘C⬘ is the image of triangle ABC after a dilation with a scale factor of __
2
and
centered at point A. Is triangle ABC congruent to triangle A⬘B⬘C⬘? Explain your answer.

Score 0: The student gave a completely incorrect response.

Geometry – June ’19 [6]

Question 26

26 Determine and state the area of triangle PQR, whose vertices have coordinates
P(⫺2,⫺5), Q(3,5), and R(6,1).
[The use of the set of axes below is optional.]

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [7]

Question 26

26 Determine and state the area of triangle PQR, whose vertices have coordinates
P(⫺2,⫺5), Q(3,5), and R(6,1).
[The use of the set of axes below is optional.]

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [8]

Question 26

26 Determine and state the area of triangle PQR, whose vertices have coordinates
P(⫺2,⫺5), Q(3,5), and R(6,1).
[The use of the set of axes below is optional.]

___ ___
Score 1: The student did not show work to determine the lengths of QR and PR.

Geometry – June ’19 [9]

Question 26

26 Determine and state the area of triangle PQR, whose vertices have coordinates
P(⫺2,⫺5), Q(3,5), and R(6,1).
[The use of the set of axes below is optional.]

Score 0: The student did not show enough correct relevant work to receive any credit.

Geometry – June ’19 [10]

Question 27

27 A support wire reaches from the top of a pole to a clamp on the ground. The pole is perpendicular
to the level ground and the clamp is 10 feet from the base of the pole. The support wire makes
a 68° angle with the ground. Find the length of the support wire to the nearest foot.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [11]

Question 27

27 A support wire reaches from the top of a pole to a clamp on the ground. The pole is perpendicular
to the level ground and the clamp is 10 feet from the base of the pole. The support wire makes
a 68° angle with the ground. Find the length of the support wire to the nearest foot.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [12]

Question 27

27 A support wire reaches from the top of a pole to a clamp on the ground. The pole is perpendicular
to the level ground and the clamp is 10 feet from the base of the pole. The support wire makes
a 68° angle with the ground. Find the length of the support wire to the nearest foot.

Score 1: The student wrote a correct trigonometric equation to find the length of the support
wire, but no further correct work was shown.

Geometry – June ’19 [13]

Question 27

27 A support wire reaches from the top of a pole to a clamp on the ground. The pole is perpendicular
to the level ground and the clamp is 10 feet from the base of the pole. The support wire makes
a 68° angle with the ground. Find the length of the support wire to the nearest foot.

Score 1: The student showed appropriate work based on an incorrect location of the angle of
elevation.

Geometry – June ’19 [14]

Question 27

27 A support wire reaches from the top of a pole to a clamp on the ground. The pole is perpendicular
to the level ground and the clamp is 10 feet from the base of the pole. The support wire makes
a 68° angle with the ground. Find the length of the support wire to the nearest foot.

Score 0: The student labeled the diagram incorrectly and did not round the answer to the
nearest foot.

Geometry – June ’19 [15]

Question 28

28 In the diagram below, circle O has a radius of 10.

B
10
O

 ⫽ 72°, find the area of shaded sector AOB, in terms of π.

If mAB

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [16]

Question 28

28 In the diagram below, circle O has a radius of 10.

B
10
O

 ⫽ 72°, find the area of shaded sector AOB, in terms of π.

If mAB

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [17]

Question 28

28 In the diagram below, circle O has a radius of 10.

B
10
O

 ⫽ 72°, find the area of shaded sector AOB, in terms of π.

If mAB

Score 1: The student wrote an appropriate answer, but not in terms of π.

Geometry – June ’19 [18]

Question 28

28 In the diagram below, circle O has a radius of 10.

B
10
O

 ⫽ 72°, find the area of shaded sector AOB, in terms of π.

If mAB

Score 0: The student gave a correct response that was obtained by an incorrect procedure.

Geometry – June ’19 [19]

Question 28

28 In the diagram below, circle O has a radius of 10.

B
10
O

 ⫽ 72°, find the area of shaded sector AOB, in terms of π.

If mAB

Score 0: The student did not show enough relevant work to receive any credit.

Geometry – June ’19 [20]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [21]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [22]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [23]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 1: The student did not state the center of rotation.

Geometry – June ’19 [24]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 1: The student mapped rSTU onto rABC.

Geometry – June ’19 [25]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 0: The student did not state the number of degrees in the rotation and did not state the
center of rotation.

Geometry – June ’19 [26]

Question 29

29 On the set of axes below, rABC ⬵ rSTU.

C
A

B
x
S

T
U

Describe a sequence of rigid motions that maps rABC onto rSTU.

Score 0: The student did not state the number of degrees in the rotation and wrote an incorrect
translation from point C.

Geometry – June ’19 [27]

Question 30

___ ___
30 In right triangle PRT, m∠P ⫽ 90°, altitude PQ is drawn to hypotenuse RT, RT ⫽ 17, and
PR ⫽ 15.

15

T R
Q
17

___
Determine and state, to the nearest tenth, the length of RQ.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [28]

Question 30

___ ___
30 In right triangle PRT, m∠P ⫽ 90°, altitude PQ is drawn to hypotenuse RT, RT ⫽ 17, and
PR ⫽ 15.

15

T R
Q
17

___
Determine and state, to the nearest tenth, the length of RQ.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [29]

Question 30

___ ___
30 In right triangle PRT, m∠P ⫽ 90°, altitude PQ is drawn to hypotenuse RT, RT ⫽ 17, and
PR ⫽ 15.

15

T R
Q
17

___
Determine and state, to the nearest tenth, the length of RQ.

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [30]

Question 30

___ ___
30 In right triangle PRT, m∠P ⫽ 90°, altitude PQ is drawn to hypotenuse RT, RT ⫽ 17, and
PR ⫽ 15.

15

T R
Q
17

___
Determine and state, to the nearest tenth, the length of RQ.

Score 1: The student wrote a correct proportion to solve for RQ, but no further correct work was
shown.

Geometry – June ’19 [31]

Question 30

___ ___
30 In right triangle PRT, m∠P ⫽ 90°, altitude PQ is drawn to hypotenuse RT, RT ⫽ 17, and
PR ⫽ 15.

15

T R
Q
17

___
Determine and state, to the nearest tenth, the length of RQ.

Score 0: The student wrote an incorrect proportion to solve for TQ, then made a rounding error.

Geometry – June ’19 [32]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [33]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [34]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 2: The student gave a complete and correct response.

Geometry – June ’19 [35]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 1: The student constructed an equilateral triangle, but it was not inscribed in circle O.

Geometry – June ’19 [36]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 1: The student constructed an inscribed isosceles right triangle.

Geometry – June ’19 [37]

Question 31

___
31 Given circle O with radius OA, use a compass and straightedge to construct an equilateral
triangle inscribed in circle O. [Leave all construction marks.]

Score 0: The student gave a drawing that is not a construction.

Geometry – June ’19 [38]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [39]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [40]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [41]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [42]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

___
Score 3: The student made a computational error in determining the length of diagonal BD.

Geometry – June ’19 [43]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [44]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 2: The student correctly proved quadrilateral ABCD is a trapezoid, but no further correct
work is shown.

Geometry – June ’19 [45]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [46]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 2: The student correctly proved the diagonals are not congruent, so quadrilateral ABCD is
not an isosceles trapezoid.

Geometry – June ’19 [47]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [48]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 2: Appropriate work is shown, but both concluding statements are missing.

Geometry – June ’19 [49]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [50]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

___ ___
Score 1: The student found the slopes of bases AD and BC, but the concluding statement is
incomplete. No further correct work is shown.

Geometry – June ’19 [51]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [52]

Question 32

32 Riley plotted A(⫺1,6), B(3,8), C(6,⫺1), and D(1,0) to form a quadrilateral.

Prove that Riley’s quadrilateral ABCD is a trapezoid.
[The use of the set of axes on the next page is optional.]

Score 0: The student did not show enough correct relevant work to receive any credit.

Geometry – June ’19 [53]

Question 32 continued

Riley defines an isosceles trapezoid as a trapezoid with congruent diagonals. Use Riley’s definition
to prove that ABCD is not an isosceles trapezoid.

Geometry – June ’19 [54]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [55]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [56]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 3: The student made an error in converting cubic inches into cubic feet.

Geometry – June ’19 [57]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 3: The student made a transcription error by using a radius of 3.5 instead of 3.25.

Geometry – June ’19 [58]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 3: The student made the same rounding error for both answers.

Geometry – June ’19 [59]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 2: The student made a rounding error in determining the volume and a computational error
in determining the number of gallons.

Geometry – June ’19 [60]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 1: The student found the volume incorrectly and made a rounding error.

Geometry – June ’19 [61]

Question 33

1
33 A child-sized swimming pool can be modeled by a cylinder. The pool has a diameter of 6 __ 2 feet
2
__
and a height of 12 inches. The pool is filled with water to 3 of its height. Determine and state
the volume of the water in the pool, to the nearest cubic foot.

One cubic foot equals 7.48 gallons of water. Determine and state, to the nearest gallon, the number
of gallons of water in the pool.

Score 0: The student gave a completely incorrect response.

Geometry – June ’19 [62]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [63]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 4: The student gave a complete and correct response.

Geometry – June ’19 [64]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 3: The student made a transcription error by using 38° instead of 38.8°.

Geometry – June ’19 [65]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 3: The student made an error using radian measure.

Geometry – June ’19 [66]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 2: The student correctly found the height to the top of the top blade.

Geometry – June ’19 [67]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 2: The student correctly found the height to the bottom of the top blade.

Geometry – June ’19 [68]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 1: The student wrote a correct trigonometric equation.

Geometry – June ’19 [69]

Question 34

34 Nick wanted to determine the length of one blade of the windmill pictured below. He stood at a
point on the ground 440 feet from the windmill’s base. Using surveyor’s tools, Nick measured the
angle between the ground and the highest point reached by the top blade and found it was 38.8°.
He also measured the angle between the ground and the lowest point of the top blade, and found
it was 30°.

38.8°

30°
440 ft

Determine and state a blade’s length, x, to the nearest foot.

Score 0: The student gave a completely incorrect response.

Geometry – June ’19 [70]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

H T

M E A

Prove: TA • HA ⫽ HE • TH

Score 6: The student gave a complete and correct response.

Geometry – June ’19 [71]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 6: The student gave a complete and correct response.

Geometry – June ’19 [72]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

H T

M E A

Prove: TA • HA ⫽ HE • TH

Score 6: The student gave a complete and correct response.

Geometry – June ’19 [73]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 5: The student had an incomplete reason in step 8.

Geometry – June ’19 [74]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 4: The student had two___ missing

___ statements and reasons: stating angles 1 and 2 are right
||
angles and stating HT MA.

Geometry – June ’19 [75]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

H T

M E A

Prove: TA • HA ⫽ HE • TH

Score 3: The student incorrectly proved rHEA and rTAH congruent (AAS ⬵ ASA) and had a
missing reason for (TA)(HA) ⫽ (HE)(TH).

Geometry – June ’19 [76]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 2: The student correctly proved ∠HEA ⬵ ∠TAH, but step 4 is not relevant in proving
rHEA ⬃ rTAH.

Geometry – June ’19 [77]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 2: The student wrote some correct relevant statements and reasons (steps 2 and 4).

Geometry – June ’19 [78]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 1: The student had only one correct relevant statement and reason in step 2.

Geometry – June ’19 [79]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 0: The student did not show enough correct relevant work to receive any credit.

Geometry – June ’19 [80]

Question 35

___ ___ ___ ___ ___ ____ ___ ___

35 Given: Quadrilateral MATH, HM ⬵ AT, HT ⬵ AM, HE C MEA , and HA C AT

Prove: TA • HA ⫽ HE • TH

Score 0: The student did not show enough correct relevant work to receive any credit.

Geometry – June ’19 [81]