NOLAN H. MILLER

Peggy Crisostomo

Description

• dissertation - matière potentielle : award
• dissertation - matière potentielle : title
• expression écrite

March 2010 NOLAN H. MILLER CONTACT INFORMATION University of Illinois at Urbana-Champaign 4033 Business Instructional Facility 515 E. Gregory St Champaign, IL 61820 Phone: [phone] Fax: [phone] ACADEMIC POSITIONS: June 2009 – present: Professor of Finance, Department of Finance, University of Illinois at Urbana-Champaign. June 2009 – present: Research Associate, Center for Business and Public Policy, University of Illinois at Urbana-Champaign.

• economics departments
• environmental health policy
• national science foundation graduate research fellowship
• health economics
• management science
• health care
• health-care
• research associate
• quality
• economic theory
• economics

Sujets

• Secondary Security Screening Selection
• Eggleston
• Spulber
• Undergraduate

Informations

• Publié par: syot
• Nombre de lectures: 19
• Langue: English

Extrait

Geometry Concepts for Middle School (6 - 8)

Name Read each problem carefully. Answer as many as you can. Write answers clearly. You may write on this test. You may not use a calculator.

In the diagram below, PQ is perpendicular to LM and NO is parallel to RS. Use angles a, b, c, d, or e, to answer questions 1 and 2.

1.List all pairs of complementary angles.

2. Listall pairs of supplementary angles.

R P b a c L

N

d e M

O S Q

In the diagram below, PQ is perpendicular to XY.Answer the next three questions about the diagram.

a 120˚ X

c

3. Howmany degrees in
_______ a? P 4. Howmany degrees in
 b ?_______

10˚ 5. Howmany degrees in
 c ?_______ b Y Q

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

1

6.Use a protractor to draw an acute angle and label the angle measure.

7. Usea protractor to measure the degree of this angle. Record its measure.

In items 8 and 9, use properties of right triangles to calculate the length of the hypotenuse in each right triangle.

8.

_____ units  45° 4 units 45°

4 units

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

9.

12

30°

2 units 60°

_____ units

2

In items 10 and 11, use properties of right triangles to calculate the length of the missing side. 10. 11.

12.

6 units 8 units

A

B

units

C

D

7 units

E

units

F

G

Answer the following questions about the figures above.Record the letters of all shapes that answer the question correctly or record “none.”

a) Whichshapes arenotpolygons?

) Whichshapes are quadrilaterals?

c) Whichshapes have at least one pair of parrellel sides?

d) Whichshapes are polyhedrons?

e) Whichshapes have more than two lines of symmetry?

f) Whichshapes have interior angles that add up to 360˚?

g) Whichshapes have all sides congruent?

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

_______________

_______________

_______________

_______________

_______________

_______________

_______________

3

In the diagram below, ABC is congruent toDEF. Answer questions 13, 14, 15, and 16. Be sure to label your answers. B D  55° 24 cm.

A

35°

13. What is the measure of
D?

14. What is the length of side BC?

15. What is the measure of
E?

C

F

30 cm.

16. What is the length of side AC? Estimate the degree measure of each angle below, then name the angle. 17.

18.

19.

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

measure

measure

measure

name

name

name

4

E

20. Reflect the preimage across the y-axis.

21. Translate the preimage 14 units horizontally.

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

5

22. Belowis the top view of a structure. Build the structure shown using cubes. Draw the figure from a 3-dimensional perspective from the front-left corner view. The numbers denote the height of the cube structure.

A

TOP VIEW

FRONT

A

23. Drawthe different views of these cubes as indicated. TOP

FRONT

TOP VIEW

SIDE

FRONT VIEW

Geometry Concepts for Middle School (6 - 8) - Assessment TEAMS Mathematics © 2002 by the Los Angeles County Office of Education

SIDE VIEW

6