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Self-Check Quizzes—SOL
Self-Check Quizzes randomly
generates a self-grading quiz correlated to each lesson in your textbook.
Hints are available if you need extra help. Immediate feedback that
includes specific page references allows you to review lesson skills.
Choose a lesson from the list below. |
| Printer-Friendly
Version |
| Standards of
Learning |
Student Edition
Lesson(s) |
| G.1 |
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The student will construct and judge the
validity of a logical argument consisting of a set of premises and
a conclusion. This will include. |
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| G.1.a |
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identifying the converse, inverse, and contrapositive
of a conditional statement; |
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2-3,
2-4 |
| G.1.b |
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translating a short verbal argument into
symbolic form; |
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2-2,
2-3, 2-4 |
| G.1.c |
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using Venn diagrams to represent set relationships;
and |
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2-2,
8-5 |
| G.1.d |
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using deductive reasoning, including the
law of syllogism. |
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2-4 |
| G.2 |
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The student will use pictorial representations,
including computer software, constructions, and coordinate methods,
to solve problems involving symmetry and transformation. This will
include |
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| G.2.a |
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investigating and using formulas for finding
distance, midpoint, and slope; |
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1-3,
3-3, 3-6,
9-1, 9-2,
9-3, 9-5,
9-7, 13-5
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| G.2.b |
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investigating symmetry and determining whether
a figure is symmetric with respect to a line or a point; and |
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9-1
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| G.2.c |
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determining whether a figure has been translated,
reflected, or rotated. |
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9-1,
9-2, 9-3
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| G.3 |
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The student will solve practical problems
involving complementary, supplementary, and congruent angles that
include vertical angles, angles formed when parallel lines are cut
by a transversal, and angles in polygons. |
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1-5,
3-2, 3-5,
8-1 |
| G.4 |
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The student will use the relationships between
angles formed by two lines cut by a transversal to determine if two
lines are parallel and verify, using algebraic and coordinate methods
as well as deductive proofs. |
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3-2,
3-5, 6-4 |
| G.5.a |
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The student will investigate and identify
congruence and similarity relationships between triangles; |
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4-3,
4-4, 4-5,
6-2, 6-3,
6-4, 6-5
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| G.5.b |
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The student will prove two triangles are
congruent or similar, given information in the form of a figure or
statement, using algebraic and coordinate as well as deductive proofs. |
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4-3,
4-4, 4-5,
4-7, 6-2,
6-3, 6-5
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| G.6 |
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The student, given information concerning
the lengths of sides and/or measures of angles, will apply the triangle
inequality properties to determine whether a triangle exists and to
order sides and angles. These concepts will be considered in the context
of practical situations. |
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5-2,
5-3, 5-4,
5-5 |
| G.7 |
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The student will solve practical problems
involving right triangles by using the Pythagorean Theorem, properties
of special right triangles, and right triangle trigonometry. Solutions
will be expressed in radical form or as decimal approximations. |
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1-3,
7-1, 7-2,
7-3, 7-4,
7-5, 9-6 |
| G.8.a |
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The student will investigate and identify
properties of quadrilaterals involving opposite sides and angles,
consecutive sides and angles, and diagonals; |
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8-2,
8-3, 8-4,
8-5, 8-6 |
| G.8.b |
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The student will prove these properties
of quadrilaterals, using algebraic and coordinate methods as well
as deductive reasoning; and |
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8-2,
8-3, 8-4,
8-5, 8-6,
8-7 |
| G.8.c |
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The student will use properties of quadrilaterals
to solve practical problems. |
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8-2,
8-3, 8-4,
8-5, 8-6,
8-7 |
| G.9 |
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The student will use measures of interior
and exterior angles of polygons to solve problems. Tessellations and
tiling problems will be used to make connections to art, construction,
and nature. |
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8-1,
9-4 |
| G.10 |
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The student will investigate and solve practical
problems involving circles, using properties of angles, arcs, chords,
tangents, and secants. Problems will include finding arc length and
the area of a sector, and may be drawn from applications of architecture,
art, and construction. |
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10-1,
10-2, 10-3,
10-4, 10-5,
10-6, 10-7,
11-5 |
| G.11 |
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The student will construct a line segment
congruent to a given line segment, the bisector of a line segment,
a perpendicular to a given line from a point not on the line, a perpendicular
to a given line at a point on the line, the bisector of a given angle,
and an angle congruent to a given angle. |
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1-2,
1-3, 1-4,
3-6 |
| G.12 |
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The student will make a model of a three-dimensional
figure from a two-dimensional drawing and make a two-dimensional representation
of a three-dimensional object. Models and representations will include
scale drawings, perspective drawings, blueprints, or computer simulations. |
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12-1,
12-2 |
| G.13 |
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The student will use formulas for surface
area and volume of three-dimensional objects to solve practical problems.
Calculators will be used to find decimal approximations for results. |
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12-3,
12-4, 12-5,
12-6, 12-7,
13-1, 13-2,
13-3, 13-4 |
| G.14.a |
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The student will use proportional reasoning
to solve practical problems, given similar geometric objects; |
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6-1,
6-2, 6-3,
6-4, 6-5,
7-1, 13-1,
13-4 |
| G.14.b |
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The student will determine how changes in
one dimension of an object affect area and/or volume of the object. |
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11-2,
11-3, 13-1,
13-4 |
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—SOL