Organize the steps for constructing an angle that is congruent to another angle. A. Place the compass point on the vertex, and make an arc that intersects both sides of the angle. Keep the compass width and place the compass on the endpoint of the line segment. Swing the compass through and above the line segment. Extend the arc far enough to use it for the next step. B. Place the compass point and pencil at the intersections of the arc and each side of the angle. Next, place the compass point at the intersection of the arc and the line segment. Swing the compass so that it intersects the arc. C. Draw a line from the endpoint of the segment through the intersection of the arcs. D. Construct an angle that you want to duplicate and construct a line segment with one endpoint. O D.B. A, C O D.A, B, C O A C,B, D O A, B, C, D

Organize the steps for constructing an angle that is congruent to another angle. A. Place the compass point on the vertex, and make an arc that intersects both sides of the angle. Keep the compass width and place the compass on the endpoint of the line segment. Swing the compass through and above the line segment. Extend the arc far enough to use it for the next step. B. Place the compass point and pencil at the intersections of the arc and each side of the angle. Next, place the compass point at the intersection of the arc and the line segment. Swing the compass so that it intersects the arc. C. Draw a line from the endpoint of the segment through the intersection of the arcs. D. Construct an angle that you want to duplicate and construct a line segment with one endpoint. O D.B. A, C O D.A, B, C O A C,B, D O A, B, C, D

Elementary Geometry For College Students, 7e

7th Edition

ISBN:9781337614085

Author:Alexander, Daniel C.; Koeberlein, Geralyn M.

Publisher:Alexander, Daniel C.; Koeberlein, Geralyn M.

ChapterP: Preliminary Concepts

SectionP.3: Informal Geometry And Measurement

Problem 29E: On a piece of paper, use your compass to construct a triangle that has two sides of the same length....

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