Answers:
- 5. Alternate Exterior. Transversal: line p
- 6. Consecutive Interior. Transversal: line r
- 7. Consecutive Exterior. Transversal: line s
- 8. Alternate Interior. Transversal: line q
- 9. Corresponding. Transversal: line s
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Step-by-step explanation:
Question 5
Use a different color marker to highlight angles 1 and 14. Doing so will color over line p to indicate this is the transversal in question. The transversal is the line that transitions from one side of the railroad tracks to the other. Those railroad track lines are r and s. Often those railroad tracks are parallel, but they don't have to be. We completely ignore line q.
Note how angles 1 and 14 are outside the railroad tracks. Hence, they are exterior angles. Also, they are on alternating sides of the transversal. Therefore, the two angles marked are alternate exterior angles.
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Question 6
This time we're dealing with transversal line r. Again, I recommend using a marker or digital tool to highlight the angles we're focusing on. Line r connects from angle 4 to angle 10.
Unlike before, the two angles are now inside or interior the railroad tracks. They are also on the same side of the transversal. Putting those concepts together leads to the phrasing "same side interior" aka "consecutive interior".
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Question 7
It's the same idea as problem 6, but now the angles are exterior the railroad tracks. The transversal line is line s which connects angles 6 and 16.
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Question 8
The transversal this time is line q. The angles 7 and 12 are both inside the railroad tracks (lines r and s) and alternate on either side of the transversal cut. This makes them to be alternate interior angles.
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Question 9
Again, we start off by identifying the transversal line. That line is line s.
This transversal connects angle 13 and angle 15, which are corresponding angles. They correspond because they are both in the same (or generally the same) southwest corner of the four-corner angle arrangement.
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To summarize: It helps to identify the transversal line first, then state the relationship of the angle pair. Your teacher does it the other way around which I don't find as effective. Though of course, everyone learns at a different rate so that method might work for some people. I recommend using different colors to highlight the angles so you don't get lost in a sea of labels.