The next step is to construct side RS of the figure so that side RS is congruent to side PQ and angle PQR is congruent to angle SRN. The chart shows the steps each of the four students took to draw side RS of the figure.

Figure : In Attachment

Question

The next step is to construct side RS of the figure so that side RS is congruent to side PQ and angle PQR is congruent to angle SRN.  The chart shows the steps each of the four students took to draw side RS of the figure. 
 
 Figure : In Attachment

anonymous · Answer

Student 1 :

Fix the compass at L and adjust its width to point M. Without changing the width of the compass, move the compass to R and draw an arc. Draw a line segment from R that passes through T and intersects the arc at S.

Student 2 :
Fix the compass at M and adjust its width to point L. Without changing the width of the compass, move the compass to N and draw an arc which cuts the previous arc at T. Adjust the width of the compass equal to PQ. Fix the compass at R and draw an arc. Draw a line segment from R that passes through T and intersects the second arc at S.

Student 3 :
Fix the compass at Q and adjust its width to point P. Without changing the width of the compass, move the compass to R and draw an arc. Using the same width, fix the compass at N and draw an arc which intersects the previous arc at T. Draw a line segment from R that passes through T and intersects the arc at S.

Student 4 :
Fix the compass at L and adjust its width to point P. Without changing the width of the compass, move the compass to R and draw an arc which intersects QR at T. Draw a line segment from R that passes through T and intersects the arc at S.

anonymous · Answer

Which student used the correct steps to construct parallelogram PQRS?
 A) Student 2

 B) Student 1

 C) Student 4

 D) Student 3

anonymous · Answer

attachment

anonymous · Answer

lolol you got me working hard but i almost have the answer :3

anonymous · Answer

Lol, this is why I posted it here, its hard trying to construct the angle, its the only thing I don't get on it.

anonymous · Answer

No like I totalyy get you.. My school does these stupid construction things all the time.. I hate it.

anonymous · Answer

I'm still trying it as we speak, I've been trying to find the answer via for an hour, I'm going to ask my friend if he solved it or not(Probably not
)

anonymous · Answer

My only problem with this problem is the S and the T

anonymous · Answer

I think the T is the point where you connect P to make the line segment and the S is the arc

directrix · Answer

From the diagram, whoever drew it is copying <Q at point R so that <R will be congruent to <Q.

That will create a pair of parallel lines.

So, now I will read what the options are.

directrix · Answer

The theorem at work here is this:

If one pair of opposite sides of a quadrilateral are both parallel and congruent, then the quadrilateral is a parallelogram.

Now, to find which of the students on the options is doing this.

godlovesme · Answer

i was thinking of B @Directrix

directrix · Answer

I'm thinking Student B has some steps out of order.

godlovesme · Answer

i kinda noticed that lately :/

directrix · Answer

The problem is flawed in that point T is not shown nor do we get any concrete idea where it may be.

To the best of my thinking, Student 1 did not mess up so on my paper, I would go with Student 1. 

Then, if that were not correct, I would talk to the teacher about this problem being flawed.

godlovesme · Answer

ok thanks alot :)

directrix · Answer

I think something was missing from the diagram. Look at this:
@Godlovesme

godlovesme · Answer

ummmm....my pic didn't have point T @.@

directrix · Answer

It may be too late for answering again but I am going to read through this one more time.

anonymous · Answer

not student 3 i just got that wrong