Question 1: To construct the bisector of an angle using a compass, draw arcs from the vertex and intersections, then draw a line through the intersections. Accuracy depends on precise arc intersections and consistent compass width.

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Question 1: Construct the bisector of an angle with vertex at point V, and points A and B on its sides. Use a compass and ruler. Label the bisector.

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Question 2: Given an angle with vertex V, construct its bisector. If your bisector does not pass exactly through the intersection of the arcs, identify what mistake likely caused this.

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Question 3: Construct an angle of 60°. Bisect this angle. What is the measure of the bisected angles? Show your working.

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Question 1: You attempt to bisect an angle but find your bisecting line does not pass through the point where the arcs intersect. What are three possible errors you could have made? How would you correct each?

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Question 2: Construct an angle of 45° and bisect it. Then, verify the bisected angles measure 22.5° each using a protractor. If the measurements differ, what common mistake might cause this discrepancy?

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Question 3: Explain why it is important to keep the compass at a fixed width when constructing the bisector and describe what happens if the width changes during the process.

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Question 1: A surveyor uses a compass to bisect an angle formed by two boundary lines at a property corner. Why is precise bisecting important in this context? Describe potential consequences of an inaccurate construction.

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Question 2: In a construction project, an architect needs to bisect a large angle in a design plan. How can compass constructions help ensure accuracy? Discuss the steps involved and possible errors to watch for.

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Question 1: Construct an angle of 75° and bisect it. Then, using the same compass width, construct an angle of 105°. Bisect both angles, and compare the bisectors. Are they always the same? Explain your reasoning.

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Question 2: Design a method to bisect an angle without using a protractor, relying only on compass and ruler. What are possible sources of error, and how can they be minimized?

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Question 1: A student constructs an angle bisector but the line does not seem to split the angle into two equal parts when measured. What specific errors in compass use could cause this? How can the student correct these errors?

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Question 2: Identify and explain two common misconceptions students have when constructing an angle bisector with a compass.

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Question 3: A student reports that their bisector passes through the vertex but not through the intersection point of the arcs. What mistake did they likely make, and how should they fix it?

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