Regents Geometry · Barron's 6th Ed. · Practice Exercises 1–11

Barron's Regents Geometry — Practice Exercises 1–11, Fully Solved

All 11 opening practice problems from Barron's Regents Exams and Answers: Geometry (Sixth Edition) — the block that covers points, lines, planes, angles, parallel lines cut by a transversal, midpoints, polygons, and vertical angles. Read the problem, click the + to reveal the answer, and check your reasoning against the worked solution plus a short theory box for each concept. Written by the SOMATH team at 226 W 79th Street on the Upper West Side.

· By the SOMATH team · 226 W 79th St, UWS · (646) 668-6151

Why these 11 problems in particular. They are the opening block of Barron's Regents Exams and Answers: Geometry, 6th Edition. Barron's put them first for a reason: every one of them tests a foundational fact that will be reused a hundred times in triangles, quadrilaterals, similarity, circles, and coordinate geometry. If any of the 11 feels shaky, that concept becomes the weak link for the rest of the course.

Question 1 — Rectangular prism relationships

Points, lines, planes in 3D: parallel, perpendicular, skew, coplanar, collinear.

Question 1 · 3D relationshipsIn the figure of the rectangular prism (bottom face ABCD, top face EFGH with E above A, F above B, G above C, H above D), which of the following is true?
(1) Points E, H, D, A are coplanar and collinear.   (2) $\overline{HD}$ is skew to $\overline{CD}$, and $\overline{CD}\perp\overline{CG}$.   (3) $\overline{EA}\parallel\overline{CG}$, and $\overline{EH}$ is skew to $\overline{FB}$.   (4) $\overline{EA}\perp\overline{BC}$, and $\overline{AB}\parallel\overline{CD}$.

Answer: (3) $\overline{EA}\parallel\overline{CG}$, and $\overline{EH}$ is skew to $\overline{FB}$.

Why (3) works. $\overline{EA}$ and $\overline{CG}$ are both vertical edges of the prism, so they are parallel. $\overline{EH}$ lies in the top face and $\overline{FB}$ is a vertical edge from F (top) to B (bottom); they do not share a point and are not parallel, so by definition they are skew.

Why the others fail. (1) E, H, D, A are coplanar (they form one side face), but four points on a face are not collinear. (2) $\overline{HD}$ and $\overline{CD}$ share point D, so they cannot be skew. (4) $\overline{EA}$ is vertical and $\overline{BC}$ is a horizontal bottom edge; they never meet, so they are skew, not perpendicular. Perpendicular requires intersection.

Theory recap. In 3D there are three ways two distinct lines can relate: parallel (same direction, never meet), intersecting (share exactly one point — and if the angle is 90°, perpendicular), or skew (not parallel and never meet). Two lines that never meet are only parallel if they lie in the same plane; if they don't lie in any common plane, they are skew.

Question 2 — The definition of an angle

One of those definitions Regents graders love because students often paraphrase it badly.

Question 2 · DefinitionsWhich of the following would be the best definition of an angle?
(1) the union of two rays with a common endpoint   (2) a geometric figure measured in degrees   (3) one-third of a triangle   (4) a line that bends

Answer: (1) the union of two rays with a common endpoint.

Why (1) is the definition. Every angle is built from exactly two rays that share a common endpoint (the vertex). "Union" means the angle is those two rays taken together as one figure.

Why the others fail. (2) confuses measurement with definition — degrees are how we measure an angle, not what it is. (3) is a colloquialism at best; a triangle has three angles but an angle exists independently. (4) is not a defined term in geometry — lines are straight by definition.

Theory recap. The three foundational definitions the Regents will assume without warning: a line is straight and extends forever in both directions; a ray has one endpoint and extends forever in one direction; an angle is the union of two rays sharing a common endpoint (the vertex).

Question 3 — Perpendicular rays and vertical angles

Angle chasing at a single point: perpendicular, complementary, and vertical angles all in one figure.

Question 3 · Angle chase$\overrightarrow{BFA}\perp\overrightarrow{CF}$ and $m\angle CFE = 42^\circ$. Find $m\angle BFD$.
(1) 42°   (2) 45°   (3) 48°   (4) 52°

Answer: (3) 48°.

Figure: BFA is a horizontal line through F. CF is perpendicular to it, pointing straight up. E is in the upper-right region between C and A, with $\angle CFE = 42^\circ$. D is in the lower-left region, on the ray opposite $\overrightarrow{FE}$ — so E, F, D are collinear.

Step 1 — use the perpendicular. Since $\overrightarrow{CF}\perp\overrightarrow{BFA}$, we know $\angle CFA = 90^\circ$.

Step 2 — split $\angle CFA$. $\angle CFA$ is split by ray FE into $\angle CFE$ and $\angle EFA$: $$\angle EFA = 90^\circ - 42^\circ = 48^\circ.$$

Step 3 — vertical angles. Since E, F, D are collinear and B, F, A are collinear, $\angle EFA$ and $\angle DFB$ are vertical angles. Vertical angles are congruent, so $m\angle BFD = 48^\circ.$

Theory recap. When two lines cross at a point, four angles are formed. The pairs across from each other (sharing only the vertex) are vertical angles and are always congruent. Adjacent pairs are linear pairs and always sum to 180°. Complementary angles sum to 90°; supplementary angles sum to 180°.

Question 4 — Angle bisector with algebra

A bisector cuts an angle exactly in half. That's the equation.

Question 4 · Bisector + algebra$\overrightarrow{BC}$ bisects $\angle ABD$. If $m\angle ABD = (8x-12)^\circ$ and $m\angle ABC = (3x+4)^\circ$, find $m\angle ABD$.
(1) 10°   (2) 20°   (3) 34°   (4) 68°

Answer: (4) 68°.

Step 1 — write the bisector equation. A bisector cuts the whole angle in half, so the whole equals twice the half: $$m\angle ABD = 2 \cdot m\angle ABC.$$ Substitute: $$8x - 12 = 2(3x + 4).$$

Step 2 — solve for x.

8x - 12 = 6x + 8
2x = 20
x = 10

Step 3 — find $m\angle ABD$. $$m\angle ABD = 8(10) - 12 = 80 - 12 = 68^\circ.$$

Theory recap. An angle bisector is a ray that divides an angle into two congruent halves. Two equivalent equations you can always write: half = half ($m\angle ABC = m\angle CBD$), or whole = 2 × half ($m\angle ABD = 2\cdot m\angle ABC$). Pick whichever gives cleaner algebra.

Question 5 — Parallel lines and a transversal

The single most-used theorem in Regents Geometry after Pythagoras.

Question 5 · Parallel linesLine $p$ intersects lines $m$ and $n$. Line $p$ makes an angle of $(x+28)^\circ$ with line $m$ (upper-left of the intersection) and an angle of $(4x-23)^\circ$ with line $n$ (upper-left of the intersection). For what value of $x$ could you conclude that $m \parallel n$?
(1) 12°   (2) 17°   (3) 35°   (4) 62°

Answer: (2) 17°.

Step 1 — identify the angle pair. The two marked angles sit in the same relative position at their respective intersections (both on the upper-left of transversal $p$). Those are corresponding angles.

Step 2 — use the parallel test. Two lines cut by a transversal are parallel if and only if a pair of corresponding angles are congruent. Set them equal:

x + 28 = 4x - 23
28 + 23 = 4x - x
51 = 3x
x = 17
Theory recap. Two lines cut by a transversal are parallel if and only if any one of the following holds: (a) a pair of corresponding angles is congruent, (b) a pair of alternate interior angles is congruent, (c) a pair of alternate exterior angles is congruent, or (d) a pair of co-interior (same-side interior) angles is supplementary. Choose (a), (b), or (c) if the angles look equal in the figure; choose (d) if they look like they add to a straight line.

Question 6 — Collinear midpoints (with a quadratic)

Midpoints turn a segment picture into equal-length algebra.

Question 6 · Midpoints + quadraticPoints F, G, H, and I are collinear (in that order). G is the midpoint of $\overline{FH}$, and H is the midpoint of $\overline{GI}$. If $FG = x^2 + 5x$ and $HI = 3x + 8$, what is the length of $\overline{FG}$?

Answer: $FG = 14$.

Step 1 — translate each midpoint into an equal-length equation.

  • G is the midpoint of $\overline{FH}$, so $FG = GH$. Therefore $GH = x^2 + 5x$.
  • H is the midpoint of $\overline{GI}$, so $GH = HI$. Therefore $x^2 + 5x = 3x + 8$.

Step 2 — solve the quadratic.

x² + 5x = 3x + 8
x² + 2x - 8 = 0
(x + 4)(x - 2) = 0
x = -4  or  x = 2

A length can't be negative, so we test both. If $x = -4$: $FG = (-4)^2 + 5(-4) = 16 - 20 = -4$ — reject. If $x = 2$: $FG = 4 + 10 = 14$ — keep.

Step 3 — final answer. $FG = 14.$

Theory recap. A midpoint of a segment splits it into two congruent pieces — that's the equation you always write. When solving gives two candidate values of $x$, always plug both back into the original lengths and reject any that produce a negative or zero length.

Question 7 — Parallel lines with a zigzag

The trick: draw an auxiliary parallel through the middle vertex.

Question 7 · Zigzag between parallelsLines $m$ and $n$ are parallel. A "Z" shape between them touches $m$ at a bottom vertex (interior angle $\angle 1 = 32^\circ$), bends at a middle vertex (angle $\angle 2 = 78^\circ$), and touches $n$ at a top vertex (angle $\angle 3$). What is the measure of $\angle 3$?
(1) 102°   (2) 110°   (3) 134°   (4) 148°

Answer: (3) 134°.

Step 1 — draw an auxiliary line. Through the middle vertex, draw a line parallel to both $m$ and $n$. This slices $\angle 2$ into two smaller angles, one above the auxiliary line and one below.

Step 2 — use alternate interior angles. The lower piece of $\angle 2$ and $\angle 1$ are alternate interior angles between line $m$ and the auxiliary line, so the lower piece $= 32^\circ$. The upper piece of $\angle 2$ is then $78^\circ - 32^\circ = 46^\circ$.

Step 3 — identify $\angle 3$. The upper piece of $\angle 2$ and the angle above line $n$ (on the same side of the ray) are alternate interior angles between the auxiliary line and $n$, so that angle above the ray at the top vertex is also $46^\circ$. The angle $\angle 3$ marked in the figure is the supplement to the $46^\circ$ angle (they form a linear pair along line $n$): $$m\angle 3 = 180^\circ - 46^\circ = 134^\circ.$$

Theory recap. When a "zigzag" ray crosses two parallel lines, drawing an auxiliary parallel line through each bend turns every bend into two alternate-interior angle pairs. The angle at each bend equals the sum of the angles that ray makes with the two parallel lines on the "inside" of the zigzag. Once you see this trick, every zigzag Regents problem takes about 30 seconds.

Question 8 — How many sides has that polygon?

Interior angle given; the exterior angle formula is faster than the interior angle formula.

Question 8 · Reverse polygonA regular polygon has interior angles that each measure $156^\circ$. How many sides does the polygon have?

Answer: 15 sides.

Fast method — use exterior angles. Each exterior angle of a regular polygon is $180^\circ$ minus the interior angle: $$180^\circ - 156^\circ = 24^\circ.$$ The exterior angles of any convex polygon sum to $360^\circ$, so for a regular polygon: $$n = \frac{360^\circ}{\text{each exterior angle}} = \frac{360^\circ}{24^\circ} = 15.$$

Slow method — use interior angle formula. The formula $\dfrac{(n-2)\cdot 180^\circ}{n} = 156$ gives $180n - 360 = 156n$, so $24n = 360$ and $n = 15$. Same answer, more arithmetic.

Theory recap. Two facts that solve every regular-polygon question: (1) The sum of interior angles of an $n$-gon is $(n-2)\cdot 180^\circ$, so each interior angle of a regular $n$-gon is $\dfrac{(n-2)\cdot 180^\circ}{n}$. (2) The sum of exterior angles of ANY convex polygon is always $360^\circ$, so each exterior angle of a regular $n$-gon is $\dfrac{360^\circ}{n}$. When the problem gives you an interior angle, always try the exterior-angle route first — it's usually one line of arithmetic.

Question 9 — Regular octagon with two sides extended

A classic Regents problem: extend two sides of a regular polygon and find the angle where they meet.

Question 9 · Extended sides of octagonRegular octagon ABCDEFGH is shown with sides $\overline{AB}$ and $\overline{FG}$ both extended to meet at point Q outside the octagon. What is the measure of $\angle Q$?
(1) 22.5°   (2) 30°   (3) 45°   (4) 60°

Answer: (3) 45°.

Step 1 — find the interior angle of the regular octagon. Each interior angle: $\dfrac{(8-2)\cdot 180^\circ}{8} = \dfrac{1080^\circ}{8} = 135^\circ.$

Step 2 — find the angles at A and G that face Q. Q lies outside the octagon on the H-side. At vertex A, the ray $\overrightarrow{AQ}$ is opposite to $\overrightarrow{AB}$ (because $\overline{AB}$ was extended past A). So $\angle QAH$ and $\angle BAH$ form a linear pair: $$\angle QAH = 180^\circ - 135^\circ = 45^\circ.$$ Similarly at G, $\overrightarrow{GQ}$ is opposite $\overrightarrow{GF}$: $$\angle QGH = 180^\circ - 135^\circ = 45^\circ.$$

Step 3 — use the quadrilateral Q-A-H-G. The four vertices Q, A, H, G form a quadrilateral. Vertex H is on the boundary of the octagon between A and G, and the quadrilateral wraps around H on the outside of the octagon — so its interior angle at H is the reflex of the octagon's interior angle: $$\text{interior angle of quad at H} = 360^\circ - 135^\circ = 225^\circ.$$

Step 4 — sum the quadrilateral to 360°.

∠Q + ∠QAH + ∠AHG (reflex) + ∠HGQ = 360°
∠Q + 45° + 225° + 45° = 360°
∠Q + 315° = 360°
∠Q = 45°
Theory recap. When two sides of a regular polygon are extended to meet at an exterior point, the figure formed by the two extensions and the "short way" arc along the polygon is a polygon of its own. Sum its interior angles using $(n-2)\cdot 180^\circ$ and solve for the unknown vertex angle. Watch for reflex angles when the polygon's own vertex points "inward" relative to the new figure — that was the trick in this problem.

Question 10 — Regular hexagon diagonals

Both diagonals pass through the center — that's the whole problem.

Question 10 · Hexagon diagonalsIn regular hexagon ABCDEF, $\overline{AD}$ and $\overline{FC}$ intersect at point O. What is the measure of $\angle AOF$?

Answer: 60°.

Step 1 — place the hexagon on a circle. A regular hexagon has its six vertices equally spaced on a circle centered at O. Label the vertices at $0^\circ, 60^\circ, 120^\circ, 180^\circ, 240^\circ, 300^\circ$ around the center: A at $0^\circ$, B at $60^\circ$, C at $120^\circ$, D at $180^\circ$, E at $240^\circ$, F at $300^\circ$.

Step 2 — recognize both segments as diameters. $\overline{AD}$ connects A ($0^\circ$) and D ($180^\circ$) — opposite vertices, so it passes through the center. $\overline{FC}$ connects F ($300^\circ$) and C ($120^\circ$) — opposite vertices, so it also passes through the center. Therefore O is the center of the hexagon.

Step 3 — compute the central angle. $\angle AOF$ is the central angle between vertex A ($0^\circ$) and vertex F ($300^\circ$), measured the short way: $$\angle AOF = 360^\circ - 300^\circ = 60^\circ.$$

Theory recap. In a regular $n$-gon, the "long diagonals" that connect opposite vertices (only when $n$ is even) all pass through the center. Every two adjacent vertices of a regular $n$-gon subtend a central angle of $\dfrac{360^\circ}{n}$. For the hexagon: $\dfrac{360^\circ}{6} = 60^\circ.$ That's why the equilateral triangle keeps showing up inside every regular hexagon.

Question 11 — Prove vertical angles are congruent

The proof every Regents Geometry student is expected to reproduce cold.

Question 11 · Vertical angles proofIn the accompanying figure, $\overleftrightarrow{WPX}$ intersects $\overleftrightarrow{YPZ}$ at P. Prove the theorem that the opposite angles formed by intersecting lines are congruent: $\angle WPY \cong \angle ZPX$.

Answer — two-column proof:

Statements                                Reasons
--------------------------------------    -----------------------------------
1. WPX and YPZ are lines that            1. Given.
   intersect at P.
2. ∠WPY and ∠YPX form a linear pair    2. If two angles form a linear pair,
   (both share ray PY, and rays PW           they are supplementary.
   and PX form a straight line). So
   m∠WPY + m∠YPX = 180°.
3. ∠YPX and ∠XPZ form a linear pair    3. Same reason (rays PY and PZ form a
   (both share ray PX, and rays PY           straight line).
   and PZ form a straight line). So
   m∠YPX + m∠XPZ = 180°.
4. m∠WPY + m∠YPX =                    4. Transitive property of equality
   m∠YPX + m∠XPZ.                        (both equal 180°).
5. m∠WPY = m∠XPZ.                      5. Subtraction property of equality
                                              (subtract m∠YPX from both sides).
6. ∠WPY ≅ ∠ZPX.                       6. Definition of congruent angles.

Paragraph version. Because W, P, X are collinear, angles $\angle WPY$ and $\angle YPX$ form a linear pair and sum to $180^\circ$. Because Y, P, Z are collinear, angles $\angle YPX$ and $\angle XPZ$ also sum to $180^\circ$. Setting the two sums equal and subtracting the shared angle $\angle YPX$ from both sides gives $m\angle WPY = m\angle XPZ$, so $\angle WPY \cong \angle ZPX$. $\blacksquare$

Theory recap. The Vertical Angles Theorem is proved from three simpler facts: the definition of a linear pair, the linear pair postulate (a linear pair sums to $180^\circ$), and the subtraction property of equality. This same "two supplements to the same angle are equal" trick appears in dozens of Regents proofs — memorize the pattern, not just the result.

Stuck on Regents Geometry? Book a free evaluation at SOMATH.

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FAQ

What book are these problems from?

Barron's Regents Exams and Answers: Geometry, Sixth Edition. These 11 questions open the Practice Exercises section that follows the first block of instruction (points, lines, planes, angles, parallel lines, polygons, and vertical angles). It's the standard NYC classroom study guide for the NY Regents Geometry exam.

Are these problems representative of the NY Geometry Regents?

Yes. Questions 1–11 hit the exact building blocks the multiple-choice section of the Regents leans on: 3D relationships (parallel, perpendicular, skew), definitions of angle, angle bisectors, complementary angles, parallel lines cut by a transversal, midpoint segment addition, interior angles of a regular polygon, and the vertical angles theorem. If your student can do all 11 without a calculator in under 20 minutes, the opening block of the Regents is a green light.

The NY Geometry Regents is being phased out in 2027 — do these still matter?

Yes. The phase-out changes what the June exam looks like, but not the content. Every one of the 11 topics on this page — skew vs. parallel lines, angle bisectors, parallel lines cut by a transversal, interior angles of regular polygons, vertical angles — is still on the NY Next Generation Learning Standards and still on the SAT, ACT, and every future replacement assessment. Master these once and they carry through high school. See our 2027 Regents phase-out parent guide for the full timeline.

How should my student use this page?

Cover the answer, try the problem on paper, then click the + to check the answer and read the worked solution. If it's wrong, read the short theory box for that problem so the concept gets fixed, not just the arithmetic. Then re-do the problem 24 hours later from scratch — that's the retrieval-practice loop that makes geometry stick.

Where can I get help if my child is stuck on Regents Geometry?

SOMATH (School of Math) at 226 W 79th Street on the Upper West Side runs in-person Regents Geometry prep in small groups of 6 students, plus 1:1 targeted tutoring for anyone with specific gap areas. Book a free 30-minute evaluation at (646) 668-6151 or schoolofmath.us/evaluation — we'll diagnose which of the 11 topics on this page is the weakest link and build the shortest path to Regents fluency.

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