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GEO.18 Use counterexamples to test conjectures Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Geometry Math worksheet provides structured practice on GEO.18 Use counterexamples to test conjectures. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

GEO.18 Use counterexamples to test conjectures - High school geometry skill focused on counterexamples in geometry.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Geometry

Subject

Math

Domain

Math Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related GEO.18 Use counterexamples to test conjectures skill assessments:

Problem 1Difficulty: Mastery
Conjecture: If one diagonal of a quadrilateral is the perpendicular bisector of the other diagonal, then the quadrilateral must be a rhombus. Which option is a counterexample?
AA square (each diagonal is a perpendicular bisector of the other)
BA rhombus (diagonals are perpendicular bisectors)
CA rectangle that is not a square (diagonals bisect but are not perpendicular)
DQuadrilateral with vertices A(-2,0), B(0,3), C(2,0), D(0,-1) where BD is perpendicular to AC and passes through the midpoint of AC
Solution & Explanation:If one diagonal is the perpendicular bisector of the other, the quadrilateral is a kite, not necessarily a rhombus. In option D, BD is a perpendicular bisector of AC, but the side lengths are √13, √13, √5, √5, so not all four sides are equal. Therefore it is not a rhombus, making D a counterexample.
Problem 2Difficulty: Mastery
Conjecture: If a quadrilateral has congruent diagonals, then its vertices must lie on a single circle (the quadrilateral is cyclic). Which option is a counterexample?
AA rectangle (diagonals congruent and it is cyclic)
BAn isosceles trapezoid (diagonals congruent and it is cyclic)
CQuadrilateral with vertices A(-5,0), B(0,7), C(5,0), D(0,-3) where AC = 10 and BD = 10
DA square (diagonals congruent and it is cyclic)
Solution & Explanation:Congruent diagonals do not guarantee a cyclic quadrilateral. In option C, the diagonals are both 10, but opposite angles are not supplementary (for example, ∠B ≈ 71° and ∠D ≈ 118°, which sum to about 189°), so the points are not concyclic. Thus C is a counterexample.
Problem 3Difficulty: Mastery
Conjecture: If two triangles have the same inradius, then the triangles are congruent. Which option is a counterexample?
ATwo congruent triangles (same inradius and same shape)
BA 3–4–5 right triangle (inradius 1) and an equilateral triangle with side length 2√3 (inradius 1)
CA 3–4–5 right triangle (inradius 1) and a 6–8–10 right triangle (inradius 2)
DTwo equilateral triangles with side lengths 2√3 and 4√3 (inradii 1 and 2)
Solution & Explanation:Different triangles can share the same inradius. In option B, both triangles have inradius 1, but a 3–4–5 triangle is not congruent to an equilateral triangle. So B is a counterexample.

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Geometry Math students. It aligns with educational standard GEO.18 (High school geometry skill focused on counterexamples in geometry.).

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