Miriam wants to construct FG¯¯¯¯¯¯¯¯
 so that FG¯¯¯¯¯¯¯¯ ≅AB¯¯¯¯¯¯¯¯
.  She remembers 2 of the 3 steps when constructing congruent segments as shown below. Which is the missing step?
 
Step 1. Use a straightedge to draw a ray with endpoint C.
Step 2. (Select)  
Step 3. With the same compass setting, put the compass point on point C, and draw an arc that intersects the ray, label the point of intersection D.


To construct a segment congruent to \( AB \), Miriam is missing Step 2, which involves setting the compass width to match the length of \( AB \). Here's how the missing step should be phrased:

**Step 2:** Place the compass point on point \( A \) and adjust the compass width so that the pencil point is on point \( B \).

This allows the compass to capture the exact length of \( AB \), which will be transferred to the new ray to create \( FG \) congruent to \( AB \).

Do you want more details or have any questions?

Here are five related questions to further your understanding:
1. How does the compass ensure segment congruence?
2. Why is it important to keep the compass setting unchanged during the construction?
3. What would happen if the compass setting is altered between steps 2 and 3?
4. Can a congruent segment be constructed without a compass? Why or why not?
5. How does the use of a ray in Step 1 help in this construction process?

**Tip:** Always ensure the compass setting remains unchanged until the construction is complete, to guarantee accurate congruence between segments.

Miriam wants to construct FG so that FG ≅ AB. She remembers 2 of the 3 steps when constructing congruent segments as shown below. Which is the missing step? Step 1. Use a straightedge to draw a ray with endpoint C. Step 2. (Select) Step 3. With the same compass setting, put the compass point on point C, and draw an arc that intersects the ray, label the point of intersection D.

Learn how to construct congruent segments using a compass and straightedge. This example walks through how to complete the missing step to construct a segment FG congruent to AB. Suitable for students in Grades 6-8, this problem reinforces geometric constructions and theorems related to congruent segments.

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