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In the diagram you provided, lines \( r \) and \( s \) are parallel, while \( p \) and \( q \) are transversals crossing them. Let's analyze the positions of angles 14 and 16:

- **Angle 14** and **Angle 16** are corresponding angles formed by the transversal \( q \) cutting the parallel lines \( r \) and \( s \).
- In parallel line situations, corresponding angles are **congruent** (equal in measure). Therefore:
  \[
  \text{Angle 14} = \text{Angle 16}
  \]

Thus, angles 14 and 16 are congruent, meaning they are equal in measurement.

Would you like a further breakdown of parallel line angle relationships or additional examples?

### Here are 5 relative questions for further exploration:
1. What are alternate interior angles, and how are they related?
2. What is the relationship between angles 3 and 9 in the diagram?
3. If angle 14 measures 120°, what is the measure of angle 16?
4. Can you identify a pair of vertically opposite angles in the diagram?
5. How can we determine if two lines are parallel using only angle measures?

**Tip:** When a transversal crosses parallel lines, corresponding angles, alternate interior angles, and alternate exterior angles always hold specific congruent relationships.

Explore how to determine the relationship between angles 14 and 16 in a diagram with parallel lines and transversals. This problem involves the concept of corresponding angles, which are congruent when formed by a transversal intersecting parallel lines. Ideal for students in Grades 8-10.

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