What you are suggesting–making diagrams unambiguous through precise mathematical statements–is dramatically beyond the level of rigor of current Regents exams. You can see my most recent post (here) and the associated links for some examples of the lack of precision routinely found in these exams.

]]>If teachers are trained to think that SSA is always wrong, this sort of nonsense happens.

I wrote up the constraints on SSA with some visuals here: http://curiouscheetah.com/BlogMath/ssa-constraints/

]]>I think I now understand. Someone pointed out that I had mistakenly referred to the non-erroneous answer choices as (1), (2), and (3) instead of (1), (3), and (4). I think that explains your legitimate criticism. Thanks for saying something.

]]>„ in (2) Side-Side-Angle (SSA) similarity can be used“ ]]>