1. Chapter 10 Geometry: Angles and Polygons
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2. Lesson 10-1 Measuring Angles
Geometry: Angles and Polygons 10
Lesson Measuring Angles
Lesson Problem-Solving Strategy: Draw a Diagram
Lesson Estimating and Drawing Angles
Lesson Parallel and Perpendicular Lines
Lesson Problem-Solving Investigation: Choose a Strategy
Lesson Triangles
Lesson Quadrilaterals
Lesson Drawing Three-Dimensional Figures
Chapter Menu

3. Five-Minute Check (over Chapter 9) Main Idea and Vocabulary
10-1
Measuring Angles
Five-Minute Check (over Chapter 9)
Main Idea and Vocabulary
California Standards
Key Concept: Types of Angles
Example 1: Measure Angles
Example 2: Measure Angles
Example 3: Classify Angles
Example 4: Classify Angles
Lesson 1 Menu

4. I will measure and classify angles.
10-1
Measuring Angles
I will measure and classify angles.
angle
side
vertex
degree
right angle
acute angle
obtuse angle
straight angle
Lesson 1 MI/Vocab

5. 10-1
Measuring Angles
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software.)
Lesson 1 Standard 1

6. 10-1
Measuring Angles
Lesson 1 Key Concept 1

7. Use a protractor to find the measure of the angle.
10-1
Measuring Angles
Find the measurement of the angle. Then classify as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
Lesson 1 Ex1

8. 10-1
Measuring Angles
Lesson 1 Ex1

9. Answer: Since the measurement is 60 degrees, it is an acute angle.
10-1
Measuring Angles
Answer: Since the measurement is 60 degrees, it is an acute angle.
Lesson 1 Ex1

10. Classify the angle below.
10-1
Measuring Angles
Classify the angle below.
acute
obtuse
straight
right
Lesson 1 CYP1

11. Use a protractor to find the measure of the angle.
10-1
Measuring Angles
Find the measurement of the angle. Then classify as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
Lesson 1 Ex2

12. 10-1
Measuring Angles 0°
Lesson 1 Ex2

13. 10-1
Measuring Angles
Answer: Since the measurement of the angle is 140 degrees, the angle is obtuse.
Lesson 1 Ex2

14. Classify the angle below.
10-1
Measuring Angles
Classify the angle below.
acute
obtuse
straight
right
Lesson 1 CYP2

15. Classify the angle as acute, right, obtuse, or straight.
10-1
Measuring Angles
Classify the angle as acute, right, obtuse, or straight.
Answer: The angle is 90°. So, it is a right angle.
Lesson 1 Ex3

16. Classify the angle below.
10-1
Measuring Angles
Classify the angle below.
acute
obtuse
straight
right
Lesson 1 CYP3

17. Classify the angle as acute, right, obtuse, or straight.
10-1
Measuring Angles
Classify the angle as acute, right, obtuse, or straight.
Answer: The angle is larger than a right angle, but smaller than a straight angle. So, it is an obtuse angle.
Lesson 1 Ex4

18. Classify the angle below.
10-1
Measuring Angles
Classify the angle below.
acute
obtuse
straight
right
Lesson 1 CYP4

19. End of Lesson 1

20. Five-Minute Check (over Lesson 10-1) Main Idea California Standards
10-2
Problem-Solving Strategy: Draw a Diagram
Five-Minute Check (over Lesson 10-1)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
Lesson 2 Menu

21. I will solve problems by drawing a diagram.
10-2
Problem-Solving Strategy: Draw a Diagram
I will solve problems by drawing a diagram.
Lesson 2 MI/Vocab

22. 10-2
Problem-Solving Strategy: Draw a Diagram
Standard 5MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
Lesson 2 Standard 1

23. 10-2
Problem-Solving Strategy: Draw a Diagram
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.
Lesson 2 Standard 1

24. 10-2
Problem-Solving Strategy: Draw a Diagram
The science club is going to plant flowers in the school courtyard, which is 46 feet by 60 feet, and has walls on each side. The flower beds will be 6 feet by 6 feet and will be 8 feet apart and feet from the walls. How many flower beds can the science club make to fit in the school courtyard?
Lesson 2 Ex1

25. Understand What facts do you know?
10-2
Problem-Solving Strategy: Draw a Diagram
Understand
What facts do you know?
The courtyard measures 46 feet by 60 feet.
Each flower bed will be 6 feet by 6 feet and will be 8 feet apart and 6 feet from the walls.
What do you need to find?
How many flower beds can fit in the school courtyard?
Lesson 2 Ex1

26. Plan Draw a diagram. 10-2 Problem-Solving Strategy: Draw a Diagram
Lesson 2 Ex1

27. 10-2
Problem-Solving Strategy: Draw a Diagram
Solve
Answer: The diagram shows that 12 flower beds will fit inside the courtyard.
Lesson 2 Ex1

28. 10-2
Problem-Solving Strategy: Draw a Diagram
Check
Look back at the problem. Add the total distances along the width to check that the sum is 46 feet.
= 46
Add the total distances across the length to check that the sum is 60 feet.
= 60
Since the distances match the information in the problem, the answer is correct.
Lesson 2 Ex1

29. End of Lesson 2

30. Five-Minute Check (over Lesson 10-2) Main Idea California Standards
10-3
Estimating and Drawing Angles
Five-Minute Check (over Lesson 10-2)
Main Idea
California Standards
Example 1: Estimate Angle Measures
Example 2: Draw an Angle
Estimating Angles
Lesson 3 Menu

31. I will estimate measures of angles and draw angles.
10-3
Estimating and Drawing Angles
I will estimate measures of angles and draw angles.
Lesson 3 MI/Vocab

32. 10-3
Estimating and Drawing Angles
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software.)
Lesson 3 Standard 1

33. Estimate the measure of the following angle.
10-3
Estimating and Drawing Angles
Estimate the measure of the following angle.
The angle is a little less than halfway between 180 degrees and 90 degrees.
Answer: 125 degrees is a reasonable estimate.
Lesson 3 Ex1

34. Estimate the measure of the following angle.
10-3
Estimating and Drawing Angles
Estimate the measure of the following angle.
90 degrees
45 degrees
180 degrees
170 degrees
Lesson 3 CYP1

35. 10-3
Estimating and Drawing Angles
Draw a 39 degree angle.
Step 1 Draw one side of the angle. Then mark the vertex and draw an arrow at the opposite end.
Lesson 3 Ex2

36. 10-3
Estimating and Drawing Angles
Step 2 Place the center point of the protractor on the vertex. Align the mark labeled 0 on the protractor with the line. Count from 0° to 39° on the correct scale and make a dot.
Lesson 3 Ex2

37. 10-3
Estimating and Drawing Angles
Step 3 Remove the protractor and use a straightedge to draw the side that connects the vertex and the dot.
Lesson 3 Ex2

38. 10-3
Estimating and Drawing Angles
Answer:
Lesson 3 Ex2

39. Choose the angle that shows 45 degrees.
10-3
Estimating and Drawing Angles
Choose the angle that shows 45 degrees. A. B. C. D.
Lesson 3 CYP2

40. End of Lesson 3

41. Five-Minute Check (over Lesson 10-3) Main Idea and Vocabulary
10-4
Parallel and Perpendicular Lines
Five-Minute Check (over Lesson 10-3)
Main Idea and Vocabulary
California Standards
Example 1: Identify Parallel and Perpendicular Lines
Example 2: Identify Parallel and Perpendicular Lines
Example 3: Identify Parallel and Perpendicular Lines
Example 4: Find Angle Measures
Lesson 4 Menu

42. I will identify and measure parallel and perpendicular lines.
10-4
Parallel and Perpendicular Lines
I will identify and measure parallel and perpendicular lines.
intersecting lines
parallel lines
perpendicular lines
vertical angles
congruent angles
Lesson 4 MI/Vocab

43. 10-4
Parallel and Perpendicular Lines
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software.)
Lesson 4 Standard 1

44. Answer: Therefore, MN and NP are perpendicular lines.
10-4
Parallel and Perpendicular Lines
Use the figure below to determine if MN and NP are parallel, perpendicular, or neither.
The red square at point M indicates that MN and NP intersect at right angles.
Answer: Therefore, MN and NP are perpendicular lines.
Lesson 4 Ex1

45. 10-4
Parallel and Perpendicular Lines
Use the figure below to determine if PR and RS are parallel, perpendicular, or neither.
perpendicular
parallel
neither
Lesson 4 CYP1

46. Answer: Therefore, NP and MQ are parallel.
10-4
Parallel and Perpendicular Lines
Use the figure below to determine if NP and MQ are parallel, perpendicular, or neither.
If you extend the lengths of the lines NP and MQ, the lines will never intersect.
Answer: Therefore, NP and MQ are parallel.
Lesson 4 Ex2

47. 10-4
Parallel and Perpendicular Lines
Use the figure below to determine if PR and QS are parallel, perpendicular, or neither.
perpendicular
parallel
neither
Lesson 4 CYP2

48. 10-4
Parallel and Perpendicular Lines
Use the figure below to determine if NM and PQ are parallel, perpendicular, or neither.
If you extend the lengths of the lines, NM and PQ will intersect. So, they are not parallel lines. Since NM and PQ do not intersect at right angles, they are not perpendicular lines either.
Lesson 4 Ex3

49. Answer: Therefore, NM and PQ are neither parallel nor perpendicular.
10-4
Parallel and Perpendicular Lines
Answer: Therefore, NM and PQ are neither parallel nor perpendicular.
Lesson 4 Ex3

50. 10-4
Parallel and Perpendicular Lines
Use the figure below to determine if PQ and QS are parallel, perpendicular, or neither.
perpendicular
parallel
neither
Lesson 4 CYP3

51. Find the value of y in the figure.
10-4
Parallel and Perpendicular Lines
Find the value of y in the figure.
Since the two given angles are vertical angles, they are congruent.
Answer: So, the value of y is 65 degrees.
Lesson 4 Ex4

52. Find the value of y in the figure.
10-4
Parallel and Perpendicular Lines
Find the value of y in the figure.
25 degrees
105 degrees
15 degrees
75 degrees
Lesson 4 CYP4

53. End of Lesson 4

54. Five-Minute Check (over Lesson 10-4) Main Idea California Standards
10-5
Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 10-4)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
Lesson 5 Menu

55. I will choose the best strategy to solve a problem.
10-5
Problem-Solving Investigation: Choose a Strategy
I will choose the best strategy to solve a problem.
Lesson 5 MI/Vocab

56. 10-5
Problem-Solving Investigation: Choose a Strategy
Standard 5MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.
Lesson 5 Standard 1

57. 10-5
Problem-Solving Investigation: Choose a Strategy
EMELIA: I recently made my own quilt pattern. I pieced together triangles to make squares of different sizes. The first square is made from 2 triangles, the second square is made from triangles, and the third square is made from 18 triangles. The quilt will have squares of different sizes.
Lesson 5 Ex1

58. YOUR MISSION: Find how many triangles are in the fifth square.
10-5
Problem-Solving Investigation: Choose a Strategy
YOUR MISSION: Find how many triangles are in the fifth square.
Lesson 5 Ex1

59. Understand What facts do you know?
10-5
Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
You know how many triangles are in the first, second, and third squares.
What do you need to find?
You need to find how many triangles are in the fifth square.
Lesson 5 Ex1

60. Plan Look for a pattern to find the number of triangles. 10-5
Problem-Solving Investigation: Choose a Strategy
Plan
Look for a pattern to find the number of triangles.
Lesson 5 Ex1

61. Solve Each square has twice as many triangles as small squares.
10-5
Problem-Solving Investigation: Choose a Strategy
Solve
Each square has twice as many triangles as small squares.
First square 2 × 1 or 2 triangles
Second square 2 × 4 or 8 triangles
Third square 2 × 9 or 18 triangles
Continuing the pattern, the fourth square has × 16 or 36 triangles and the fifth square has × 25 or 50 triangles.
Lesson 5 Ex1

62. 10-5
Problem-Solving Investigation: Choose a Strategy
Check
Draw the fifth square and count the number of triangles. Since there are 50 triangles in the fifth square, the answer is correct.
Lesson 5 Ex1

63. End of Lesson 5

64. Five-Minute Check (over Lesson 10-5) Main Idea and Vocabulary
10-6
Triangles
Five-Minute Check (over Lesson 10-5)
Main Idea and Vocabulary
California Standards
Key Concept: Classify Triangles Using Angles
Key Concept: Classify Triangles Using Sides
Key Concept: Sum of Angle Measures in a Triangle
Click here to continue the Lesson Menu
Angles in Triangles
Lesson 6 Menu

65. Example 1: Classify a Triangle by Its Angles
10-6
Triangles
Example 1: Classify a Triangle by Its Angles
Example 2: Classify a Triangle by Its Angles
Example 3: Find Angle Measures
Example 4: Real-World Example
Example 5: Classify a Triangle by Its Sides
Example 6: Classify a Triangle by Its Sides
Angles in Triangles
Lesson 6 Menu

66. Lesson 6 MI/Vocab/Standard 1
10-6
Triangles
I will classify triangles and find missing angle measures in triangles.
Lesson 6 MI/Vocab/Standard 1

67. Lesson 6 MI/Vocab/Standard 1
10-6
Triangles
acute triangle
right triangle
obtuse triangle
line segment
congruent segments
scalene triangle
isosceles triangle
equilateral triangle
Lesson 6 MI/Vocab/Standard 1

68. 10-6
Triangles
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.
Lesson 6 Standard 1

69. 10-6
Triangles
Standard 5MG2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems.
Lesson 6 Standard 1

70. 10-6
Triangles
Lesson 6 Key Concept 1

71. 10-6
Triangles
Lesson 6 Key Concept 2

72. 10-6
Triangles
Lesson 6 Key Concept 3

73. Classify the triangle as acute, right, or obtuse.
10-6
Triangles
Classify the triangle as acute, right, or obtuse.
Answer: There is a right angle, so this triangle is a right triangle.
Lesson 6 Ex1

74. Classify the triangle. obtuse acute right isosceles 10-6 Triangles
Lesson 6 CYP1

75. Classify the triangle as acute, right, or obtuse.
10-6
Triangles
Classify the triangle as acute, right, or obtuse.
Answer: All the angles are acute. So, the triangle is an acute triangle.
Lesson 6 Ex2

76. Classify the triangle as acute, right, or obtuse.
10-6
Triangles
Classify the triangle as acute, right, or obtuse.
acute
right
obtuse
scalene
Lesson 6 CYP2

77. ALGEBRA Find the value of x in the triangle.
10-6
Triangles
ALGEBRA Find the value of x in the triangle.
Lesson 6 Ex3

78. Answer: So, the value of x is 71.
10-6
Triangles
Since the sum of the angle measures in a triangle is 180 degrees, x = 180.
x =
Write the equation.
x =
Add 85 and 24.
= – 109
– 109
Subtract 109 from each side. x =
Simplify.
Answer: So, the value of x is 71.
Lesson 6 Ex3

79. Find the value of x in the triangle.
10-6
Triangles
Find the value of x in the triangle. 46 45 50 40
Lesson 6 CYP3

80. 10-6
Triangles
ALGEBRA A city park is in the shape of the triangle shown. Find the value of x in the triangle.
Lesson 6 Ex4

81. Answer: So, the value of x is 108.
10-6
Triangles
Since the sum of the angle measures in a triangle is 180 degrees, x = 180.
x =
Write the equation.
x =
Add 36 and 36.
= – 72
– 72
Subtract 72 from each side. x =
Simplify.
Answer: So, the value of x is 108.
Lesson 6 Ex4

82. 10-6
Triangles
A corner building downtown is in the shape of the triangle shown. Find the value of x in the triangle. 50 45 43 52
Lesson 6 CYP4

83. Classify the triangle shown as scalene, isosceles, or equilateral.
10-6
Triangles
Classify the triangle shown as scalene, isosceles, or equilateral.
Answer: None of the sides are congruent. So, the triangle is a scalene triangle.
Lesson 6 Ex5

84. Classify the triangle below as scalene, isosceles, or equilateral.
10-6
Triangles
Classify the triangle below as scalene, isosceles, or equilateral.
scalene
isosceles
equilateral
obtuse
Lesson 6 CYP5

85. Classify the triangle shown as scalene, isosceles, or equilateral.
10-6
Triangles
Classify the triangle shown as scalene, isosceles, or equilateral.
Answer: Only two of the sides are congruent. So, the triangle is an isosceles triangle.
Lesson 6 Ex6

86. Classify the triangle below as scalene, isosceles, or equilateral.
10-6
Triangles
Classify the triangle below as scalene, isosceles, or equilateral.
scalene
isosceles
equilateral
right
Lesson 6 CYP6

87. End of Lesson 6

88. Five-Minute Check (over Lesson 10-6) Main Idea and Vocabulary
10-7
Quadrilaterals
Five-Minute Check (over Lesson 10-6)
Main Idea and Vocabulary
California Standards
Key Concept: Angles of a Quadrilateral
Key Concept: Classifying Quadrilaterals
Example 1: Find Angle Measures
Example 2: Classify Quadrilaterals
Example 3: Find Angle Measures
Lesson 7 Menu

89. 10-7
Quadrilaterals
I will classify quadrilaterals and find missing angle measures in quadrilaterals.
quadrilateral
rectangle
square
parallelogram
rhombus
trapezoid
Lesson 7 MI/Vocab

90. 10-7
Quadrilaterals
Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.
Lesson 7 Standard 1

91. 10-7
Quadrilaterals
Standard 5MG2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems.
Lesson 7 Standard 1

92. 10-7
Quadrilaterals
Lesson 7 Key Concept

93. 10-7
Quadrilaterals
Lesson 7 Key Concept

94. 10-7
Quadrilaterals
Lesson 7 Key Concept

95. Find the value of x in the quadrilateral shown.
10-7
Quadrilaterals
Find the value of x in the quadrilateral shown.
You know that in a parallelogram, opposite angles are congruent.
Answer: Since the angle opposite the missing angle has a measure of 130°, x = 130.
Check 50° + 130° + 50° + 130° = 360°
Lesson 7 Ex1

96. Find the value of x in the quadrilateral shown.
10-7
Quadrilaterals
Find the value of x in the quadrilateral shown. 50 60
130
120
Lesson 7 CYP1

97. Classify the quadrilateral of each rug below.
10-7
Quadrilaterals
Classify the quadrilateral of each rug below.
Answer: This is a parallelogram.
Answer: This is a square.
Lesson 7 Ex2

98. Classify the quadrilateral below.
10-7
Quadrilaterals
Classify the quadrilateral below.
rectangle
rhombus
trapezoid
square
Lesson 7 CYP2

99. ALGEBRA What is the value of x in the quadrilateral below?
10-7
Quadrilaterals
ALGEBRA What is the value of x in the quadrilateral below?
Lesson 7 Ex3

100. Answer: So, the value of x is 107.
10-7
Quadrilaterals
You know that in a quadrilateral, all angles add up to 360 degrees. We know that there are two right angles that are each 90 degrees.
x =
Write the equation.
x =
Add 90, 90 and 73 together.
= – 253
– 253
Subtract 253 from each side. x =
Simplify.
Answer: So, the value of x is 107.
Lesson 7 Ex3

101. ALGEBRA What is the value of x in the quadrilateral below?
10-7
Quadrilaterals
ALGEBRA What is the value of x in the quadrilateral below?
108
100 90 98
Lesson 7 CYP3

102. End of Lesson 7

103. Five-Minute Check (over Lesson 10-7) Main Idea and Vocabulary
10-8
Drawing Three-Dimensional Figures
Five-Minute Check (over Lesson 10-7)
Main Idea and Vocabulary
California Standards
Key Concept: Prisms
Example 1: Draw Two-Dimensional Views
Example 2: Real-World Example
Example 3: Draw a Three-Dimensional Figure
Lesson 8 Menu

104. I will draw two-dimensional views of three-dimensional figures.
10-8
Drawing Three-Dimensional Figures
I will draw two-dimensional views of three-dimensional figures.
three-dimensional figure
face
edge
vertex
prism
base
Lesson 8 MI/Vocab

105. 10-8
Drawing Three-Dimensional Figures
Standard 5MG2.3 Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids.
Lesson 8 Standard 1

106. 10-8
Drawing Three-Dimensional Figures
Lesson 8 Key Concept

107. Draw a top, a side, and a front view of the prism below.
10-8
Drawing Three-Dimensional Figures
Draw a top, a side, and a front view of the prism below.
Lesson 8 Ex1

108. 10-8
Drawing Three-Dimensional Figures
The front and side views of the prism are rectangles. The top is also a rectangle.
Answer:
Lesson 8 Ex1

109. 10-8
Drawing Three-Dimensional Figures
Select the correct top, side, and front view descriptions for the prism below.
Lesson 8 CYP1

110. The top and front are rectangles, the side is a square.
10-8
Drawing Three-Dimensional Figures
The top and front are rectangles, the side is a square.
All are rectangles.
All are squares.
The top and side are squares, the front is a rectangle.
Lesson 8 CYP1

111. Draw a top, a side, and a front view of this plant stand.
10-8
Drawing Three-Dimensional Figures
Draw a top, a side, and a front view of this plant stand.
Lesson 8 Ex2

112. 10-8
Drawing Three-Dimensional Figures
The top view is a rectangle. The side is a square. The front is two rectangles.
Answer:
Lesson 8 Ex2

113. 10-8
Drawing Three-Dimensional Figures
Select the correct top, side, and front view descriptions for the prism below.
Lesson 8 CYP2

114. top – rectangle, side – square, front – two rectangles
10-8
Drawing Three-Dimensional Figures
Select the correct top, side, and front view descriptions for the prism below.
top – rectangle, side – square, front – two rectangles
top – two rectangles, side – square, front – rectangle
top – two rectangles, side – square, front – two rectangles
top – square, side – rectangle, front – two rectangles
Lesson 8 CYP2

115. 10-8
Drawing Three-Dimensional Figures
Draw a three-dimensional figure whose top, side, and front views are shown.
Lesson 8 Ex3

116. Step 2 Use the side and front views to complete the figure.
10-8
Drawing Three-Dimensional Figures
Step 1 Use the top view to draw the base of the figure, a rectangle that is 3 units long.
Step 2 Use the side and front views to complete the figure.
Lesson 8 Ex3

117. 10-8
Drawing Three-Dimensional Figures
Draw a three-dimensional figure whose top, side, and front views are shown.
Lesson 8 CYP3

118. 10-8
Drawing Three-Dimensional Figures A. B.
Lesson 8 CYP3

119. 10-8
Drawing Three-Dimensional Figures C. D.
Lesson 8 CYP3

120. 10-8
Drawing Three-Dimensional Figures
Answer: C.
Lesson 8 CYP3

121. End of Lesson 8

122. 10 Five-Minute Checks Math Tool Chest Image Bank Estimating Angles
Geometry: Angles and Polygons 10
Five-Minute Checks
Math Tool Chest
Image Bank
Estimating Angles
Angles in Triangles
CR Menu

123. 1. Exit this presentation.
To use the images that are on the following four slides in your own presentation:
1. Exit this presentation.
2. Open a chapter presentation using a full installation of Microsoft® PowerPoint® in editing mode and scroll to the Image Bank slides.
3. Select an image, copy it, and paste it into your presentation.
IB Instructions

124. IB 1

125. IB 2

126. IB 3

127. IB 4

128. Lesson 10-1 (over Chapter 9) Lesson 10-2 (over Lesson 10-1)
Geometry: Angles and Polygons 10
Lesson 10-1 (over Chapter 9)
Lesson 10-2 (over Lesson 10-1)
Lesson 10-3 (over Lesson 10-2)
Lesson 10-4 (over Lesson 10-3)
Lesson 10-5 (over Lesson 10-4)
Lesson 10-6 (over Lesson 10-5)
Lesson 10-7 (over Lesson 10-6)
Lesson 10-8 (over Lesson 10-7)
5Min Menu

129. (over Chapter 9)
Estimate 23% of 120.
A × 100 = 20 1 5
B × 120 = 50 1 2
C × 120 = 30 1 4
D × 100 = 25 1 4
5Min 1-1

130. (over Chapter 9)
Estimate 67% of 589.
A × 600 = 400 1 3
B × 500 = 300 2 3
C × 600 = 400 2 3
D × 600 = 100 1 6
5Min 1-2

131. (over Chapter 9)
Estimate 78% of 243.
A × 200 = 150 3 5
B × 250 = 200 4 5
C × 250 = 225 3 5
D × 240 = 60 1 4
5Min 1-3

132. (over Chapter 9)
The Lorenzo family wants to leave a 20% tip on a restaurant bill of $ Estimate how much they should leave.
A × $50 = $10 1 5
B × $40 = $5 2 5
C × $50 = $10 1 6
D × $50 = $12 1 4
5Min 1-4

133. Classify the angle as acute, obtuse, right or straight.
(over Lesson 10-1)
Classify the angle as acute, obtuse, right or straight.
159°
acute
obtuse
right
straight
5Min 2-1

134. Classify the angle as acute, obtuse, right or straight.
(over Lesson 10-1)
Classify the angle as acute, obtuse, right or straight.
71°
acute
obtuse
right
straight
5Min 2-2

135. Classify the angle as acute, obtuse, right or straight.
(over Lesson 10-1)
Classify the angle as acute, obtuse, right or straight.
180°
acute
obtuse
right
straight
5Min 2-3

136. Classify the angle as acute, obtuse, right or straight.
(over Lesson 10-1)
Classify the angle as acute, obtuse, right or straight.
90°
acute
obtuse
right
straight
5Min 2-4

137. Find the measure of the angle and then classify the angle.
(over Lesson 10-1)
Find the measure of the angle and then classify the angle.
90°; right
165°; obtuse
180°; straight
10°; obtuse
5Min 2-5

138. 3 blocks north of his starting point
(over Lesson 10-2)
Jay walks north 3 blocks; turns right and walks 2 blocks; turns right and walks 4 blocks; then turns right and walks 2 blocks. Where is Jay in relationship to where he started?
3 blocks north of his starting point
1 block south of his starting point
1 block north of his starting point
3 blocks south of his starting point
5Min 3-1

139. What is the perimeter of a square pool with an area of 400 ft2?
(over Lesson 10-2)
What is the perimeter of a square pool with an area of 400 ft2?
80 ft
40 ft
20 ft
10 ft
5Min 3-2

140. Choose the angle that measures 65°.
(over Lesson 10-3)
Choose the angle that measures 65°. A. C. B. D.
5Min 4-1

141. Choose the angle that measures 158°.
(over Lesson 10-3)
Choose the angle that measures 158°. A. C. B. D.
5Min 4-2

142. Estimate the measure of the angle.
(over Lesson 10-3)
Estimate the measure of the angle.
120°
45°
90°
80°
5Min 4-3

143. Estimate the measure of the angle.
(over Lesson 10-3)
Estimate the measure of the angle.
95°
180°
45°
80°
5Min 4-4

144. Describe lines AB and AD as parallel, perpendicular, or intersecting.
(over Lesson 10-4)
Describe lines AB and AD as parallel, perpendicular, or intersecting.
parallel
interesecting
perpendicular
intersecting and perpendicular
5Min 5-1

145. Describe lines CD and AB as parallel, perpendicular, or intersecting.
(over Lesson 10-4)
Describe lines CD and AB as parallel, perpendicular, or intersecting.
parallel
interesecting
perpendicular
intersecting and perpendicular
5Min 5-2

146. Describe lines BD and CD as parallel, perpendicular, or intersecting.
(over Lesson 10-4)
Describe lines BD and CD as parallel, perpendicular, or intersecting.
parallel
interesecting
perpendicular
intersecting and perpendicular
5Min 5-3

147. When are pairs of vertical angles formed?
(over Lesson 10-4)
When are pairs of vertical angles formed?
when two lines are parallel
when two lines intersect
when two lines are obtuse
5Min 5-4

148. (over Lesson 10-5)
Solve. The sum of two numbers is 12. When you subtract the smaller number from the larger number, the difference is 10. What are the two numbers?
1 and 10
5 and 7
1 and 11
4 and 8
5Min 6-1

149. (over Lesson 10-6)
Classify the triangle with the given angle measures as acute, right or obtuse.
65°, 75°, 55°
acute
right
obtuse
5Min 7-1

150. (over Lesson 10-6)
Classify the triangle with the given angle measures as acute, right or obtuse.
35°, 35°, 110°
acute
right
obtuse
5Min 7-2

151. (over Lesson 10-6)
Classify the triangle with the given angle measures as acute, right or obtuse.
90°, 45°, 45°
acute
right
obtuse
5Min 7-3

152. (over Lesson 10-6)
Classify the triangle with the given angle measures as acute, right or obtuse.
32°, 117°, 31°
acute
right
obtuse
5Min 7-4

153. Classify the quadrilateral.
(over Lesson 10-7)
Classify the quadrilateral.
rectangle
trapezoid
parallelogram
rhombus
5Min 8-1

154. Classify the quadrilateral.
(over Lesson 10-7)
Classify the quadrilateral.
square
rectangle
rhombus
trapezoid
5Min 8-2

155. Classify the quadrilateral.
(over Lesson 10-7)
Classify the quadrilateral.
rhombus
trapezoid
square
paralellogram
5Min 8-3

156. Classify the quadrilateral.
(over Lesson 10-7)
Classify the quadrilateral.
trapezoid
rhombus
square
pentagon
5Min 8-4

157. This slide is intentionally blank.
End of Custom Shows