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Splash Screen Chapter 10 Geometry Click the mouse or press the space bar to continue. Chapter 10 Geometry Click the mouse or press the space bar to continue.

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Presentation on theme: "Splash Screen Chapter 10 Geometry Click the mouse or press the space bar to continue. Chapter 10 Geometry Click the mouse or press the space bar to continue."— Presentation transcript:

1 Splash Screen Chapter 10 Geometry Click the mouse or press the space bar to continue. Chapter 10 Geometry Click the mouse or press the space bar to continue.

2 Chapter Menu Lesson 10-1Lesson 10-1Solid Figures Lesson 10-2Lesson 10-2Plane Figures Lesson 10-3Lesson 10-3Problem-Solving Strategy: Look for a Pattern Lesson 10-4Lesson 10-4Lines, Line Segments, and Rays Lesson 10-5Lesson 10-5Angles Lesson 10-6Lesson 10-6Problem-Solving Investigation: Choose a Strategy Lesson 10-7Lesson 10-7Triangles Lesson 10-8Lesson 10-8Quadrilaterals Lesson 10-9Lesson 10-9Parts of a Circle 10 Geometry

3 Lesson 1 Menu Five-Minute Check (over Chapter 9) Main Idea and Vocabulary California Standards Key Concept: Solid Figures Example 1: Identify Solid Objects 10-1 Solid Figures

4 Lesson 1 MI/Vocab 10-1 Solid Figures I will identify, describe, and classify solid figures, and identify and draw nets. solid figure face edge vertex net

5 Lesson 1 Standard 1 10-1 Solid Figures Standard 4MG3.6 Visualize, describe, and make models of geometric solids (e.g. prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two- dimensional representations of three- dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.

6 Lesson 1 Key Concept 1 10-1 Solid Figures

7 Lesson 1 Ex1 A paper towel roll represents a figure. Identify the figure. Tell how many faces, edges, and vertices it has. 10-1 Solid Figures Answer: The paper towel roll is a cylinder. It has 2 faces, 0 edges, and 0 vertices.

8 Lesson 1 CYP1 10-1 Solid Figures A.cone; 1 face, 1 edge, 0 vertices B.cylinder; 2 faces, 1 edge, 0 vertices C.sphere; 2 faces, 1 edge, 0 vertices D.sphere; 0 faces, 0 edges, 0 vertices A tennis ball represents a figure. Identify the figure. Tell how many faces, edges, and vertices it has.

9 End of Lesson 1

10 Lesson 2 Menu Five-Minute Check (over Lesson 10-1) Main Idea and Vocabulary California Standards Key Concept: Polygons Example 1: Identify a Polygon Example 2: Identify a Polygon Example 3: Identify a Polygon 10-2 Plane Figures

11 Lesson 2 Main Idea/Vocab 10-2 Plane Figures I will identify, describe, and classify plane figures. plane figure polygon sides triangle quadrilateral pentagon hexagon octagon

12 Lesson 2 Standard 10-2 Plane Figures Standard 4MG3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

13 Lesson 2 Key Concept 1 10-2 Plane Figures

14 Lesson 2 Ex1 Identify the polygon. Answer: The shape has 8 sides, so the shape is an octagon. 10-2 Plane Figures

15 Lesson 2 CYP1 10-2 Plane Figures A.triangle B.quadrilateral C.pentagon D.hexagon Identify the polygon.

16 Lesson 2 Ex2 Answer: It is not a polygon. Tell whether the shape is a polygon. 10-2 Plane Figures The shape is a circle and is one curved line. It does not have straight sides.

17 Lesson 2 CYP2 10-2 Plane Figures A.yes B.no Tell whether the shape is a polygon.

18 Lesson 2 Ex3 10-2 Plane Figures Answer: So, it is a polygon. Tell whether the shape is a polygon. The figure has 10 sides. The sides are all straight.

19 Lesson 2 CYP3 10-2 Plane Figures A.yes B.no Tell whether the shape is a polygon.

20 End of Lesson 2

21 Lesson 3 Menu Five-Minute Check (over Lesson 10-2) Main Idea California Standards Example 1: Problem-Solving Strategy 10-3 Problem-Solving Strategy: Look for a Pattern

22 Lesson 3 MI/Vocab 10-3 Problem-Solving Strategy: Look for a Pattern I will solve problems by looking for a pattern.

23 Lesson 3 Standard 1 10-3 Problem-Solving Strategy: Look for a Pattern Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

24 Lesson 3 Standard 2 10-3 Problem-Solving Strategy: Look for a Pattern Standard 4MG3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

25 Lesson 3 Ex1 10-3 Problem-Solving Strategy: Look for a Pattern Amado is helping his dad put tile on a table top. They are laying the tiles in a pattern. They have run out of tiles and need to buy more. What color tiles need to be purchased to complete the table?

26 Lesson 3 Ex1 Understand What facts do you know? You know the tiles form a pattern. You know they need to buy more tiles. What do you need to find? Find the tile colors that need to be purchased. 10-3 Problem-Solving Strategy: Look for a Pattern

27 Lesson 3 Ex1 Plan Look for a pattern. Then continue the pattern to find the missing tiles. 10-3 Problem-Solving Strategy: Look for a Pattern

28 Lesson 3 Ex1 Solve There are two rows of tiles and the tiles repeat red, green, blue, and yellow. 10-3 Problem-Solving Strategy: Look for a Pattern

29 Lesson 3 Ex1 Solve In the first row, the missing tiles are blue and green. In the second row, the missing tiles are red, blue and yellow. Answer: So, Amado and his father need 2 blue, 1 green, 1 red, and 1 yellow tile. 10-3 Problem-Solving Strategy: Look for a Pattern

30 Lesson 3 Ex1 Check 10-3 Problem-Solving Strategy: Look for a Pattern Look back at the problem. The answer makes sense for the facts given. So, the answer is correct.

31 End of Lesson 3

32 Lesson 4 Menu Five-Minute Check (over Lesson 10-3) Main Idea and Vocabulary California Standards Key Concepts: Lines, Rays, Segments Key Concepts: Types of Lines Example 1: Identify Lines, Rays, or Line Segments Example 2: Identify Lines, Rays, or Line Segments Example 3: Describe Lines 10-4 Lines, Line Segments, and Rays

33 Lesson 4 MI/Vocab 10-4 Lines, Line Segments, and Rays I will identify, describe, and classify lines, line segments, and rays. line ray endpoint line segment parallel intersecting perpendicular

34 Lesson 4 Standard 10-4 Lines, Line Segments, and Rays Standard 4MG3.1 Identify lines that are parallel and perpendicular.

35 Lesson 4 Key Concepts 1 10-4 Lines, Line Segments, and Rays

36 Lesson 4 Key Concepts 2a 10-4 Lines, Line Segments, and Rays

37 Lesson 4 Key Concepts 2b 10-4 Lines, Line Segments, and Rays

38 Lesson 4 Key Concepts 2c 10-4 Lines, Line Segments, and Rays

39 Lesson 4 Ex1 Identify the figure. 10-4 Lines, Line Segments, and Rays This line has two endpoints and does not extend in either direction. M N Answer: line segment MN or MN

40 Lesson 4 CYP1 10-4 Lines, Line Segments, and Rays A.line AB B.line segment AB C.ray AB D.none of the above Identify the figure. A B

41 Lesson 4 Ex2 Identify the figure. 10-4 Lines, Line Segments, and Rays R T The figure has arrows on each end, so it extends in opposite directions without ending. Answer: line RT or RT

42 Lesson 4 CYP2 10-4 Lines, Line Segments, and Rays A.line GH B.line segment GH C.ray GH D.none of the above Identify the figure. G H

43 Lesson 4 Ex3 Describe the figure. 10-4 Lines, Line Segments, and Rays The figure shows line WX and line YT. They are the same distance apart everywhere and will never cross. WX YT. W X Y T Answer: WX and YT are parallel lines.

44 Lesson 4 CYP3 10-4 Lines, Line Segments, and Rays A.parallel lines B.intersecting lines C.perpendicular lines D.none of the above Describe the figure. OP M N

45 End of Lesson 4

46 Lesson 5 Menu Five-Minute Check (over Lesson 10-4) Main Idea and Vocabulary California Standards Key Concept: Turns and Angles Key Concept: Types of Angles Example 1: Turns and Angles Example 2: Classify an Angle Example 3: Classify an Angle 10-5 Angles

47 Lesson 5 MI/Vocab 10-5 Angles I will identify, describe, and classify angles. angle right angle acute angle obtuse angle

48 Lesson 5 Standard 10-5 Angles Standard 4MG3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90, 180, 270, and 360 are associated, respectively, with,,, and full turns.

49 Lesson 5 Key Concept 1 10-5 Angles

50 Lesson 5 Key Concept 2 10-5 Angles

51 Lesson 5 Ex1 Write how far the minute hand has turned in degrees and as a fraction of a full turn. Compare the angle shown on the clock to the angles shown in the Key Concept: Turns and Angles box.Key Concept: Turns and Angles 10-5 Angles Answer: So, the angle shown on the clock is 180° or a turn.

52 Lesson 5 CYP1 10-5 Angles Write how far the minute hand has turned in degrees and as a fraction of a full turn. A.90°; turn D.360°; full turn C.270°; turn B.180°; turn

53 Lesson 5 Ex2 Classify the angle as acute, obtuse, or right. 10-5 Angles The angle is greater than 90° and less than 180°. Answer: So, it is an obtuse angle.

54 Lesson 5 CYP2 10-5 Angles A.acute B.obtuse C.right D.none of the above Classify the angle as acute, obtuse, or right.

55 Lesson 5 Ex3 Classify the angle as acute, obtuse, or right. The angle is less than 90° and greater than 0°. 10-5 Angles Answer: So, it is an acute angle.

56 Lesson 5 CYP3 10-5 Angles A.acute B.obtuse C.right D.none of the above Classify the angle as acute, obtuse, or right.

57 End of Lesson 5

58 Lesson 6 Menu Five-Minute Check (over Lesson 10-5) Main Idea California Standards Example 1: Problem-Solving Investigation 10-6 Problem-Solving Investigation: Choose a Strategy

59 Lesson 6 MI/Vocab 10-6 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem.

60 Lesson 6 Standard 1 10-6 Problem-Solving Investigation: Choose a Strategy Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

61 Lesson 6 Standard 2 10-6 Problem-Solving Investigation: Choose a Strategy Standard 4MG3.0 Students demonstrate an understanding of a plane and solid geometric objects and use this knowledge to show relationships and solve problems.

62 Lesson 6 Ex1 ARTURO: I have the five puzzle pieces shown. I need to form a square using all of the pieces. 10-6 Problem-Solving Investigation: Choose a Strategy YOUR MISSION: Arrange the five puzzle pieces to form a square.

63 Lesson 6 Ex1 Understand What facts do you know? You know there are five puzzle pieces. What do you need to find? You need to find how to arrange the five puzzle pieces to form a square. 10-6 Problem-Solving Investigation: Choose a Strategy

64 Lesson 6 Ex1 Plan Use the act it out strategy. Trace the pieces and cut them out of paper. Then arrange the polygons in different ways to figure out how they will form a square. 10-6 Problem-Solving Investigation: Choose a Strategy

65 Lesson 6 Ex1 Solve Arrange the pieces in different ways until you form a square. 10-6 Problem-Solving Investigation: Choose a Strategy

66 Lesson 6 Ex1 Check Look back at the problem. The figure formed by the pieces is a square because it is a rectangle that has four equal sides. So, the answer is correct. 10-6 Problem-Solving Investigation: Choose a Strategy

67 End of Lesson 6

68 Lesson 7 Menu Five-Minute Check (over Lesson 10-6) Main Idea and Vocabulary California Standards Key Concept: Classify Triangles by Sides Key Concept: Classify Triangles by Angles Example 1: Classify by Sides Example 2: Classify by Sides and Angles 10-7 Triangles

69 Lesson 7 MI/Vocab/Standard 10-7 Triangles I will identify, describe, and classify triangles. isosceles triangle equilateral triangle scalene triangle right triangle acute triangle obtuse triangle

70 Lesson 7 MI/Vocab/Standard 10-7 Triangles Standard 4MG3.7 Know the definitions of different triangles (e.g. equilateral, isosceles, scalene) and identify their attributes.

71 Lesson 7 Key Concept 1 10-7 Triangles

72 Lesson 7 Key Concept 2 10-7 Triangles

73 Lesson 7 Ex1 Classify the triangle. Use isosceles, equilateral, or scalene. Answer: So, the triangle is isosceles. 10-7 Triangles Exactly 2 sides of the triangle are the same length. 6 in. 3 in.

74 Lesson 7 CYP1 10-7 Triangles A.scalene B.isosceles C.equilateral D.none of the above Classify the triangle. Use isosceles, equilateral, or scalene. 3 cm 5 cm

75 Lesson 7 Ex2 Answer: The triangle is obtuse. Classify the triangle. Use acute, right, or obtuse. The triangle has one obtuse angle. 10-7 Triangles

76 Lesson 7 CYP2 10-7 Triangles A.acute B.right C.obtuse D.none of the above Classify the triangle. Use acute, right, or obtuse. 10 ft 8 ft 6 ft

77 End of Lesson 7

78 Lesson 8 Menu Five-Minute Check (over Lesson 10-7) Main Idea and Vocabulary California Standard Key Concept: Quadrilaterals Example 1: Classify a Quadrilateral Example 2: Real-World Shape Example 3: Classify a Quadrilateral 10-8 Quadrilaterals

79 Lesson 8 MI/Vocab 10-8 Quadrilaterals I will identify, describe, and classify quadrilaterals. rectangle square rhombus parallelogram trapezoid

80 Lesson 8 Standard 10-8 Quadrilaterals Standard 4MG3.8 Know the definitions of different quadrilaterals (e.g. rhombus, square, rectangle, parallelogram, trapezoid).

81 Lesson 8 Key Concept 1 10-8 Quadrilaterals

82 Lesson 8 Ex1 Classify the quadrilateral in as many ways as possible. 10-8 Quadrilaterals Answer: It can only be classified as a trapezoid. The figure has 1 pair of parallel sides.

83 Lesson 8 CYP1 10-8 Quadrilaterals A.trapezoid B.parallelogram, rhombus, square C.rectangle, square D.parallelogram, rhombus Classify the quadrilateral in as many ways as possible.

84 Lesson 8 Ex2 Look at the picture. What shape is it? A pan has 4 right angles with opposite sides equal and parallel. Answer: So, the picture is a rectangle. 10-8 Quadrilaterals

85 Lesson 8 CYP2 10-8 Quadrilaterals A.rectangle B.square C.rhombus D.trapezoid Look at the picture. What shape is it?

86 Lesson 8 Ex3 10-8 Quadrilaterals Look at the picture. What shape is it? All sides of the figure are equal and opposite sides are parallel. Answer: So, the figure is a rhombus.

87 Lesson 8 CYP3 10-8 Quadrilaterals A.parallelogram B.square C.rectangle D.trapezoid Look at the picture. What shape is it?

88 End of Lesson 8

89 Lesson 9 Menu Five-Minute Check (over Lesson 10-8) Main Idea and Vocabulary California Standard Key Concept: Parts of a Circle Example 1: Parts of a Circle Example 2: Parts of a Circle Example 3: Parts of a Circle Example 4: Parts of a Circle 10-9 Parts of a Circle

90 Lesson 9 MI/Vocab 10-9 Parts of a Circle I will identify parts of a circle. circle center diameter radius

91 Lesson 9 Standard 10-9 Parts of a Circle Standard 4MG3.2 Identify the radius and diameter of a circle.

92 Lesson 9 Key Concept 10-9 Parts of a Circle

93 Lesson 9 Ex1 Identify the part of the circle. 10-9 Parts of a Circle Answer: This is a radius. The line segment connects the center of the circle to one point on the circle.

94 Lesson 9 CYP1 10-9 Parts of a Circle A.radius B.diameter C.center D.none of the above Identify the part of the circle.

95 Lesson 9 Ex2 Identify the part of the circle. 10-9 Parts of a Circle Answer: This is a diameter. The line segment connects two points on the circle and goes through the center.

96 Lesson 9 CYP2 10-9 Parts of a Circle A.radius B.diameter C.center D.none of the above Identify the part of the circle.

97 Lesson 9 Ex3 10-9 Parts of a Circle CB is a line segment that connects the center of the circle to a point on a circle. Answer: So, CB is a radius. Identify the part of the circle that is represented by CB. D C BA F

98 Lesson 9 CYP3 10-9 Parts of a Circle A.radius B.diameter C.center D.none of the above Identify the part of the circle that is represented by CD. D C BA F

99 Lesson 9 Ex4 10-9 Parts of a Circle AB is a line segment that connects two points on the circle and goes through the center. Answer: So, AB is a diameter. Identify the part of the circle that is represented by AB. D C BA F

100 Lesson 9 CYP4 10-9 Parts of a Circle A.radius B.diameter C.center D.angle Identify the part of the circle that is represented by C. D C BA F

101 End of Lesson 9

102 10 Geometry 10 Geometry CR Menu Five-Minute Checks Math Tool Chest Image Bank

103 10 Geometry IB Instructions 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.

104 10 Geometry IB 1

105 10 Geometry IB 2

106 10 Geometry IB 3

107 10 Geometry IB 4

108 10 Geometry 10 Geometry 5Min Menu Lesson 10-1Lesson 10-1(over Chapter 9) Lesson 10-2Lesson 10-2(over Lesson 10-1) Lesson 10-3Lesson 10-3(over Lesson 10-2) Lesson 10-4Lesson 10-4(over Lesson 10-3) Lesson 10-5Lesson 10-5(over Lesson 10-4) Lesson 10-6Lesson 10-6(over Lesson 10-5) Lesson 10-7Lesson 10-7(over Lesson 10-6) Lesson 10-8Lesson 10-8(over Lesson 10-7) Lesson 10-9Lesson 10-9(over Lesson 10-8)

109 10 Geometry 5Min 1-1 (over Chapter 9) A.1,111 B.115 C.1,115 D.1,114 Divide. Use estimation to check. 5,575 ÷ 5

110 10 Geometry 5Min 1-2 (over Chapter 9) A.351 B.401 C.301 D.315 Divide. Use estimation to check. 2,808 ÷ 8

111 10 Geometry 5Min 1-3 (over Chapter 9) A.18,041 R2 B.18,041 C.22,375 D.19,041 R2 Divide. Use estimation to check. 57,125 ÷ 3

112 10 Geometry 5Min 1-4 (over Chapter 9) A.6,316 R2 B.5,316 R2 C.53 R4 D.5,016 R2 Divide. Use estimation to check. 37,214 ÷ 7

113 10 Geometry 5Min 2-1 (over Lesson 10-1) A.8 B.4 C.2 D.0 How many vertices does a sphere have?

114 10 Geometry 5Min 2-2 A.0 B.2 C.4 D.8 How many faces does a cylinder have? (over Lesson 10-1)

115 10 Geometry 5Min 2-3 A.It has a triangular base, 3 faces, 6 edges, 4 vertices. B.It has a triangular base, 4 faces, 3 edges, 4 vertices. C.It has a triangular base, 2 faces, 6 edges, 6 vertices. D.It has a triangular base, 4 faces, 6 edges, 4 vertices. Describe a triangular pyramid. (over Lesson 10-1)

116 10 Geometry 5Min 2-4 A.a triangular pyramid B.a rectangular prism C.a square pyramid D.a cone Name a solid figure that has 5 faces, 8 edges, and 5 vertices. (over Lesson 10-1)

117 10 Geometry 5Min 3-1 (over Lesson 10-2) A.hexagon B.triangle C.pentagon D.octagon Identify the polygon.

118 10 Geometry 5Min 3-2 A.pentagon B.octagon C.quadrilateral D.hexagon (over Lesson 10-2) Identify the polygon.

119 10 Geometry 5Min 3-3 A.pentagon B.octagon C.quadrilateral D.triangle (over Lesson 10-2) Identify the polygon.

120 10 Geometry 5Min 3-4 A.hexagon B.quadrilateral C.octagon D.pentagon (over Lesson 10-2) Identify the polygon.

121 10 Geometry 5Min 4-1 (over Lesson 10-3) A.23 pinecones B.30 pinecones C.37 pinecones D.44 pinecones Solve. Use the look for a pattern strategy. While on vacation, Paul collected pinecones. On Sunday, he collected 2. On Monday, he collected 9. On Tuesday, he collected 16. If this pattern continues, how many pinecones will he collect on Friday?

122 10 Geometry 5Min 5-1 (over Lesson 10-4) A.line CD B.line segment CD C.ray CD D.parallel lines Identify the figure below. C D

123 10 Geometry 5Min 5-2 A.line segment MN B.ray MN C.endpoint MN D.line MN (over Lesson 10-4) Identify the figure below. M N

124 10 Geometry 5Min 5-3 A.ray RS B.line segment RS C.endpoint RS D.line RS (over Lesson 10-4) Identify the figure below. R S

125 10 Geometry 5Min 6-1 (over Lesson 10-5) A.obtuse B.acute C.right Classify the angle as right, acute, or obtuse.

126 10 Geometry 5Min 6-2 A.obtuse B.acute C.right (over Lesson 10-5) Classify the angle as right, acute, or obtuse.

127 10 Geometry 5Min 6-3 A.obtuse B.acute C.right (over Lesson 10-5) Classify the angle as right, acute, or obtuse.

128 10 Geometry 5Min 6-4 A.obtuse B.acute C.right (over Lesson 10-5) Classify the angle as right, acute, or obtuse.

129 10 Geometry 5Min 7-1 (over Lesson 10-6) A.1 $20 bill and 1 $5 bill B.5 $5 bills C.2 $10 bills and 1 $5 bill D.1 $10 bill and 3 $5 bills Identify 3 bills that total $25 using $1, $5, $10, and $20 bills.

130 10 Geometry 5Min 7-2 A.6 B.8 C.15 D.11 A number is multiplied by 3, then 5 is added to the product. The result is 23. What was the original number? (over Lesson 10-6)

131 10 Geometry 5Min 8-1 (over Lesson 10-7) A.isosceles acute B.scalene right C.isosceles obtuse D.equilateral acute Identify each triangle.

132 10 Geometry 5Min 8-2 A.equilateral acute B.scalene acute C.scalene right D.isosceles obtuse (over Lesson 10-7) Identify each triangle. 3 cm 4 cm 6 cm

133 10 Geometry 5Min 8-3 A.equilateral right B.scalene acute C.isosceles acute D.equilateral acute (over Lesson 10-7) Identify each triangle.

134 10 Geometry 5Min 9-1 (over Lesson 10-8) A.rhombus B.trapezoid C.rectangle D.triangle Name a quadrilateral that has opposite sides parallel and 4 right angles.

135 10 Geometry A.square B.rhombus C.parallelogram D.trapezoid 5Min 9-2 (over Lesson 10-8) Name a quadrilateral that has exactly 1 pair of parallel sides.

136 10 Geometry 5Min 9-3 A.trapezoid B.rhombus C.square D.parallelogram (over Lesson 10-8) Identify the quadrilateral.

137 10 Geometry 5Min 9-4 A.square B.rhombus C.trapezoid D.rectangle (over Lesson 10-8) Identify the quadrilateral.

138 End of Custom Shows This slide is intentionally blank.


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