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

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

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

5. 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.
Lesson 1 Standard 1

6. 10-1
Solid Figures
Lesson 1 Key Concept 1

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

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

9. End of Lesson 1

10. Five-Minute Check (over Lesson 10-1) Main Idea and Vocabulary
10-2
Plane Figures
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
Lesson 2 Menu

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
Lesson 2 Main Idea/Vocab

12. 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.
Lesson 2 Standard

13. 10-2
Plane Figures
Lesson 2 Key Concept 1

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

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

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

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

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

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

20. End of Lesson 2

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

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

23. 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.
Lesson 3 Standard 1

24. 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.
Lesson 3 Standard 2

25. 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?
Lesson 3 Ex1

26. Understand What facts do you know? You know the tiles form a pattern.
10-3
Problem-Solving Strategy: Look for a Pattern
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.
Lesson 3 Ex1

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

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

29. 10-3
Problem-Solving Strategy: Look for a Pattern
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.
Lesson 3 Ex1

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

31. End of Lesson 3

32. Five-Minute Check (over Lesson 10-3) Main Idea and Vocabulary
10-4
Lines, Line Segments, and Rays
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
Lesson 4 Menu

33. 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
Lesson 4 MI/Vocab

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

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

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

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

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

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

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

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

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

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

44. Describe the figure. O P M N parallel lines intersecting lines
10-4
Lines, Line Segments, and Rays
Describe the figure. O P M N
parallel lines
intersecting lines
perpendicular lines
none of the above
Lesson 4 CYP3

45. End of Lesson 4

46. Five-Minute Check (over Lesson 10-4) Main Idea and Vocabulary
10-5
Angles
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
Lesson 5 Menu

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

48. 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.
Lesson 5 Standard

49. 10-5
Angles
Lesson 5 Key Concept 1

50. 10-5
Angles
Lesson 5 Key Concept 2

51. Answer: So, the angle shown on the clock is 180° or a turn.
10-5
Angles
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.
Answer: So, the angle shown on the clock is 180° or a turn.
Lesson 5 Ex1

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

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

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

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

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

57. End of Lesson 5

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

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

60. 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.
Lesson 6 Standard 1

61. 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.
Lesson 6 Standard 2

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

63. Understand What facts do you know?
10-6
Problem-Solving Investigation: Choose a Strategy
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.
Lesson 6 Ex1

64. 10-6
Problem-Solving Investigation: Choose a Strategy
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.
Lesson 6 Ex1

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

66. 10-6
Problem-Solving Investigation: Choose a Strategy
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.
Lesson 6 Ex1

67. End of Lesson 6

68. Five-Minute Check (over Lesson 10-6) Main Idea and Vocabulary
10-7
Triangles
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
Lesson 7 Menu

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
Lesson 7 MI/Vocab/Standard

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.
Lesson 7 MI/Vocab/Standard

71. 10-7
Triangles
Lesson 7 Key Concept 1

72. 10-7
Triangles
Lesson 7 Key Concept 2

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

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

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

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

77. End of Lesson 7

78. Five-Minute Check (over Lesson 10-7) Main Idea and Vocabulary
10-8
Quadrilaterals
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
Lesson 8 Menu

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

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

81. 10-8
Quadrilaterals
Lesson 8 Key Concept 1

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

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

84. Look at the picture. What shape is it?
10-8
Quadrilaterals
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.
Lesson 8 Ex2

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

86. Look at the picture. What shape is it?
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.
Lesson 8 Ex3

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

88. End of Lesson 8

89. Five-Minute Check (over Lesson 10-8) Main Idea and Vocabulary
10-9
Parts of a Circle
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
Lesson 9 Menu

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

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

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

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

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

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

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

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

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

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

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

101. End of Lesson 9

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

103. 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

104. IB 1

105. IB 2

106. IB 3

107. IB 4

108. Lesson 10-1 (over Chapter 9) Lesson 10-2 (over Lesson 10-1)
Geometry 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)
Lesson 10-9 (over Lesson 10-8)
5Min Menu

109. Divide. Use estimation to check.
(over Chapter 9)
Divide. Use estimation to check.
5,575 ÷ 5
1,111
115
1,115
1,114
5Min 1-1

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

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

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

113. How many vertices does a sphere have?
(over Lesson 10-1)
How many vertices does a sphere have? 8 4 2
5Min 2-1

114. How many faces does a cylinder have?
(over Lesson 10-1)
How many faces does a cylinder have? 2 4 8
5Min 2-2

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

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

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

118. Identify the polygon. pentagon octagon quadrilateral hexagon
(over Lesson 10-2)
Identify the polygon.
pentagon
octagon
quadrilateral
hexagon
5Min 3-2

119. Identify the polygon. pentagon octagon quadrilateral triangle
(over Lesson 10-2)
Identify the polygon.
pentagon
octagon
quadrilateral
triangle
5Min 3-3

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

121. (over Lesson 10-3)
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?
23 pinecones
30 pinecones
37 pinecones
44 pinecones
5Min 4-1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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