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

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**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

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**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

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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

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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

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10-1 Solid Figures Lesson 1 Key Concept 1

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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

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**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

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End of Lesson 1

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**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

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**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

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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

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10-2 Plane Figures Lesson 2 Key Concept 1

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**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

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**Identify the polygon. triangle quadrilateral pentagon hexagon 10-2**

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

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**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

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**Tell whether the shape is a polygon.**

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

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**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

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**Tell whether the shape is a polygon.**

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

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End of Lesson 2

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**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

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**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

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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

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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

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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

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**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

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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

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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

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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

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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

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End of Lesson 3

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**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

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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

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**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

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

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

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

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

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**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

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**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

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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

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**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

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**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

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**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

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End of Lesson 4

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**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

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**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

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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

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10-5 Angles Lesson 5 Key Concept 1

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10-5 Angles Lesson 5 Key Concept 2

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**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

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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

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**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

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**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

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**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

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**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

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End of Lesson 5

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**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

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**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

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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

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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

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**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

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**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

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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

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**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

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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

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End of Lesson 6

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**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

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**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

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**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

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10-7 Triangles Lesson 7 Key Concept 1

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10-7 Triangles Lesson 7 Key Concept 2

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**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

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**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

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**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

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**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

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End of Lesson 7

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**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

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**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

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

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10-8 Quadrilaterals Lesson 8 Key Concept 1

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**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

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**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

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**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

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**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

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**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

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**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

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End of Lesson 8

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**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

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**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

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**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

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10-9 Parts of a Circle Lesson 9 Key Concept

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**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

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**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

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**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

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**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

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**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

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**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

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**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

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**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

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End of Lesson 9

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

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**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

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IB 1

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IB 2

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IB 3

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IB 4

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**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

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**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

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**Divide. Use estimation to check.**

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

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**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

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**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

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**How many vertices does a sphere have?**

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

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**How many faces does a cylinder have?**

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

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**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

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**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

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**Identify the polygon. hexagon triangle pentagon octagon**

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

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**Identify the polygon. pentagon octagon quadrilateral hexagon**

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

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**Identify the polygon. pentagon octagon quadrilateral triangle**

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

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**Identify the polygon. hexagon quadrilateral octagon pentagon**

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

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(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

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**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

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**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

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**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

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**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

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**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

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**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

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**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

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**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

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(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

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**Identify each triangle.**

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

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**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

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**Identify each triangle.**

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

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

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**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

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**Identify the quadrilateral.**

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

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**Identify the quadrilateral.**

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

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**This slide is intentionally blank.**

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