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

2 Chapter Menu Lesson 10-1Lesson 10-1Measuring Angles Lesson 10-2Lesson 10-2Problem-Solving Strategy: Draw a Diagram Lesson 10-3Lesson 10-3Estimating and Drawing Angles Lesson 10-4Lesson 10-4Parallel and Perpendicular Lines Lesson 10-5Lesson 10-5Problem-Solving Investigation: Choose a Strategy Lesson 10-6Lesson 10-6Triangles Lesson 10-7Lesson 10-7Quadrilaterals Lesson 10-8Lesson 10-8Drawing Three-Dimensional Figures 10 Geometry: Angles and Polygons

3 Lesson 1 Menu 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 10-1 Measuring Angles

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

5 10-1 Measuring Angles Lesson 1 Standard 1 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.)

6 Lesson 1 Key Concept Measuring Angles

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

8 Lesson 1 Ex Measuring Angles

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

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

11 Lesson 1 Ex 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.

12 Lesson 1 Ex Measuring Angles 0°

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

14 Lesson 1 CYP2 Classify the angle below Measuring Angles A.acute B.obtuse C.straight D.right

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

16 Lesson 1 CYP Measuring Angles Classify the angle below. A.acute B.obtuse C.straight D.right

17 Lesson 1 Ex 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.

18 Lesson 1 CYP Measuring Angles Classify the angle below. A.acute B.obtuse C.straight D.right

19 End of Lesson 1

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

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

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

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

24 Lesson 2 Ex1 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 6 feet from the walls. How many flower beds can the science club make to fit in the school courtyard? 10-2 Problem-Solving Strategy: Draw a Diagram

25 Lesson 2 Ex1 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? 10-2 Problem-Solving Strategy: Draw a Diagram

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

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

28 Lesson 2 Ex1 Check 10-2 Problem-Solving Strategy: Draw a Diagram 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.

29 End of Lesson 2

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

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

32 10-3 Estimating and Drawing Angles Lesson 3 Standard 1 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.)

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

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

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

36 Lesson 3 Ex 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.

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

38 Lesson 3 Ex Estimating and Drawing Angles Answer:

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

40 End of Lesson 3

41 Lesson 4 Menu 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 10-4 Parallel and Perpendicular Lines

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

43 10-4 Parallel and Perpendicular Lines Lesson 4 Standard 1 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.)

44 Lesson 4 Ex 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.

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

46 Lesson 4 Ex 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.

47 Lesson 4 CYP Parallel and Perpendicular Lines A.perpendicular B.parallel C.neither Use the figure below to determine if PR and QS are parallel, perpendicular, or neither.

48 Lesson 4 Ex 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.

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

50 Lesson 4 CYP Parallel and Perpendicular Lines A.perpendicular B.parallel C.neither Use the figure below to determine if PQ and QS are parallel, perpendicular, or neither.

51 Lesson 4 Ex 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.

52 Lesson 4 CYP Parallel and Perpendicular Lines Find the value of y in the figure. A.25 degrees B.105 degrees C.15 degrees D.75 degrees

53 End of Lesson 4

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

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

56 10-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 1 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.

57 Lesson 5 Ex1 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 8 triangles, and the third square is made from 18 triangles. The quilt will have squares of 5 different sizes Problem-Solving Investigation: Choose a Strategy

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

59 Lesson 5 Ex1 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 Problem-Solving Investigation: Choose a Strategy

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

61 Lesson 5 Ex1 Solve 10-5 Problem-Solving Investigation: Choose a Strategy 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 2 × 16 or 36 triangles and the fifth square has 2 × 25 or 50 triangles.

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

63 End of Lesson 5

64 Lesson 6 Menu 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 10-6 Triangles Angles in Triangles

65 Lesson 6 Menu 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 10-6 Triangles Angles in Triangles

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

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

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

69 10-6 Triangles Lesson 6 Standard 1 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.

70 Lesson 6 Key Concept Triangles

71 Lesson 6 Key Concept Triangles

72 Lesson 6 Key Concept Triangles

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

74 Lesson 6 CYP1 Classify the triangle. A.obtuse B.acute C.right D.isosceles 10-6 Triangles

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

76 Lesson 6 CYP Triangles Classify the triangle as acute, right, or obtuse. A.acute B.right C.obtuse D.scalene

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

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

79 Lesson 6 CYP3 Find the value of x in the triangle. A.46 B.45 C.50 D Triangles

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

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

82 Lesson 6 CYP4 A corner building downtown is in the shape of the triangle shown. Find the value of x in the triangle. A.50 B.45 C.43 D Triangles

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

84 Lesson 6 CYP Triangles Classify the triangle below as scalene, isosceles, or equilateral. A.scalene B.isosceles C.equilateral D.obtuse

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

86 Lesson 6 CYP Triangles Classify the triangle below as scalene, isosceles, or equilateral. A.scalene B.isosceles C.equilateral D.right

87 End of Lesson 6

88 Lesson 7 Menu 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 10-7 Quadrilaterals

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

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

91 10-7 Quadrilaterals Lesson 7 Standard 1 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.

92 Lesson 7 Key Concept 10-7 Quadrilaterals

93 Lesson 7 Key Concept 10-7 Quadrilaterals

94 Lesson 7 Key Concept 10-7 Quadrilaterals

95 Lesson 7 Ex 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°

96 Lesson 7 CYP1 Find the value of x in the quadrilateral shown. A.50 B.60 C.130 D Quadrilaterals

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

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

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

100 Lesson 7 Ex 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 = 360 x = 360 = – 253– 253 x= 107 Write the equation. Add 90, 90 and 73 together. Subtract 253 from each side. Simplify. Answer: So, the value of x is 107.

101 Lesson 7 CYP3 ALGEBRA What is the value of x in the quadrilateral below? A.108 B.100 C.90 D Quadrilaterals

102 End of Lesson 7

103 Lesson 8 Menu 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 10-8 Drawing Three-Dimensional Figures

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

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

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

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

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

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

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

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

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

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

114 Lesson 8 CYP Drawing Three-Dimensional Figures Select the correct top, side, and front view descriptions for the prism below. A.top – rectangle, side – square, front – two rectangles B.top – two rectangles, side – square, front – rectangle C.top – two rectangles, side – square, front – two rectangles D.top – square, side – rectangle, front – two rectangles

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

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

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

118 Lesson 8 CYP Drawing Three-Dimensional Figures A.B.

119 Lesson 8 CYP Drawing Three-Dimensional Figures C.D.

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

121 End of Lesson 8

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

123 10 Geometry: Angles and Polygons 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.

124 10 Geometry: Angles and Polygons IB 1

125 10 Geometry: Angles and Polygons IB 2

126 10 Geometry: Angles and Polygons IB 3

127 10 Geometry: Angles and Polygons IB 4

128 10 Geometry: Angles and Polygons 10 Geometry: Angles and Polygons 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)

129 10 Geometry: Angles and Polygons C. × 120 = Min 1-1 (over Chapter 9) Estimate 23% of 120. A. × 100 = B. × 120 = D. × 100 =

130 10 Geometry: Angles and Polygons 5Min 1-2 (over Chapter 9) Estimate 67% of 589. A. × 600 = B. × 500 = C. × 600 = D. × 600 =

131 10 Geometry: Angles and Polygons 5Min 1-3 (over Chapter 9) Estimate 78% of 243. A. × 200 = B. × 250 = C. × 250 = D. × 240 =

132 10 Geometry: Angles and Polygons 5Min 1-4 (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 = $ B. × $40 = $5 2 5 C. × $50 = $ D. × $50 = $12 1 4

133 10 Geometry: Angles and Polygons A.acute B.obtuse C.right D.straight 5Min 2-1 (over Lesson 10-1) Classify the angle as acute, obtuse, right or straight. 159°

134 10 Geometry: Angles and Polygons 5Min 2-2 (over Lesson 10-1) A.acute B.obtuse C.right D.straight Classify the angle as acute, obtuse, right or straight. 71°

135 10 Geometry: Angles and Polygons 5Min 2-3 (over Lesson 10-1) A.acute B.obtuse C.right D.straight Classify the angle as acute, obtuse, right or straight. 180°

136 10 Geometry: Angles and Polygons 5Min 2-4 (over Lesson 10-1) A.acute B.obtuse C.right D.straight Classify the angle as acute, obtuse, right or straight. 90°

137 10 Geometry: Angles and Polygons 5Min 2-5 (over Lesson 10-1) Find the measure of the angle and then classify the angle. A.90°; right B.165°; obtuse C.180°; straight D.10°; obtuse

138 10 Geometry: Angles and Polygons A.3 blocks north of his starting point B.1 block south of his starting point C.1 block north of his starting point D.3 blocks south of his starting point 5Min 3-1 (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?

139 10 Geometry: Angles and Polygons 5Min 3-2 (over Lesson 10-2) A.80 ft B.40 ft C.20 ft D.10 ft What is the perimeter of a square pool with an area of 400 ft 2 ?

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

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

142 10 Geometry: Angles and Polygons 5Min 4-3 (over Lesson 10-3) Estimate the measure of the angle. A.120° B.45° C.90° D.80°

143 10 Geometry: Angles and Polygons 5Min 4-4 (over Lesson 10-3) Estimate the measure of the angle. A.95° B.180° C.45° D.80°

144 10 Geometry: Angles and Polygons 5Min 5-1 (over Lesson 10-4) Describe lines AB and AD as parallel, perpendicular, or intersecting. A.parallel B.interesecting C.perpendicular D.intersecting and perpendicular

145 10 Geometry: Angles and Polygons 5Min 5-2 (over Lesson 10-4) Describe lines CD and AB as parallel, perpendicular, or intersecting. A.parallel B.interesecting C.perpendicular D.intersecting and perpendicular

146 10 Geometry: Angles and Polygons 5Min 5-3 (over Lesson 10-4) A.parallel B.interesecting C.perpendicular D.intersecting and perpendicular Describe lines BD and CD as parallel, perpendicular, or intersecting.

147 10 Geometry: Angles and Polygons 5Min 5-4 (over Lesson 10-4) A.when two lines are parallel B.when two lines intersect C.when two lines are obtuse When are pairs of vertical angles formed?

148 10 Geometry: Angles and Polygons 5Min 6-1 (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? A.1 and 10 B.5 and 7 C.1 and 11 D.4 and 8

149 10 Geometry: Angles and Polygons 5Min 7-1 (over Lesson 10-6) A.acute B.right C.obtuse Classify the triangle with the given angle measures as acute, right or obtuse. 65°, 75°, 55°

150 10 Geometry: Angles and Polygons A.acute B.right C.obtuse 5Min 7-2 (over Lesson 10-6) Classify the triangle with the given angle measures as acute, right or obtuse. 35°, 35°, 110°

151 10 Geometry: Angles and Polygons A.acute B.right C.obtuse 5Min 7-3 (over Lesson 10-6) Classify the triangle with the given angle measures as acute, right or obtuse. 90°, 45°, 45°

152 10 Geometry: Angles and Polygons A.acute B.right C.obtuse 5Min 7-4 (over Lesson 10-6) Classify the triangle with the given angle measures as acute, right or obtuse. 32°, 117°, 31°

153 10 Geometry: Angles and Polygons 5Min 8-1 (over Lesson 10-7) Classify the quadrilateral. A.rectangle B.trapezoid C.parallelogram D.rhombus

154 10 Geometry: Angles and Polygons 5Min 8-2 (over Lesson 10-7) Classify the quadrilateral. A.square B.rectangle C.rhombus D.trapezoid

155 10 Geometry: Angles and Polygons 5Min 8-3 (over Lesson 10-7) Classify the quadrilateral. A.rhombus B.trapezoid C.square D.paralellogram

156 10 Geometry: Angles and Polygons 5Min 8-4 (over Lesson 10-7) Classify the quadrilateral. A.trapezoid B.rhombus C.square D.pentagon

157 End of Custom Shows This slide is intentionally blank.


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