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**Chapter 10 Geometry: Angles and Polygons**

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**Lesson 10-1 Measuring Angles **

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

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**Five-Minute Check (over Chapter 9) Main Idea and Vocabulary **

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

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**I will measure and classify angles.**

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

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

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10-1 Measuring Angles Lesson 1 Key Concept 1

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**Use a protractor to find the measure of the angle.**

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

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10-1 Measuring Angles Lesson 1 Ex1

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**Answer: Since the measurement is 60 degrees, it is an acute angle.**

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

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**Classify the angle below.**

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

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**Use a protractor to find the measure of the angle.**

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

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10-1 Measuring Angles 0° Lesson 1 Ex2

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

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**Classify the angle below.**

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

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**Classify the angle as acute, right, obtuse, or straight.**

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

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**Classify the angle below.**

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

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**Classify the angle as acute, right, obtuse, or straight.**

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

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**Classify the angle below.**

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

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End of Lesson 1

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**Five-Minute Check (over Lesson 10-1) Main Idea California Standards **

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

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**I will solve problems by drawing a diagram.**

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

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

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

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

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**Understand What facts do you know?**

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

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**Plan Draw a diagram. 10-2 Problem-Solving Strategy: Draw a Diagram**

Lesson 2 Ex1

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

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

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

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**I will estimate measures of angles and draw angles.**

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

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

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**Estimate the measure of the following angle.**

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

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**Estimate the measure of the following angle.**

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

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

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

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

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

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**Choose the angle that shows 45 degrees.**

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

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

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**I will identify and measure parallel and perpendicular lines.**

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

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

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**Answer: Therefore, MN and NP are perpendicular lines.**

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

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

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**Answer: Therefore, NP and MQ are parallel.**

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

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

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

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**Answer: Therefore, NM and PQ are neither parallel nor perpendicular.**

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

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

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**Find the value of y in the figure.**

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

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**Find the value of y in the figure.**

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

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End of Lesson 4

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**Five-Minute Check (over Lesson 10-4) Main Idea California Standards **

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

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**I will choose the best strategy to solve a problem.**

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

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

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

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**YOUR MISSION: Find how many triangles are in the fifth square.**

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

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**Understand What facts do you know?**

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

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**Plan Look for a pattern to find the number of triangles. 10-5**

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

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**Solve Each square has twice as many triangles as small squares.**

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

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

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End of Lesson 5

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**Five-Minute Check (over Lesson 10-5) Main Idea and Vocabulary **

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

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**Example 1: Classify a Triangle by Its Angles **

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

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**Lesson 6 MI/Vocab/Standard 1**

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

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**Lesson 6 MI/Vocab/Standard 1**

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

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

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

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10-6 Triangles Lesson 6 Key Concept 1

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10-6 Triangles Lesson 6 Key Concept 2

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10-6 Triangles Lesson 6 Key Concept 3

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**Classify the triangle as acute, right, or obtuse.**

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

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**Classify the triangle. obtuse acute right isosceles 10-6 Triangles**

Lesson 6 CYP1

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**Classify the triangle as acute, right, or obtuse.**

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

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**Classify the triangle as acute, right, or obtuse.**

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

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**ALGEBRA Find the value of x in the triangle.**

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

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**Answer: So, the value of x is 71.**

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

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**Find the value of x in the triangle.**

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

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

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**Answer: So, the value of x is 108.**

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

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

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**Classify the triangle shown as scalene, isosceles, or equilateral.**

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

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**Classify the triangle below as scalene, isosceles, or equilateral.**

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

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**Classify the triangle shown as scalene, isosceles, or equilateral.**

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

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**Classify the triangle below as scalene, isosceles, or equilateral.**

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

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

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

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

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

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10-7 Quadrilaterals Lesson 7 Key Concept

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10-7 Quadrilaterals Lesson 7 Key Concept

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10-7 Quadrilaterals Lesson 7 Key Concept

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**Find the value of x in the quadrilateral shown.**

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

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**Find the value of x in the quadrilateral shown.**

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

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**Classify the quadrilateral of each rug below.**

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

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**Classify the quadrilateral below.**

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

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**ALGEBRA What is the value of x in the quadrilateral below?**

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

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**Answer: So, the value of x is 107.**

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

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**ALGEBRA What is the value of x in the quadrilateral below?**

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

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

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**I will draw two-dimensional views of three-dimensional figures.**

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

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

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

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**Draw a top, a side, and a front view of the prism below.**

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

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

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

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**The top and front are rectangles, the side is a square.**

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

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**Draw a top, a side, and a front view of this plant stand.**

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

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

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

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**top – rectangle, side – square, front – two rectangles **

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

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

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**Step 2 Use the side and front views to complete the figure.**

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

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

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

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

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

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End of Lesson 8

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**10 Five-Minute Checks Math Tool Chest Image Bank Estimating Angles**

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

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

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

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

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

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

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**Classify the angle as acute, obtuse, right or straight.**

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

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**Classify the angle as acute, obtuse, right or straight.**

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

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**Classify the angle as acute, obtuse, right or straight.**

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

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**Classify the angle as acute, obtuse, right or straight.**

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

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**Find the measure of the angle and then classify the angle.**

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

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**3 blocks north of his starting point **

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

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**What is the perimeter of a square pool with an area of 400 ft2?**

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

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**Choose the angle that measures 65°.**

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

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**Choose the angle that measures 158°.**

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

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**Estimate the measure of the angle.**

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

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**Estimate the measure of the angle.**

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

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**Describe lines AB and AD as parallel, perpendicular, or intersecting.**

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

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**Describe lines CD and AB as parallel, perpendicular, or intersecting.**

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

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**Describe lines BD and CD as parallel, perpendicular, or intersecting.**

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

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**When are pairs of vertical angles formed?**

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

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

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

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

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

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

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**Classify the quadrilateral.**

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

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**Classify the quadrilateral.**

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

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**Classify the quadrilateral.**

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

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**Classify the quadrilateral.**

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

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. Geometry A POINT A point is an exact location in space.

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