Math Gr4 Ch10
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Math Gr4 Ch10

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Math Gr4 Ch10 Math Gr4 Ch10 Presentation Transcript

  • Chapter 10 Geometry Click the mouse or press the space bar to continue.
  • Geometry 10 Lesson 10-1 Solid Figures Lesson 10-2 Plane Figures Lesson 10-3 Problem-Solving Strategy: Look for a Pattern Lesson 10-4 Lines, Line Segments, and Rays Lesson 10-5 Angles Lesson 10-6 Problem-Solving Investigation: Choose a Strategy Lesson 10-7 Triangles Lesson 10-8 Quadrilaterals Lesson 10-9 Parts of a Circle
  • 10-1 Solid Figures Five-Minute Check (over Chapter 9) Main Idea and Vocabulary California Standards Key Concept: Solid Figures Example 1
  • 10-1 Solid Figures • I will identify, describe, and classify solid figures, and identify and make/draw nets. • solid figure • vertex • face • net • edge
  • 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.
  • 10-1 Solid Figures
  • 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, 2 edges, and 0 vertices.
  • 10-1 Solid Figures A tennis ball represents a figure. Identify the figure. Tell how many faces, edges, and vertices it has. A. cone; 1 face, 1 edge, 0 vertices B. cylinder; 2 faces, 1 edge, 0 vertices C. sphere; 2 faces, 1 edge, 0 vertices D. sphere; none
  • 10-2 Plane Figures Five-Minute Check (over Lesson 10-1) Main Idea and Vocabulary California Standards Key Concept: Polygons Example 1 Example 2 Example 3
  • 10-2 Plane Figures • I will identify, describe, and classify place figures. • plane figure • quadrilateral • polygon • pentagon • sides • hexagon • triangle • octagon
  • 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.
  • 10-2 Plane Figures A circle is not a polygon because it does not have straight sides. Other shapes are not polygons as well.
  • 10-2 Plane Figures
  • 10-2 Plane Figures Identify the polygon. Answer: The shape has 8 sides, so the shape is an octagon.
  • 10-2 Plane Figures Identify the polygon. A. triangle B. quadrilateral C. pentagon D. hexagon
  • 10-2 Plane Figures Tell whether the shape is a polygon. The shape is a circle and is one curved line. Answer: It is not a polygon.
  • 10-2 Plane Figures Tell whether the shape is a polygon. A. Yes B. No
  • 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.
  • 10-2 Plane Figures Tell whether the shape is a polygon. A. Yes B. No
  • 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
  • 10-3 Problem-Solving Strategy: Look for a Pattern • I will solve problems by looking for a pattern.
  • 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.
  • 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.
  • 10-3 Problem-Solving Strategy: Look for a Pattern Amado is helping his dad put a tile floor in their house. 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 floor?
  • 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.
  • 10-3 Problem-Solving Strategy: Look for a Pattern Plan Look for a pattern. Then continue the pattern to find the missing tiles.
  • 10-3 Problem-Solving Strategy: Look for a Pattern Solve Use your plan to solve the problem. The first four tiles in the top row are red, green, blue, and yellow. Notice that the pattern repeats. Answer: So, the missing tiles are blue, yellow and red.
  • 10-3 Problem-Solving Strategy: Look for a Pattern Check Look back at the problem. A blue, a yellow, and a red tile will complete the pattern for the entire floor. So, the answer is correct.
  • 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 Example 2 Example 3
  • 10-4 Lines, Line Segments, and Rays • I will identify, describe, and classify lines, line segments, and rays. • line • parallel • ray • intersecting • endpoint • perpendicular • line segment
  • 10-4 Lines, Line Segments, and Rays Standard 4MG3.1 Identify lines that are parallel and perpendicular.
  • 10-4 Lines, Line Segments, and Rays
  • 10-4 Lines, Line Segments, and Rays
  • 10-4 Lines, Line Segments, and Rays
  • 10-4 Lines, Line Segments, and Rays
  • 10-4 Lines, Line Segments, and Rays Identify the figure. N M This line has two endpoints and does not extend in either direction. Answer: Line segment MN or MN.
  • 10-4 Lines, Line Segments, and Rays Identify the figure. A B A. line AB B. line segment AB C. ray AB D. none of the above
  • 10-4 Lines, Line Segments, and Rays Identify the figure. R T The figure has arrows on each ends, so it extends in opposite directions without ending. Answer: Line RT or RT.
  • 10-4 Lines, Line Segments, and Rays Identify the figure. G H A. line GH B. line segment GH C. ray GH D. none of the above
  • 10-4 Lines, Line Segments, and Rays Describe the figure. W X Y T Answer: The figure shows line WX and line YT. They are the same distance apart everywhere and will never cross. WX YT.
  • 10-4 Lines, Line Segments, and Rays Describe the figure. M O P A. parallel lines B. intersecting lines N C. perpendicular lines D. none of the above
  • 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 Example 2 Example 3
  • 10-5 Angles • I will identify, describe, and classify angles. • angle • acute angle • right angle • obtuse angle
  • 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.
  • 10-5 Angles
  • 10-5 Angles
  • 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.
  • 10-5 Angles Write how far the minute hand has turned in degrees and as a fraction of a full turn. A. 90 ; turn B. 180 ; turn C. 270 ; turn D. 360 ; full turn
  • 10-5 Angles Classify the angle as acute, obtuse, or right. The angle is larger than a right angle but smaller than 180°. Answer: So, it is an obtuse angle.
  • 10-5 Angles Classify the angle as acute, obtuse, or right. A. acute B. obtuse C. right D. none of the above
  • 10-5 Angles Classify the angle as acute, obtuse, or right. The angle is less than a right angle, but greater than 0°. Answer: So, it is an acute angle.
  • 10-5 Angles Classify the angle as acute, obtuse, or right. A. acute B. obtuse C. right D. none of the above
  • 10-6 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 10-5) Main Idea California Standards Example 1: Problem-Solving Investigation
  • 10-6 Problem-Solving Investigation: Choose a Strategy • I will choose the best strategy to solve a problem.
  • 10-6 Problem-Solving Investigation: Choose a Strategy Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, di agrams, and models, to explain mathematical reasoning.
  • 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.
  • 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.
  • 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.
  • 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.
  • 10-6 Problem-Solving Investigation: Choose a Strategy Solve Arrange the pieces in different ways until you form a square.
  • 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.
  • 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 Example 2
  • 10-7 Triangles • I will identify, describe, and classify triangles. • isosceles triangle • right triangle • equilateral triangle • acute triangle • scalene triangle • obtuse triangle
  • 10-7 Triangles Standard 4MG3.7 Know the definitions of different triangles (e.g. equilateral, isosceles, scalene) and identify their attributes.
  • 10-7 Triangles
  • 10-7 Triangles
  • 10-7 Triangles Classify the triangle. Use isosceles, equilateral, 6 in. 6 in. or scalene. Exactly 2 sides of the triangle are the same 3 in. length. Answer: So, the triangle is isosceles.
  • 10-7 Triangles Classify the triangle. Use isosceles, equilateral, or scalene. 3 cm A. scalene 3 cm 5 cm B. isosceles C. equilateral D. none of the above
  • 10-7 Triangles Classify the triangle. Use acute, right, or obtuse. The triangle has one obtuse angle. Answer: The triangle is obtuse.
  • 10-7 Triangles Classify the triangle. Use acute, right, or obtuse. 10 ft 8 ft A. acute B. right 6 ft C. obtuse D. none of the above
  • 10-8 Quadrilaterals Five-Minute Check (over Lesson 10-7) Main Idea and Vocabulary California Standard Key Concept: Quadrilaterals Example 1 Example 2 Example 3
  • 10-8 Quadrilaterals • I will identify, describe, and classify quadrilaterals. • rectangle • parallelogram • square • trapezoid • rhombus
  • 10-8 Quadrilaterals Standard 4MG3.8 Know the definitions of different quadrilaterals (e.g. rhombus, square, rectangle, parallelogram, trap ezoid).
  • 10-8 Quadrilaterals
  • 10-8 Quadrilaterals Classify the quadrilateral in as many ways as possible. Answer: It can only be classified as a trapezoid.
  • 10-8 Quadrilaterals Classify the quadrilateral in as many ways as possible. A. trapezoid B. parallelogram, rhombus, square C. rectangle, square D. parallelogram, rhombus
  • 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.
  • 10-8 Quadrilaterals Look at the picture. What shape is it? A. rectangle B. square C. rhombus D. trapezoid
  • 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.
  • 10-8 Quadrilaterals Look at the picture. What shape is it? A. parallelogram B. square C. rectangle D. trapezoid
  • 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 Example 2 Example 3 Example 4
  • 10-9 Parts of a Circle • I will identify parts of a circle. • circle • diameter • center • radius
  • 10-9 Parts of a Circle Standard 4MG3.2 Identify the radius and diameter of a circle.
  • 10-9 Parts of a 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.
  • 10-9 Parts of a Circle Identify the part of the circle. A. radius B. diameter C. center D. none of the above
  • 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.
  • 10-9 Parts of a Circle Identify the part of the circle. A. radius B. diameter C. center D. none of the above
  • 10-9 Parts of a Circle Identify the part of D the circle that is C A B represented by CB. 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.
  • 10-9 Parts of a Circle Identify the part of D the circle that is C A B represented by CD. A. radius F B. diameter C. center D. none of the above
  • 10-9 Parts of a Circle Identify the part of D the circle that is C A B represented by AB. F AB is a line segment that connects two points on the circle and goes through the center. Answer: So, AB is a diameter.
  • 10-9 Parts of a Circle Identify the part of D the circle that is C A B represented by C. A. radius F B. diameter C. center D. angle
  • Geometry 10 Five-Minute Checks
  • 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)
  • Geometry 10 (over Chapter 9) Divide the following. Use estimation to check. 5,575 5 A. 1,111 B. 115 C. 1,115 D. 1,114
  • Geometry 10 (over Chapter 9) Divide the following. Use estimation to check. 2,808 8 A. 351 B. 401 C. 301 D. 315
  • Geometry 10 (over Chapter 9) Divide the following. Use estimation to check. 57,125 3 A. 18,041 R2 B. 18,041 C. 22,375 D. 19,041 R2
  • Geometry 10 (over Chapter 9) Divide the following. Use estimation to check. 37,214 7 A. 6,316 R2 B. 5,316 R2 C. 53 R4 D. 5,016 R2
  • Geometry 10 (over Lesson 10-1) How many vertices does a sphere have? A. 8 B. 4 C. 2 D. 0
  • Geometry 10 (over Lesson 10-1) How many faces does a cylinder have? A. 0 B. 2 C. 4 D. 8
  • Geometry 10 (over Lesson 10-1) Describe a triangular pyramid. A. It has a triangular base, 3 faces, 6 edges, 4 vertices. B. It has a triangular base, 4 faces, 3 edges, 4 vertices. C. It has a triangular base, 2 faces, 6 edges, 6 vertices. D. It has a triangular base, 4 faces, 6 edges, 4 vertices.
  • Geometry 10 (over Lesson 10-1) Name a solid figure that has 5 faces, 8 edges, and 5 vertices. A. a triangular pyramid B. a rectangular prism C. a square pyramid D. a cone
  • Geometry 10 (over Lesson 10-2) Identify the polygon. A. hexagon B. triangle C. pentagon D. octagon
  • Geometry 10 (over Lesson 10-2) Identify the polygon. A. pentagon B. octagon C. quadrilateral D. hexagon
  • Geometry 10 (over Lesson 10-2) Identify the polygon. A. pentagon B. octagon C. quadrilateral D. triangle
  • Geometry 10 (over Lesson 10-2) Identify the polygon. A. hexagon B. quadrilateral C. octagon D. pentagon
  • Geometry 10 (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? A. 23 B. 30 C. 37 D. 44
  • Geometry 10 (over Lesson 10-4) Identify the figure below. A. line CD C B. line segment CD D C. ray CD D. parallel lines
  • Geometry 10 (over Lesson 10-4) Identify the figure below. A. line segment MN M N B. ray MN C. endpoint MN D. line MN
  • Geometry 10 (over Lesson 10-4) Identify the figure below. A. ray RS R S B. line segment RS C. endpoint RS D. line RS
  • Geometry 10 (over Lesson 10-5) Classify each angle as right, acute, or obtuse. A. obtuse B. acute C. right
  • Geometry 10 (over Lesson 10-5) Classify each angle as right, acute, or obtuse. A. obtuse B. acute C. right
  • Geometry 10 (over Lesson 10-5) Classify each angle as right, acute, or obtuse. A. obtuse B. acute C. right
  • Geometry 10 (over Lesson 10-5) Classify each angle as right, acute, or obtuse. A. obtuse B. acute C. right
  • Geometry 10 (over Lesson 10-6) Identify 3 bills that total $25 using $1, $5, $10, and $20 bills. A. 1 $20 bill and 1 $5 bill B. 5 $5 bills C. 2 $10 bills and 1 $5 bill D. 1 $10 bill and 3 $5 bills
  • Geometry 10 (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? A. 6 B. 8 C. 15 D. 11
  • Geometry 10 (over Lesson 10-7) Identify each triangle. A. isosceles acute B. scalene right C. isosceles obtuse D. equilateral acute
  • Geometry 10 (over Lesson 10-7) Identify each triangle. A. equilateral acute 3 cm 5 cm B. scalene acute 4 cm C. scalene right D. isosceles obtuse
  • Geometry 10 (over Lesson 10-7) Identify each triangle. A. equilateral right B. scalene acute C. isosceles acute D. equilateral acute
  • Geometry 10 (over Lesson 10-8) Name a quadrilateral that has opposite sides parallel and 4 right angles. A. rhombus B. trapezoid C. rectangle D. triangle
  • Geometry 10 (over Lesson 10-8) Name a quadrilateral that has exactly 1 pair of parallel sides. A. square B. rhombus C. parallelogram D. trapezoid
  • Geometry 10 (over Lesson 10-8) Identify the quadrilateral. A. trapezoid B. rhombus C. square D. parallelogram
  • Geometry 10 (over Lesson 10-8) Identify the quadrilateral. A. square B. rhombus C. trapezoid D. rectangle
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