The document contains a series of questions and short passages about geometry, measurement, and shapes. Some questions ask the learner to identify properties of shapes like quadrilaterals, lines (parallel vs. perpendicular), and three-dimensional solids. Other questions involve using a coordinate plane, measuring weight in different units, or building geometric shapes from nets. The content assessed includes classifying shapes, describing geometric relationships, using coordinates, and converting between units of weight.
Fundamental Geometrical Concepts Class 7Tushar Gupta
I made this presentation for my school project after that I thought that I should upload it on any slide so I uploaded this to help others in making presentations and getting ideas.It is a class 7 project.
Fundamental Geometrical Concepts Class 7Tushar Gupta
I made this presentation for my school project after that I thought that I should upload it on any slide so I uploaded this to help others in making presentations and getting ideas.It is a class 7 project.
Digital retinal photography created by digital camera system that takes a picture of your retina.
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What is the missing reason in the proof Given with diagonal .docxalanfhall8953
What is the missing reason in the proof?
Given: with diagonal
Prove:
Statements
Reasons
1.
1. Definition of parallelogram
2.
2. Alternate Interior Angles Theorem
3.
3. Definition of parallelogram
4.
4. Alternate Interior Angles Theorem
5.
5. ?
6.
6. ASA
A. Reflexive Property of Congruence
B. Alternate Interior Angles Theorem
C. ASA
D. Definition of parallelogram
Find the values of a and b. The diagram is not to scale.
A.
B.
C.
D.
Complete this statement: A polygon with all sides the same length is said to be ____.
A. regular
B. equilateral
C. equiangular
D. convex
Which statement is true?
A. All squares are rectangles.
B. All quadrilaterals are rectangles.
C. All parallelograms are rectangles.
D. All rectangles are squares.
What is LM?
A. 176
B. 98
C. 88
D. 32
Which description does NOT guarantee that a trapezoid is isosceles?
A. congruent bases
B. congruent legs
C. both pairs of base angles congruent
D. congruent diagonals
Which description does NOT guarantee that a quadrilateral is a square?
A. has all sides congruent and all angles congruent
B. is a parallelogram with perpendicular diagonals
C. has all right angles and has all sides congruent
D. is both a rectangle and a rhombus
Which statement can you use to conclude that quadrilateral XYZW is a parallelogram?
A.
B.
C.
D.
and Find
The diagram is not to scale.
A. 60
B. 10
C. 110
D. 20
WXYZ is a parallelogram. Name an angle congruent to
A.
B.
C.
D.
The Polygon Angle-Sum Theorem states: The sum of the measures of the angles of an n-gon is ____.
A.
B.
C.
D.
Which Venn diagram is NOT correct?
A.
B.
C.
D.
Classify the figure in as many ways as possible.
A. rectangle, square, quadrilateral, parallelogram, rhombus
B. rectangle, square, parallelogram
C. rhombus, quadrilateral, square
D. square, rectangle, quadrilateral
In the rhombus, Angle 1 = 140. What are Angles 2 and 3?
The diagram is not to scale.
A. Angle 2 = 40 and Angle 3 = 70
B. Angle 2 = 140 and Angle 3 = 70
C. Angle 2 = 40 and Angle 3 = 20
D. Angle 2 = 140 and Angle 3 = 20
Use less than, equal to, or greater than to complete this statement: The sum of the measures of the exterior angles of a regular 9-gon, one at each vertex, is ____ the sum of the measures of the exterior angles of a regular 6-gon, one at each vertex.
A. cannot tell
B. less than
C. greater than
D. equal to
Lucinda wants to build a square sandbox, but she has no way of measuring angles. Explain how she can make sure that the sandbox is square by only measuring length.
A. Arrange four equal-length sides so the diagonals bisect each other.
B. Arrange four equal-length sides so the diagonals are equal lengths also.
C. Make each diagonal the same length as four equal-length sides.
D. Not possible; Lucinda has to be able to measure a right angle.
Whi.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. A map of four streets is shown below.
Which two streets appear to be perpendicular?
A. Jefferson Street and Washington Street
B. Adams Street and Washington Street
C. Adams Street and Madison Street
D. Jefferson Street and Madison Street
G1b. Describe parallel and perpendicular lines in plane geometric figures.
4. A map of four streets is shown below.
Which two streets appear to be perpendicular?
A. Jefferson Street and Washington Street
B. Adams Street and Washington Street
C. Adams Street and Madison Street
D. Jefferson Street and Madison Street
G1b. Describe parallel and perpendicular lines in plane geometric figures.
5. Which pair of rulers is best described as
perpendicular?
A. B.
C. D.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
6. Which pair of rulers is best described as
perpendicular?
A. B.
C. D.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
7. Which of the following is a true statement?
A. Parallel lines always intersect.
B. Intersecting lines are never parallel.
C. Perpendicular lines never intersect.
D. Intersecting lines are always perpendicular.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
8. Which of the following is a true statement?
Parallel lines never cross or touch.
A. Parallel lines always intersect.
B. Intersecting lines are never parallel.
C. Perpendicular lines never intersect.
D. Intersecting lines are always perpendicular.
Intersecting lines cross or touch at some
point.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
9. Which of the following lines appears to be
perpendicular to ?
A.
B.
C.
D.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
10. Which of the following lines appears to be
perpendicular to ?
A.
B.
C.
D.
G1b. Describe parallel and perpendicular lines in plane geometric figures.
11. A given parallelogram has 4 congruent sides and
one pair of opposite acute angles. What is the
correct name for this parallelogram?
A. trapezoid
B. rectangle
C. rhombus
D. square
G1c. Examine and classify quadrilaterals (including parallelograms, squares, rectangles,
trapezoids, and rhombi) by their properties.
12. A given parallelogram has 4 congruent sides and
one pair of opposite acute angles. What is the
correct name for this parallelogram?
A. trapezoid 2 pairs of congruent sides
B. rectangle all right angles
C. rhombus
D. square all right angles
G1c. Examine and classify quadrilaterals (including parallelograms, squares, rectangles,
trapezoids, and rhombi) by their properties.
13. Which three shapes from this group are
quadrilaterals?
{square, circle, rectangle, triangle, rhombus}
A. square, triangle, rhombus
B. circle, rectangle, rhombus
C. triangle, rhombus, circle
D. rectangle, square, rhombus
G1d. Compare and contrast the relationships among quadrilaterals
14. Which three shapes from this group are
quadrilaterals (4 sided polygon)?
square circle rectangle
triangle rhombus
A. square, triangle, rhombus
B. circle, rectangle, rhombus
C. triangle, rhombus, circle
D. rectangle, square, rhombus
G1d. Compare and contrast the relationships among quadrilaterals
15. Which quadrilateral has exactly one pair of
parallel sides?
A. square
B. rectangle
C. rhombus
D. trapezoid
G1d. Compare and contrast the relationships among quadrilaterals
16. Which quadrilateral has exactly one pair of
parallel sides?
A. square
B. rectangle
C. rhombus
D. trapezoid There is only one
set of parallel sides.
G1d. Compare and contrast the relationships among quadrilaterals
17. A given parallelogram has 4 congruent sides
and one pair of opposite acute angles. What is
the correct name for this parallelogram?
A. square
B. rectangle
C. rhombus
D. trapezoid
G1d. Compare and contrast the relationships among quadrilaterals
18. A given parallelogram has 4 congruent sides
and one pair of opposite acute angles. What is
the correct name for this parallelogram?
A. square
B. rectangle
C. rhombus 2 angles are acute.
D. trapezoid
G1d. Compare and contrast the relationships among quadrilaterals
19. Look at the two figures. Which statement
correctly compares the edges of the figures?
A. Figure A has more edges than figure B.
B. Figure A has fewer edges than figure B.
C. Figure B has longer edges than figure A.
D. Figure B has shorter edges than figure B
G2a. Compare and contrast a cube and a rectangle prism in terms of the number and
shape of their faces, edges, and vertices.
20. Look at the two figures. Which statement
correctly compares the edges of the figures?
A. Figure A has more edges than figure B.
B. Figure A has fewer edges than figure B.
C. Figure B has longer edges than figure A.
D. Figure B has shorter edges than figure B
G2a. Compare and contrast a cube and a rectangle prism in terms of the number and
shape of their faces, edges, and vertices.
21. Which of these BEST describes the location of
Point a in the two figures?
A. on a vertex
B. on an edge
C. in the center of a face
D. in the center of a base
G2a. Compare and contrast a cube and a rectangle prism in terms of the number and
shape of their faces, edges, and vertices.
22. Which of these BEST describes the location of
Point a in the two figures?
A. on a vertex
B. on an edge
C. in the center of a face
D. in the center of a base
G2a. Compare and contrast a cube and a rectangle prism in terms of the number and
shape of their faces, edges, and vertices.
23. Which edge is parallel to edge X?
A. A
B. B
C. C
D. D
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
24. Which edge is parallel to edge X?
A. A
B. B
C. C
D. D
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
25. How many faces does the figure shown below
have?
A. 6
B. 5
C. 4
D. 3
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
26. How many faces does the figure shown below
have?
Count the faces (planes).
A. 6
B. 5
C. 4
D. 3
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
27. Which solid could not have two parallel faces?
A. Cube
B. Rectangular prism
C. Pyramid
D. Cylinder
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
28. Which solid could not have two parallel faces?
A. Cube
B. Rectangular prism
C. Pyramid
D. Cylinder G2b. Describe parallel and perpendicular lines and planes in
connection with the rectangular prism.
29. How many edges does the figure shown below
have?
A. 6
B. 8
C. 12
D. 13
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
30. How many edges does the figure shown below
have?
Count edges.
A. 6
B. 8
C. 12
D. 13
G2b. Describe parallel and perpendicular lines and planes in connection with the
rectangular prism.
31. The cube shown below was cut into three
pieces.
Which of the following groups could be the three
pieces of the cube?
A. B.
C. D.
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
32. The cube shown below was cut into three
pieces.
Count the smaller cubes.
There are 8 cubes, 2 rows with 4 on each
row.
Which of the following groups could be the three
pieces of the cube?
A. B.
C. D.
In C there is no G2c. Build/collect models for soli dw geoamyet rtico fig usrets a(cucbeks, ptrhismes, ccyliundberse, psyr.a mids,
spheres, and cones) using nets and other representations.
33. Joe cut three shapes out of paper. He has two
circles that are the same size and one rectangle
with two sides equal in length to the
circumference of the circles. Which shape can
Joe MOST LIKELY form?
A. cube
B. cone
C. prism
D. cylinder
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
34. Joe cut three shapes out of paper. He has two
circles that are the same size and one rectangle
with two sides equal in length to the
circumference of the circles. Which shape can
Joe MOST LIKELY form?
A. cube
B. cone
C. prism
D. cylinder
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
35. Ms. Talbot taught her class to make paper
models of geometric figures. Each student
created a closed figure with a square base, five
vertices, and four triangular faces. Which
geometric figure did Ms. Talbot's class create?
A. Triangular Prism
B. Rectangular Prism
C. Triangular Pyramid
D. Rectangular Pyramid
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
36. Ms. Talbot taught her class to make paper
models of geometric figures. Each student
created a closed figure with a square base, five
vertices, and four triangular faces. Which
geometric figure did Ms. Talbot's class create?
A. Triangular Prism
B. Rectangular Prism
C. Triangular Pyramid
D. Rectangular Pyramid
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
37. What combination of shapes would you need to
create this three dimensional shape?
A. 2 squares, 2 rectangles
B. 2 squares, 4 rectangles
C. 4 rectangles
D. 6 rectangles
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
38. What combination of shapes would you need to
create this three dimensional shape?
A. 2 squares, 2 rectangles
B. 2 squares, 4 rectangles
C. 4 rectangles
D. 6 rectangles
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
39. Which solid could not have two parallel faces?
A. Cube
B. Rectangular prism
C. Pyramid
D. Cylinder
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
40. Which solid could not have two parallel faces?
A. Cube
B. Rectangular prism
C. Pyramid
D. Cylinder
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
41. Ms. Crow glued 4 white cubes together as
shown below. Then she painted the entire figure
red.
How many faces of the 4 cubes were painted
red?
A. 4
B. 9
C. 18
D. 24
G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders, pyramids,
spheres, and cones) using nets and other representations.
42. Ms. Crow glued 4 white cubes together as shown
below. Then she painted the entire figure red.
How many faces of the 4 cubes were painted red?
Count the faces that are seen, multiply by 2 to
include the other ½ of the faces that can’t be
seen.
A. 4
B. 9
C. 18
D. 24 G2c. Build/collect models for solid geometric figures (cubes, prisms, cylinders,
pyramids, spheres, and cones) using nets and other representations.
43. Look at the grid below. What is the ordered pair at
point M?
A. (3, 4)
B. (3, 6)
C. (4, 5)
D. (5, 4)
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
44. Look at the grid below. What is the ordered pair at
point M?
Across 3, up 6
A. (3, 4)
B. (3, 6)
C. (4, 5)
D. (5, 4)
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
45. Use the graph below to answer this question.
Which shape is located at (5,2)?
A. circle
B. rectangle
C. star
D. diamond
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
46. Use the graph below to answer this question.
Which shape is located at (5,2)?
Across 5, up 2
A. circle
B. rectangle
C. star
D. diamond
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
47. The figure below shows a coordinate grid placed
over an archery target. Each ring of the target is
labeled with the number of points the player will
earn if an arrow lands in that ring.
Lyle's arrow landed at (3, 4). How many points
should he have earned with
that arrow?
A. 1
B. 5
C. 10
D. 25
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
48. The figure below shows a coordinate grid placed
over an archery target. Each ring of the target is
labeled with the number of points the player will
earn if an arrow lands in that ring.
Lyle's arrow landed at (3, 4), across 3 then up 4.
How many points should he
have earned with that
arrow?
A. 1
B. 5
C. 10
D. 25
G3a. Understand and apply ordered pairs in the first quadrant of the coordinate system.
49. Which coordinates best describe the location
of Mount Able?
A. (5, 6)
B. (5, 5)
C. (6, 5)
D. (6, 6)
G3b. Locate a point in the first quadrant in the coordinate plane and name the ordered pair.
50. Which coordinates best describe the location
of Mount Able?
Go to the right 6
Go up 5
A. (5, 6)
B. (5, 5)
C. (6, 5)
D. (6, 6)
G3b. Locate a point in the first quadrant in the coordinate plane and name the ordered pair.
51. About how much does an apple weigh?
A. 4 grams
B. 4 kilograms
C. 4 ounces
D. 4 pounds
M1a. Use standard and metric units to measure the weight of objects.
52. About how much does an apple weigh?
A. 4 grams
B. 4 kilograms
C. 4 ounces
D. 4 pounds
M1a. Use standard and metric units to measure the weight of objects.
53. Which unit could be used for measuring the weight
of a rock?
A. Square inch
B. Mile
C. Milliliter
D. Kilogram
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
54. Which unit could be used for measuring the weight
of a rock?
A. Square inch area measurement
B. Mile long distance measurement
C. Milliliter liquid measurement for small amounts
D. Kilogram
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
55. Which unit could be used to measure the mass of a
pencil?
A. centimeters
B. grams
C. liters
D. degrees
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
56. Which unit could be used to measure the mass of a
pencil?
A. centimeters length measurement
B. grams
C. liters capacity measurement
D. degrees temperature and angles measurement
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
57. Which set of units would BEST be used to measure
the weight of a large dog?
A. pounds or tons
B. grams or milligrams
C. pounds or kilograms
D. ounces or milligrams
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
58. Which set of units would BEST be used to measure
the weight of a large dog?
A. pounds or tons
B. grams or milligrams
C. pounds or kilograms
D. ounces or milligrams
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
59. Which is MOST LIKELY the weight of a dog?
A. 15 kilograms
B. 15 grams
C. 150 kilograms
D. 150 grams
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
60. Which is MOST LIKELY the weight of a dog?
A. 15 kilograms
B. 15 grams
C. 150 kilograms
D. 150 grams
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
61. Which unit would be BEST used to measure the
weight of one carrot?
A. centimeter
B. kilogram
C. gram
D. meter
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
62. Which unit would be BEST used to measure the
weight of one carrot?
A. centimeter about the distance across the finger
B. kilogram measures large weight (1,000 grams)
C. gram
D. meter about the distance from the doorknob to
the floor
M1b. Know units used to measure weight (gram, kilogram, ounces, pounds and tons)
63. In the metric system of measurement 1,000 grams
is equal to
A. 1 kilogram.
B. 10 kilograms.
C. 1 milligram.
D. 100 milligrams.
M1c. Compare one unit to another within a single system of measurement.
64. In the metric system of measurement 1,000 grams
is equal to
“Kilo” means 1,000
A. 1 kilogram.
B. 10 kilograms.
C. 1 milligram.
D. 100 milligrams.
M1c. Compare one unit to another within a single system of measurement.
65. Julianne's cereal contains 8 grams of fiber. How
many milligrams of fiber are in Julianne's cereal?
A. 0.8 milligrams
B. 0.008 milligrams
C. 800 milligrams
D. 8,000 milligrams
M1c. Compare one unit to another within a single system of measurement.
66. Julianne's cereal contains 8 grams of fiber. How
many milligrams of fiber are in Julianne's cereal?
1 gram = 1,000 milligrams
8 grams = 8,000 milligrams
A. 0.8 milligrams
B. 0.008 milligrams
C. 800 milligrams
D. 8,000 milligrams
M1c. Compare one unit to another within a single system of measurement.
67. Which of the following measures closest to 450?
A. B.
C. D.
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
68. Which of the following measures closest to 450?
Compare each angle to 900 right angle (L)
A. B.
L L
These are too close to 900. This is greater than 900.
C. D.
L L
This is about halfway. This is too small.
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
69. What type of angle is formed between the hands
of the clock shown below?
A. Right
B. Acute
C. Obtuse
D. Straight
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
70. What type of angle is formed between the hands
of the clock shown below?
A. Right
B. Acute
C. Obtuse
D. Straight
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
71. The measure of the angle shown is —
A. between 00 and 450
B. between 450 and 900
C. between 900 and 1800
D. greater than 1800
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
72. The measure of the angle shown is —
A. between 00 and 450
B. between 450 and 900
C. between 900 and 1800 (obtuse angle)
D. greater than 1800
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
73. Identify an obtuse angle from the picture below.
A. ACD
B. DBC
C. EBC
D. FBC M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
74. Identify an obtuse angle from the picture below.
Obtuse angles are
greater than 900 (a right
angle) and less than a
straight angle (1800).
A. ACD
B. DBC
C. EBC
D. FBC M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
75. In the diagram below, lines l and p intersect.
If the measure of is 1090, what is the measure
of ?
A.1090
B.1000
C.710
D.190
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
76. In the diagram below, lines l and p intersect.
If the measure of is 1090, what is the measure
of ?
A.1090
B.1000
C.710
D.190
Angle a and angle b combine to make a straight
angle (1800). Subtract 1800 – 1090 to find angle b.
M2a. Use tools, such as a protractor or angle ruler, and other methods such as paper folding,
drawing a diagonal in a square, to measure angles.
77. Which statement describes the rotation of this
figure?
A. The heart rotated 50°.
B. The heart rotated 90°.
C. The heart rotated 180°.
D. The heart rotated 360°.
M2b. Understand the meaning and measure of a half rotation(1800) and a full rotation (3600)
78. Which statement describes the rotation of this
figure?
A. The heart rotated 50°.
B. The heart rotated 90°.
C. The heart rotated 180°. (a half rotation)
D. The heart rotated 360°.
M2b. Understand the meaning and measure of a half rotation(1800) and a full rotation (3600)
