Geom3-1hour4
•
0 likes•129 views
1) The document is a teacher's notebook from a geometry class that summarizes the day's lesson on congruent figures. 2) The lesson defined congruent figures as those where all pairs of corresponding parts are congruent, and taught students to identify corresponding parts of congruent triangles and polygons. 3) Students practiced applying the definition of congruence and the reflexive property to solve sample problems identifying congruent figures.
Report
Share
Report
Share
Download to read offline
Recommended
Geom3-1hour3
1) The document is notes from a geometry class that discusses congruent figures. It defines congruent triangles and polygons as figures where all corresponding parts are congruent.
2) The class agenda includes a lesson on defining congruent figures, identifying corresponding parts, and using the reflexive property.
3) Students are assigned homework problems identifying whether figures are congruent based on corresponding parts.
Day 2 Notes
This document contains a figure with 9 points (A, B, C, etc.) and asks the reader to determine if 8 statements about the figure are true or false. It also contains sample homework questions about measuring and constructing segments, including finding lengths of segments when points are midpoints or distances between points are given. The document provides practice determining lengths, relationships between parts of segments, and constructing segments based on given information.
CPM Geomety Unit 9 D1&2
This document discusses polygons, including definitions of polygons and different types of polygons such as regular polygons. It provides the names of polygons based on the number of sides from 3 to 11 sides or more. It also gives examples of convex and concave polygons as well as the definition of a regular polygon. The document demonstrates how to find the sum of interior angles of polygons and the measure of each interior angle for a regular polygon. It includes practice problems for finding the angle of regular heptagons and 21-gons. It asks how to find the number of sides of a polygon if the sum of interior angles is given and provides homework problems.
Sean seshadri stock tips
Chinese stocks like bidu, sina, and sohu have fallen recently as they seem overbought technically. Bidu's earnings met expectations but the stock has fallen as investors wanted more. Oil continues to confuse traders, but watching the dollar can provide clues about oil's direction. More sophisticated options traders use strategies like butterflies and condors on weekly options to reduce market exposure, and understanding theta is important for these strategies to succeed.
Geom3-7
The document is notes from a geometry class that:
1) Asks students if a triangle with a perimeter of 32 is scalene, isosceles, or equilateral and provides an example triangle.
2) Lists the agenda for the class which includes turning in homework, discussing homework questions, learning about theorem 3-7, having an exit slip activity, and partner discussion.
3) Presents homework questions involving proving triangles are congruent based on equal angles or sides.
Geom9-4
The document contains instructions for a geometry class. It provides a diagram with labeled line segments a, b, and c and asks students to find the individual lengths and their sum. It also asks students to find the length of the diagonal of a square given its perimeter. Finally, it lists homework problems from page 387 numbers 1abc, 4-8, 13, 14, and 17 that are due on Wednesday.
Sean seshadri speculative portfolio's
Dr. Sean began his career as a medical physician until a chance conversation with the nephew of a fellow physician led to his discovery of the kind of profits that can be made trading in the stock mark.
Sean Seshadri - Reading the market
Dr. Sean began his career as a medical physician until a chance conversation with the nephew of a fellow physician led to his discovery of the kind of profits that can be made trading in the stock market.
Recommended
Geom3-1hour3
1) The document is notes from a geometry class that discusses congruent figures. It defines congruent triangles and polygons as figures where all corresponding parts are congruent.
2) The class agenda includes a lesson on defining congruent figures, identifying corresponding parts, and using the reflexive property.
3) Students are assigned homework problems identifying whether figures are congruent based on corresponding parts.
Day 2 Notes
This document contains a figure with 9 points (A, B, C, etc.) and asks the reader to determine if 8 statements about the figure are true or false. It also contains sample homework questions about measuring and constructing segments, including finding lengths of segments when points are midpoints or distances between points are given. The document provides practice determining lengths, relationships between parts of segments, and constructing segments based on given information.
CPM Geomety Unit 9 D1&2
This document discusses polygons, including definitions of polygons and different types of polygons such as regular polygons. It provides the names of polygons based on the number of sides from 3 to 11 sides or more. It also gives examples of convex and concave polygons as well as the definition of a regular polygon. The document demonstrates how to find the sum of interior angles of polygons and the measure of each interior angle for a regular polygon. It includes practice problems for finding the angle of regular heptagons and 21-gons. It asks how to find the number of sides of a polygon if the sum of interior angles is given and provides homework problems.
Sean seshadri stock tips
Chinese stocks like bidu, sina, and sohu have fallen recently as they seem overbought technically. Bidu's earnings met expectations but the stock has fallen as investors wanted more. Oil continues to confuse traders, but watching the dollar can provide clues about oil's direction. More sophisticated options traders use strategies like butterflies and condors on weekly options to reduce market exposure, and understanding theta is important for these strategies to succeed.
Geom3-7
The document is notes from a geometry class that:
1) Asks students if a triangle with a perimeter of 32 is scalene, isosceles, or equilateral and provides an example triangle.
2) Lists the agenda for the class which includes turning in homework, discussing homework questions, learning about theorem 3-7, having an exit slip activity, and partner discussion.
3) Presents homework questions involving proving triangles are congruent based on equal angles or sides.
Geom9-4
The document contains instructions for a geometry class. It provides a diagram with labeled line segments a, b, and c and asks students to find the individual lengths and their sum. It also asks students to find the length of the diagonal of a square given its perimeter. Finally, it lists homework problems from page 387 numbers 1abc, 4-8, 13, 14, and 17 that are due on Wednesday.
Sean seshadri speculative portfolio's
Dr. Sean began his career as a medical physician until a chance conversation with the nephew of a fellow physician led to his discovery of the kind of profits that can be made trading in the stock mark.
Sean Seshadri - Reading the market
Dr. Sean began his career as a medical physician until a chance conversation with the nephew of a fellow physician led to his discovery of the kind of profits that can be made trading in the stock market.
CI-Reports Ver. 0.1-intro
CI-Reports is an open source report server that generates reports from clinical trial SDTM data through a simple interface, provides user and role management, and allows exporting reports in multiple formats including PDF, Excel, and RTF. It is based on Jasper Reports Server and uses i-Reports for creating customizable reports from SDTM domains such as demographics, adverse events, and laboratory data.
Geom10.5
The document provides an agenda and lesson plan for a geometry class. It outlines that students will review examples from the previous class, learn about different angles related to circles, and complete an exit slip with an idea for a math activity. Homework on the geometry 10.5 review worksheet is assigned and due the following day.
Geom2-4hour3
The geometry teacher's class agenda includes presenting theorem 2.4, passing back a quiz and reviewing it, and having students complete an exit slip. Students will learn to use four new theorems to complete two-column proofs by the end of class. The bell work involves defining complementary angles and determining if example angle pairs are complementary. The rest of the class will include finishing the review of 2.4, an in-class homework quiz using examples from the textbook, and an exit slip about the students' weekend.
Geom2-2
The geometry class agenda includes:
1) Discussing homework questions on section 2.1
2) An activity using netbooks on section 2.2
3) Completing section 2.2 as a class with notes
4) An exit slip and working on homework if time permits.
The objectives are to define complementary and supplementary angles, and use them in two-column proofs. Supplementary angles sum to 180 degrees while complementary angles sum to 90 degrees. Examples are provided. Students will practice identifying complements and supplements of given angles on the exit slip and for homework.
Geom3-3Final
The document contains notes from a geometry class covering congruent triangles using CPCTC and properties of circles. The lesson agenda included sample problems on congruent triangles, lesson 3.3 on CPCTC and circles, and assigning homework. Key points from the lesson were that CPCTC states corresponding parts of congruent triangles are congruent, circles are defined by their center point, all radii of a circle are congruent, and formulas for area and circumference of a circle. Students were assigned exit slip and homework problems to practice these concepts.
Geom3-8Final
The document contains three summaries:
1) It instructs students to write out four geometry terms 10 times each as bell work and that it will be collected in 2 minutes.
2) It introduces the Hypotenuse-Leg Postulate which states that if the hypotenuse and one leg of one right triangle are congruent to the corresponding parts of another right triangle, then the two triangles are congruent.
3) It provides an example proof using the Hypotenuse-Leg Postulate and assigns an exit slip problem and homework problems for students due on Friday.
Geom9-8
This geometry problem presents a right triangle with a 60 degree angle and opposite side of length 16. It asks the student to find the values of w and x, the other two sides of the triangle. Using trigonometric functions, the length of the hypotenuse w can be found to be 20, and the length of the adjacent side x can be found to be 12.
Geom2-5hour3
This document contains notes from a geometry class on addition and subtraction properties of segments and angles. The class covered: [1] Using addition and subtraction properties as reasons in proofs and to find measures, [2] The addition and subtraction properties themselves for segments and angles, and [3] When to use addition vs subtraction in proofs. Examples were provided and homework assigned involving applying these properties.
Geom2-2
The geometry class agenda includes:
1) Discussing homework questions on section 2.1
2) An activity using netbooks on section 2.2
3) Completing section 2.2 as a class with notes
4) An exit slip and working on homework if time permits.
The objectives are to define complementary and supplementary angles, and use them in two-column proofs. Supplementary angles sum to 180 degrees while complementary angles sum to 90 degrees. Examples are provided. Students will practice identifying complements and supplements of given angles on an exit slip and for homework.
Giornalismo online
Una breve lezione sul giornalismo on-line tenuna alla IV D dell'istituto San Vitale di Parma
Geom1-2hour4
This document contains notes from a geometry class covering measurements of line segments and angles, properties of angles, and assumptions that can and cannot be made in geometry. It includes definitions of terms like acute, obtuse, and right angles. It also discusses concepts such as betweenness of points, collinearity, and the triangle inequality as well as assumptions that should and should not be made in geometry problems.
Geom2-3hour3
The document is a teacher's notes for a geometry class that includes:
1) A bell work problem asking students to find the value of m for an equation.
2) An agenda for the class covering calculator checks, homework questions, finishing a lesson, and starting a new lesson and activity.
3) Examples and explanations of complementary and supplementary angle problems and proofs for students to work on.
Geom10.1-10.2
This document contains notes from a geometry class discussing relationships between chords of a circle. It includes theorems stating that if two chords of a circle are equidistant from the center, they are congruent, and if two chords are congruent, they are equidistant from the center. Examples are provided to demonstrate these theorems. Students are assigned exit slip problems to complete with a partner checking relationships between lengths of chords. Homework problems from the textbook are also listed.
Sean seshadri managing trades in volatile environment
Sean Seshadri discusses managing trades in a volatile environment. He states that entering trades with minimal drawdown to avoid stop losses is key to long term success. Developing patience through appropriate position sizing for one's account is important. For a $25,000 account, risking no more than 1% or $250 per trade is common, as one would need to lose 100 trades to lose the full account. However, risk can be decreased by lowering position sizes to $100 or less to feel more comfortable trading without emotion. Adjusting position sizes allows for better trade management during volatility.
Sean seshadri decrease in volatility in new year 2012
Dr. Sean Seshadri has taught physicians and other professionals for years on how manage their own accounts in the stock market.
Geom1-1
This document contains notes from a geometry class that introduces basic geometric terms like points, lines, line segments, rays, angles, triangles, and sets. Key terms are defined, such as a line extending infinitely in both directions and a ray having one endpoint and extending infinitely in one direction. Examples of each term are provided with labeled diagrams. Students are assigned problems from the textbook to complete for homework due on Monday.
1.6 notes
The document defines and classifies different types of polygons. It begins by defining a polygon as a closed figure formed by three or more line segments that intersect only at their endpoints. Polygons are then classified based on their number of sides, such as triangles having 3 sides, quadrilaterals having 4 sides, and pentagons having 5 sides. Additional classifications include whether the polygon is convex or concave as well as whether it is equilateral, equiangular, or regular. Homework problems on classifying polygons are assigned at the end.
1.6 notes
The document defines and classifies different types of polygons. It begins by defining a polygon as a closed figure formed by three or more line segments that intersect only at their endpoints. Polygons are then classified based on their number of sides, such as triangles having 3 sides, quadrilaterals having 4 sides, and pentagons having 5 sides. Additional classifications include whether the polygon is convex or concave as well as whether it is equilateral, equiangular, or regular. Homework problems on classifying polygons are assigned at the end.
Geom2-6hour4
This document contains an agenda and lesson plan for a geometry class. The agenda includes reviewing a homework problem, learning about the multiplication and division properties of segments and angles, working on example problems, and assigning homework. The lesson plan focuses on teaching students to recognize and use the multiplication and division properties in two-column proofs and computations involving segment lengths and angle measures. Examples of applying these properties are provided.
Ch3.4 Parallel Lines
The document discusses parallel lines and transversals. It states that if two parallel lines are cut by a transversal, then the corresponding angles are congruent according to the Parallel Lines Postulate. It provides examples of different types of angles formed when parallel lines are cut by a transversal, including alternate interior angles, alternate exterior angles, and same-side interior angles. It also gives examples of problems finding missing angle measures using the properties of parallel lines cut by a transversal.
Geom4-1
The document is a teacher's lesson plan for a geometry class that includes the following:
1) An agenda for the day covering lesson 4.1 on midpoints and detours and an exit slip.
2) Learning objectives for lesson 4.1 which are to calculate midpoints using the midpoint formula and use detours in proofs.
3) An example of using the midpoint formula to find the coordinate of a midpoint on a number line.
More Related Content
Viewers also liked
CI-Reports Ver. 0.1-intro
CI-Reports is an open source report server that generates reports from clinical trial SDTM data through a simple interface, provides user and role management, and allows exporting reports in multiple formats including PDF, Excel, and RTF. It is based on Jasper Reports Server and uses i-Reports for creating customizable reports from SDTM domains such as demographics, adverse events, and laboratory data.
Geom10.5
The document provides an agenda and lesson plan for a geometry class. It outlines that students will review examples from the previous class, learn about different angles related to circles, and complete an exit slip with an idea for a math activity. Homework on the geometry 10.5 review worksheet is assigned and due the following day.
Geom2-4hour3
The geometry teacher's class agenda includes presenting theorem 2.4, passing back a quiz and reviewing it, and having students complete an exit slip. Students will learn to use four new theorems to complete two-column proofs by the end of class. The bell work involves defining complementary angles and determining if example angle pairs are complementary. The rest of the class will include finishing the review of 2.4, an in-class homework quiz using examples from the textbook, and an exit slip about the students' weekend.
Geom2-2
The geometry class agenda includes:
1) Discussing homework questions on section 2.1
2) An activity using netbooks on section 2.2
3) Completing section 2.2 as a class with notes
4) An exit slip and working on homework if time permits.
The objectives are to define complementary and supplementary angles, and use them in two-column proofs. Supplementary angles sum to 180 degrees while complementary angles sum to 90 degrees. Examples are provided. Students will practice identifying complements and supplements of given angles on the exit slip and for homework.
Geom3-3Final
The document contains notes from a geometry class covering congruent triangles using CPCTC and properties of circles. The lesson agenda included sample problems on congruent triangles, lesson 3.3 on CPCTC and circles, and assigning homework. Key points from the lesson were that CPCTC states corresponding parts of congruent triangles are congruent, circles are defined by their center point, all radii of a circle are congruent, and formulas for area and circumference of a circle. Students were assigned exit slip and homework problems to practice these concepts.
Geom3-8Final
The document contains three summaries:
1) It instructs students to write out four geometry terms 10 times each as bell work and that it will be collected in 2 minutes.
2) It introduces the Hypotenuse-Leg Postulate which states that if the hypotenuse and one leg of one right triangle are congruent to the corresponding parts of another right triangle, then the two triangles are congruent.
3) It provides an example proof using the Hypotenuse-Leg Postulate and assigns an exit slip problem and homework problems for students due on Friday.
Geom9-8
This geometry problem presents a right triangle with a 60 degree angle and opposite side of length 16. It asks the student to find the values of w and x, the other two sides of the triangle. Using trigonometric functions, the length of the hypotenuse w can be found to be 20, and the length of the adjacent side x can be found to be 12.
Geom2-5hour3
This document contains notes from a geometry class on addition and subtraction properties of segments and angles. The class covered: [1] Using addition and subtraction properties as reasons in proofs and to find measures, [2] The addition and subtraction properties themselves for segments and angles, and [3] When to use addition vs subtraction in proofs. Examples were provided and homework assigned involving applying these properties.
Geom2-2
The geometry class agenda includes:
1) Discussing homework questions on section 2.1
2) An activity using netbooks on section 2.2
3) Completing section 2.2 as a class with notes
4) An exit slip and working on homework if time permits.
The objectives are to define complementary and supplementary angles, and use them in two-column proofs. Supplementary angles sum to 180 degrees while complementary angles sum to 90 degrees. Examples are provided. Students will practice identifying complements and supplements of given angles on an exit slip and for homework.
Giornalismo online
Una breve lezione sul giornalismo on-line tenuna alla IV D dell'istituto San Vitale di Parma
Geom1-2hour4
This document contains notes from a geometry class covering measurements of line segments and angles, properties of angles, and assumptions that can and cannot be made in geometry. It includes definitions of terms like acute, obtuse, and right angles. It also discusses concepts such as betweenness of points, collinearity, and the triangle inequality as well as assumptions that should and should not be made in geometry problems.
Geom2-3hour3
The document is a teacher's notes for a geometry class that includes:
1) A bell work problem asking students to find the value of m for an equation.
2) An agenda for the class covering calculator checks, homework questions, finishing a lesson, and starting a new lesson and activity.
3) Examples and explanations of complementary and supplementary angle problems and proofs for students to work on.
Geom10.1-10.2
This document contains notes from a geometry class discussing relationships between chords of a circle. It includes theorems stating that if two chords of a circle are equidistant from the center, they are congruent, and if two chords are congruent, they are equidistant from the center. Examples are provided to demonstrate these theorems. Students are assigned exit slip problems to complete with a partner checking relationships between lengths of chords. Homework problems from the textbook are also listed.
Sean seshadri managing trades in volatile environment
Sean Seshadri discusses managing trades in a volatile environment. He states that entering trades with minimal drawdown to avoid stop losses is key to long term success. Developing patience through appropriate position sizing for one's account is important. For a $25,000 account, risking no more than 1% or $250 per trade is common, as one would need to lose 100 trades to lose the full account. However, risk can be decreased by lowering position sizes to $100 or less to feel more comfortable trading without emotion. Adjusting position sizes allows for better trade management during volatility.
Sean seshadri decrease in volatility in new year 2012
Dr. Sean Seshadri has taught physicians and other professionals for years on how manage their own accounts in the stock market.
Viewers also liked (16)
Sean seshadri managing trades in volatile environment
Sean seshadri managing trades in volatile environment
Sean seshadri decrease in volatility in new year 2012
Sean seshadri decrease in volatility in new year 2012
Similar to Geom3-1hour4
Geom1-1
This document contains notes from a geometry class that introduces basic geometric terms like points, lines, line segments, rays, angles, triangles, and sets. Key terms are defined, such as a line extending infinitely in both directions and a ray having one endpoint and extending infinitely in one direction. Examples of each term are provided with labeled diagrams. Students are assigned problems from the textbook to complete for homework due on Monday.
1.6 notes
The document defines and classifies different types of polygons. It begins by defining a polygon as a closed figure formed by three or more line segments that intersect only at their endpoints. Polygons are then classified based on their number of sides, such as triangles having 3 sides, quadrilaterals having 4 sides, and pentagons having 5 sides. Additional classifications include whether the polygon is convex or concave as well as whether it is equilateral, equiangular, or regular. Homework problems on classifying polygons are assigned at the end.
1.6 notes
The document defines and classifies different types of polygons. It begins by defining a polygon as a closed figure formed by three or more line segments that intersect only at their endpoints. Polygons are then classified based on their number of sides, such as triangles having 3 sides, quadrilaterals having 4 sides, and pentagons having 5 sides. Additional classifications include whether the polygon is convex or concave as well as whether it is equilateral, equiangular, or regular. Homework problems on classifying polygons are assigned at the end.
Geom2-6hour4
This document contains an agenda and lesson plan for a geometry class. The agenda includes reviewing a homework problem, learning about the multiplication and division properties of segments and angles, working on example problems, and assigning homework. The lesson plan focuses on teaching students to recognize and use the multiplication and division properties in two-column proofs and computations involving segment lengths and angle measures. Examples of applying these properties are provided.
Ch3.4 Parallel Lines
The document discusses parallel lines and transversals. It states that if two parallel lines are cut by a transversal, then the corresponding angles are congruent according to the Parallel Lines Postulate. It provides examples of different types of angles formed when parallel lines are cut by a transversal, including alternate interior angles, alternate exterior angles, and same-side interior angles. It also gives examples of problems finding missing angle measures using the properties of parallel lines cut by a transversal.
Geom4-1
The document is a teacher's lesson plan for a geometry class that includes the following:
1) An agenda for the day covering lesson 4.1 on midpoints and detours and an exit slip.
2) Learning objectives for lesson 4.1 which are to calculate midpoints using the midpoint formula and use detours in proofs.
3) An example of using the midpoint formula to find the coordinate of a midpoint on a number line.
4.4 notes
This document provides instruction on simplifying fractions and writing them in simplest form. It includes examples of finding the greatest common factor (GCF) of fractions and dividing the numerator and denominator by the GCF. Students are given practice problems simplifying fractions with variables and numbers. The homework assignment is to complete problems 1 through 42 on page 194 involving multiples of 3.
Geom4-4
The document provides an agenda and lesson notes for a geometry class. It includes definitions for distance, equidistant, and perpendicular bisector. It then states two theorems: 1) If two points are each equidistant from the endpoints of a segment, then the two points determine the perpendicular bisector of that segment. 2) If a point is on the perpendicular bisector of a segment, then it is equidistant from the endpoints of that segment. Examples are given to prove statements about equidistance and perpendicular bisectors. The exit slip asks students to identify two points equidistant from points A and B using an auxiliary line, and homework problems are assigned.
Similar to Geom3-1hour4 (8)
More from kquarton
Geom10.7
The document discusses inscribed and circumscribed polygons. It defines an inscribed polygon as one where all vertices lie on a circle, and a circumscribed polygon as one where each side is tangent to a circle. It states that if a quadrilateral is inscribed in a circle, its opposite angles are supplementary. Additionally, if a parallelogram is inscribed in a circle, it must be a rectangle. An exit slip problem asks to find unknown angle and arc measures of a figure drawn within a circle.
Geom10.6
This document discusses geometric proofs involving triangles. It begins by stating basic postulates about triangles, such as having 180 degrees of interior angles and that if two sides of a triangle are congruent, then the angles opposite those sides are also congruent. The document then provides an example proof that uses these postulates to show two triangles are congruent.
Geom9-9and9-10
The document provides an overview of trigonometric ratios and their applications. It defines sine, cosine, and tangent ratios for right triangles. Examples are given to find specific trigonometric ratios. Mnemonics are introduced to remember the trig functions. Applications like finding angles of elevation/depression are demonstrated. Students are assigned homework from their textbooks and informed of an upcoming test.
Geom9-6
This document discusses Pythagorean triples and provides examples of common triples like (3,4,5) and (5,12,13). It explains that Pythagorean triples can be organized into families based on patterns with multiples of integers, where the triples are produced by taking two consecutive integers and the sum of their squares. The document is a lesson plan on Pythagorean triples for a 9th to 11th grade math class, outlining six key points about examples, families, and properties of Pythagorean triples.
Geom9-4
The document contains instructions for students on bell work and an exit slip assignment for geometry class. It asks students to (1) find the length of sides a, b, and c in a diagram; (2) find the sum of sides a, b, and c; and (3) find the length of the diagonal of a square with a perimeter of 12 cm for homework. It lists homework problems from page 387 numbers 1abc, 4-8, 13, 14, and 17 due on Wednesday.
Geom9-5
1) The document is notes from a geometry class that discusses the distance formula and includes examples of using it to find the distance between points on a coordinate plane.
2) Students are assigned homework problems from their textbook and an exit slip problem involving using the distance formula to find the distance between two points.
3) A quiz will be given on Thursday to assess their understanding of the distance formula and related concepts covered in class.
Geom9-3
The document is a geometry notebook that discusses triangle altitude to hypotenuse theorems. It begins with bell work on simplifying radicals. It then defines some vocabulary used in the lesson and provides two examples of applying the triangle altitude to hypotenuse theorem by finding missing side lengths. It concludes by assigning an exit slip problem to find an altitude and homework problems from the textbook.
Geom8-2and8-3
This document contains notes from a geometry class. It begins with instructions for bell work and then discusses similarity of figures. It defines similar polygons as having proportional corresponding sides and congruent corresponding angles. It states the ratio of perimeters of similar polygons equals the ratio of corresponding sides. The document then discusses methods to prove triangles similar, including AAA, AA, SSS, and SAS. It assigns homework problems from the textbook and worksheet to be due the next class.
Geom8-1Part2
1) The teacher instructs students to be in their seats working on a ratio and perimeter problem for bell work.
2) The lesson will cover ratios, proportions, means, extremes, and geometric and arithmetic means. Examples are provided to illustrate these concepts.
3) For exit slip, students are asked to find the geometric and arithmetic means between two pairs of numbers and state which is greater in each case. Homework is assigned.
Geom7-4
This document contains notes from a geometry class discussing regular polygons. It defines a regular polygon as one with all sides of equal length and all interior angles of equal measure. It states a theorem that the measure of each exterior angle of an equiangular polygon with n sides is 360 degrees divided by n. Examples are provided to find the measure of exterior and interior angles of various regular polygons using this formula. Students are assigned homework problems and informed there will be a test on Friday.
Geom8-1
This document contains notes from a math class on ratios and proportions. It includes definitions of ratios and proportions, examples of each, and practice problems for students to work on ratios, proportions, and setting up proportions to solve for unknown values. The teacher's agenda is also outlined, including covering ratios and proportions in class, having students complete an exit slip, returning tests, and working on homework if there is remaining time.
Geom7-3
The document is notes from a geometry class lesson on formulas involving polygons. It introduces formulas for calculating the sum of interior angles, sum of exterior angles, and number of diagonals of regular polygons with n sides. Examples are worked out for finding these values for a dodecagon. Students are assigned homework problems applying these formulas and an exit slip involving a 93-gon and heptagon.
Geom7-2
The document contains notes from a geometry class, including bell work problems asking students to find the measures of angles based on given information. It then asks if students have any homework questions. An exit slip asks students to rate their understanding of the material from the week and how many review problems they plan to complete. The homework assigned is problems from page 304 of the textbook, due on Tuesday, and additional review problems from pages 298 and 304 are suggested to prepare for a quiz on Monday.
Geom7-1
1) The document provides instructions for a geometry class activity where students cut a triangle out of orange paper, label the angles with letters, rip off the angles, and tape them back together with the outer corners facing in to observe properties of the angles.
2) Students are then asked to make observations about the angles and not write "IDK".
3) The document concludes by mentioning exterior angles and assigning homework problems from section 7.1 of the notes due on Monday.
Geom13-1
This document contains notes from a geometry lesson on graphing lines. It includes examples of graphing lines by writing out the steps, using different methods like a "defensive lineman" or "ballerina." It also covers finding intercepts, graphing circles, and using a calculator. The agenda is to cover Chapter 13 and review for a final. Students are assigned exit slip problems graphing an equation using a table and checking on their calculator.
Geom5-6
This document contains notes from a geometry lesson on five ways to prove that a quadrilateral is a parallelogram. It lists the five properties: 1) both pairs of opposite sides are parallel, 2) both pairs of opposite sides are congruent, 3) one pair of opposite sides are parallel and congruent, 4) the diagonals bisect each other, and 5) both pairs of opposite angles are congruent. It directs students to examples in the textbook and ends with an exit slip quiz and assigning homework problems.
Geom5-4
This document provides geometry problems and instructions for students. It includes an example problem to find the measure of an angle within a diagram. It defines key terms like convex polygon and diagonal. It lists the exit slip problem and homework problems assigned, which are problems from a textbook on pages 237 and 238, with the homework due on Wednesday.
Geom5-5
1) The document is notes from a geometry class that discusses properties of polygons.
2) It provides bell work asking about the sum of angles in triangles, quadrilaterals, and pentagons.
3) The agenda lists practicing problems, completing a worksheet on properties of quadrilaterals, and an upcoming quiz.
Geom4-6
The document contains an agenda for a geometry class that includes a vocabulary quiz, review activity, finishing section 4.6, and answering homework questions. It also contains visual examples of positive slope, negative slope, zero slope, and no slope, as well as theorems about slope including properties of parallel and perpendicular lines.
GeomCh4review
1. The document is a geometry chapter 4 review containing 8 multiple choice questions about parallel and perpendicular lines, transversals, midpoints, and perpendicular bisectors.
2. The questions cover topics like identifying pairs of alternate exterior and interior angles formed by a transversal intersecting parallel lines, determining which statement about transversals is false, and finding the midpoint and slope of a line between two points.
3. The final question asks which statement is false about properties of a line segment that is the perpendicular bisector of another line segment, with choices involving congruence, intersections, perpendicularity, and parallelism of the relevant line segments.
More from kquarton (20)
Recently uploaded
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Recently uploaded (20)
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Geom3-1hour4
- 1. Geom31hour4.notebook October 03, 2011 BELL WORK: Write a 2column proof for the following. Given: Diagram as shown. 1 = 2. 1 2 3 4 Prove: 2 = 3. Agenda for Today: • section 3.1 • exit slip • return Ch. 2 tests and other homework 1
- 2. Geom31hour4.notebook October 03, 2011 3.1 What are congruent figures? After this lesson, you should be able to: 1. Define congruent figures. 2. Accurately identify corresponding parts of figures. Read on p.111 Introduction Congruent triangles all pairs of corresponding parts are congruent. A D How do we write that these triangles are congruent? B C E F 2
- 3. Geom31hour4.notebook October 03, 2011 Congruent polygons all pairs of corresponding parts are congruent. N T Z W R U L P Y E C F Check out the paragraph under the definition of congruent polygons on p. 112! Look at you guys being ahead of the game! Congruent triangles?? D U R T Y 3
- 4. Geom31hour4.notebook October 03, 2011 A new use for the REFLEXIVE PROPERTY! H X S Q Reflexive Property: Any segment or angle is congruent to itself. p.113 Sample Problem 1 D M C 2 1 4 3 A N B 4
- 5. Geom31hour4.notebook October 03, 2011 p.114 Sample Problem 2 E Q R P 5 7 6 8 F G EXIT SLIP ERC = ? E C R T HOMEWORK: p.114 #2,3,4 Due Wednesday 5
- 6. Geom31hour4.notebook October 03, 2011 6