This document provides examples and explanations of key concepts related to graphing functions in the coordinate plane, including the distance and midpoint formulas. It begins by defining important vocabulary like coordinate plane, quadrants, axes and ordered pairs. It then works through two examples calculating the distance between points using the distance formula and finding the midpoint of a quadrilateral using the midpoint formula. The document explains that the distance formula is the Pythagorean theorem solved for the hypotenuse and the midpoint formula averages the x and y coordinates of two points.
This document provides instructions for a test. It begins by instructing students not to open the question paper until instructed by the invigilator. It then provides the following information:
1) The test contains 90 questions worth 4 marks each, with 1 mark deducted for incorrect answers.
2) Instructions are provided for correctly filling out the answer sheet, including using a pencil to shade bubbles, marking the answer for each question, and verifying information.
3) A sample question is provided from the mathematics section to demonstrate the multiple choice format.
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- The document is a math exam for grade 9 students in Can Gio district, Ho Chi Minh City, Vietnam.
- The exam contains 7 questions testing concepts in algebra, geometry, and word problems.
- Question 1 involves graphing a parabola and line and finding their point of intersection. Question 2 requires solving a quadratic equation. The remaining questions cover additional topics like solving systems of equations, finding dimensions of a rectangle, solving a speed/time word problem, and proving properties of geometric figures.
Hyperbolas are defined by the difference between distances to two fixed points called foci. A hyperbola consists of all points where this difference is a constant. It has two branches, two vertices, and two asymptotes which are the diagonals of an invisible box defined by the hyperbola's x-radius and y-radius. To graph a hyperbola, one puts its equation into standard form to determine the center, radii, and direction of opening, then draws the corresponding box and curves.
1. The document contains practice problems about finding unknown angle measures in diagrams with circles and tangent lines. There are multiple exercises with 10 problems each, focusing on using properties of tangents, radii, and angles to find values like x, y, or other angle measures.
2. Key concepts covered include common tangents to multiple circles, relationships between an angle at the circumference and the angle inscribed by the tangent, and using properties of circles like diameters.
3. Students must apply properties of circles and tangents to analyze the geometric diagrams and choose the correct measure for variables like x, y, or an angle based on the information given.
This document provides information about solving triangles using trigonometric ratios (sine rule and cosine rule) and calculating areas of triangles. It includes examples of using the sine rule and cosine rule to calculate missing side lengths and angles of triangles. It also discusses the formula for calculating the area of any triangle using sine of the angles and side lengths. Exercises are provided for students to practice applying these concepts and formulas to solve multi-step triangle problems.
The document discusses slope and how to calculate it. Slope is defined as the ratio of vertical distance change to horizontal distance change between two points on a line. The formula for slope is provided as m=(y2-y1)/(x2-x1). Several examples are worked through to demonstrate calculating slope for different lines by using points on each line in the formula. Horizontal and vertical lines are also discussed, with horizontal lines having a slope of 0 and vertical lines having an undefined slope.
The document contains two chapters and exercises related to trigonometry. Chapter 9 covers trigonometry II and contains definitions and properties of trigonometric functions. The exercises contain 10 multiple choice questions related to calculating trigonometric functions like sine, cosine and tangent from diagrams and using trigonometric identities and inverse functions.
This document provides instructions for a test. It begins by instructing students not to open the question paper until instructed by the invigilator. It then provides the following information:
1) The test contains 90 questions worth 4 marks each, with 1 mark deducted for incorrect answers.
2) Instructions are provided for correctly filling out the answer sheet, including using a pencil to shade bubbles, marking the answer for each question, and verifying information.
3) A sample question is provided from the mathematics section to demonstrate the multiple choice format.
Previous Years Solved Question Papers for Staff Selection Commission (SSC)…SmartPrep Education
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- The document is a math exam for grade 9 students in Can Gio district, Ho Chi Minh City, Vietnam.
- The exam contains 7 questions testing concepts in algebra, geometry, and word problems.
- Question 1 involves graphing a parabola and line and finding their point of intersection. Question 2 requires solving a quadratic equation. The remaining questions cover additional topics like solving systems of equations, finding dimensions of a rectangle, solving a speed/time word problem, and proving properties of geometric figures.
Hyperbolas are defined by the difference between distances to two fixed points called foci. A hyperbola consists of all points where this difference is a constant. It has two branches, two vertices, and two asymptotes which are the diagonals of an invisible box defined by the hyperbola's x-radius and y-radius. To graph a hyperbola, one puts its equation into standard form to determine the center, radii, and direction of opening, then draws the corresponding box and curves.
1. The document contains practice problems about finding unknown angle measures in diagrams with circles and tangent lines. There are multiple exercises with 10 problems each, focusing on using properties of tangents, radii, and angles to find values like x, y, or other angle measures.
2. Key concepts covered include common tangents to multiple circles, relationships between an angle at the circumference and the angle inscribed by the tangent, and using properties of circles like diameters.
3. Students must apply properties of circles and tangents to analyze the geometric diagrams and choose the correct measure for variables like x, y, or an angle based on the information given.
This document provides information about solving triangles using trigonometric ratios (sine rule and cosine rule) and calculating areas of triangles. It includes examples of using the sine rule and cosine rule to calculate missing side lengths and angles of triangles. It also discusses the formula for calculating the area of any triangle using sine of the angles and side lengths. Exercises are provided for students to practice applying these concepts and formulas to solve multi-step triangle problems.
The document discusses slope and how to calculate it. Slope is defined as the ratio of vertical distance change to horizontal distance change between two points on a line. The formula for slope is provided as m=(y2-y1)/(x2-x1). Several examples are worked through to demonstrate calculating slope for different lines by using points on each line in the formula. Horizontal and vertical lines are also discussed, with horizontal lines having a slope of 0 and vertical lines having an undefined slope.
The document contains two chapters and exercises related to trigonometry. Chapter 9 covers trigonometry II and contains definitions and properties of trigonometric functions. The exercises contain 10 multiple choice questions related to calculating trigonometric functions like sine, cosine and tangent from diagrams and using trigonometric identities and inverse functions.
This document provides information about polygons and quadrilaterals, including:
1) It defines different types of polygons based on their number of sides, such as triangles, quadrilaterals, pentagons, etc.
2) It covers properties and theorems about quadrilaterals such as the sum of interior angles of a quadrilateral equaling 360°, properties of parallelograms, and properties of special types of parallelograms like rectangles and squares.
3) It discusses trapezoids and kites, providing their definitions and properties like leg angles of trapezoids being supplementary and diagonals of kites bisecting opposite angles.
1. The document contains a practice test for a geometry chapter with 25 questions testing various geometry concepts like perimeter, area, surface area, and volume.
2. The questions cover finding the perimeter of polygons, area of rectangles, parallelograms, triangles, and composite figures, parts and circumference of circles, identifying solid figures, and calculating surface area of prisms, pyramids, and cylinders as well as volume of rectangular prisms, triangular prisms, and cylinders.
3. The document provides step-by-step work for each question showing the formulas used, values plugged in, calculations, and final answers.
1. This document contains 10 exercises with multiple choice questions about calculating angles of elevation and depression based on diagrams showing vertical poles, towers, and other structures. The questions require applying trigonometric concepts like tangent, inverse tangent, and inverse sine to determine unknown angles and distances.
2. Exercise 1 contains 8 practice problems for students to work through. These cover topics like finding the angle of elevation from an observer to an object above them, using angles of elevation to calculate distances between points on vertical structures, and more.
3. Exercise 2 has 10 additional practice problems testing similar concepts to Exercise 1, focusing on calculating heights, distances, and angles using information about the angles of elevation/depression and other given
1. The document contains a practice test for a geometry chapter with 25 multiple choice questions testing concepts of perimeter, area, surface area, and volume of various shapes.
2. The questions cover finding the perimeter and area of basic shapes like rectangles, triangles, and circles as well as composite shapes. Additional questions test finding the surface area and volume of prisms, pyramids, cylinders and other solid figures.
3. The practice test provides examples of using formulas to set up and solve geometry problems and find measurements of 2D and 3D shapes.
This document contains an 18 question mathematics exam covering topics like fractions, matrices, trigonometry, differentiation, and conic sections. It provides the questions along with spaces for solutions. The exam is divided into two parts - multiple choice questions worth 40 marks, and longer answer questions worth 40 marks. It instructs examinees to show their work clearly and comprehensively for full credit.
This document provides an unsolved sample test paper for mathematics with 4 sections:
Section A contains 8 multiple choice questions worth 1 mark each. Section B contains 6 questions worth 2 marks each. Section C contains 10 questions worth 3 marks each involving calculations and proofs. Section D contains the most challenging questions, with 10 worth 4 marks each involving graphing, ratios, and geometric constructions. The test is out of a total of 90 marks and takes 3 hours to complete.
The document is the cover page for a mathematics exam paper for Form 4 students in Malaysia. It provides instructions for students, including the time allotted (1 hour and 15 minutes), a reminder not to open the paper until instructed, and information that the paper contains 40 questions. It also lists some common mathematical formulas that may be useful for answering the questions.
This module discusses solving oblique triangles using the law of sines. It begins by introducing acute and obtuse triangles and how to find the measure of the third angle given two angles. It then derives the law of sines and shows how it can be used to solve triangles where two angles and a side opposite one angle are given, two angles and the included side are given, or all three sides are given. Examples of solving various triangle scenarios are provided.
1. The document provides 6 problems involving coordinate geometry. The problems involve finding equations of lines, points of intersection of lines, perpendicular and parallel lines, loci of points, and calculating areas of triangles. Detailed solutions and working are provided for each problem.
2. Additional problems involve finding coordinates of points based on ratios of line segments, perpendicular lines, and loci of points that satisfy given distance conditions from other points. Solutions find equations of lines and loci, and use intersections to determine coordinates.
3. The final problem calculates the area of a triangle given the coordinates of its vertices, which were previously determined based on a locus condition for one of the points.
This document appears to be an exam for a 6th grade mathematics class. It contains instructions for a 3 hour exam divided into 3 sections worth a total of 100 marks. Section A is a 20 question multiple choice section to be completed in 30 minutes. Section B contains word problems worth 40 marks, with students to attempt 10 questions of 4 marks each. Section C contains longer word problems worth 40 marks, with students to attempt 5 questions of 8 marks each. The exam covers topics in mathematics including fractions, percentages, algebra, geometry and measurement.
This document defines key vocabulary terms related to line segments and distance, including line segment, betweenness of points, congruent segments, and distance formula. It provides examples of calculating distances between points on number lines and using the Pythagorean theorem to find distances between points graphed on a coordinate plane. Examples include measuring line segments with a ruler, finding distances by adding or subtracting measures, and applying the distance formula and Pythagorean theorem to solve for unknown distances.
The document contains a math exam for 9th grade with 6 questions. Question 1 has two parts asking to solve equations and systems of equations. Question 2 asks to graph two functions and find their intersection point. Question 3 contains parts about solving an equation with a parameter and finding values of the parameter. Question 4 asks to prove properties about a circle and tangent lines. The final two questions ask about properties of triangles and calculating an area. The exam tests a variety of skills in algebra, geometry, and problem solving.
The document is a math exam for grade 9 with 7 questions.
Question 1 involves solving two systems of linear equations. Question 2 involves graphing a parabola and line on the same coordinate plane and finding their points of intersection. Question 3 involves proving a quadratic equation has two distinct real roots without solving it.
The remaining questions involve various math word problems such as calculating the amount of water needed to dilute a saltwater solution, finding the volume of a frustum-shaped water container, determining the original dimensions of a rectangular garden based on changes to its size, and proving several geometric properties about a triangle inscribed in a circle.
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The document explains ellipses using standard form equations and examples. It defines ellipses using (x-h)2/(a2) + (y-k)2/(b2) = 1, where (h,k) is the center and a and b are the major and minor axes. Two examples are given to find the center, axes, and extreme points of ellipses given in standard form equations. The first example finds the ellipse has center (3,-1), major axis of length 4, and minor axis of length 2. The second example rewrites a given equation in standard form and finds the ellipse has center (1,2), major axis of length 2, and minor axis of length 3.
The document defines and provides examples of relations between sets. It begins by defining a relation as a connection between two or more objects. It then provides examples of relations using sets of countries and cities, where the relation is "capital of". It represents this relation using ordered pairs and diagrams. It discusses properties of relations, including that a relation from set A to B is a subset of the Cartesian product of A and B. It provides several examples of representing different relations using ordered pairs, diagrams, tables, and descriptions. It finds relations based on criteria like "is less than" or "is equal to". Finally, it represents a few example relations between sets using different methods like ordered pairs, diagrams, and tables.
Here are some things you did well and could improve on:
WWW:
- You explained the key concepts around writing the equation of a circle clearly and concisely. Breaking it down step-by-step makes it easy to understand.
- Providing examples with worked solutions is very helpful for reinforcement. The visual diagrams additionally aid comprehension.
- Giving practice problems for students to try on their own, along with answers, allows for application of the material.
EBI:
- Some of the text could be formatted for easier reading (e.g. consistent formatting of equations).
- Adding brief summaries or recaps after sections of explanation may aid retention.
- Providing guidance on common errors
The document is a review game for Chapter 11 geometry concepts that includes:
1) Formulas for calculating the area of basic shapes like rectangles, polygons, circles, etc.
2) Practice problems calculating missing measures and areas using the formulas.
3) Finding surface areas and geometric probabilities of various shapes.
Find the midpoint of two given points.
Find the coordinates of an endpoint given one endpoint and a midpoint.
Find the coordinates of a point a fractional distance from one end of a segment.
The document provides instructions for a 6th grade honors math coordinate graphing project. It includes 8 activities for students to complete that involve graphing points and geometric shapes on coordinate grids. The activities explore concepts like translations, reflections, patterns, and symmetries. Students must graph each activity, answer questions, and submit their work to be graded based on accuracy, neatness, and meeting the due date. The goal is to demonstrate understanding of the coordinate system and learn geometry through project-based assignments.
The document discusses the distance formula and how to calculate the distance between two points. It provides the formula: Distance = √(x2 - x1)2 + (y2 - y1)2. Several examples are shown of using the distance formula to find the distance between points. The document also covers finding the midpoint between two points using the formula: Midpoint = (x1 + x2)/2, (y1 + y2)/2.
This document provides information about polygons and quadrilaterals, including:
1) It defines different types of polygons based on their number of sides, such as triangles, quadrilaterals, pentagons, etc.
2) It covers properties and theorems about quadrilaterals such as the sum of interior angles of a quadrilateral equaling 360°, properties of parallelograms, and properties of special types of parallelograms like rectangles and squares.
3) It discusses trapezoids and kites, providing their definitions and properties like leg angles of trapezoids being supplementary and diagonals of kites bisecting opposite angles.
1. The document contains a practice test for a geometry chapter with 25 questions testing various geometry concepts like perimeter, area, surface area, and volume.
2. The questions cover finding the perimeter of polygons, area of rectangles, parallelograms, triangles, and composite figures, parts and circumference of circles, identifying solid figures, and calculating surface area of prisms, pyramids, and cylinders as well as volume of rectangular prisms, triangular prisms, and cylinders.
3. The document provides step-by-step work for each question showing the formulas used, values plugged in, calculations, and final answers.
1. This document contains 10 exercises with multiple choice questions about calculating angles of elevation and depression based on diagrams showing vertical poles, towers, and other structures. The questions require applying trigonometric concepts like tangent, inverse tangent, and inverse sine to determine unknown angles and distances.
2. Exercise 1 contains 8 practice problems for students to work through. These cover topics like finding the angle of elevation from an observer to an object above them, using angles of elevation to calculate distances between points on vertical structures, and more.
3. Exercise 2 has 10 additional practice problems testing similar concepts to Exercise 1, focusing on calculating heights, distances, and angles using information about the angles of elevation/depression and other given
1. The document contains a practice test for a geometry chapter with 25 multiple choice questions testing concepts of perimeter, area, surface area, and volume of various shapes.
2. The questions cover finding the perimeter and area of basic shapes like rectangles, triangles, and circles as well as composite shapes. Additional questions test finding the surface area and volume of prisms, pyramids, cylinders and other solid figures.
3. The practice test provides examples of using formulas to set up and solve geometry problems and find measurements of 2D and 3D shapes.
This document contains an 18 question mathematics exam covering topics like fractions, matrices, trigonometry, differentiation, and conic sections. It provides the questions along with spaces for solutions. The exam is divided into two parts - multiple choice questions worth 40 marks, and longer answer questions worth 40 marks. It instructs examinees to show their work clearly and comprehensively for full credit.
This document provides an unsolved sample test paper for mathematics with 4 sections:
Section A contains 8 multiple choice questions worth 1 mark each. Section B contains 6 questions worth 2 marks each. Section C contains 10 questions worth 3 marks each involving calculations and proofs. Section D contains the most challenging questions, with 10 worth 4 marks each involving graphing, ratios, and geometric constructions. The test is out of a total of 90 marks and takes 3 hours to complete.
The document is the cover page for a mathematics exam paper for Form 4 students in Malaysia. It provides instructions for students, including the time allotted (1 hour and 15 minutes), a reminder not to open the paper until instructed, and information that the paper contains 40 questions. It also lists some common mathematical formulas that may be useful for answering the questions.
This module discusses solving oblique triangles using the law of sines. It begins by introducing acute and obtuse triangles and how to find the measure of the third angle given two angles. It then derives the law of sines and shows how it can be used to solve triangles where two angles and a side opposite one angle are given, two angles and the included side are given, or all three sides are given. Examples of solving various triangle scenarios are provided.
1. The document provides 6 problems involving coordinate geometry. The problems involve finding equations of lines, points of intersection of lines, perpendicular and parallel lines, loci of points, and calculating areas of triangles. Detailed solutions and working are provided for each problem.
2. Additional problems involve finding coordinates of points based on ratios of line segments, perpendicular lines, and loci of points that satisfy given distance conditions from other points. Solutions find equations of lines and loci, and use intersections to determine coordinates.
3. The final problem calculates the area of a triangle given the coordinates of its vertices, which were previously determined based on a locus condition for one of the points.
This document appears to be an exam for a 6th grade mathematics class. It contains instructions for a 3 hour exam divided into 3 sections worth a total of 100 marks. Section A is a 20 question multiple choice section to be completed in 30 minutes. Section B contains word problems worth 40 marks, with students to attempt 10 questions of 4 marks each. Section C contains longer word problems worth 40 marks, with students to attempt 5 questions of 8 marks each. The exam covers topics in mathematics including fractions, percentages, algebra, geometry and measurement.
This document defines key vocabulary terms related to line segments and distance, including line segment, betweenness of points, congruent segments, and distance formula. It provides examples of calculating distances between points on number lines and using the Pythagorean theorem to find distances between points graphed on a coordinate plane. Examples include measuring line segments with a ruler, finding distances by adding or subtracting measures, and applying the distance formula and Pythagorean theorem to solve for unknown distances.
The document contains a math exam for 9th grade with 6 questions. Question 1 has two parts asking to solve equations and systems of equations. Question 2 asks to graph two functions and find their intersection point. Question 3 contains parts about solving an equation with a parameter and finding values of the parameter. Question 4 asks to prove properties about a circle and tangent lines. The final two questions ask about properties of triangles and calculating an area. The exam tests a variety of skills in algebra, geometry, and problem solving.
The document is a math exam for grade 9 with 7 questions.
Question 1 involves solving two systems of linear equations. Question 2 involves graphing a parabola and line on the same coordinate plane and finding their points of intersection. Question 3 involves proving a quadratic equation has two distinct real roots without solving it.
The remaining questions involve various math word problems such as calculating the amount of water needed to dilute a saltwater solution, finding the volume of a frustum-shaped water container, determining the original dimensions of a rectangular garden based on changes to its size, and proving several geometric properties about a triangle inscribed in a circle.
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The document explains ellipses using standard form equations and examples. It defines ellipses using (x-h)2/(a2) + (y-k)2/(b2) = 1, where (h,k) is the center and a and b are the major and minor axes. Two examples are given to find the center, axes, and extreme points of ellipses given in standard form equations. The first example finds the ellipse has center (3,-1), major axis of length 4, and minor axis of length 2. The second example rewrites a given equation in standard form and finds the ellipse has center (1,2), major axis of length 2, and minor axis of length 3.
The document defines and provides examples of relations between sets. It begins by defining a relation as a connection between two or more objects. It then provides examples of relations using sets of countries and cities, where the relation is "capital of". It represents this relation using ordered pairs and diagrams. It discusses properties of relations, including that a relation from set A to B is a subset of the Cartesian product of A and B. It provides several examples of representing different relations using ordered pairs, diagrams, tables, and descriptions. It finds relations based on criteria like "is less than" or "is equal to". Finally, it represents a few example relations between sets using different methods like ordered pairs, diagrams, and tables.
Here are some things you did well and could improve on:
WWW:
- You explained the key concepts around writing the equation of a circle clearly and concisely. Breaking it down step-by-step makes it easy to understand.
- Providing examples with worked solutions is very helpful for reinforcement. The visual diagrams additionally aid comprehension.
- Giving practice problems for students to try on their own, along with answers, allows for application of the material.
EBI:
- Some of the text could be formatted for easier reading (e.g. consistent formatting of equations).
- Adding brief summaries or recaps after sections of explanation may aid retention.
- Providing guidance on common errors
The document is a review game for Chapter 11 geometry concepts that includes:
1) Formulas for calculating the area of basic shapes like rectangles, polygons, circles, etc.
2) Practice problems calculating missing measures and areas using the formulas.
3) Finding surface areas and geometric probabilities of various shapes.
Find the midpoint of two given points.
Find the coordinates of an endpoint given one endpoint and a midpoint.
Find the coordinates of a point a fractional distance from one end of a segment.
The document provides instructions for a 6th grade honors math coordinate graphing project. It includes 8 activities for students to complete that involve graphing points and geometric shapes on coordinate grids. The activities explore concepts like translations, reflections, patterns, and symmetries. Students must graph each activity, answer questions, and submit their work to be graded based on accuracy, neatness, and meeting the due date. The goal is to demonstrate understanding of the coordinate system and learn geometry through project-based assignments.
The document discusses the distance formula and how to calculate the distance between two points. It provides the formula: Distance = √(x2 - x1)2 + (y2 - y1)2. Several examples are shown of using the distance formula to find the distance between points. The document also covers finding the midpoint between two points using the formula: Midpoint = (x1 + x2)/2, (y1 + y2)/2.
This document discusses using formulas on the coordinate plane, including the distance, midpoint, and slope formulas. It provides examples of using these formulas to classify triangles and quadrilaterals. Specifically, it uses the distance formula to show that triangle ABC is isosceles. It uses the slope formula to show that parallelogram ABCD is not a rhombus since its diagonals are not perpendicular. It also uses the midpoint formula to show that the quadrilateral formed by connecting the midpoints of a kite's sides is a rectangle.
This document provides instructions for a mathematics exam for Class X. It has the following key details:
- The exam has 4 sections (A, B, C, D) with a total of 40 questions. All questions are compulsory.
- Section A has 20 one-mark multiple choice questions. Section B has 6 two-mark questions. Section C has 8 three-mark questions. Section D has 6 four-mark questions.
- There is no overall choice but some questions provide an internal choice between alternatives. Students must attempt only one of the choices for those questions.
- Calculators are not permitted. The instructions provide details about the number and type of questions in each section and remind students
The student is able to prove conjectures about geometric figures on a coordinate plane using coordinate proofs. A coordinate proof uses coordinate geometry and algebra by placing a figure in the coordinate plane and using properties like slope, distances between points, and coordinates of vertices to prove statements about the figure. For example, a coordinate proof can show that the diagonals of a rectangle bisect each other by finding the midpoints of the diagonals have the same coordinates.
Find the midpoint of two given points.
Find the coordinates of an endpoint given one endpoint and a midpoint.
Find the coordinates of a point a fractional distance from one end of a segment.
This document contains 40 multiple choice questions related to coordinate geometry. The questions cover a range of topics including finding distances, determining if points are collinear, calculating ratios of line segments divided by other lines, finding coordinates of points based on given information, calculating areas of triangles, and identifying properties of triangles based on coordinates of their vertices.
This document contains an assessment with multiple choice questions about conic sections and circles. It tests identifying conic sections from graphs and equations, finding standard equations of circles given properties, and determining properties of circles from equations. An answer key is provided to check responses.
This document contains an assessment with multiple choice questions about conic sections and circles. It tests identifying conic sections from graphs and equations, finding standard equations of circles given properties, and determining properties of circles from equations. An answer key is provided to check responses.
This document contains 16 questions about equations of circles. It asks students to determine the standard form of circle equations given the center and radius, find the center and radius from equations, determine if points lie inside, outside or on circles, find tangent lines, and write equations of lines tangent to circles.
The document contains 8 problems related to polar coordinates and curves defined by polar equations. Specifically, it asks students to:
1) Find the cartesian equation corresponding to a given polar equation and sketch the graph
2) Identify that a given curve has a specific polar equation and sketch the graph
3) Find the area of a sector for a given curve
4) Find the polar coordinates where a curve's tangent is parallel to the initial line
5) Draw a curve's graph and find the enclosed area
6) Sketch two curves and find the area of the region between them
7) Find the maximum distance from the pole for a given curve
8) Sketch a curve and find the area of
This document contains a multi-part math exam covering geometry, algebra, and trigonometry concepts. It includes problems involving: the relative positions of circles; properties of angles in circles; finding the nature of quadrilaterals where angles are defined in terms of variables; scientific notation; fractions; properties of isosceles and right triangles; and using symmetry and perpendicular bisectors. The exam has 6 sections and tests skills across a range of math domains.
The document provides examples of coordinate proofs. Coordinate proofs use coordinate geometry and algebra to prove statements about geometric figures placed in the coordinate plane. One example proves two diagonals of a rectangle bisect each other by showing their midpoints are equal. A second example proves two triangles are congruent by showing their corresponding sides are equal using the Distance Formula to calculate side lengths from the coordinates of their vertices.
This document contains worked examples, multiple choice practice questions, and lesson notes on topics related to straight lines including:
1) Finding the distance between two points, gradients of lines, equations of lines given two points or a point and slope, perpendicular and parallel lines, midpoints, and y-intercepts.
2) Worked examples show calculations for finding distances, gradients, the value of m if a line passes through two given points, and the equation of a line.
3) Multiple choice questions assess understanding of finding gradients, midpoints, equations of lines, y-intercepts, and using the point-slope form of a line.
4) Lesson notes define key concepts like gradient
This document contains 40 multiple choice mathematics questions covering topics like algebra, geometry, ratios, and data interpretation. It also includes identifying information for three individuals - the mathematics teacher, mathematics committee head, and administration and curriculum head - at a vocational high school in Malaysia.
The document provides instructions for a summative assessment math exam for Class 10 CBSE. It states that the exam will be 3 hours long and consist of 34 questions divided into 4 sections (A-D). Section A has 9 multiple choice questions worth 1 mark each. Section B has 6 questions worth 2 marks each. Section C has 10 questions worth 3 marks each. Section D has 10 questions worth 4 marks each. Calculators are not permitted and an extra 15 minutes is provided to read the paper only.
This document provides instructions for a summative assessment math exam for Class 10 CBSE. It states that the exam is 3 hours long and consists of 34 questions divided into 4 sections (A, B, C, D). Section A has 8 multiple choice 1-mark questions. Section B has 6 2-mark questions. Section C has 10 3-mark questions. Section D has 10 4-mark questions. Calculators are not permitted and an extra 15 minutes is provided to read the paper only. The document then provides the first few questions in Section A as examples.
The document defines and provides examples of angle relationships including adjacent angles, linear pairs, vertical angles, complementary angles, and supplementary angles. It defines each term and provides examples of identifying angle pairs that satisfy each relationship. It also includes examples of using properties of these angle relationships to solve problems, such as finding missing angle measures.
The document defines various terms related to angle measure including ray, angle, vertex, acute angle, obtuse angle, and angle bisector. It then provides examples measuring angles in a figure and solving an equation involving angle measures.
This document discusses finding points and midpoints on line segments. It defines midpoint as the point halfway between two endpoints and provides the formula to calculate it. Several examples are given to demonstrate how to find the midpoint of a segment, locate a point at a fractional distance from one endpoint, and find a point where the ratio of distances from the endpoints is a given ratio. The key concepts covered are calculating midpoints using averages of x- and y-coordinates, and setting up and solving equations to locate interior points using fractional or ratio distances along a segment.
This document defines key vocabulary terms related to line segments and distance. It defines a line segment as a portion of a line distinguished by endpoints, and defines betweenness of points and the term "between." It also defines congruent segments, constructions, distance, and irrational numbers. Several examples are provided to demonstrate calculating distances between points on a number line, using a ruler to measure segments, and applying the Pythagorean theorem.
This document introduces basic geometry concepts such as points, lines, planes, and their intersections. It defines a point as having no size or shape, a line as an infinite set of collinear points, and a plane as a flat surface extending indefinitely. Examples demonstrate identifying geometric shapes from real-world objects and graphing points and lines on a coordinate plane. The summary defines key terms and provides examples of geometric concepts and relationships.
The document discusses inverse functions and relations. It defines an inverse relation as one where the coordinates of a relation are switched, and an inverse function as one where the domain and range of a function are switched. It provides examples of finding the inverse of specific relations and functions by switching their coordinates or domain and range. It also discusses how to determine if two functions are inverses using their graphs and the horizontal line test.
The document discusses composition of functions. It defines composition of functions as using the output of one function as the input of another. It provides an example of composing two functions f and g, showing the steps of evaluating f(g(x)) and g(f(x)) at different values of x. Another example is given with two functions defined by sets of ordered pairs, finding the compositions f∘g and g∘f by evaluating them at different inputs and stating their domains and ranges.
The document discusses operations that can be performed on functions, including addition, subtraction, multiplication, and division. Definitions of each operation are provided, along with examples of applying the operations to specific functions. Addition of functions involves adding the outputs of each function, subtraction involves subtracting the outputs, multiplication involves multiplying the outputs, and division involves dividing the outputs given the denominator function is not equal to 0. Several examples are worked through applying the different operations to functions like f(x)=2x and g(x)=-x+5. The examples also demonstrate evaluating composite functions and restricting domains as needed.
The document discusses determining the number and type of roots of polynomial equations. It states that every polynomial with degree greater than zero has at least one root in the set of complex numbers according to the Fundamental Theorem of Algebra. Descartes' Rule of Signs is introduced, which relates the number of changes in sign of a polynomial's terms to its possible positive and negative real roots. An example problem is worked through applying these concepts to determine the possible number of positive, negative, and imaginary roots.
This document discusses synthetic division and the remainder and factor theorems. It provides examples of using synthetic division to evaluate functions, determine the number of terms in a sequence, and factor polynomials. The key steps of synthetic division are shown, along with checking the remainder and determining common factors. Three examples are worked through to demonstrate these concepts.
This document discusses solving polynomial equations by factoring polynomials. It begins with essential questions and vocabulary about factoring polynomials and solving polynomial equations by factoring. It then provides the number of terms in a polynomial and the corresponding factoring technique that can be used. Examples of factoring various polynomials are also provided. The document aims to teach students how to factor polynomials and solve polynomial equations by factoring.
The document defines key terms and theorems related to trapezoids and kites. It provides definitions for trapezoid, bases, legs of a trapezoid, base angles, isosceles trapezoid, midsegment of a trapezoid, and kite. It also lists theorems about properties of isosceles trapezoids and kites. Two examples problems are included, one finding measures of an isosceles trapezoid and another showing a quadrilateral is a trapezoid.
The document discusses rhombi and squares. It defines a rhombus as a parallelogram with four congruent sides and gives its properties. A square is defined as a parallelogram with four right angles and four congruent sides. The document provides theorems for identifying rhombi and squares. It then gives examples of using the properties and theorems to determine if a shape is a rhombus, rectangle, or square.
The document discusses properties of rectangles. A rectangle is defined as a parallelogram with four right angles. The key properties are that opposite sides are parallel and congruent, opposite angles are congruent, and consecutive angles are supplementary. The diagonals of a rectangle bisect each other and are congruent. Theorems are presented regarding the diagonals of rectangles. Examples apply the properties of rectangles to find missing side lengths, angles, and diagonals. One example uses the distance formula and slope to determine if a quadrilateral is a rectangle.
The document discusses properties of parallelograms and provides examples of determining if a quadrilateral is a parallelogram. It defines four theorems for identifying parallelograms based on opposite sides, opposite angles, bisecting diagonals, and parallel/congruent sides. Examples solve systems of equations to find values of variables such that the quadrilaterals satisfy parallelogram properties. One example uses slopes of side segments to show a quadrilateral is a parallelogram due to parallel opposite sides.
The document discusses properties of parallelograms. It defines a parallelogram as a quadrilateral with two pairs of parallel sides. It then lists several properties of parallelograms: opposite sides are congruent, opposite angles are congruent, consecutive angles are supplementary, and if one angle is a right angle all angles are right angles. It also discusses properties of diagonals in parallelograms, including that diagonals bisect each other and divide the parallelogram into two congruent triangles. Several examples demonstrate using these properties to solve problems about parallelograms.
The document summarizes key concepts about polygons, including:
- The sum of the interior angles of a polygon with n sides is (n-2)180 degrees.
- The sum of the exterior angles of a polygon is 360 degrees.
- Examples are provided to demonstrate calculating sums of interior/exterior angles and finding missing angle measures using angle sums.
- Regular polygons are defined by their number of sides.
The document discusses analyzing graphs of polynomial functions. It provides examples of locating real zeros of polynomials using the location principle and estimating relative maxima and minima. Example 1 analyzes the polynomial f(x) = x^4 - x^3 - 4x^2 + 1 and locates its real zeros between consecutive integer values. Example 2 graphs the polynomial f(x) = x^3 - 3x^2 + 5 and estimates the x-coordinates of relative maxima and minima.
This document discusses polynomial functions. It defines key terms like polynomial in one variable, leading coefficient, and polynomial function. It provides examples of power functions of varying degrees like quadratic, cubic, quartic and quintic functions. The document also includes examples of evaluating polynomial functions, finding degrees and leading coefficients, graphing polynomial functions from tables of values, and describing properties of graphs.
The document discusses expanding powers of binomials using Pascal's triangle and the binomial theorem. It provides examples of expanding (p+t)5 and (t-w)8. Pascal's triangle provides the coefficients, and the binomial theorem formula is given as (a + b)n = Σk=0n (nCk * ak * bk), where the powers of the first term decrease and the second term increase in each term and sum to n.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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!"
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
3. Essential Questions
How do you use the distance formula to find the distance
between two points?
How do you use the midpoint formula?
Where you’ll see this:
Geography, market research, community service,
architecture
5. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other
2. Quadrants:
3. x-axis:
4. y-axis:
5. Ordered Pairs:
6. Origin:
6. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants:
3. x-axis:
4. y-axis:
5. Ordered Pairs:
6. Origin:
7. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants: Four areas created by the coordinate plane
3. x-axis:
4. y-axis:
5. Ordered Pairs:
6. Origin:
8. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants: Four areas created by the coordinate plane
3. x-axis: The horizontal axis on the coordinate plane
4. y-axis:
5. Ordered Pairs:
6. Origin:
9. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants: Four areas created by the coordinate plane
3. x-axis: The horizontal axis on the coordinate plane
4. y-axis: The vertical axis on the coordinate plane
5. Ordered Pairs:
6. Origin:
10. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants: Four areas created by the coordinate plane
3. x-axis: The horizontal axis on the coordinate plane
4. y-axis: The vertical axis on the coordinate plane
5. Ordered Pairs: Give us points in the form (x, y)
6. Origin:
11. Vocabulary
1. Coordinate Plane: Two number lines drawn perpendicular to each
other; used for graphing points
2. Quadrants: Four areas created by the coordinate plane
3. x-axis: The horizontal axis on the coordinate plane
4. y-axis: The vertical axis on the coordinate plane
5. Ordered Pairs: Give us points in the form (x, y)
6. Origin: The point (0, 0), which is where the x-axis and y-axis meet
12. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
13. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
A
14. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
A B
15. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
A B
16. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
D C
A B
17. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
D C
A B
18. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
D C
AB = 4 −(−2)
A B
19. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
D C
AB = 4 −(−2) = 4 + 2
A B
20. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
D C
AB = 4 −(−2) = 4 + 2 = 6
A B
21. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
A B
22. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2)
A B
23. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2
A B
24. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2 = 7
A B
25. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2 = 7 = 7
A B
26. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2 = 7 = 7
A B Area = lw
27. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2 = 7 = 7
A B Area = lw = 6(7)
28. Example 1
The vertices of rectangle ABCD are as follows: A = (-2, -2),
B = (4, -2), C = (4, 5), and D = (-2, 5). Find the area of ABCD.
C
D AB = 4 −(−2) = 4 + 2 = 6 = 6
AD = 5−(−2) = 5+ 2 = 7 = 7
A B Area = lw = 6(7) = 42 square units
34. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
35. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
36. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
37. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
2
16+16 = c
38. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
2
16+16 = c
2
32 = c
39. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
2
16+16 = c
2
32 = c
2
c = ± 32
40. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
2
16+16 = c
2
32 = c
2
c = ± 32
c = 32
41. Example 2
Find the distance between the points (0, 4) and (4, 0).
2 2 2
a +b =c
2 2
2
0−4 + 4−0 = c
2 2 2
4 +4 = c
2
16+16 = c
2
32 = c
2
c = ± 32
c = 32 units
44. Distance Formula: d = (x1 − x2 )2 +( y1 − y2 )2 , for points (x1 , y1 ),(x2 , y2 )
This is nothing more than the Pythagorean Formula solved for c.
Midpoint Formula:
45. Distance Formula: d = (x1 − x2 )2 +( y1 − y2 )2 , for points (x1 , y1 ),(x2 , y2 )
This is nothing more than the Pythagorean Formula solved for c.
x1 + x2 y1 + y2
Midpoint Formula: M = , , for points (x1 , y1 ),(x2 , y2 )
2 2
46. Distance Formula: d = (x1 − x2 )2 +( y1 − y2 )2 , for points (x1 , y1 ),(x2 , y2 )
This is nothing more than the Pythagorean Formula solved for c.
x1 + x2 y1 + y2
Midpoint Formula: M = , , for points (x1 , y1 ),(x2 , y2 )
2 2
This is nothing more than averaging the x and y coordinates.
47. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
48. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A
49. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A
B
50. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A
B
C
51. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A
B
D
C
52. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A
B
D
C
53. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
a. What kind of quadrilateral does ABCD appear to be?
A This quadrilateral appears
B to be a parallelogram
D
C
54. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
A
B
D
C
55. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2
AB = (2 −(−5)) +(4 − 2)
A
B
D
C
56. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B
D
C
57. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4
D
C
58. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53
D
C
59. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
C
60. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
CD = (−2 −5)2 +(−1−1)2
C
61. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
2 2 2 2
CD = (−2 −5) +(−1−1) = (−7) +(−2)
C
62. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
2 2 2 2
CD = (−2 −5) +(−1−1) = (−7) +(−2)
C
= 49+ 4
63. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
2 2 2 2
CD = (−2 −5) +(−1−1) = (−7) +(−2)
C
= 49+ 4 = 53
64. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
AB = (2 −(−5)) +(4 − 2) = (7) +(2)
A
B = 49+ 4 = 53 units
D
2 2 2 2
CD = (−2 −5) +(−1−1) = (−7) +(−2)
C
= 49+ 4 = 53 units
65. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
A
B
D
C
66. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2
BC = (−5−(−2)) +(2 −(−1))
A
B
D
C
67. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B
D
C
68. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9
D
C
69. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18
D
C
70. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
C
71. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2
AD = (2 −5) +(4 −1)
C
72. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2 2 2
AD = (2 −5) +(4 −1) = (−3) +(3)
C
73. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2 2 2
AD = (2 −5) +(4 −1) = (−3) +(3)
C
= 9+ 9
74. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2 2 2
AD = (2 −5) +(4 −1) = (−3) +(3)
C
= 9+ 9 = 18
75. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2 2 2
AD = (2 −5) +(4 −1) = (−3) +(3)
C
= 9+ 9 = 18 units
76. Example 3
The vertices of quadrilateral ABCD are A = (2, 4), B = (-5, 2),
C = (-2, -1), and D = (5, 1).
b. Use distances to justify your guess.
2 2 2 2
BC = (−5−(−2)) +(2 −(−1)) = (−3) +(3)
A
B = 9+ 9 = 18 units
D
2 2 2 2
AD = (2 −5) +(4 −1) = (−3) +(3)
C
= 9+ 9 = 18 units
It is a parallelogram, as
opposite sides are equal.