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The document contains instructions for a geometry class. It lists homework and drills for students to complete. It also contains sample problems from a lesson quiz on classifying triangles by their angles and sides.

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Math puzzles

Math puzzles

Divisability Rulesppt

Divisability Rulesppt

G6 m5-a-lesson 2-s

G6 m5-a-lesson 2-s

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Math puzzles

The document contains descriptions of 8 puzzles involving geometric shapes and spatial/logical reasoning problems. Puzzle 1 involves arranging matches to form squares. Puzzle 2 tasks putting numbers in a circle to sum to 26 in each row. Puzzle 3 involves arranging numbers without consecutive ones touching. The remaining puzzles involve predicting patterns, counting triangles, identifying cubes, and finding an area without calculating.

Divisability Rulesppt

The document explains the divisibility rules for numbers 2 through 10. It states that a number is divisible by a certain number if the remainder is 0 when dividing one number by the other. It then provides examples and explanations of the divisibility rules for each number.

G6 m5-a-lesson 2-s

This document presents a math lesson on calculating the area of right triangles. It begins with an exploratory challenge asking students to predict the area formula for right triangles based on different shapes. The formula is then verified and exercises are provided to calculate the areas of various right triangles. The lesson concludes with a problem set containing additional right triangle area calculation problems and questions about cutting shapes and finding dimensions with equal areas.

NCTM Annual Meeting and Convention

The document announces a workshop at the NCTM Annual Meeting titled "Exploring Reasoning and Communication Problems from Singapore Classrooms". It will be presented by Dr. Yeap Ban Har from the Marshall Cavendish Institute in Singapore. The workshop will explore mathematical problems used in Singapore classrooms that involve reasoning and communication skills. It then provides 5 example problems that will be discussed, along with their sources and reference materials.

Day 12 gcf lcm word problems

The document provides instructions and examples for finding the greatest common factor (GCF) and least common multiple (LCM) of numbers. It includes a do now section with scientific notation questions. The main idea is to create a Venn diagram comparing GCF and LCM. Examples are provided to find the GCF and LCM of various number sets. Word problems ask to determine whether to use GCF or LCM to solve. A before you leave question asks how to determine which to use.

G6 m5-a-lesson 2-t

This lesson teaches students how to calculate the area of a right triangle. Students discover that the area of a right triangle is equal to one-half the area of the rectangle formed by the triangle's base and height. Through cutting and pasting shapes, students derive the formula: Area = 1/2 * base * height. They then practice using this formula to solve problems involving right triangles of various dimensions. The lesson emphasizes that the area formula works because a right triangle occupies only half the space of its corresponding rectangle.

4[.5a Box Whiskers

The document provides instructions for building a box and whiskers plot. It explains that box and whisker plots use the median, quartiles, minimum and maximum values of a dataset. The instructions say to line up the numbers, find the median of the top and bottom halves, and note the minimum and maximum. A number line is drawn and boxes are placed around the middle values with whiskers extending to the minimum and maximum to complete the plot. An example is provided of calculating the values for a box and whiskers plot from a dataset.

Math puzzles

Math puzzles

Divisability Rulesppt

Divisability Rulesppt

G6 m5-a-lesson 2-s

G6 m5-a-lesson 2-s

NCTM Annual Meeting and Convention

NCTM Annual Meeting and Convention

Day 12 gcf lcm word problems

Day 12 gcf lcm word problems

G6 m5-a-lesson 2-t

G6 m5-a-lesson 2-t

4[.5a Box Whiskers

4[.5a Box Whiskers

Gtgeomdrill2 12 13

The document provides geometry drill problems for students to review for a test. It instructs students to put their homework on the corner of their desk and continue reviewing geometry concepts, including finding the value of x from algebraic expressions and proving that two line segments are congruent based on given information about a quadrilateral.

Parralelogram day 1 with answersupdated

A parallelogram is a quadrilateral with two pairs of parallel sides. Students were assigned geometry homework to find the values of x and y in figures and provide proof of their answers, placing their homework and pen on the corner of their desk. They were asked to define a parallelogram.

Parralelogram day 2

The document provides instructions to complete geometry homework problems involving regular polygons, parallelograms, and finding missing angle measures. Students are asked to find: the number of sides of two regular polygons given interior and exterior angle measures; angle measures and that parallelogram EFGH is a parallelogram; angle measures x, y, and z for two parallelograms; and to show work for problems 8 through 10.

Traps and kites updated2013

This document contains a geometry lesson on kites and trapezoids. It includes examples of using properties of kites and trapezoids to solve problems, such as finding missing side lengths and angle measures. The examples guide students through setting up and solving multi-step geometry problems involving kites, isosceles trapezoids, midsegments, and theorems about angles, sides, and segments.

Special parralelogrmas day 1

The document contains instructions and content for a geometry drill lesson. The objective is for students to discover properties of special parallelograms. The lesson includes definitions and examples of rectangles, rhombi, squares, and parallelograms. Students are asked to identify these shapes in diagrams and list their defining properties. They will also complete problems finding missing side lengths and plotting point coordinates to identify geometric objects.

Proving quads are parralelograms

The document contains notes from a geometry drill on identifying parallelograms and determining values of x and y in parallelogram figures. It lists homework answers and a classwork assignment to identify parallelograms from figures and state the relevant definition or theorem, as well as an assignment to complete 15 problems showing work.

Gtgeomdrill2 12 13

Gtgeomdrill2 12 13

Parralelogram day 1 with answersupdated

Parralelogram day 1 with answersupdated

Parralelogram day 2

Parralelogram day 2

Traps and kites updated2013

Traps and kites updated2013

Special parralelogrmas day 1

Special parralelogrmas day 1

Proving quads are parralelograms

Proving quads are parralelograms

Math questions!!!

The document is a submission by King Evaggeleu P. Cabaguio to Ms. Lovely A. Rosales containing activities on triangles. The activities explore properties of triangles, including relationships between angle and side measures, forming triangles with given side lengths, comparing exterior and interior angles, and conjecturing triangle theorems. Students are asked to make observations and comparisons to develop understandings of triangle inequalities.

324 Chapter 5 Relationships Within TrianglesObjective To.docx

324 Chapter 5 Relationships Within Triangles
Objective To use inequalities involving angles and sides of triangles
In the Solve It, you explored triangles formed by various lengths of board. You may have
noticed that changing the angle formed by two sides of the sandbox changes the length
of the third side.
Essential Understanding Th e angles and sides of a triangle have special
relationships that involve inequalities.
Property Comparison Property of Inequality
If a 5 b 1 c and c . 0, then a . b.
For a neighborhood improvement project, you
volunteer to help build a new sandbox at
the town playground. You have two boards
that will make up two sides of the
triangular sandbox. One is 5 ft long and the
other is 8 ft long. Boards come in the
lengths shown. Which boards can you use
for the third side of the sandbox? Explain.
Inequalities in
One Triangle
5-6
t
t
tt
o
lele
f
Think about
whether the shape
of the triangle
would be easy to
play in.
Dynamic Activity
Triangle
Inequalities
T
A
C T I V I T I
E S T
AAAAAAAA
C
A
CC
I E
SSSSSSSS
DY
NAMIC
Proof of the Comparison Property of Inequality
Given: a 5 b 1 c, c . 0
Prove: a . b
Statements Reasons
1) c . 0 1) Given
2) b 1 c . b 1 0 2) Addition Property of Inequality
3) b 1 c . b 3) Identity Property of Addition
4) a 5 b 1 c 4) Given
5) a . b 5) Substitution
Proof
hsm11gmse_NA_0506.indd 324 3/6/09 11:56:15 AM
http://media.pearsoncmg.com/aw/aw_mml_shared_1/copyright.html
Problem 1
Got It?
Lesson 5-6 Inequalities in One Triangle 325
Th e Comparison Property of Inequality allows you to prove the following corollary to
the Triangle Exterior Angle Th eorem (Th eorem 3-11).
Proof of the Corollary
Given: /1 is an exterior angle of the triangle.
Prove: m/1 . m/2 and m/1 . m/3.
Proof: By the Triangle Exterior Angle Th eorem, m/1 5 m/2 1 m/3. Since
m/2 . 0 and m/3 . 0, you can apply the Comparison Property of
Inequality and conclude that m/1 . m/2 and m/1 . m/3.
Applying the Corollary
Use the fi gure at the right. Why is ml2 S ml3?
In nACD, CB > CD, so by the Isosceles Triangle Th eorem,
m/1 5 m/2. /1 is an exterior angle of nABD, so by the
Corollary to the Triangle Exterior Angle Th eorem, m/1 . m/3.
Th en m/2 . m/3 by substitution.
1. Why is m/5 . m/C?
You can use the corollary to Th eorem 3-11 to prove the following theorem.
Corollary Corollary to the Triangle Exterior Angle Theorem
Corollary
Th e measure of an exterior
angle of a triangle is greater
than the measure of each of
its remote interior angles.
If . . .
/1 is an exterior angle
Then . . .
m/1 . m/2 and
m/1 . m/3
2 1
3
Proof
3
4
1
25
A
CD
B
Theorem 5-10
Theorem
If two sides of a triangle are
not congruent, then the
larger angle lies opposite
the longer side.
If . . .
XZ . XY
Then . . .
m/Y . m/Z
You will prove Theorem 5-10 in Exercise 40.
X
Y
Z
G
U
I
m
C
Th
G
How do you identify
an exterior angle?
An exterior angle
must be form.

Online Unit 3.pptx

The document provides information about the Pythagorean theorem and its applications. It defines the Pythagorean theorem as the square of the hypotenuse of a right triangle being equal to the sum of the squares of the other two sides. It gives examples of Pythagorean triples and how to use the theorem to solve for missing sides of right triangles. It also discusses classifying triangles as right, obtuse, or acute using the theorem and covers special right triangles.

Geometry unit 6.4

1. The document discusses properties of rectangles, rhombuses, and squares. It provides examples demonstrating that rectangles and rhombuses inherit properties from parallelograms, such as having congruent diagonals that bisect each other.
2. A square is defined as a quadrilateral with four congruent sides and four right angles, making it a rectangle, rhombus, and parallelogram. Examples show the diagonals of a square are congruent perpendicular bisectors.
3. The document contains examples proving properties of special parallelograms using their defining characteristics and previously established properties of parallelograms.

Triangle Unequality Theorems.pdf

This document introduces a lesson on inequalities in triangles. It begins by posing focus questions about how artists, contractors, and engineers use triangular features in their designs and how mathematical concepts justify these designs. It then outlines the lessons and concepts that will be covered, including theorems on triangle inequalities and their applications. The document includes a pre-assessment to gauge the reader's existing knowledge on triangle inequalities. It provides examples of triangular designs and asks the reader to analyze them for uses of triangle inequalities. Finally, it introduces an activity where the reader will construct a "concept museum" to demonstrate their understanding of triangle inequalities through responding to tasks related to diagrams of triangles.

Lesson plan in mathematics 9

This document contains a lesson plan for a 9th grade mathematics class on trigonometric ratios of special angles. It includes objectives to find exact values of trigonometric ratios for 45° and 30°/60° angles by drawing and analyzing special right triangles. Students will work in groups to draw and solve problems involving a 45-45-90 triangle from a square and a 30-60-90 triangle from an equilateral triangle. They will then analyze and generalize their findings. The lesson aims to help students demonstrate understanding of basic trigonometry concepts and apply them to solve real-world problems accurately.

(7) Lesson 7.3

1. The document discusses classifying pairs of angles as complementary, supplementary, or neither. It also discusses finding the measure of an unknown angle using the fact that angles in a triangle sum to 180 degrees.
2. Examples are provided to classify triangles based on their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral). Steps are shown to write and solve equations to find missing angle measures.
3. Geometry helps describe real-world objects by classifying triangles based on their angles and sides, and using angle relationships and equations to determine measures of angles in triangular objects.

Classifying triangles Holt

This document discusses classifying triangles based on angle measures and side lengths. Triangles can be classified as acute, obtuse, right, equiangular, isosceles, equilateral, or scalene. Examples are provided to demonstrate classifying triangles using given angle measures or side lengths. The document also includes an application example calculating the number of equilateral triangles that can be formed from a given length of steel beam.

Chapter4001 and 4002 traingles

This document is from a geometry textbook. It discusses classifying triangles based on their angle measures and side lengths. There are examples of classifying triangles as acute, obtuse, right, equiangular, isosceles, scalene, and equilateral. It also discusses finding missing angle measures and side lengths using triangle properties and theorems like the Triangle Sum Theorem.

pytagoras theorem.pdf

The document discusses Pythagoras' theorem, which states that for any right-angled triangle, the square of the hypotenuse (the longest side) is equal to the sum of the squares of the other two sides. It provides examples of using the theorem to calculate missing sides of triangles. It also notes that some triangles have integer sides, called Pythagorean triples, and lists some examples. The document suggests some ways questions could become more difficult, such as using multiple triangles or requiring algebraic manipulation.

Math 4 sem 2

This document contains a 25 question mathematics year 4 semester examination with questions ranging from operations with whole numbers, fractions, decimals, measurement, time, shapes, and word problems. The exam tests a variety of essential math skills and concepts for 4th grade level.

Geometry 201 unit 5.5

This document provides examples and explanations of indirect proofs. It begins with examples of writing indirect proofs to show that a triangle cannot have two right angles or that a number is greater than 0. It then discusses using inequalities in indirect proofs involving triangles. Examples demonstrate ordering triangle sides and angles, applying the triangle inequality theorem to determine if a triangle can exist with given side lengths, and using indirect proofs to find possible side lengths. The document concludes with practice problems applying these concepts.

MWA 10 7.1 Pythagorean

The document explains the Pythagorean theorem and provides examples of its use. It defines key terms like right triangle, hypotenuse, and how angles and sides are labeled. The theorem states that for a right triangle with sides a, b, c, where c is the hypotenuse, a^2 + b^2 = c^2. Examples show setting up and solving equations using the theorem to find missing side lengths of right triangles. The final example calculates the length of cloth needed to make a tent with a 4m high, 3m wide opening.

Gch5 l6

This document discusses using inequalities to compare angles and side lengths in two triangles. It begins with examples that use the hinge theorem and its converse to determine relationships between angles and sides. Application examples are provided, including comparing distances traveled from school. Proofs are presented to demonstrate triangle relationships using statements and reasons. The document concludes with a lesson quiz to assess understanding.

5-2Bisectors of Triangles.ppsx

This document discusses properties of bisectors of triangles, including perpendicular bisectors and angle bisectors. It provides examples and explanations of key concepts such as: the circumcenter theorem stating that the perpendicular bisectors of a triangle are concurrent at the circumcenter, which is equidistant from the triangle's vertices; the incenter theorem stating that the angle bisectors are concurrent at the incenter, which is equidistant from the triangle's sides; and applications of using bisectors to find equidistant points within triangles.

5.7 5.4 Notes A

The key features of the midsegment of a trapezoid are: it is parallel to the bases, its length is half the distance between the bases, and it bisects the line segment between the bases.

5.7 5.4 Notes A

The key features of the midsegment of a trapezoid are: it is parallel to the bases, its length is half the distance between the bases, and it bisects the distance between the bases.

(8) Lesson 7.5 - Similar Triangles and Indirect measurement

This document contains examples and explanations for determining similarity of triangles using angle-angle criterion. It includes:
1) An example comparing two triangles' corresponding angles to determine if they are similar or not.
2) An example using similarity of triangles to solve for the height of a street light using shadow lengths proportional to heights.
3) An example applying similarity to find the distance across a lake by setting up a proportion between corresponding sides of two similar triangles.

Ao dand aoe

This document contains a geometry lesson on angles of elevation and depression. It includes examples of classifying, finding distances using tangent ratios, and applying the concepts to real world scenarios like lighthouses and airports. The lesson concludes with a two part quiz to assess understanding of classifying angles and using tangent ratios to find distances.

G6 m5-a-lesson 3-s

This document provides a lesson on calculating the area of acute triangles using the height and base. It explains that the area formula A = 1/2 * base * height can be used to find the area of any triangle, not just right triangles. Several examples are worked through to demonstrate calculating the area of various triangles by identifying the base and height and plugging them into the area formula. Students are provided practice problems to calculate the areas of additional triangles.

Math questions!!!

Math questions!!!

324 Chapter 5 Relationships Within TrianglesObjective To.docx

324 Chapter 5 Relationships Within TrianglesObjective To.docx

Online Unit 3.pptx

Online Unit 3.pptx

Geometry unit 6.4

Geometry unit 6.4

Triangle Unequality Theorems.pdf

Triangle Unequality Theorems.pdf

Lesson plan in mathematics 9

Lesson plan in mathematics 9

(7) Lesson 7.3

(7) Lesson 7.3

Classifying triangles Holt

Classifying triangles Holt

Chapter4001 and 4002 traingles

Chapter4001 and 4002 traingles

pytagoras theorem.pdf

pytagoras theorem.pdf

Math 4 sem 2

Math 4 sem 2

Geometry 201 unit 5.5

Geometry 201 unit 5.5

MWA 10 7.1 Pythagorean

MWA 10 7.1 Pythagorean

Gch5 l6

Gch5 l6

5-2Bisectors of Triangles.ppsx

5-2Bisectors of Triangles.ppsx

5.7 5.4 Notes A

5.7 5.4 Notes A

5.7 5.4 Notes A

5.7 5.4 Notes A

(8) Lesson 7.5 - Similar Triangles and Indirect measurement

(8) Lesson 7.5 - Similar Triangles and Indirect measurement

Ao dand aoe

Ao dand aoe

G6 m5-a-lesson 3-s

G6 m5-a-lesson 3-s

Olivia’s math problem2

100 day of school

Olivia’s math problem2

100 days

Olivia's 100 day of school

100 days

Oliviamath problem

100 dyas

Olivia’s math problem

100 day project

Olivia’s math problem

100 day project

Polygons day 2 2015

1. The document provides geometry problems involving calculating interior and exterior angle measures of various regular and non-regular polygons. It asks students to find angle sums and individual angle measures for polygons with a specified number of sides.
2. Questions involve calculating interior and exterior angle sums and measures for polygons ranging from pentagons to 15-gons and up to polygons with 30 or 36 sides. Students are asked to determine properties of polygons like the number of sides if the interior angle sum is given.

Chapter 5 review drill

The document outlines a geometry drill session that reviews special right triangles and chapter 5 material. It provides several problems to find missing sides of right triangles given certain measurements, instructing students to show their work and use formulas. Problems include finding sides of triangles with angles of 30-60-90, 45-45-90, and solving for unknown sides using trigonometric ratios.

Pytha drill into lines of concurrency day 2

This document contains notes from a geometry lesson on using properties of perpendicular bisectors, angle bisectors, midsegments, and medians of a triangle. It includes three examples of using perpendicular bisectors and angle bisectors to find distances in triangles. It also poses a question about what geometric construction could be used to find a location equal distance from three given points X, Y, and Z, which represents finding the circumcenter of a triangle formed by those points.

Pytha drill into lines of concurrency

1) The document provides instructions for an honors geometry class, including having homework and a pen ready, an upcoming quiz on Friday, and drill problems to work on finding missing side lengths of triangles using properties like the Pythagorean theorem.
2) Students are asked to work with a partner using devices and packets to investigate triangle properties like perpendicular bisectors, angle bisectors, midsegments, and medians using geometry software.
3) Key vocabulary is defined, like what a midsegment of a triangle is and the midsegment theorem. Sample problems are provided applying these concepts.

Triang inequality drill and review

Students were assigned homework involving triangles and the Pythagorean theorem due on February 8th. The objective of the assignment was for students to review the triangle inequality theorem and Pythagorean theorem as it relates to triangles.

5004 pyth tring inequ and more

Point D is located below point B. Point E is located to the right of point D. Point F is located below point C and to the left of point E.

Chapter 5 unit f 003 review and more updated

The document provides instructions and diagrams for 4 math problems involving angles and perpendicular bisectors. It aims to review skills around finding unknown angles and distances given information about perpendicular or angle bisectors. The final section models explaining geometric proofs through stating reasons and using theorems such as vertical angles, alternate interior angles, and angle-angle-side.

5002 more with perp and angle bisector and cea

Students were instructed to place their homework from the previous Wednesday on their desk and turn in any unfinished work from the prior Friday. They were then told to copy geometry questions and self-assess their answers as a guess, unsure, or sure. The objective was to review properties of perpendicular bisectors, angle bisectors, and demonstrate what students have learned over the course of the year.

5002 more with perp and angle bisector and cea updated

Students were instructed to place their homework from the previous Wednesday on their desk and turn in any unfinished work from the prior Friday. They were then told to copy geometry questions and self-assess their answers as a guess, unsure, or sure. The objective was for students to review properties of perpendicular bisectors, angle bisectors, and demonstrate what they have learned in honors geometry over the course of the year.

Chapter 5 unit f 001

This document provides definitions, examples, and practice problems related to perpendicular bisectors and angle bisectors. It begins by defining perpendicular bisectors as the locus of points equidistant from the endpoints of a segment. Angle bisectors are defined as the locus of points equidistant from the sides of an angle. Examples show applying theorems about perpendicular and angle bisectors to find missing measures. The document concludes with an example writing an equation for a perpendicular bisector in point-slope form.

Review day 2

The document provides instructions for students to complete a geometry handout individually. It asks students to draw a segment 8 inches long labeled AB, draw a right angle from point A, mark off 6 inches from point A to point C to form a right triangle, and connect points B and C. It then asks students whether the resulting triangles would be congruent for everyone and why or why not. The document also states the objective is to review for a geometry test on Friday and includes blanks for stating geometry statements, reasons, and constructing proofs.

Overlapping triangle drill

This document provides lesson materials on isosceles and equilateral triangles including:
- Key vocabulary terms like legs, vertex angle, and base of an isosceles triangle.
- The Isosceles Triangle Theorem and its converse.
- Properties and theorems regarding equilateral triangles.
- Examples proving triangles congruent using corresponding parts of congruent triangles (CPCTC).
- A lesson quiz to assess understanding of isosceles triangle properties and angle measures.

Chapter4006more with proving traingle congruent

The document contains notes from a geometry class, including examples of proofs of triangle congruence using various postulates and theorems. Several triangle congruence proofs are shown using criteria such as ASA, SAS, and SSS. Key vocabulary terms like hypotenuse and legs are defined. The Pythagorean theorem and its formula are stated.

Triangle congruence

This document contains information about proving triangles congruent using various postulates and theorems of geometry including:
- SSS (side-side-side) postulate
- SAS (side-angle-side) postulate
- ASA (angle-side-angle) postulate
- AAS (angle-angle-side) theorem
- Hypotenuse-Leg theorem
It also defines key terms like hypotenuse and legs of a right triangle and presents the Pythagorean theorem.

Olivia’s math problem2

Olivia’s math problem2

Olivia’s math problem2

Olivia’s math problem2

Olivia's 100 day of school

Olivia's 100 day of school

Oliviamath problem

Oliviamath problem

Olivia’s math problem

Olivia’s math problem

Olivia’s math problem

Olivia’s math problem

Polygons day 2 2015

Polygons day 2 2015

Chapter 5 review drill

Chapter 5 review drill

Pytha drill into lines of concurrency day 2

Pytha drill into lines of concurrency day 2

Pytha drill into lines of concurrency

Pytha drill into lines of concurrency

Triang inequality drill and review

Triang inequality drill and review

5004 pyth tring inequ and more

5004 pyth tring inequ and more

Chapter 5 unit f 003 review and more updated

Chapter 5 unit f 003 review and more updated

5002 more with perp and angle bisector and cea

5002 more with perp and angle bisector and cea

5002 more with perp and angle bisector and cea updated

5002 more with perp and angle bisector and cea updated

Chapter 5 unit f 001

Chapter 5 unit f 001

Review day 2

Review day 2

Overlapping triangle drill

Overlapping triangle drill

Chapter4006more with proving traingle congruent

Chapter4006more with proving traingle congruent

Triangle congruence

Triangle congruence

- 1. GT Geometry 11/29/12 • Turn in CW/HW from yesterday on the book shelf. • Drill #2.11 is going to be a review drill make sure you have a calculator if you want one!
- 2. GT Geometry Drill 11/29/12 Classify each triangle by its angles and sides. 1. MNQ 2. NQP 3. MNP 4. Find the side lengths of the triangle.
- 3. 5. The measure of one of the acute angles in a right triangle is 56 2°. What is the measure of the other 3 acute angle? 6. Find m∠ABD. 7. Find m∠N and m∠P.
- 4. 8. The diagram is a map showing John's house, Kay's house, and the grocery store. What is the angle the two houses make with the store?
- 5. 9. Write the angles in order from smallest to largest. 10. Write the sides in order from shortest to longest.
- 6. 11. The lengths of two sides of a triangle are 17 cm and 12 cm. Find the range of possible lengths for the third side. 12. Tell whether a triangle can have sides with lengths 2.7, 3.5, and 9.8. Explain. 13. Ray wants to place a chair so it is 10 ft from his television set. Can the other two distances shown be 8 ft and 6 ft? Explain.
- 7. 4-1 Classifying Triangles Lesson Quiz Classify each triangle by its angles and sides. 1. MNQ acute; equilateral 2. NQP obtuse; scalene 3. MNP acute; scalene 4. Find the side lengths of the triangle. 29; 29; 23 Holt McDougal Geometry
- 8. 4-1 Classifying Triangles Lesson Quiz: Part I 1. The measure of one of the acute angles in a right triangle is 562 °. What is the measure of the other 3 acute angle? 1 33 3 ° 2. Find m∠ABD. 3. Find m∠N and m∠P. 124° 75°; 75° Holt McDougal Geometry
- 9. 4-1 Classifying Triangles Lesson Quiz: Part II 4. The diagram is a map showing John's house, Kay's house, and the grocery store. What is the angle the two houses make with the store? 30° Holt McDougal Geometry
- 10. 4-1 Classifying Triangles 1. Write the angles inQuiz: Part I smallest to Lesson order from largest. ∠C, ∠B, ∠A 2. Write the sides in order from shortest to longest. Holt McDougal Geometry
- 11. 4-1 Classifying Triangles Lesson Quiz: Part II 3. The lengths of two sides of a triangle are 17 cm and 12 cm. Find the range of possible lengths for the third side. 4. Tell whether < trianglecm have sides with 5 cm a x < 29 can lengths 2.7, 3.5, and 9.8. Explain. No; 2.7 + 3.5 is not greater than 9.8. 5. Ray wants to place a chair so it is 10 ft from his television set. Can the other two distances shown be 8 ft and 6 ft? Explain. Yes; the sum of any two lengths is greater than the third length. Holt McDougal Geometry