This document provides an overview of key concepts related to lines, angles, and shapes in geometry:
1. It defines lines, line segments, and angles, and explains how they are labeled.
2. It describes parallel and perpendicular lines, and explores properties like corresponding angles.
3. It covers calculating and classifying angles, such as complementary, supplementary, and vertically opposite angles.
4. It examines angles in triangles and quadrilaterals, noting the sums of interior and exterior angles.
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ACCEPTING COMMISSIONED POWERPOINT SLIDES
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- Definition of Angles
- Parts of Angles
- Protractor
- Kinds of Angles
- Measuring Angles
The Assignment on the last slide is for them to have a background on the next lesson.
Chapter 1 ( Basic Concepts in Geometry )rey castro
Chapter 1 Basic Concepts in Geometry
1.1 Points, Lines and Planes
1.2 Line Segment
1.3 Rays and Angles
1.4 Some Special Angles
1.5 Angles Made By A Transversal
1.6 Transversal Across Two Parallel Lines
1.7 Conditions For Parallelism
6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.
Objective: Students will understand that the order of operations can be used to evaluate numerical expressions.
Key words
numerical expression
order of operations
This preview may not appear the same on the actual version of the PPT slides.
Some formats may change due to font and size settings available on the audience's device.
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
ACCEPTING COMMISSIONED POWERPOINT SLIDES
EMAIL queenyedda@gmail.com
- - - - - - - - - - - - -
- Definition of Angles
- Parts of Angles
- Protractor
- Kinds of Angles
- Measuring Angles
The Assignment on the last slide is for them to have a background on the next lesson.
Chapter 1 ( Basic Concepts in Geometry )rey castro
Chapter 1 Basic Concepts in Geometry
1.1 Points, Lines and Planes
1.2 Line Segment
1.3 Rays and Angles
1.4 Some Special Angles
1.5 Angles Made By A Transversal
1.6 Transversal Across Two Parallel Lines
1.7 Conditions For Parallelism
6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.
Objective: Students will understand that the order of operations can be used to evaluate numerical expressions.
Key words
numerical expression
order of operations
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Algebra is used in many field in many different ways to solve equation problems, and in business algebra is also used or in our day to day life it is also used. ... Algebra is a way of keeping track of unknown values, which can be used in equations.
The power point explains the concept of congruence in VII th standard .It explains the congruence of angles,vertices, triangles,quadrilaterals,and circle.
1.5 Complementary and Supplementary Angles Dee Black
Some slides lifted from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CEsQFjAD&url=http%3A%2F%2Fdionmath.wikispaces.com%2Ffile%2Fview%2F2.3%2BComplementary%2Band%2BSuppl.%2BAngles.ppt&ei=_wVFUbzHCa-o4AP9ooGwBQ&usg=AFQjCNF-KDyDx_yiVaUuMJMdM6yOJqHASQ&sig2=wH2TZ9xGxsHgtc4cCnn2QQ&bvm=bv.43828540,d.dmg&cad=rja
Algebra is used in many field in many different ways to solve equation problems, and in business algebra is also used or in our day to day life it is also used. ... Algebra is a way of keeping track of unknown values, which can be used in equations.
The power point explains the concept of congruence in VII th standard .It explains the congruence of angles,vertices, triangles,quadrilaterals,and circle.
Two point persective for beginners in a step by step format. Aimed really at Key Stage 3 it is suitable also for GCSE courses in Graphics, RM and Product Design.
I have plenty of other slide shows for these courses. stevyn2003@yahoo.co.uk
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You’ve created a disruptive new technology that’s going to revolutionize an industry – at least until you can figure out how to explain it to someone. Kira Wampler, VP of Marketing for Lytro, discuss how to craft a compelling story about your product or technology and how to educate the average consumer about your breakthrough technology, and turn PhD concepts into cocktail conversations.
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explanation of types of angles i.e acute ,obtuse and right angled angles.Measurement of each type are also described.points which are inside ,on and outside the angle.
Obj. 8 Classifying Angles and Pairs of Anglessmiller5
The student will be able to (I can):
Correctly name an angle
Classify angles as acute, right, or obtuse
Identify
linear pairs
vertical angles
complementary angles
supplementary angles
and set up and solve equations.
Angles properties mathematics solutions by dr. otundo martinMartin Otundo
This slide is coursework for high school Mathematics work. It is basically aimed at bettering the lives of high school, college and university learners
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Topics covered:
UI automation Introduction,
UI automation Sample
Desktop automation flow
Pradeep Chinnala, Senior Consultant Automation Developer @WonderBotz and UiPath MVP
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
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Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
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I have heard many times that architecture is not important for the front-end. Also, many times I have seen how developers implement features on the front-end just following the standard rules for a framework and think that this is enough to successfully launch the project, and then the project fails. How to prevent this and what approach to choose? I have launched dozens of complex projects and during the talk we will analyze which approaches have worked for me and which have not.
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3. Lines In Mathematics, a straight line is defined as having infinite length and no width. Is this possible in real life?
4. Labelling line segments When a line has end points we say that it has finite length . It is called a line segment . We usually label the end points with capital letters. For example, this line segment has end points A and B. We can call this line ‘line segment AB’. A B
5. Labelling angles When two lines meet at a point an angle is formed. An angle is a measure of the rotation of one of the line segments relative to the other. We label points using capital letters. A B C Sometimes instead an angle is labelled with a lower case letter. The angle can then be described as ABC or ABC or B.
6.
7. Lines in a plane What can you say about these pairs of lines? These lines cross, or intersect . These lines do not intersect. They are parallel .
8. Lines in a plane A flat two-dimensional surface is called a plane . Any two straight lines in a plane either intersect once … This is called the point of intersection.
9. Lines in a plane … or they are parallel . We use arrow heads to show that lines are parallel. Parallel lines will never meet. They stay an equal distance apart. Where do you see parallel lines in everyday life? We can say that parallel lines are always equidistant .
10. Perpendicular lines What is special about the angles at the point of intersection here? a = b = c = d Lines that intersect at right angles are called perpendicular lines. a b c d Each angle is 90 . We show this with a small square in each corner.
20. Vertically opposite angles When two lines intersect, two pairs of vertically opposite angles are formed. a = c and b = d Vertically opposite angles are equal. a b c d
24. Angles around a point Angles around a point add up to 360 . a + b + c + d = 360 a b c d because there are 360 in a full turn.
25. Calculating angles around a point b c d 43° 43° 68° Use geometrical reasoning to find the size of the labelled angles. 103° a 167° 137° 69°
26. You can use the facts you have learnt to calculate angles. Work out the answers to the following ten ticks questions.
27. Complementary angles When two angles add up to 90° they are called complementary angles . a b a + b = 90° Angle a and angle b are complementary angles .
28. Supplementary angles When two angles add up to 180° they are called supplementary angles . a b a + b = 180° Angle a and angle b are supplementary angles .
29. Angles made with parallel lines When a straight line crosses two parallel lines eight angles are formed. Which angles are equal to each other? a b c d e f g h
31. Corresponding angles d d h h a b c e f g There are four pairs of corresponding angles , or F-angles. a b c e f g d = h because Corresponding angles are equal
32. Corresponding angles e e a a b c d f g h There are four pairs of corresponding angles , or F-angles. b c d f g h a = e because Corresponding angles are equal
33. Corresponding angles g g c c There are four pairs of corresponding angles , or F-angles . c = g because a b d e f h Corresponding angles are equal
34. Corresponding angles f f There are four pairs of corresponding angles , or F-angles. b = f because a b c d e g h b Corresponding angles are equal
35. Alternate angles f f d d There are two pairs of alternate angles , or Z-angles . d = f because Alternate angles are equal a b c e g h
36. Alternate angles c c e e There are two pairs of alternate angles , or Z-angles . c = e because a b g h d f Alternate angles are equal
41. Angles in a triangle For any triangle, a + b + c = 180 ° The angles in a triangle add up to 180 ° . a b c
42. Angles in a triangle We can prove that the sum of the angles in a triangle is 180 ° by drawing a line parallel to one of the sides through the opposite vertex. These angles are equal because they are alternate angles. a a b b Call this angle c . c a + b + c = 180 ° because they lie on a straight line. The angles a , b and c in the triangle also add up to 180 ° .
43. Calculating angles in a triangle Calculate the size of the missing angles in each of the following triangles. 233° 82° 31° 116° 326° 43° 49° 28° a b c d 33° 64° 88° 25°
44. Calculating angles in a triangle. Calculate the angles shown on this ten ticks worksheet.
45. Angles in an isosceles triangle In an isosceles triangle , two of the sides are equal. We indicate the equal sides by drawing dashes on them. The two angles at the bottom of the equal sides are called base angles . The two base angles are also equal. If we are told one angle in an isosceles triangle we can work out the other two.
46. Angles in an isosceles triangle For example, Find the sizes of the other two angles. The two unknown angles are equal so call them both a . We can use the fact that the angles in a triangle add up to 180° to write an equation. 88° + a + a = 180° 88° a a 88° + 2 a = 180° 2 a = 92° a = 46° 46° 46°
47. Calculating angles in special triangles. Calculate the angles on this ten ticks worksheet.
48. Interior angles in triangles The angles inside a triangle are called interior angles . The sum of the interior angles of a triangle is 180°. c a b
49. Exterior angles in triangles f d e When we extend the sides of a polygon outside the shape exterior angles are formed.
50. Interior and exterior angles in a triangle a b c Any exterior angle in a triangle is equal to the sum of the two opposite interior angles. a = b + c We can prove this by constructing a line parallel to this side. These alternate angles are equal. These corresponding angles are equal. b c
52. Calculating angles Calculate the size of the lettered angles in each of the following triangles. 82° 31° 64° 34° a b 33° 116° 152° d 25° 127° 131° c 272° 43°
53. Calculating angles Calculate the size of the lettered angles in this diagram. 56° a 73° b 86° 69° 104° Base angles in the isosceles triangle = (180º – 104º) ÷ 2 = 76º ÷ 2 = 38º 38º 38º Angle a = 180º – 56º – 38º = 86º Angle b = 180º – 73º – 38º = 69º
54. Sum of the interior angles in a quadrilateral c a b What is the sum of the interior angles in a quadrilateral? We can work this out by dividing the quadrilateral into two triangles. d f e a + b + c = 180° and d + e + f = 180° So, ( a + b + c ) + ( d + e + f ) = 360° The sum of the interior angles in a quadrilateral is 360°.
55. Sum of interior angles in a polygon We already know that the sum of the interior angles in any triangle is 180°. a + b + c = 180 ° Do you know the sum of the interior angles for any other polygons? a b c a + b + c + d = 360 ° We have just shown that the sum of the interior angles in any quadrilateral is 360°. a b c d
56. Interior and exterior angles in an equilateral triangle In an equilateral triangle, Every interior angle measures 60°. Every exterior angle measures 120°. The sum of the interior angles is 3 × 60° = 180°. The sum of the exterior angles is 3 × 120° = 360°. 60° 60° 120° 120° 60° 120°
57. Interior and exterior angles in a square In a square, Every interior angle measures 90°. Every exterior angle measures 90°. The sum of the interior angles is 4 × 90° = 360°. The sum of the exterior angles is 4 × 90° = 360°. 90° 90° 90° 90° 90° 90° 90° 90°
Editor's Notes
The aim of this unit is to teach pupils to: Use accurately the vocabulary, notation and labelling conventions for lines, angles and shapes; distinguish between conventions, facts, definitions and derived properties Identify properties of angles and parallel and perpendicular lines, and use these properties to solve problems Material in this unit is linked to the Key Stage 3 Framework supplement of examples pp 178-183.
A line is the shortest distance between two points. Mathematically, a line only has one dimension, length and no width. We cannot draw a line like this in real life because it would be invisible. The two arrows at either end indicate that the line is infinite. We could not draw an infinitely long line in reality.
Pupils often find the naming of angles difficult, particularly when there is more than one angle at a point. At key stage 3 this confusion is often avoided by using single lower case letters to name angles.
When we discuss lines in geometry, they are assumed to be infinitely long. That means that any two lines in the same plane (that is in the same flat two-dimensional surface) will either intersect at some point or be parallel. This needs to be remembered in the discussion of the pair of parallel lines here. To be parallel, the lines must not intersect no matter how far they are extended.
Pupils should be able to identify parallel and perpendicular lines in 2-D and 3-D shapes and in the environment. For example: rail tracks, double yellow lines, door frame or ruled lines on a page.
Pupils should be able to explain that perpendicular lines intersect at right angles.
Use this activity the identify whether the pairs of lines given are parallel or perpendicular. This activity will also practice the labeling of lines using their end points.
Use this activity to demonstrate that vertically opposite angles are always equal.
Use this activity to demonstrate that the angles on a straight line always add up to 180 °. Hide one of the angles and ask pupils to work out its value. Add another angle to make the problem more difficult.
This should formally summarize the rule that the pupils deduced using the previous interactive slide.
Move the points to change the values of the angles. Show that these will always add up to 360 º. Hide one of the angles, move the points and ask pupils to calculate the size of the missing angle.
This should formally summarize the rule that the pupils deduced using the previous interactive slide.
Point out that that there are two intersecting lines in the second diagram. Click to reveal the solutions.
Ask pupils to give examples of pairs of complementary angles. For example, 32 ° and 58º. Give pupils an acute angle and ask them to calculate the complement to this angle.
Ask pupils to give examples of pairs of supplementary angles. For example, 113 ° and 67º. Give pupils an angle and ask them to calculate the supplement to this angle.
Ask pupils to give any pairs of angles that they think are equal and to explain their choices.
Use this activity to show that when a line crosses a pair of parallel lines eight angles are produced. The four acute angles are equal and the four obtuse angles are equal. The obtuse angle and the acute angle form a pair of supplementary angles. Hide all but one of the angles, move the end points to change the angles and ask pupils to find the value of each hidden angle.
Tell pupils that these are called corresponding angles because they are in the same position on different parallel lines.
Ask pupils to explain how we can calculate the size of angle a using what we have learnt about angle s formed when lines cross parallel lines. If pupils are unsure reveal the hint. When a third parallel line is added we can deduce that a = 29º + 46º = 75º using the equality of alternate angles.
Change the triangle by moving the vertex. Pressing the play button will divide the triangle into three pieces. Pressing play again will rearrange the pieces so that the three vertices come together to form a straight line. Conclude that the angles in a triangle always add up to 180 º. Pupil can replicate this result by taking a triangle cut out of a piece of paper, tearing off each of the corners and rearranging them to make a straight line.
Discuss this proof that angles in a triangle have a sum of 180 º.
Ask pupils to calculate the size of the missing angles before revealing them.
As an alternative to using algebra we could use the following argument: The three angles add up to 180 º, so the two unknown angles must add up to 180º – 88º, that’s 92º. The two angles are the same size, so each must measure half of 92º or 46º.
Drag the vertices of the triangle to show that the exterior angle is equal to the sum of the opposite interior angles. Hide angles by clicking on them and ask pupils to calculate their sizes.
Pupils should be able to understand a proof that the exterior angle is equal to the sum of the two interior opposite angles . Framework reference p183.