This document contains an overview of Chapter 10 from a geometry textbook. It covers the following topics across 10 lessons: solid figures, plane figures, problem-solving strategies like looking for patterns, lines/segments/rays, angles, and problem-solving investigations. The chapter introduces key concepts, provides examples, and aligns topics to state math standards. It aims to teach students to identify, describe, classify and solve problems involving various geometric shapes and their properties.
This document provides an overview of Chapter 13 from a mathematics textbook on fractions. It includes summaries and examples for 9 lessons:
Lesson 13-1 introduces parts of a whole and identifying fractions for parts of a circle or figure.
Lesson 13-2 covers parts of a set and identifying fractions for parts of groups.
Lesson 13-3 demonstrates using drawings to solve word problems involving fractions.
Lesson 13-4 explains equivalent fractions through multiplication and division.
Lesson 13-5 defines simplest form and writing fractions in their simplest form.
Lesson 13-6 uses a word problem to demonstrate choosing the best problem-solving strategy.
Lesson 13-7 compares and orders fractions using
This document contains information about geometry and measurement from a math textbook. It includes 7 lessons: on congruent figures, symmetry, perimeter, solving simpler problems, area, choosing a problem-solving strategy, and finding the area of complex figures. The lessons provide definitions, standards, examples and exercises related to these geometry and measurement topics.
This document provides an overview of Chapter 14 from a mathematics textbook. The chapter covers decimals, including tenths, hundredths, relating mixed numbers and decimals, problem-solving strategies involving making models, comparing and ordering decimals, and problem-solving investigations involving choosing the best strategy. It includes learning objectives, standards, examples and explanations for each of the 7 lessons covered in the chapter.
Let's analyze the pattern to write a rule.
The cost increases by $2 each time.
Rule: Cost = $5 + 2x
To find the cost for 7 people:
Cost = $5 + 2(7) = $5 + 14 = $19
The cost for 8 people is $5 + 2(8) = $5 + 16 = $21
So the amount earned for 7 and 8 people is $19 and $21.
The answer is A.
The document is about algebra and graphing. It contains 7 lessons: negative numbers, finding points on a grid, graphing ordered pairs, problem-solving strategies using logical reasoning, functions, graphing functions, and a problem-solving investigation. Each lesson contains examples and practice problems to teach the concepts and standards covered in that lesson.
This document outlines lessons on dividing by one-digit numbers. Lesson 9-1 covers division with and without remainders. Lesson 9-2 discusses dividing multiples of 10, 100, and 1,000. Lesson 9-3 introduces the problem-solving strategy of guess and check. Lesson 9-4 is about estimating quotients. Each lesson provides examples and relates the content to California math standards.
This document provides a summary of Chapter 15 from a mathematics textbook. The chapter covers adding and subtracting decimals through 6 lessons: 1) rounding decimals, 2) estimating decimal sums and differences, 3) using a problem-solving strategy of working backward, 4) adding decimals, 5) choosing a problem-solving strategy, and 6) subtracting decimals. Each lesson includes examples and practice problems to illustrate the concepts and build skills in adding and subtracting decimals.
The document is a chapter on addition and subtraction from a math textbook. It contains 7 lessons: 1) addition properties and subtraction rules, 2) estimating sums and differences, 3) problem-solving strategies for estimating or finding exact answers, 4) adding numbers, 5) subtracting numbers, 6) problem-solving investigations for choosing a strategy, and 7) subtracting across zeros. Each lesson provides examples and explanations of the concepts and includes practice problems for students to work through.
This document provides an overview of Chapter 13 from a mathematics textbook on fractions. It includes summaries and examples for 9 lessons:
Lesson 13-1 introduces parts of a whole and identifying fractions for parts of a circle or figure.
Lesson 13-2 covers parts of a set and identifying fractions for parts of groups.
Lesson 13-3 demonstrates using drawings to solve word problems involving fractions.
Lesson 13-4 explains equivalent fractions through multiplication and division.
Lesson 13-5 defines simplest form and writing fractions in their simplest form.
Lesson 13-6 uses a word problem to demonstrate choosing the best problem-solving strategy.
Lesson 13-7 compares and orders fractions using
This document contains information about geometry and measurement from a math textbook. It includes 7 lessons: on congruent figures, symmetry, perimeter, solving simpler problems, area, choosing a problem-solving strategy, and finding the area of complex figures. The lessons provide definitions, standards, examples and exercises related to these geometry and measurement topics.
This document provides an overview of Chapter 14 from a mathematics textbook. The chapter covers decimals, including tenths, hundredths, relating mixed numbers and decimals, problem-solving strategies involving making models, comparing and ordering decimals, and problem-solving investigations involving choosing the best strategy. It includes learning objectives, standards, examples and explanations for each of the 7 lessons covered in the chapter.
Let's analyze the pattern to write a rule.
The cost increases by $2 each time.
Rule: Cost = $5 + 2x
To find the cost for 7 people:
Cost = $5 + 2(7) = $5 + 14 = $19
The cost for 8 people is $5 + 2(8) = $5 + 16 = $21
So the amount earned for 7 and 8 people is $19 and $21.
The answer is A.
The document is about algebra and graphing. It contains 7 lessons: negative numbers, finding points on a grid, graphing ordered pairs, problem-solving strategies using logical reasoning, functions, graphing functions, and a problem-solving investigation. Each lesson contains examples and practice problems to teach the concepts and standards covered in that lesson.
This document outlines lessons on dividing by one-digit numbers. Lesson 9-1 covers division with and without remainders. Lesson 9-2 discusses dividing multiples of 10, 100, and 1,000. Lesson 9-3 introduces the problem-solving strategy of guess and check. Lesson 9-4 is about estimating quotients. Each lesson provides examples and relates the content to California math standards.
This document provides a summary of Chapter 15 from a mathematics textbook. The chapter covers adding and subtracting decimals through 6 lessons: 1) rounding decimals, 2) estimating decimal sums and differences, 3) using a problem-solving strategy of working backward, 4) adding decimals, 5) choosing a problem-solving strategy, and 6) subtracting decimals. Each lesson includes examples and practice problems to illustrate the concepts and build skills in adding and subtracting decimals.
The document is a chapter on addition and subtraction from a math textbook. It contains 7 lessons: 1) addition properties and subtraction rules, 2) estimating sums and differences, 3) problem-solving strategies for estimating or finding exact answers, 4) adding numbers, 5) subtracting numbers, 6) problem-solving investigations for choosing a strategy, and 7) subtracting across zeros. Each lesson provides examples and explanations of the concepts and includes practice problems for students to work through.
This chapter discusses using algebra to represent and solve problems involving addition, subtraction, and finding patterns and rules. It includes the following key points:
- Lesson 3-1 covers writing and evaluating expressions with variables and addition/subtraction.
- Lesson 3-2 explains how to solve addition and subtraction equations mentally without using models.
- Lesson 3-3 introduces identifying extra and missing information in word problems in order to write and solve the correct equations.
- Lesson 3-4 teaches finding patterns in tables and writing rules as equations that can be used to determine future terms in the pattern.
1. The document is a mark scheme that provides guidance for examiners marking the Pearson Edexcel International GCSE Mathematics exam.
2. It outlines general marking principles such as marking candidates work positively and awarding all marks that are earned.
3. The mark scheme then provides specific guidance on how to award marks for questions on the exam involving topics like algebra, geometry, statistics, and probability.
This module discusses measures of variability such as range and standard deviation. It provides examples of computing the range of various data sets as the difference between the highest and lowest values. Standard deviation is introduced as a more reliable measure that considers how far all values are from the mean. Students learn to calculate standard deviation by finding the deviation of each value from the mean, squaring the deviations, taking the average of the squared deviations, and extracting the square root. They practice computing and interpreting the range and standard deviation of sample data sets.
This document provides a mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 3HR exam from January 2015. It outlines the general marking guidance, including how to award marks for correct working and answers. It also provides specific guidance and mark allocations for each question on the exam. The mark scheme is intended to ensure all candidates receive equal treatment and are rewarded for what they have shown they can do.
This document provides the marking scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 3H exam from January 2015. It begins with some general marking guidance on how to apply the mark scheme positively and award marks for what students show they can do. It provides details on the types of marks that can be awarded and abbreviations used in the mark scheme. It also provides guidance on aspects like showing working, ignoring subsequent work, and awarding marks for parts of questions. The document then provides the mark scheme for specific questions on the exam.
1) The document is a mark scheme for the Pearson Edexcel International GCSE Mathematics A exam.
2) It provides general marking guidance for examiners including marking positively, using the full range of marks, and awarding marks for correct working even if the final answer is incorrect.
3) The mark scheme also provides specific guidance for various questions on the exam including how to mark different parts and methods.
This document discusses counting techniques used in probability and statistics. It introduces the fundamental principle of counting and the multiplication rule for determining the total number of possible outcomes of multi-step processes. Specific counting techniques covered include the tree diagram, permutations, and combinations. Examples are provided to demonstrate how to apply these techniques to problems involving determining the number of arrangements of different objects.
This document is a mathematics exam for the International GCSE consisting of 21 multiple-choice questions covering topics like algebra, geometry, trigonometry, and statistics. The exam is 2 hours long and students must show their work. The front page provides instructions for completing the exam, including information about writing implements, how to fill in personal details, and guidance on showing working for partial credit. The back page leaves space for working out solutions to problems.
The document is a mark scheme that provides guidance to examiners for marking the Pearson Edexcel International GCSE Mathematics A (4MA0/4HR) Paper 4HR exam. It begins by introducing the Edexcel qualifications and some resources available on their website. It then provides general marking guidance on principles like treating all candidates equally, applying the mark scheme positively, and awarding all marks that are deserved according to the scheme. The rest of the document consists of detailed guidance on marking for each question on the exam.
This document contains a mathematics exam paper consisting of 24 questions. It provides instructions for candidates on how to answer the questions, what materials are allowed, and information about marking. The questions cover a range of mathematics topics, including algebra, graphs, probability, geometry and trigonometry. Candidates are required to show their working and communicate their answers clearly in the spaces provided. The total mark for the paper is 100.
This document provides a mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0/3HR) Paper 3HR exam. It outlines the general marking guidance, including how marks should be awarded positively and how to handle various student errors or omissions. The document also provides specific guidance on marking questions 1-13 on the exam.
This document provides a summer math review packet for students entering 7th grade. It includes 10 sections covering exponents, order of operations, rounding and estimating, decimals, fractions and decimals, triangles, perimeter, area, mean mode and median, and sequences. Each section lists objectives and provides example problems for students to work through over the summer.
1. The document is the cover page and instructions for a mathematics exam. It provides information such as the exam date, time allowed, materials permitted, and instructions on how to answer questions and show working.
2. The exam consists of 20 multiple choice and constructed response questions worth a total of 100 marks. Questions cover topics like algebra, geometry, statistics and calculus.
3. Candidates are advised to show all working, use diagrams where appropriate, and check answers if time permits. Calculators are permitted.
1. This document provides the mark scheme for a GCSE mathematics practice paper on higher level modular mathematics. It outlines the marking principles for awarding marks and provides guidance on interpreting student work.
2. The mark scheme is divided into multiple parts, with notes on types of marks, abbreviations used, policies on awarding marks when working is shown or not shown, and how to apply follow through marks.
3. Examples are worked through, showing the marks awarded based on the marking principles. The level of detail provided in the worked examples models how to consistently apply the marking criteria.
This document provides the mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 4HR exam from January 2015. It outlines the general marking guidance, including how to award marks, treat errors, and ignore subsequent working. It then provides detailed mark schemes for 20 multiple part questions on the exam, indicating the maximum marks, working required to earn marks, and acceptable answers.
This document provides information about Module 17 on similar triangles. The key points covered are:
1. The module discusses the definition of similar triangles, similarity theorems, and how to determine if two triangles are similar or find missing lengths using properties of similar triangles.
2. Students are expected to learn how to apply the definition of similar triangles, verify the AAA, SAS, and SSS similarity theorems, and use proportionality theorems to calculate lengths of line segments.
3. Several examples and exercises are provided to help students practice determining if triangles are similar, citing the appropriate similarity theorem, finding missing lengths, and applying properties of similar triangles.
- Mauldin Middle School wants to make $4,740 from yearbook sales. Print yearbooks cost $60 each and digital yearbooks cost $15 each.
- This relationship can be represented by the equation 60x + 15y = 4,740.
- Setting y = 0 in the equation yields an x-intercept of 79, meaning 79 print yearbooks would earn the school $4,740.
- Setting x = 0 yields a y-intercept of 316, meaning 316 digital yearbooks would earn the school $4,740.
Presentasi Kelompok 5 Modul 7 - Statistika Pendidikan (PEMA4210) - PGSD UT 20...yunitaanasari
Presentasi Modul 7 - Statistika Pendidikan (PEMA4210)
Oleh :
Kelompok 5
1. Noermaya Ayundira
2. Yunita Dewi Anasari
PGSD Universitas Terbuka
UPBJJ Malang
Pokjar Kedungkandang
Semester 6 (2021.1)
(Presentasi ini membahas modul 7 yaitu mengenai Kurva - Kurva Lain dan Penggunaannya, yang mana terdiri dari 2 Kegiatan Belajar, yaitu : (1) Distribusi Khi Kuadrat dan (2) Distribusi F)
- The document is a mark scheme that provides guidance for examiners marking the Pearson Edexcel International GCSE Mathematics exam.
- It outlines general marking principles such as marking candidates positively and awarding all marks that are deserved.
- The mark scheme then provides specific guidance on marking parts of questions, including how to award method marks and accuracy marks.
1. The document contains a mathematics exam paper with 21 multiple-choice and free-response questions covering topics like algebra, geometry, statistics, and trigonometry.
2. The exam is 2 hours long and students are provided with a formula sheet. They must show their work, use black or blue ink, and write their answers in the spaces provided.
3. The exam has a total of 100 marks and instructs students to answer all questions, showing the steps in their working. Calculators may be used.
1. The document discusses multiplying decimal numbers, including multiplying decimals by whole numbers, decimals by decimals, and decimals by 10, 100, and 1,000.
2. Key rules covered are counting decimal places to determine the product's decimal placement and moving the decimal over when multiplying by powers of 10.
3. Examples provide step-by-step workings of multiplying decimals using partial products and placing the decimal point correctly in the final product.
The document discusses simple interest calculations. It defines key terms like principal, rate, and time used to calculate simple interest using the formula I=PRT. It provides examples of simple interest problems, such as calculating interest earned on a $500 savings account with an annual interest rate of 2.5% over 18 months. The document also discusses using simple interest to calculate the total cost of a $7,000 car loan with 9% annual interest over 4 years.
This chapter discusses using algebra to represent and solve problems involving addition, subtraction, and finding patterns and rules. It includes the following key points:
- Lesson 3-1 covers writing and evaluating expressions with variables and addition/subtraction.
- Lesson 3-2 explains how to solve addition and subtraction equations mentally without using models.
- Lesson 3-3 introduces identifying extra and missing information in word problems in order to write and solve the correct equations.
- Lesson 3-4 teaches finding patterns in tables and writing rules as equations that can be used to determine future terms in the pattern.
1. The document is a mark scheme that provides guidance for examiners marking the Pearson Edexcel International GCSE Mathematics exam.
2. It outlines general marking principles such as marking candidates work positively and awarding all marks that are earned.
3. The mark scheme then provides specific guidance on how to award marks for questions on the exam involving topics like algebra, geometry, statistics, and probability.
This module discusses measures of variability such as range and standard deviation. It provides examples of computing the range of various data sets as the difference between the highest and lowest values. Standard deviation is introduced as a more reliable measure that considers how far all values are from the mean. Students learn to calculate standard deviation by finding the deviation of each value from the mean, squaring the deviations, taking the average of the squared deviations, and extracting the square root. They practice computing and interpreting the range and standard deviation of sample data sets.
This document provides a mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 3HR exam from January 2015. It outlines the general marking guidance, including how to award marks for correct working and answers. It also provides specific guidance and mark allocations for each question on the exam. The mark scheme is intended to ensure all candidates receive equal treatment and are rewarded for what they have shown they can do.
This document provides the marking scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 3H exam from January 2015. It begins with some general marking guidance on how to apply the mark scheme positively and award marks for what students show they can do. It provides details on the types of marks that can be awarded and abbreviations used in the mark scheme. It also provides guidance on aspects like showing working, ignoring subsequent work, and awarding marks for parts of questions. The document then provides the mark scheme for specific questions on the exam.
1) The document is a mark scheme for the Pearson Edexcel International GCSE Mathematics A exam.
2) It provides general marking guidance for examiners including marking positively, using the full range of marks, and awarding marks for correct working even if the final answer is incorrect.
3) The mark scheme also provides specific guidance for various questions on the exam including how to mark different parts and methods.
This document discusses counting techniques used in probability and statistics. It introduces the fundamental principle of counting and the multiplication rule for determining the total number of possible outcomes of multi-step processes. Specific counting techniques covered include the tree diagram, permutations, and combinations. Examples are provided to demonstrate how to apply these techniques to problems involving determining the number of arrangements of different objects.
This document is a mathematics exam for the International GCSE consisting of 21 multiple-choice questions covering topics like algebra, geometry, trigonometry, and statistics. The exam is 2 hours long and students must show their work. The front page provides instructions for completing the exam, including information about writing implements, how to fill in personal details, and guidance on showing working for partial credit. The back page leaves space for working out solutions to problems.
The document is a mark scheme that provides guidance to examiners for marking the Pearson Edexcel International GCSE Mathematics A (4MA0/4HR) Paper 4HR exam. It begins by introducing the Edexcel qualifications and some resources available on their website. It then provides general marking guidance on principles like treating all candidates equally, applying the mark scheme positively, and awarding all marks that are deserved according to the scheme. The rest of the document consists of detailed guidance on marking for each question on the exam.
This document contains a mathematics exam paper consisting of 24 questions. It provides instructions for candidates on how to answer the questions, what materials are allowed, and information about marking. The questions cover a range of mathematics topics, including algebra, graphs, probability, geometry and trigonometry. Candidates are required to show their working and communicate their answers clearly in the spaces provided. The total mark for the paper is 100.
This document provides a mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0/3HR) Paper 3HR exam. It outlines the general marking guidance, including how marks should be awarded positively and how to handle various student errors or omissions. The document also provides specific guidance on marking questions 1-13 on the exam.
This document provides a summer math review packet for students entering 7th grade. It includes 10 sections covering exponents, order of operations, rounding and estimating, decimals, fractions and decimals, triangles, perimeter, area, mean mode and median, and sequences. Each section lists objectives and provides example problems for students to work through over the summer.
1. The document is the cover page and instructions for a mathematics exam. It provides information such as the exam date, time allowed, materials permitted, and instructions on how to answer questions and show working.
2. The exam consists of 20 multiple choice and constructed response questions worth a total of 100 marks. Questions cover topics like algebra, geometry, statistics and calculus.
3. Candidates are advised to show all working, use diagrams where appropriate, and check answers if time permits. Calculators are permitted.
1. This document provides the mark scheme for a GCSE mathematics practice paper on higher level modular mathematics. It outlines the marking principles for awarding marks and provides guidance on interpreting student work.
2. The mark scheme is divided into multiple parts, with notes on types of marks, abbreviations used, policies on awarding marks when working is shown or not shown, and how to apply follow through marks.
3. Examples are worked through, showing the marks awarded based on the marking principles. The level of detail provided in the worked examples models how to consistently apply the marking criteria.
This document provides the mark scheme for the Pearson Edexcel International GCSE Mathematics A (4MA0) Paper 4HR exam from January 2015. It outlines the general marking guidance, including how to award marks, treat errors, and ignore subsequent working. It then provides detailed mark schemes for 20 multiple part questions on the exam, indicating the maximum marks, working required to earn marks, and acceptable answers.
This document provides information about Module 17 on similar triangles. The key points covered are:
1. The module discusses the definition of similar triangles, similarity theorems, and how to determine if two triangles are similar or find missing lengths using properties of similar triangles.
2. Students are expected to learn how to apply the definition of similar triangles, verify the AAA, SAS, and SSS similarity theorems, and use proportionality theorems to calculate lengths of line segments.
3. Several examples and exercises are provided to help students practice determining if triangles are similar, citing the appropriate similarity theorem, finding missing lengths, and applying properties of similar triangles.
- Mauldin Middle School wants to make $4,740 from yearbook sales. Print yearbooks cost $60 each and digital yearbooks cost $15 each.
- This relationship can be represented by the equation 60x + 15y = 4,740.
- Setting y = 0 in the equation yields an x-intercept of 79, meaning 79 print yearbooks would earn the school $4,740.
- Setting x = 0 yields a y-intercept of 316, meaning 316 digital yearbooks would earn the school $4,740.
Presentasi Kelompok 5 Modul 7 - Statistika Pendidikan (PEMA4210) - PGSD UT 20...yunitaanasari
Presentasi Modul 7 - Statistika Pendidikan (PEMA4210)
Oleh :
Kelompok 5
1. Noermaya Ayundira
2. Yunita Dewi Anasari
PGSD Universitas Terbuka
UPBJJ Malang
Pokjar Kedungkandang
Semester 6 (2021.1)
(Presentasi ini membahas modul 7 yaitu mengenai Kurva - Kurva Lain dan Penggunaannya, yang mana terdiri dari 2 Kegiatan Belajar, yaitu : (1) Distribusi Khi Kuadrat dan (2) Distribusi F)
- The document is a mark scheme that provides guidance for examiners marking the Pearson Edexcel International GCSE Mathematics exam.
- It outlines general marking principles such as marking candidates positively and awarding all marks that are deserved.
- The mark scheme then provides specific guidance on marking parts of questions, including how to award method marks and accuracy marks.
1. The document contains a mathematics exam paper with 21 multiple-choice and free-response questions covering topics like algebra, geometry, statistics, and trigonometry.
2. The exam is 2 hours long and students are provided with a formula sheet. They must show their work, use black or blue ink, and write their answers in the spaces provided.
3. The exam has a total of 100 marks and instructs students to answer all questions, showing the steps in their working. Calculators may be used.
1. The document discusses multiplying decimal numbers, including multiplying decimals by whole numbers, decimals by decimals, and decimals by 10, 100, and 1,000.
2. Key rules covered are counting decimal places to determine the product's decimal placement and moving the decimal over when multiplying by powers of 10.
3. Examples provide step-by-step workings of multiplying decimals using partial products and placing the decimal point correctly in the final product.
The document discusses simple interest calculations. It defines key terms like principal, rate, and time used to calculate simple interest using the formula I=PRT. It provides examples of simple interest problems, such as calculating interest earned on a $500 savings account with an annual interest rate of 2.5% over 18 months. The document also discusses using simple interest to calculate the total cost of a $7,000 car loan with 9% annual interest over 4 years.
This document provides an overview and objectives of a modular workbook on decimal numbers. It introduces decimals and their place value, explaining how to read, write, name, compare, order, and round decimal numbers. Exercises are included to help learners evaluate their understanding of decimals.
The document discusses the Dewey Decimal System, which was invented by Melvil Dewey to categorize books into 10 main subject groups represented by 3-digit numbers. It explains the general categories including 000s for general works, 100s for philosophy, 200s for religion, and so on up to 900s for history and geography. Nonfiction books are organized on shelves first by their Dewey Decimal number, which helps readers find books on the same subject near each other.
The document discusses how to convert fractions to decimals and provides examples. It explains that to change a fraction to a decimal, we divide the numerator by the denominator, carrying the division to the desired number of decimal places. Some key points:
- Fractions can be expressed as decimals by dividing the numerator by the denominator
- To change a fraction to a decimal, divide the numerator by the denominator up to the desired number of decimal places
- Examples are provided such as 2/5 = 0.4
This document provides an overview and objectives of a modular workbook on decimal numbers for grade 6 students. It includes lessons on reading, writing, naming, comparing, ordering, rounding decimals, as well as lessons on equivalent fractions and decimals and the four fundamental operations of addition, subtraction, multiplication and division of decimal numbers. The workbook aims to help students understand the language and concepts of decimal numbers through exercises and examples.
Here are the steps to make a double bar graph from the given data:
1. Draw two sets of bars side by side on the graph. Label one set "Weekday" and the other "Weekend".
2. For each activity (sleeping, eating, etc.), draw the appropriate length bar for the weekday amounts underneath the "Weekday" label.
3. Do the same for the weekend amounts, drawing the bars underneath the "Weekend" label.
4. Be sure to label the axes and provide a title for the double bar graph.
Let me know if any part needs more explanation! Making graphs from data takes some practice but gets easier with experience.
The document is about algebra and graphing. It contains 12 lessons: negative numbers, finding points on a grid, graphing ordered pairs, problem-solving strategies using logical reasoning, functions, and graphing functions. The lessons include examples and practice problems related to these algebra and graphing topics.
This document provides an overview and objectives of a modular workbook on learning decimal numbers for 6th grade students. It covers reading, writing, naming, comparing, ordering, and rounding decimal numbers. It also includes lessons on equivalent fractions and decimals, and the four arithmetic operations of addition, subtraction, multiplication and division of decimal numbers. The workbook aims to help students understand and work with decimal numbers in a fun and engaging way through various exercises and activities.
Here are the steps to solve this problem:
1) Given: Scale ratio = 1 cm = 1 m
2) To read decimeter, each cm on the scale must represent 10 dm = 1 m
3) So each cm is divided into 10 equal parts
4) Each part represents 1 dm
5) Label the scale accordingly
Therefore, the scale is drawn with each cm divided into 10 equal parts and each part labelled as 1 dm.
This document contains information on various types of scales used for technical drawings including plain scales, diagonal scales, vernier scales, comparative scales, and scales of cords. It provides definitions and formulas for calculating representative factors and scale lengths. Examples are given for how to construct and use plain scales to measure distances up to a single decimal place of precision. The document emphasizes the importance of practicing drawing scales to properly apply these techniques.
Let's solve this step-by-step:
1) Given: Distance between Delhi and Agra is 200 km
It is represented by a line 5 cm long on the map
2) To find R.F.:
Actual Length (L) = 200 km
Length on map (l) = 5 cm
R.F. = L/l = 200000/5000 = 1/40,000
3) Maximum distance to be measured is 600 km
4) Length of scale = R.F. x Maximum distance
= 1/40,000 x 600 km = 15 cm
5) Draw a line of length 15 cm
6) Divide it into 15 equal parts. Each part will represent 40
This document provides instructions on how to construct and use various types of scales including plain, diagonal, vernier, comparative, and cord scales. Plain scales can be used to measure dimensions up to a single decimal place, while diagonal and vernier scales allow for measurements up to two decimals. Examples are given for how to draw scales with specific representative factors and measure or represent given distances on each type of scale. Formulas are also provided for calculating representative factors from an object's actual and drawn dimensions.
This document contains a table of contents for an engineering drawing course covering topics such as scales, engineering curves, orthographic projections, sections and developments, intersections of surfaces, and isometric projections. It includes definitions, methods, examples and practice problems for each topic. The objective stated is to use video effects to help visualize concepts in 3D and correctly solve problems through practice of drawing by hand with guidance from illustrations and notes provided throughout.
This document contains information about an engineering graphics course including:
1. The course details such as unit number, name, faculty information and contents.
2. An outline of the 14 topics covered in the course including scales, engineering curves, orthographic projections, intersections of surfaces and isometric projections.
3. Examples of scales including plain, diagonal, vernier and comparative scales and how to construct and use them to measure distances.
The document provides guidelines and prompts for journal entries on geometry concepts. It includes 30 prompts asking the student to describe key geometry terms and concepts like points, lines, planes, angles, transformations, congruence, and more. It also prompts the student to provide examples for each term or concept described. The prompts cover topics including geometric shapes, formulas, theorems, and problem-solving processes. The student is awarded points for fully answering each prompt.
This document provides information on various topics related to engineering drawing including scales, curves, loci of points, orthographic projections, projections of points and lines, planes, solids, sections and developments, intersections of surfaces, and isometric projections. It contains definitions, explanations, methods of construction, examples and problems for each topic. The document aims to help readers visualize concepts in engineering drawing through illustrations and practice problems to aid in learning and solving problems independently. It encourages reviewing notes, discussing doubts with teachers, and practicing techniques on their own for success.
This document contains information about various topics related to engineering graphics including scales, engineering curves, loci of points, orthographic projections, projections of points and lines, projections of planes, projections of solids, sections and development, intersection of surfaces, and isometric projections. It provides definitions, classifications, methods of construction, and example problems for each topic. The goal of the document is to help the reader visualize concepts in engineering graphics and provide practice problems to aid in learning and solving problems related to these topics.
This document contains information about various topics related to engineering drawing including scales, curves, orthographic projections, sections, developments, and intersections of surfaces. It provides definitions, classifications, methods of construction, and example problems for each topic. The objective of the document is to help the observer visualize engineering drawings and concepts through illustrations and examples so they can correctly solve related problems on their own. It emphasizes the importance of practicing drawing techniques by hand with guidance from instructors to achieve success.
The document discusses properties of similar figures and how to determine if two figures are similar. It provides examples of similar figures and how to use scale factors and proportional sides to determine missing side lengths. Some key points made include:
- Two figures are similar if corresponding angles have the same measure and ratios of corresponding sides are equal.
- The scale factor is the ratio of corresponding sides and can be used to determine unknown side lengths of similar figures.
- Examples show determining if figures are similar and calculating missing side lengths using scale factors and proportional sides.
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Okay, let's solve this step-by-step:
1) Given: Actual area of plot = 1.28 hectares = 12800 sqm
Area shown on map = 8 sqcm
2) To calculate RF:
RF = Actual Dimension / Shown Dimension
RF = 12800 sqm / 8 sqcm
RF = 12800 / 8 = 1600
RF = 1/1600
3) Length of scale = RF x Maximum length to be measured
Maximum length = 100m
Length of scale = 1/1600 x 100m = 6.25cm = 6cm (approx.)
4) Draw a line 6cm long divided into 10 equal parts to read up to 10m
5)
Okay, let's solve this step-by-step:
1) Given: Actual area of plot = 1.28 hectares = 12800 sqm
Map area = 8 sqcm
2) To calculate RF:
RF = Map Area / Actual Area
= 8 sqcm / 12800 sqm
= 8 / 12800
= 1/1600
3) Length of scale = RF x Maximum length
= 1/1600 x 100m (let's take max length as 100m)
= 100/1600 cm = 6.25 cm
4) Draw a line 6.25 cm long and divide it into 10 equal parts to read up to 1 decimal place.
5) Draw a perpendicular line
Okay, let's solve this step-by-step:
1) Given: Actual area of plot = 1.28 hectares = 12800 sqm
Area shown on map = 8 sqcm
2) To calculate RF:
RF = Actual Dimension / Shown Dimension
RF = 12800 sqm / 8 sqcm
RF = 12800 / 8 = 1600
RF = 1/1600
3) Length of scale = RF x Maximum length to be measured
Maximum length = 100m
Length of scale = 1/1600 x 100m = 6.25cm = 6cm (approx.)
4) Draw a line 6cm long divided into 10 equal parts to read up to 10m
5)
This document provides an overview of the contents of an engineering drawing tutorial CD. It outlines 14 topics covered on the CD, from scales and engineering curves to orthographic projections, projections of points/lines/planes/solids, sections and developments, intersections of surfaces, and isometric projections. It also provides the objectives of the CD, which are to use visual effects to help the observer visualize concepts and situations in order to correctly solve problems themselves, with practice drawing by hand. Example problems are provided within several topics to illustrate techniques.
This document outlines the contents of an engineering drawing tutorial CD. It covers topics such as scales, engineering curves, orthographic projections, projections of points/lines/planes/solids, sections and developments, intersections of surfaces, and isometric projections. The objective of the CD is to use visualizations and illustrations to help the observer learn techniques for engineering drawing and reach correct solutions on their own through practice. It emphasizes observing illustrations carefully, taking notes, reviewing tips and solution steps to develop skills in this area. Various examples and problems are provided within each topic section to help with learning and memorization.
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Math Gr4 Ch10
1. Chapter 10
Geometry
Click the mouse or press the space bar to continue.
2. Geometry
10
Lesson 10-1 Solid Figures
Lesson 10-2 Plane Figures
Lesson 10-3 Problem-Solving Strategy: Look
for a Pattern
Lesson 10-4 Lines, Line Segments, and Rays
Lesson 10-5 Angles
Lesson 10-6 Problem-Solving Investigation:
Choose a Strategy
Lesson 10-7 Triangles
Lesson 10-8 Quadrilaterals
Lesson 10-9 Parts of a Circle
3. 10-1 Solid Figures
Five-Minute Check (over Chapter 9)
Main Idea and Vocabulary
California Standards
Key Concept: Solid Figures
Example 1
4. 10-1 Solid Figures
• I will identify, describe, and classify solid
figures, and identify and make/draw nets.
• solid figure • vertex
• face • net
• edge
5. 10-1 Solid Figures
Standard 4MG3.6 Visualize, describe, and make
models of geometric solids (e.g. prisms,
pyramids) in terms of the number and shape of
faces, edges, and vertices; interpret two-
dimensional representations of three-
dimensional objects; and draw patterns (of
faces) for a solid that, when cut and folded, will
make a model of the solid.
7. 10-1 Solid Figures
A paper towel roll represents a
figure. Identify the figure. Tell
how many faces, edges, and
vertices it has.
Answer: The paper towel roll is a cylinder. It has 2
faces, 2 edges, and 0 vertices.
8. 10-1 Solid Figures
A tennis ball represents a figure.
Identify the figure. Tell how many
faces, edges, and vertices it has.
A. cone; 1 face, 1 edge, 0 vertices
B. cylinder; 2 faces, 1 edge, 0 vertices
C. sphere; 2 faces, 1 edge, 0 vertices
D. sphere; none
9.
10. 10-2 Plane Figures
Five-Minute Check (over Lesson 10-1)
Main Idea and Vocabulary
California Standards
Key Concept: Polygons
Example 1
Example 2
Example 3
11. 10-2 Plane Figures
• I will identify, describe, and classify place figures.
• plane figure • quadrilateral
• polygon • pentagon
• sides • hexagon
• triangle • octagon
12. 10-2 Plane Figures
Standard 4MG3.0 Students demonstrate an
understanding of plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.
13. 10-2 Plane Figures
A circle is not a polygon because it does not have
straight sides. Other shapes are not polygons as well.
15. 10-2 Plane Figures
Identify the polygon.
Answer: The shape has 8 sides, so the shape is an
octagon.
16. 10-2 Plane Figures
Identify the polygon.
A. triangle
B. quadrilateral
C. pentagon
D. hexagon
17. 10-2 Plane Figures
Tell whether the shape is a polygon.
The shape is a circle and is one curved line.
Answer: It is not a polygon.
18. 10-2 Plane Figures
Tell whether the shape
is a polygon.
A. Yes
B. No
19. 10-2 Plane Figures
Tell whether the shape is a polygon.
The figure has 10 sides. The sides are all straight.
Answer: So, it is a polygon.
20. 10-2 Plane Figures
Tell whether the shape
is a polygon.
A. Yes
B. No
21.
22. 10-3 Problem-Solving Strategy: Look for a Pattern
Five-Minute Check (over Lesson 10-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
23. 10-3 Problem-Solving Strategy: Look for a Pattern
• I will solve problems by looking for a pattern.
24. 10-3 Problem-Solving Strategy: Look for a Pattern
Standard 4MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing
information, and observing patterns.
25. 10-3 Problem-Solving Strategy: Look for a Pattern
Standard 4MG3.0 Students demonstrate an
understanding of plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.
26. 10-3 Problem-Solving Strategy: Look for a Pattern
Amado is helping his dad put a tile floor in their
house. They are laying the tiles in a pattern.
They have run out of tiles and need to buy
more. What color tiles need to be purchased to
complete the floor?
27. 10-3 Problem-Solving Strategy: Look for a Pattern
Understand
What facts do you know?
• You know the tiles form a pattern.
• You know they need to buy more tiles.
What do you need to find?
• Find the tile colors that need to be purchased.
28. 10-3 Problem-Solving Strategy: Look for a Pattern
Plan
Look for a pattern. Then continue the pattern to
find the missing tiles.
29. 10-3 Problem-Solving Strategy: Look for a Pattern
Solve
Use your plan to solve the problem. The first
four tiles in the top row are red, green, blue, and
yellow. Notice that the pattern repeats.
Answer: So, the missing tiles are blue, yellow and red.
30. 10-3 Problem-Solving Strategy: Look for a Pattern
Check
Look back at the problem. A blue, a yellow, and a
red tile will complete the pattern for the entire floor.
So, the answer is correct.
31.
32. 10-4 Lines, Line Segments, and Rays
Five-Minute Check (over Lesson 10-3)
Main Idea and Vocabulary
California Standards
Key Concepts: Lines, Rays, Segments
Key Concepts: Types of Lines
Example 1
Example 2
Example 3
33. 10-4 Lines, Line Segments, and Rays
• I will identify, describe, and classify lines, line
segments, and rays.
• line • parallel
• ray • intersecting
• endpoint • perpendicular
• line segment
34. 10-4 Lines, Line Segments, and Rays
Standard 4MG3.1 Identify lines that are parallel
and perpendicular.
39. 10-4 Lines, Line Segments, and Rays
Identify the figure.
N
M
This line has two endpoints and does not extend in
either direction.
Answer: Line segment MN or MN.
40. 10-4 Lines, Line Segments, and Rays
Identify the figure.
A B
A. line AB
B. line segment AB
C. ray AB
D. none of the above
41. 10-4 Lines, Line Segments, and Rays
Identify the figure.
R T
The figure has arrows on each ends, so it extends
in opposite directions without ending.
Answer: Line RT or RT.
42. 10-4 Lines, Line Segments, and Rays
Identify the figure.
G H
A. line GH
B. line segment GH
C. ray GH
D. none of the above
43. 10-4 Lines, Line Segments, and Rays
Describe the figure.
W
X
Y
T
Answer: The figure shows line WX and line YT. They
are the same distance apart everywhere and
will never cross. WX YT.
44. 10-4 Lines, Line Segments, and Rays
Describe the figure. M
O P
A. parallel lines
B. intersecting lines N
C. perpendicular lines
D. none of the above
45.
46. 10-5 Angles
Five-Minute Check (over Lesson 10-4)
Main Idea and Vocabulary
California Standards
Key Concept: Turns and Angles
Key Concept: Types of Angles
Example 1
Example 2
Example 3
47. 10-5 Angles
• I will identify, describe, and classify angles.
• angle • acute angle
• right angle • obtuse angle
48. 10-5 Angles
Standard 4MG3.5 Know the definitions of a right
angle, an acute angle, and an obtuse angle.
Understand that 90 , 180 , 270 , and 360 are
associated, respectively, with , , , and full
turns.
51. 10-5 Angles
Write how far the
minute hand has turned
in degrees and as a
fraction of a full turn.
Compare the angle shown on the clock to the angles
shown in the Key Concept: Turns and Angles box.
Answer: So, the angle shown on the clock is 180
or a turn.
52. 10-5 Angles
Write how far the minute hand has turned in
degrees and as a fraction of a full turn.
A. 90 ; turn
B. 180 ; turn
C. 270 ; turn
D. 360 ; full turn
53. 10-5 Angles
Classify the angle as acute, obtuse, or right.
The angle is larger than a right angle but smaller
than 180°.
Answer: So, it is an obtuse angle.
54. 10-5 Angles
Classify the angle as
acute, obtuse, or right.
A. acute
B. obtuse
C. right
D. none of the above
55. 10-5 Angles
Classify the angle as acute, obtuse, or right.
The angle is less than a right angle, but greater
than 0°.
Answer: So, it is an acute angle.
56. 10-5 Angles
Classify the angle as
acute, obtuse, or right.
A. acute
B. obtuse
C. right
D. none of the above
57.
58. 10-6 Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 10-5)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
59. 10-6 Problem-Solving Investigation: Choose a Strategy
• I will choose the best strategy to solve a problem.
60. 10-6 Problem-Solving Investigation: Choose a Strategy
Standard 4MR2.3 Use a variety of methods, such
as
words, numbers, symbols, charts, graphs, tables, di
agrams, and models, to explain mathematical
reasoning.
61. 10-6 Problem-Solving Investigation: Choose a Strategy
Standard 4MG3.0 Students demonstrate an
understanding of a plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.
62. 10-6 Problem-Solving Investigation: Choose a Strategy
ARTURO: I have the five puzzle
pieces shown. I need to form a
square using all of the pieces.
YOUR MISSION: Arrange the five
puzzle pieces to form a square.
63. 10-6 Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
• You know there are five puzzle pieces.
What do you need to find?
• You need to find how to arrange the five
puzzle pieces to form a square.
64. 10-6 Problem-Solving Investigation: Choose a Strategy
Plan
Use the act it out strategy. Trace the pieces and
cut them out of paper. Then arrange the polygons
in different ways to figure out how they will form a
square.
65. 10-6 Problem-Solving Investigation: Choose a Strategy
Solve
Arrange the pieces in different ways until you
form a square.
66. 10-6 Problem-Solving Investigation: Choose a Strategy
Check
Look back at the problem. The figure formed by
the pieces is a square because it is a rectangle
that has four equal sides. So, the answer is
correct.
67.
68. 10-7 Triangles
Five-Minute Check (over Lesson 10-6)
Main Idea and Vocabulary
California Standards
Key Concept: Classify Triangles by Sides
Key Concept: Classify Triangles by Angles
Example 1
Example 2
69. 10-7 Triangles
• I will identify, describe, and classify triangles.
• isosceles triangle • right triangle
• equilateral triangle • acute triangle
• scalene triangle • obtuse triangle
70. 10-7 Triangles
Standard 4MG3.7 Know the definitions of
different triangles (e.g.
equilateral, isosceles, scalene) and identify their
attributes.
73. 10-7 Triangles
Classify the triangle.
Use
isosceles, equilateral,
6 in. 6 in.
or scalene.
Exactly 2 sides of the
triangle are the same 3 in.
length.
Answer: So, the triangle is isosceles.
74. 10-7 Triangles
Classify the triangle. Use
isosceles, equilateral, or scalene.
3 cm
A. scalene
3 cm
5 cm
B. isosceles
C. equilateral
D. none of the above
75. 10-7 Triangles
Classify the triangle. Use acute, right, or obtuse.
The triangle has one obtuse angle.
Answer: The triangle is obtuse.
76. 10-7 Triangles
Classify the triangle. Use
acute, right, or obtuse.
10 ft
8 ft
A. acute
B. right
6 ft
C. obtuse
D. none of the above
77.
78. 10-8 Quadrilaterals
Five-Minute Check (over Lesson 10-7)
Main Idea and Vocabulary
California Standard
Key Concept: Quadrilaterals
Example 1
Example 2
Example 3
79. 10-8 Quadrilaterals
• I will identify, describe, and classify quadrilaterals.
• rectangle • parallelogram
• square • trapezoid
• rhombus
80. 10-8 Quadrilaterals
Standard 4MG3.8 Know the definitions of
different quadrilaterals (e.g.
rhombus, square, rectangle, parallelogram, trap
ezoid).
82. 10-8 Quadrilaterals
Classify the quadrilateral in as many ways as
possible.
Answer: It can only be classified as a trapezoid.
83. 10-8 Quadrilaterals
Classify the quadrilateral in
as many ways as possible.
A. trapezoid
B. parallelogram, rhombus, square
C. rectangle, square
D. parallelogram, rhombus
84. 10-8 Quadrilaterals
Look at the picture. What
shape is it?
A pan has 4 right angles
with opposite sides equal
and parallel.
Answer: So, the picture is a rectangle.
85. 10-8 Quadrilaterals
Look at the picture. What shape is it?
A. rectangle
B. square
C. rhombus
D. trapezoid
86. 10-8 Quadrilaterals
Look at the picture. What shape is it?
All sides of the figure are equal and opposite
sides are parallel.
Answer: So, the figure is a rhombus.
87. 10-8 Quadrilaterals
Look at the picture.
What shape is it?
A. parallelogram
B. square
C. rectangle
D. trapezoid
88.
89. 10-9 Parts of a Circle
Five-Minute Check (over Lesson 10-8)
Main Idea and Vocabulary
California Standard
Key Concept: Parts of a Circle
Example 1
Example 2
Example 3
Example 4
90. 10-9 Parts of a Circle
• I will identify parts of a circle.
• circle • diameter
• center • radius
91. 10-9 Parts of a Circle
Standard 4MG3.2 Identify the radius and
diameter of a circle.
93. 10-9 Parts of a Circle
Identify the part of the circle.
The line segment connects the center of the circle to
one point on the circle.
Answer: This is a radius.
94. 10-9 Parts of a Circle
Identify the part of the circle.
A. radius
B. diameter
C. center
D. none of the above
95. 10-9 Parts of a Circle
Identify the part of the circle.
The line segment connects two points on the circle
and goes through the center.
Answer: This is a diameter.
96. 10-9 Parts of a Circle
Identify the part of the circle.
A. radius
B. diameter
C. center
D. none of the above
97. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by CB.
F
CB is a line segment that connects the center of the
circle to a point on a circle.
Answer: So, CB is a radius.
98. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by CD.
A. radius
F
B. diameter
C. center
D. none of the above
99. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by AB.
F
AB is a line segment that connects two points on the
circle and goes through the center.
Answer: So, AB is a diameter.
100. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by C.
A. radius
F
B. diameter
C. center
D. angle
104. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
5,575 5
A. 1,111
B. 115
C. 1,115
D. 1,114
105. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
2,808 8
A. 351
B. 401
C. 301
D. 315
106. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
57,125 3
A. 18,041 R2
B. 18,041
C. 22,375
D. 19,041 R2
107. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
37,214 7
A. 6,316 R2
B. 5,316 R2
C. 53 R4
D. 5,016 R2
108. Geometry
10
(over Lesson 10-1)
How many vertices does a sphere have?
A. 8
B. 4
C. 2
D. 0
109. Geometry
10
(over Lesson 10-1)
How many faces does a cylinder have?
A. 0
B. 2
C. 4
D. 8
110. Geometry
10
(over Lesson 10-1)
Describe a triangular pyramid.
A. It has a triangular base, 3 faces, 6
edges, 4 vertices.
B. It has a triangular base, 4 faces, 3
edges, 4 vertices.
C. It has a triangular base, 2 faces, 6
edges, 6 vertices.
D. It has a triangular base, 4 faces, 6
edges, 4 vertices.
111. Geometry
10
(over Lesson 10-1)
Name a solid figure that has 5 faces, 8 edges, and
5 vertices.
A. a triangular pyramid
B. a rectangular prism
C. a square pyramid
D. a cone
112. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. hexagon
B. triangle
C. pentagon
D. octagon
113. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. pentagon
B. octagon
C. quadrilateral
D. hexagon
114. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. pentagon
B. octagon
C. quadrilateral
D. triangle
115. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. hexagon
B. quadrilateral
C. octagon
D. pentagon
116. Geometry
10
(over Lesson 10-3)
Solve. Use the look for a pattern strategy. While
on vacation, Paul collected pinecones. On
Sunday, he collected 2. On Monday, he collected
9. On Tuesday, he collected 16. If this pattern
continues, how many pinecones will he collect
on Friday?
A. 23
B. 30
C. 37
D. 44
117. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. line CD C
B. line segment CD D
C. ray CD
D. parallel lines
118. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. line segment MN
M N
B. ray MN
C. endpoint MN
D. line MN
119. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. ray RS R S
B. line segment RS
C. endpoint RS
D. line RS
120. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right
121. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right
122. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right
123. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right
124. Geometry
10
(over Lesson 10-6)
Identify 3 bills that total $25 using $1, $5, $10,
and $20 bills.
A. 1 $20 bill and 1 $5 bill
B. 5 $5 bills
C. 2 $10 bills and 1 $5 bill
D. 1 $10 bill and 3 $5 bills
125. Geometry
10
(over Lesson 10-6)
A number is multiplied by 3, then 5 is added to the
product. The result is 23. What was the original
number?
A. 6
B. 8
C. 15
D. 11
126. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. isosceles acute
B. scalene right
C. isosceles obtuse
D. equilateral acute
127. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. equilateral acute
3 cm 5 cm
B. scalene acute
4 cm
C. scalene right
D. isosceles obtuse
128. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. equilateral right
B. scalene acute
C. isosceles acute
D. equilateral acute
129. Geometry
10
(over Lesson 10-8)
Name a quadrilateral that has opposite sides
parallel and 4 right angles.
A. rhombus
B. trapezoid
C. rectangle
D. triangle
130. Geometry
10
(over Lesson 10-8)
Name a quadrilateral that has exactly 1 pair of
parallel sides.
A. square
B. rhombus
C. parallelogram
D. trapezoid
131. Geometry
10
(over Lesson 10-8)
Identify the quadrilateral.
A. trapezoid
B. rhombus
C. square
D. parallelogram
132. Geometry
10
(over Lesson 10-8)
Identify the quadrilateral.
A. square
B. rhombus
C. trapezoid
D. rectangle