Enhance your children's division skills with our incredible teaching, activity and display resource pack! Includes a comprehensive guide to the topic, printable activity resources for independent and group work, as well as handy display and reference materials.
Available from http://www.teachingpacks.co.uk/the-division-pack/
Las Tablas de Multiplicar para tenerlas siempre a mano. Se colorean, recortan y plastifican, después se enganchan a un aro.
Listas para estudiarlas......
A quick revision of Multiplication Tables from 2 to 10. Revise it daily and ensure that you never forget it :)
Youtube Link: https://youtu.be/rNP3Q2fporU
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. 10 for 10
1) Use the correct symbol ( < or > or = ) to complete the number sentences:
a) 2,982 ___ 2,890 b) 24.6 ___ 24.60 c) 12.22 ___ 12.29
2) Round 238:
a) To the nearest 10 b) To the nearest 100 c) To the nearest 1,000
3) 3,753 + 236 =
4) 5,672 – 1,235 =
5) 29 x 9 =
6) 347 x 6 =
4. 10 for 10- ANSWERS
1) Use the correct symbol ( < or > or = ) to complete the number sentences:
a) 2,982 > 2,890 b) 24.6 = 24.60 c) 12.22 < 12.29
2) Round 238:
a) To the nearest 10- 240 b) To the nearest 100- 200 c) To the nearest 1,000- 0
3) 3,753 + 236 = 3,989
4) 5,672 – 1,235 = 4,437
5) 29 x 9 = 261
6) 347 x 6 = 2,082
5. 5 x 6 =
6 x 8 =
6 x 3 =
7 x 6 =
11 x 6 =
4 x 6 =
2 x 6 =
6 x 6 =
6 x 9 =
12 x 6 =
10 x 6 =
6 x 4 =
3 x 6 =
6 x 6 =
6 x 11 =
6 x 5 =
6 x 7 =
9 x 6 =
6 x 2 =
10 x 6 =
8 x 6 =
6 x 12 =
48 ÷ 6 =
12 ÷ 6 =
54 ÷ 6 =
42 ÷ 6 =
60 ÷ 6 =
18 ÷ 6 =
30 ÷ 6 =
72 ÷ 6 =
24 ÷ 6 =
36 ÷ 6 =
66 ÷ 6 =
6. 5 x 6 = 30
6 x 8 = 48
6 x 3 = 18
7 x 6 = 42
11 x 6 = 66
4 x 6 = 24
2 x 6 = 12
6 x 6 = 36
6 x 9 = 54
12 x 6 = 72
10 x 6 = 60
6 x 4 = 24
3 x 6 = 18
6 x 6 = 36
6 x 11 = 66
6 x 5 = 30
6 x 7 = 42
9 x 6 = 54
6 x 2 = 12
10 x 6 = 60
8 x 6 = 48
6 x 12 = 72
48 ÷ 6 = 8
12 ÷ 6 = 2
54 ÷ 6 = 9
42 ÷ 6 = 7
60 ÷ 6 = 10
18 ÷ 6 = 3
30 ÷ 6 = 5
72 ÷ 6 = 12
24 ÷ 6 = 4
36 ÷ 6 = 6
66 ÷ 6 = 11
7. Look at this fraction wall. Can you see any fractions that are equivalent in
size? Fractions are equivalent when they line up. For example, 1/2 lines up
perfectly with 2/4- they are equivalent fractions.
8. Fractions are a quantity that is not a whole number.
They are more than 0, but sometimes less than
one.
All of the slices or
8
8
slices = 1
whole pizza.
One slice of this pizza would be
1
8
of the pizza (or 1 out of 8).
What would be another way of
writing
4
8
of the pizza?
9. Equivalent fractions can be found by multiplying
or dividing the numerator and the denominator.
There’s one really important rule: whatever you
do to the top, you also have to do to the bottom.
10. When multiplying, you can choose any number to
multiply by, as long as you remember the
important rule: whatever you do to the top, you
also have to do to the bottom.
For example:
x 5
x 5
x 8
x 8
5/20 and 8/32 are both equivalent to 1/4.
11. When dividing, you need to find a multiple of both
numbers to divide by because, remember the
important rule: whatever you do to the top, you
also have to do to the bottom.
For example:
÷ 2
5/25 and 1/5 are both equivalent to 10/50.
÷ 2
÷ 10
÷ 10
12. Work out what the denominator has been multiplied or divided
by to find the numerator for the equivalent fraction.
EXTRA CHALLENGE- How many more equivalent fractions can you find?
15. 10 for 10
1. 235 x 10 =
2. 170 ÷ 10 =
3. Write the value of
the underlined
digit:
a) 23.12 =
b) 781.43 =
4. 3042 – 278 =
5. 285 x 6 =
a
b
c
d
e
Write the co-ordinates of letters:
a)
b)
c)
d)
e)
16. Answers
1. 235 x 10 = 2,350
2. 170 ÷ 10 = 17
3. Write the value of
the underlined digit:
a) 23.12 = 3 or 3 ones
b) 781.43 = 0.03 or 3
hundredths
4. 3042 – 278 = 2,764
5. 285 x 6 = 1,710
a
b
c
d
e
Write the co-
ordinates of letters:
a) (1,2)
b) (2,5)
c) (4,4)
d) (3,0)
e) (5,1)
17. 5 x 7 =
7 x 8 =
7 x 3 =
7 x 7 =
11 x 7 =
4 x 7 =
2 x 7 =
7 x 6 =
7 x 9 =
12 x 7 =
10 x 7 =
7 x 4 =
3 x 7 =
6 x 7 =
7x 11 =
7 x 5 =
7 x 7 =
9 x 7 =
7 x 2 =
10 x 7 =
8 x 7 =
7 x 12 =
49 ÷ 7 =
14 ÷ 7 =
56 ÷ 7 =
42 ÷ 7 =
84 ÷ 7 =
21 ÷ 7 =
35 ÷ 7 =
77 ÷ 7 =
28 ÷ 7 =
70 ÷ 7 =
63 ÷ 7 =
18. 5 x 7 = 35
7 x 8 = 56
7 x 3 = 21
7 x 7 = 49
11 x 7 = 77
4 x 7 = 28
2 x 7 = 14
7 x 6 = 42
7 x 9 = 63
12 x 7 = 84
10 x 7 = 70
7 x 4 = 28
3 x 7 = 21
6 x 7 = 42
7 x 11 = 77
7 x 5 = 35
7 x 7 = 49
9 x 7 = 63
7 x 2 = 14
10 x 7 = 70
8 x 7 = 56
7 x 12 = 84
49 ÷ 7 = 7
14 ÷ 7 = 2
56 ÷ 7 = 8
42 ÷ 7 = 6
84 ÷ 7 = 12
21 ÷ 7 = 3
35 ÷ 7 = 5
77 ÷ 7 = 11
28 ÷ 7 = 4
70 ÷ 7 = 10
63 ÷ 7 = 9
19. 1/4 = 0.25 1/2 = 0.5 3/4 = 0.75
1/10 = 0.1 1/100 = 0.01
2/10 = 1/5 = 0.2 2/100 = 1/50 = 0.02
3/10 = 0.3 3/100 = 0.03
If 1/10 is equivalent to 0.1, what is 6/10 as a decimal?
If 0.2 is equivalent to 2/10, what is 0.8 as a fraction?
If 0.03 is equivalent t0 3/100, what is 0.07 as a fraction?
20. 1/4 = 0.25 1/2 = 0.5 3/4 = 0.75
1/10 = 0.1 1/100 = 0.01
2/10 = 1/5 = 0.2 2/100 = 1/50 = 0.02
3/10 = 0.3 3/100 = 0.03
If 1/10 is equivalent to 0.1, what is 6/10 as a decimal? 0.6
If 0.2 is equivalent to 2/10, what is 0.8 as a fraction? 8/10
If 0.03 is equivalent to 3/100, what is 0.07 as a fraction? 7/100
21. Convert these decimals
into fractions:
a) 0.6 =
b) 0.2 =
c) 0.9 =
d) 0.4 =
e) 0.25 =
f) 0.5 =
g) 0.75 =
h) 0.08 =
i) 0.04 =
Convert these fractions into
decimals:
j)
1
10
k)
3
10
l)
7
10
m)
2
10
n)
9
10
o)
8
10
p)
1
4
q)
1
2
r)
6
10
If 0.1 = 1/10 and 0.01 =
1/100, what does 0.001 = ?
22. Convert these decimals
into fractions:
a) 0.6 = 6/10
b) 0.2 = 2/10 or 1/5
c) 0.9 = 9/10
d) 0.4 = 4/10
e) 0.25 = 1/4
f) 0.5 = 5/10 or 1/2
g) 0.75 = 3/4
h) 0.08 = 8/100
i) 0.04 = 4/100
Convert these fractions into
decimals:
j)
1
10
= 0.1
k)
3
10
= 0.3
l)
7
10
= 0.7
m)
2
10
= 0.2
n)
9
10
= 0.9
o)
8
10
= 0.8
p)
1
4
= 0.25
q)
1
2
= 0.5
r)
6
10
= 0.6
If 0.1 = 1/10 and 0.01 = 1/100,
what does 0.001 = 1/1000
26. To find change, you can use the
number line method:
£1.43
Put the amount spent
at the beginning of the
number line
£5.00
Put the amount you had
to begin with at the end
of the number line
£1.50
+ 7p
£2.00
+ 50p + £3.00
Jump in small steps until you get from the amount spent to the total.
Then you need to add up the jumps- 7p + 50p + £3.00 = £3.57
So £5.00 - £1.43 = £3.37
27. Or you could use the penny method:
£5.00
- 1p
£4.99
- £2.68
£2.31
+ 1p
£2.32
It is difficult to use column subtraction
for this calculation because we would
have to borrow across 2 0s.
With the penny method, you subtract a
penny from the total at the beginning
then add it on to your answer at the end.
£5.00
-£2.68
28. Use your preferred method to find the change
from £5, £10 and £20 on the following slide.
You could use a mixture of both methods, or try
borrowing across the 0s if you feel confident.
32. 10 for 10
1) 1,000 more than 8,760 =
2) 100 less than 2,632 =
3) 100 more than 26 =
4) 10 more than 6,487 =
5) 1,000 less than 1,793 =
6) 10 less than 900 =
7) 999 + 100 =
8) 201 – 10 =
9) 10,002 + 1,000 =
10)678 + 1,000 + 100 =
33. ANSWERS
1) 1,000 more than 8,760 = 9,760
2) 100 less than 2,632 = 2,532
3) 100 more than 26 = 126
4) 10 more than 6,487 = 6,497
5) 1,000 less than 1,793 = 793
6) 10 less than 900 = 890
7) 999 + 100 = 1,099
8) 201 – 10 = 191
9) 10,002 + 1,000 = 11,002
10)678 + 1,000 + 100 = 1,778
34. 144 ÷ 12 =
42 ÷ 7 =
12 ÷ 6 =
25 ÷ 5 =
33 ÷ 3 =
84 ÷ 7 =
16 ÷ 8 =
54 ÷ 9 =
18 ÷ 2 =
24 ÷ 12 =
121 ÷ 11 =
9 x 9 =
4 x 1 =
12 x 8 =
8 x 8 =
0 x 7 =
5 x 9 =
3 x 2 =
11 x 11 =
10 x 12 =
7 x 6 =
0 x 3 =
7 x 5 =
3 x 4 =
3 x 8 =
12 x 4 =
8 x 3 =
0 x 11 =
12 x 2 =
10 x 9 =
5 x 6 =
12 x 7 =
6 x 4 =
35. 144 ÷ 12 = 12
42 ÷ 7 = 6
12 ÷ 6 = 2
25 ÷ 5 = 5
33 ÷ 3 = 11
84 ÷ 7 = 12
16 ÷ 8 = 2
54 ÷ 9 = 6
18 ÷ 2 = 9
24 ÷ 12 = 2
121 ÷ 11 = 11
9 x 9 = 81
4 x 1 = 4
12 x 8 = 96
8 x 8 = 64
0 x 7 = 0
5 x 9 = 45
3 x 2 = 6
11 x 11 = 121
10 x 12 = 120
7 x 6 = 42
0 x 3 = 0
7 x 5 = 35
3 x 4 = 12
3 x 8 = 24
12 x 4 = 48
8 x 3 = 24
0 x 11 = 0
12 x 2 = 24
10 x 9 = 90
5 x 6 = 30
12 x 7 = 84
6 x 4 = 24
37. Liquids can be measured in millilitres (ml) and litres (l)
Distance can be measured in metres (m), kilometres
(km) or miles
Length/width/height can be measured in centimetres
(cm) or metres (m)
Weight can be measured in grams (g) and kilograms (kg)
38. Estimating
An estimate is an educated guess, using the information you
already have.
You can estimate the
• weight (g/kg) (if you have a set of scales)
or
• length (cm/m) (if you have a ruler or tape measure)
or
• volume (ml/l) (if you have a measuring jug)
of different objects around your house.
39. Object Estimate Actual Weight
Book 84g 102g
Object Estimate Actual length
Book 32cm 34cm
Object Estimate Actual volume
Water in glass 132ml 150ml
To help with your estimations, you might want to have an object of
known weight, length or volume to compare your object against.
Estimate, then check the actual measurement.
How close are your estimations to the actual measurement?
Do your estimations get closer the more objects you try?
41. 10 for 10
1. 29 x 10 =
2. 54 x 100 =
3. 7,500 ÷ 100 =
4. 850 ÷ 10 =
5. 2,746 + 1,892 =
6. 3,709 – 2,805 =
7. How many grams are there in 4 kg?
8. 379 + 643 =
9. 705 – 278 =
10. 17 x 8 =
42. ANSWERS
1. 29 x 10 = 290
2. 54 x 100 = 5,400
3. 7,500 ÷ 100 = 75
4. 850 ÷ 10 = 85
5. 2,746 + 1,892 = 4,638
6. 3,709 – 2,805 = 904
7. How many grams are there in 4 kg? 4,000g
8. 379 + 643 = 1,022
9. 705 – 278 = 427
10. 17 x 8 = 136
43. 5 x 11 =
8 x 11 =
11 x 3 =
7 x 11 =
11 x 11 =
4 x 11 =
2 x 11 =
11 x 6 =
11 x 9 =
12 x 11 =
11 x 10 =
11 x 4 =
3 x 11 =
6 x 11 =
11 x 11 =
11 x 5 =
11 x 7 =
11 x 9 =
11 x 2 =
10 x 11 =
11 x 8 =
11 x 12 =
110 ÷ 11 =
121 ÷ 11 =
55 ÷ 11 =
44 ÷ 11 =
88 ÷ 11 =
22 ÷ 11 =
33 ÷ 11 =
77 ÷ 11 =
132 ÷ 11 =
99 ÷ 11 =
66 ÷ 11 =
44. 5 x 11 = 55
8 x 11 = 88
11 x 3 = 33
7 x 11 = 77
11 x 11 = 121
4 x 11 = 44
2 x 11 = 22
11 x 6 = 66
11 x 9 = 99
12 x 11 = 132
11 x 10 = 110
11 x 4 = 44
3 x 11 = 33
6 x 11 = 66
11 x 11 = 121
11 x 5 = 55
11 x 7 = 77
11 x 9 = 99
11 x 2 = 22
10 x 11 = 110
11 x 8 = 88
11 x 12 = 132
110 ÷ 11 = 10
121 ÷ 11 = 11
55 ÷ 11 = 5
44 ÷ 11 = 4
88 ÷ 11 = 8
22 ÷ 11 = 2
33 ÷ 11 = 3
77 ÷ 11 = 7
132 ÷ 11 = 12
99 ÷ 11 = 9
66 ÷ 11 = 6
45. What Is a Triangle?
a 2D shape
a 3-sided
shape
all its sides
are straight
has 3 interior
angles* that
add up to
180o
*the angles inside the
shape
46. Equilateral Triangle
What word does equilateral remind you of?
Has 3 equal
sides (shown
by the black
lines).
All its interior
angles are
the same.
If the angles in a triangle add
up to 180º, what must each
interior angle in an equilateral
triangle be?
47. Isosceles Triangle
Has 2 equal sides (as
shown by the black
lines).
Has 2 interior angles
that are the same.
These are called the
base angles.
48. Scalene Triangle
All of its sides are
different lengths.
All of its interior angles
are different – but they
still add
up to 180º.
8
0
º
4
0
º
6
0
º
49. Right-Angled Triangle
The other two angles
will
add up to 90º
a
d
One of the angles is a
right angle = 90º.
90º The longest side of a
right-angled triangle is
called the hypotenuse.
50. Sort the name of the
triangle next to their
name and properties.
Can you draw each
type of triangle? Label
the sides of the
triangles to show their
measurements.
51. What am I?
Each of my interior angles
measure 60º. What am I?
I am the longest side of a
right-angled triangle. What am I?
The lengths of all my three
sides are different. What am I?
My interior angles measure 43o,
65o and 72o. What am I?
I have 2 equal sides and 2
equal angles. What am I?
52. ANSWERS
Each of my interior angles
measure 60º. What am I?
I am an equilateral triangle.
I am the longest side of a
right-angled triangle. What am I?
I am the hypotnuse.
The lengths of all my three
sides are different. What am I?
I am a scalene triangle.
My interior angles measure 43o,
65o and 72o. What am I?
I am a scalene triangle.
I have 2 equal sides and 2
equal angles. What am I?
I am an isosceles triangle.