This document defines and provides properties and formulas for various types of quadrilaterals:
- A quadrilateral is a flat shape with four straight sides. The interior angles sum to 360 degrees.
- Types include parallelograms, rectangles, squares, rhombi, trapezoids, kites.
- Formulas are provided for calculating the area and perimeter of each shape based on properties like side length, angles, and diagonals.
- Examples demonstrate using the formulas to solve for values like area, perimeter, and diagonal length.
Parallelogram is a quadrilateral with two pairs of parallel sides.
There are 6 properties of parallelogram.
1. A diagonal of a parallelogram divides it into two congruent triangles.
2. Opposites sides of a parallelogram are congruent.
3. Opposite angles of a parallelogram are congruent.
4. Consecutive angles of a parallelogram are supplementary.
5. If one angle in a parallelogram is right, then all angles are right.
6. The diagonals of a parallelogram bisect each other.
Parallelogram is a quadrilateral with two pairs of parallel sides.
There are 6 properties of parallelogram.
1. A diagonal of a parallelogram divides it into two congruent triangles.
2. Opposites sides of a parallelogram are congruent.
3. Opposite angles of a parallelogram are congruent.
4. Consecutive angles of a parallelogram are supplementary.
5. If one angle in a parallelogram is right, then all angles are right.
6. The diagonals of a parallelogram bisect each other.
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 3 Polygons
3.1 Definition
3.2 Terminology
3.3 Sum Of Interior Angles Of A Polygon
3.4 Sum Of Exterior Angles Of A Polygon
3.5 Diagonals in one vertex of any Polygon
3.6 Diagonals in any vertices of a Polygon
3.7 Quadrilaterals
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 3 Polygons
3.1 Definition
3.2 Terminology
3.3 Sum Of Interior Angles Of A Polygon
3.4 Sum Of Exterior Angles Of A Polygon
3.5 Diagonals in one vertex of any Polygon
3.6 Diagonals in any vertices of a Polygon
3.7 Quadrilaterals
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
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. What is Quadrilateral?
• Quadrilateral is define as "A flat shape with four sides".
Quadrilateral means four sides.
(Quad means "four" & Lateral means "sides")
Any FOUR-SIDED shape is a Quadrilateral.
But the sides have to be STRAIGHT, and it has to be
2-dimensional (2D).
3. Properties of Quadrilateral
• FOUR sides (edges)
• FOUR vertices (corners)
• The INTERIOR ANGLES add up to 360 degrees
For example :
100°+100°+110°+50°=360° 90°+90°90°+90°=360°
Try drawing a quadrilateral, and measure the angles. They should add up to 360°
6. Rectangl
e
•A rectangle is a four-sided shape where every angle
is a right angle (90°).
•Also opposite sides are parallel and equal length.
•It is also a parallelogram.
7. ➢Rectangle Formula
Area of rectangle : a(base) X b(height)
Perimeter of rectangle : 2(a+b)
For example :
5cm
3cm
Find the area of the rectangle
Area of rectangle : 5cm X 3cm =15cm²
Find the perimeter of the rectangle
Perimeter of rectangle : 2(5cm + 3cm)
= 10cm + 6cm
= 16cm
8. Rhombus
•A rhombus is a four-sided shape where all sides have equal length.
•Also opposite sides are parallel and opposite angles are equal.
•Another interesting thing is that the diagonals (dashed lines in second
figure) meet in the middle at a right angle. In other words they
"bisect" (cut in half) each other at right angles.
•A rhombus is sometimes called a rhomb, diamonds and it also a
special type of parallelogram.
9. ➢Rhombus Formula
Base Times Height Method : Area of Rhombus = b X h
Diagonal Method : Area of Rhombus = ½ X d1 X d2
Trigonometry Method : Area of Rhombus = a² X SinA
Perimeter of Rhombus = 4(a)
where a = side, b = breadth, h = height, d1, d2 are diagonals
For example :
•Given base 3cm height 4cm
BTHM : b X h
3cm X 4cm
= 12cm²
•Given diagonals 2cm and 4cm
DM : ½ X d1 X d2
½ X 2 X 4
= 4cm²
• Given side 2cm and angle 90°
TM : a² X SinA
(2)² X Sin (90°)
= 4 X 1
= 4cm²
• Given side 2cm
Perimeter of Rhombus = 4(2)
= 8cm
10. Square
• A square has equal sides and every angle is a right angle (90°)
• Also opposite sides are parallel.
•A square also fits the definition of a rectangle (all angles are 90°),
and a rhombus (all sides are equal length).
11. ➢Square Formula
Area of Square = (a)²
Perimeter of Square = 4(a)
Diagonal of Square = (a)[sqrt(2)]
where a = side
For example :
3cm Area of Square = (3cm)²
= 9cm²
Perimeter of Square = 4(3cm)
= 12cm
Diagonal of Square = (3cm)[sq.root(2)]
= 3cm(1.414)
= 4.242cm
12. Parallelogram
•A parallelogram has opposite sides parallel and equal in
length.
•Also opposite angles are equal (angles "a" are the same, and
angles "b" are the same).
• NOTE: Squares, Rectangles and Rhombuses are all
Parallelograms!
13. ➢Parallelogram Formula
Area of Parallelogram = b (base) X h (height)
Perimeter of parallelogram = 2a + 2b
For example :
a
b
a
b
Given side a is 3cm side be is 4cm
Perimeter of parallelogram : 2(3cm) + 2(4cm)
= 6cm + 8cm
= 14cm
b
h
Given the base is 3cm and height is 5cm
Area of parallelogram : 3cm X 5cm
= 15cm²
14. Trapezium
• A trapezium (UK Mathematics) has a pair of opposite sides parallel.
•It is called an Isosceles trapezium if the sides that aren't parallel are
equal in length and both angles coming from a parallel side are equal,
as shown.
• A trapezoid has no pair of opposite sides parallel.
Trapezium Isosceles Trapezium
15. AlternateAngle
b
• Trapezium is a special quadrilateral because it has a pair of parallel line.
• If the trapezium has no parallel line, the alternate angles would not be formed.
• ∠a = ∠b , "Z" shape is formed.
•∠ABC + ∠BCD = 180° (The parallel angles match together and it will formed a
180°)
A B
a
C
D
16. ➢Trapezium Formula
Area of Trapezium = ½ X (a + b) X h
where a, b = sides, h = height
Perimeter of Trapezium = a + b + c + d
where a, b, c, d = sides
For example :
•Find the area of trapezium. Given length
b is 3cm and length a is 4cm and height is
2cm.
Area of Trapezium = ½ X (4 + 3) X 2
= ½ X 14
= 7cm²
•Given side a is 3, b is 4, c is 5 and d is 6
Perimeter of Trapezium = 3 + 4 + 5 + 6
= 18cm
17. Kite
• A kite has two pairs of sides.
• Each pair is made up of adjacent sides that are equal in length.
• The angles are equal where the pairs meet.
• Diagonals (dashed lines) meet at a right angle
• The diagonals of a kite are perpendicular.
18. Kite Formula
Diagonal Method : Area of Kite = ½ X d1 X d2
Trigonometry Method:Area of Kite = a X b X SinC
Perimeter of Kite = 2 (a + b)
where a = length, b = breadth, d1, d2 are diagonals
For example :
•Find the area of kite given diagonals 2cm and 4cm
DM : Area of kite = ½ X 2 X 4
= 4cm²
•Given length 2cm and breadth 3cm. Find the area.
TM : Area of kite = 2 X 3 X Sin 90°
= 6cm²
•Given length 2cm and breadth 3cm. Find the
perimeter.
Perimeter of kite = 2 (2cm + 3cm)
= 10cm
19. ComplexQuadrilaterals
When two sides cross over, you call it a "Complex" or
"Self-Intersecting".
For example :
• They still have 4 sides, but two sides cross over.