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1
Splash Screen
Chapter 10 Geometry Angles and Polygons Click
the mouse or press the space bar to continue.
2
Chapter Menu
Geometry Angles and Polygons
10

• Lesson 10-1 Measuring Angles
• Lesson 10-2 Problem-Solving Strategy Draw a
  Diagram
• Lesson 10-3 Estimating and Drawing Angles
• Lesson 10-4 Parallel and Perpendicular Lines
• Lesson 10-5 Problem-Solving Investigation
  Choose a Strategy
• Lesson 10-6 Triangles
• Lesson 10-7 Quadrilaterals
• Lesson 10-8 Drawing Three-Dimensional Figures

3
Lesson 1 Menu
Five-Minute Check (over Chapter 9) Main Idea and
Vocabulary California Standards Key Concept
Types of Angles Example 1 Example 2 Example
3 Example 4
4
Lesson 1 MI/Vocab

• I will measure and classify angles.

• degree
• right angle
• acute angle

• obtuse angle
• straight angle

• angle
• side
• vertex

5
Lesson 1 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools (e.g., straightedge, ruler, compass,
protractor, drawing software.)
6
Lesson 1 Key Concept 1
7
Lesson 1 Ex1
Find the measurement of the angle. Then classify
as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
8
Lesson 1 Ex1
9
Lesson 1 Ex1
Answer Since the measurement is 60 degrees, it
is an acute angle.
10
Lesson 1 CYP1
Classify the angle below.

1. acute
2. obtuse
3. straight
4. right

11
Lesson 1 Ex2
Find the measurement of the angle. Then classify
as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
12
Lesson 1 Ex2
13
Lesson 1 Ex2
Answer Since the measurement of the angle is
140 degrees, the angle is obtuse.
14
Lesson 1 CYP2
Classify the angle below.

1. acute
2. obtuse
3. straight
4. right

15
Lesson 1 Ex3
Find the measurement of the angle. Then classify
as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
16
Lesson 1 Ex3
17
Lesson 1 Ex3
Answer Since the measurement of the angle is 90
degrees, the angle is right.
18
Lesson 1 CYP3
Classify the angle below.

1. acute
2. obtuse
3. straight
4. right

19
Lesson 1 Ex4
Find the measurement of the angle. Then classify
as acute, right, obtuse, or straight.
Use a protractor to find the measure of the angle.
20
Lesson 1 Ex4
21
Lesson 1 Ex4
Answer Since the measurement is 105 degrees,
the angle is obtuse.
22
Lesson 1 CYP4
Classify the angle below.

1. acute
2. obtuse
3. straight
4. right

23
End of Lesson 1
24
Lesson 2 Menu
Five-Minute Check (over Lesson 10-1) Main
Idea California Standards Example 1
Problem-Solving Strategy
25
Lesson 2 MI/Vocab

• I will solve problems by drawing a diagram.

26
Lesson 2 Standard 1
Standard 5MR2.3 Use a variety of methods, such as
words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical
reasoning.
27
Lesson 2 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools.
28
Lesson 2 Ex1
The science club is going to plant flowers in the
school courtyard, which is 46 feet by 60 feet,
and has walls on each side. The flower beds will
be 6 feet by 6 feet and will be 8 feet apart and
6 feet from the walls. How many flower beds can
the science club make to fit in the school
courtyard?
29
Lesson 2 Ex1
Understand
What facts do you know?

• The courtyard measures 46 feet by 60 feet.
• Each flower bed will be 6 feet by 6 feet and will
  be 8 feet apart and 6 feet from the walls.

What do you need to find?

• How many flower beds can fit in the school
  courtyard?

30
Lesson 2 Ex1
Plan
Draw a diagram.
31
Lesson 2 Ex1
Solve
Answer The diagram shows that 12 flower beds
will fit inside the courtyard.
32
Lesson 2 Ex1
Check
Look back at the problem. Add the total distances
along the width to check that the sum is 46 feet.
6 6 8 6 8 6 6 46 Add the total
distances across the length to check that the sum
is 60 feet. 6 6 8 6 8 6 8 6 6
60 Since the distances match the information in
the problem, the answer is correct.
33
End of Lesson 2
34
Lesson 3 Menu
Five-Minute Check (over Lesson 10-2) Main
Idea California Standards Example 1 Example 2
Estimating Angles
35
Lesson 3 MI/Vocab

• I will estimate measures of angles and draw
  angles.

36
Lesson 3 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools (e.g., straightedge, ruler, compass,
protractor, drawing software.)
37
Lesson 3 Ex1
Estimate the measure of the following angle.
The angle is a little less than halfway between
180 degrees and 90 degrees.
Answer 125 degrees is a reasonable estimate.
38
Lesson 3 CYP1
Estimate the measure of the following angle.

1. 90 degrees
2. 45 degrees
3. 180 degrees
4. 170 degrees

39
Lesson 3 Ex2
Draw a 39 degree angle.
Step 1 Draw one side of the angle. Then mark the
vertex and draw an arrow at the opposite end.
40
Lesson 3 Ex2
Step 2 Place the center point of the protractor
on the vertex. Align the mark labeled 0 on the
protractor with the line. Count from 0 to 39 on
the correct scale and make a dot.
41
Lesson 3 Ex2
Step 3 Remove the protractor and use a
straightedge to draw the side that connects the
vertex and the dot.
42
Lesson 3 CYP2
Choose the angle that shows 45 degrees.
43
End of Lesson 3
44
Lesson 4 Menu
Five-Minute Check (over Lesson 10-3) Main Idea
and Vocabulary California Standards Example
1 Example 2 Example 3 Example 4
45
Lesson 4 MI/Vocab

• I will identify and measure parallel and
  perpendicular lines.

• vertical angles
• congruent angles

• intersecting lines
• parallel lines
• perpendicular lines

46
Lesson 4 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools (e.g., straightedge, ruler, compass,
protractor, drawing software.)
47
Lesson 4 Ex1
48
Lesson 4 CYP1

1. perpendicular
2. parallel
3. neither

49
Lesson 4 Ex2
50
Lesson 4 CYP2

1. perpendicular
2. parallel
3. neither

51
Lesson 4 Ex3
52
Lesson 4 Ex3
53
Lesson 4 CYP3

1. perpendicular
2. parallel
3. neither

54
Lesson 4 Ex4
Find the value of y in the figure.
Since the two given angles are vertical angles,
they are congruent.
Answer So, the value of y is 65 degrees.
55
Lesson 4 CYP4
Find the value of y in the figure.

1. 25 degrees
2. 105 degrees
3. 15 degrees
4. 75 degrees

56
End of Lesson 4
57
Lesson 5 Menu
Five-Minute Check (over Lesson 10-4) Main
Idea California Standards Example 1
Problem-Solving Investigation
58
Lesson 5 MI/Vocab

• I will choose the best strategy to solve a
  problem.

59
Lesson 5 Standard 1
Standard 5MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from
irrelevant information, sequencing and
prioritizing information, and observing patterns.
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools.
60
Lesson 5 Ex1
EMELIA I recently made my own quilt pattern. I
pieced together triangles to make squares of
different sizes. The first square is made from 2
triangles, the second square is made from 8
triangles, and the third square is made from 18
triangles. The quilt will have squares of 5
different sizes.
61
Lesson 5 Ex1
YOUR MISSION Find how many triangles are in the
fifth square.
62
Lesson 5 Ex1
Understand
What facts do you know?

• You know how many triangles are in the first,
  second, and third squares.

What do you need to find?

• You need to find how many triangles are in the
  fifth square.

63
Lesson 5 Ex1
Plan
Look for a pattern to find the number of
triangles.
64
Lesson 5 Ex1
Solve
Each square has twice as many triangles as small
squares. First square 2 1 or 2 triangles Second
square 2 4 or 8 triangles Third square 2 9 or
18 triangles Continuing the pattern, the fourth
square has 2 16 or 36 triangles and the fifth
square has 2 25 or 50 triangles.
65
Lesson 5 Ex1
Check
Draw the fifth square and count the number of
triangles. Since there are 50 triangles in the
fifth square, the answer is correct.
66
End of Lesson 5
67
Lesson 6 Menu
Five-Minute Check (over Lesson 10-5) Main Idea
and Vocabulary California Standards Key Concept
Classify Triangles Using Angles Key Concept
Classify Triangles Using Sides Key Concept Sum
of Angle Measures in a Triangle Click here to
continue

the Lesson Menu
Angles in Triangles
68
Lesson 6 Menu
Example 1 Example 2 Example 3 Example 4 Example
5 Example 6
Angles in Triangles
69
Lesson 6 MI/Vocab/Standard 1

• I will classify triangles and find missing angle
  measures in triangles.

70
Lesson 6 MI/Vocab/Standard 1

• acute triangle
• right triangle
• obtuse triangle
• line segment

• congruent segments
• scalene triangle
• isosceles triangle
• equilateral triangle

71
Lesson 6 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools.
72
Lesson 6 Standard 1
Standard 5MG2.2 Know that the sum of
the angles of any triangle is 180 and the sum of
the angles of any quadrilateral is 360 and use
this information to solve problems.
73
Lesson 6 Key Concept 1
74
Lesson 6 Key Concept 2
75
Lesson 6 Key Concept 3
76
Lesson 6 Ex1
Classify the triangle as acute, right, or obtuse.
Answer There is a right angle, so this triangle
is a right triangle.
77
Lesson 6 CYP1
Classify the triangle.

1. obtuse
2. acute
3. right
4. isosceles

78
Lesson 6 Ex2
Classify the triangle as acute, right, or obtuse.
All the angles are acute.
Answer So, the triangle is an acute triangle.
79
Lesson 6 CYP2
Classify the triangle as acute, right, or obtuse.

1. acute
2. right
3. obtuse
4. scalene

80
Lesson 6 Ex3
ALGEBRA Find the value of x in the triangle.
81
Lesson 6 Ex3
Since the sum of the angle measures in a triangle
is 180 degrees, x 85 24 180.
x 85 24 180
Write the equation.
x 109 180
Add 85 and 24.
Subtract 109 from each side.
Simplify.
Answer So, the value of x is 71 degrees.
82
Lesson 6 CYP3
Find the value of x in the triangle.

1. 46 degrees
2. 45 degrees
3. 50 degrees
4. 40 degrees

83
Lesson 6 Ex4
ALGEBRA A city park is in the shape of the
triangle shown. Find the value of x in the
triangle.
84
Lesson 6 Ex4
Since the sum of the angle measures in a triangle
is 180 degrees, x 36 36 180.
x 36 36 180
Write the equation.
x 72 180
Add 36 and 36.
Subtract 72 from each side.
Simplify.
Answer So, the value of x is 108 degrees.
85
Lesson 6 CYP4
A corner building downtown is in the shape of the
triangle shown. Find the value of x in the
triangle.

1. 50 degrees
2. 45 degrees
3. 43 degrees
4. 52 degrees

86
Lesson 6 Ex5
Classify the triangle shown as scalene,
isosceles, or equilateral.
None of the sides are congruent.
Answer So, the triangle is a scalene triangle.
87
Lesson 6 CYP5
Classify the triangle below as scalene,
isosceles, or equilateral.

1. scalene
2. isosceles
3. equilateral
4. obtuse

88
Lesson 6 Ex6
Classify the triangle shown as scalene,
isosceles, or equilateral.
Only two of the sides are congruent.
Answer So, the triangle is an isosceles
triangle.
89
Lesson 6 CYP6
Classify the triangle below as scalene,
isosceles, or equilateral.

1. scalene
2. isosceles
3. equilateral
4. right

90
End of Lesson 6
91
Lesson 7 Menu
Five-Minute Check (over Lesson 10-6) Main Idea
and Vocabulary California Standards Key Concept
Angles of a Quadrilateral Key Concept
Classifying Quadrilaterals Example 1 Example
2 Example 3
92
Lesson 7 MI/Vocab

• I will classify quadrilaterals and find missing
  angle measures in quadrilaterals.

• parallelogram
• rhombus
• trapezoid

• quadrilateral
• rectangle
• square

93
Lesson 7 Standard 1
Standard 5MG2.1 Measure, identify, and
draw angles, perpendicular and parallel lines,
rectangles, and triangles by using appropriate
tools.
94
Lesson 7 Standard 1
Standard 5MG2.2 Know that the sum of
the angles of any triangle is 180 and the sum of
the angles of any quadrilateral is 360 and use
this information to solve problems.
95
Lesson 7 Key Concept
96
Lesson 7 Key Concept
97
Lesson 7 Key Concept
98
Lesson 7 Ex1
Find the value of x in the quadrilateral shown.
You know that in a parallelogram, opposite angles
are congruent.
Answer Since the angle opposite the missing
angle has a measure of 130, x 130.
Check 50 130 50 130 360
99
Lesson 7 CYP1
Find the value of x in the quadrilateral shown.

1. 50 degrees
2. 60 degrees
3. 130 degrees
4. 120 degrees

100
Lesson 7 Ex2
Classify the quadrilateral of each rug below.
Answer This is a parallelogram.
Answer This is a square.
101
Lesson 7 CYP2
Classify the quadrilateral below.

1. rectangle
2. rhombus
3. trapezoid
4. square

102
Lesson 7 Ex3
ALGEBRA What is the value of x in the
quadrilateral below?
103
Lesson 7 Ex3
You know that in a quadrilateral, all angles add
up to 360 degrees. We know that there are two
right angles that are each 90 degrees.
x 90 90 73 360
Write the equation.
x 253 360
Add 90, 90 and 73 together.
Subtract 253 from each side.
Simplify.
Answer So, the value of x is 107 degrees.
104
Lesson 7 CYP3
ALGEBRA What is the value of x in the
quadrilateral below?

1. 108 degrees
2. 100 degrees
3. 90 degrees
4. 118 degrees

105
End of Lesson 7
106
Lesson 8 Menu
Five-Minute Check (over Lesson 10-7) Main Idea
and Vocabulary California Standards Key Concept
Prisms Example 1 Example 2 Example 3
107
Lesson 8 MI/Vocab

• I will draw two-dimensional views of
  three-dimensional figures.

• vertex
• prism
• base

• three-dimensional figure
• face
• edge

108
Lesson 8 Standard 1
Standard 5MG2.3 Visualize and draw
two-dimensional views of three-dimensional
objects made from rectangular solids.
109
Lesson 8 Key Concept
110
Lesson 8 Ex1
Draw a top, a side, and a front view of the prism
below.
111
Lesson 8 Ex1
The front and side views of the prism are
rectangles. The top is also a rectangle.
112
Lesson 8 CYP1
Select the correct top, side, and front view
descriptions for the prism below.

1. top and front are rectangles, side is a square
2. all are rectangles
3. all are squares
4. top and side are squares, front is a rectangle

113
Lesson 8 Ex2
Draw a top, a side, and a front view of this
plant stand.
114
Lesson 8 Ex2
The top view is a rectangle. The side is a
square. The front is two rectangles.
115
Lesson 8 CYP2
Select the correct top, side, and front view
descriptions for the prism below.
116
Lesson 8 CYP2
Select the correct top, side, and front view
descriptions for the prism below.

1. top rectangle, side square, front two
   rectangles
2. top two rectangles, side square, front
   rectangle
3. top two rectangles, side square, front two
   rectangles
4. top square, side rectangle, front two
   rectangles

117
Lesson 8 Ex3
Draw a three-dimensional figure whose top, side,
and front views are shown. Use isometric dot
paper.
118
Lesson 8 Ex3
Step 1 Use the top view to draw the base of the
figure, a rectangle that is 3 units long.
Step 2 Use side and front views to complete the
figure.
119
Lesson 8 CYP3
Draw a three-dimensional figure whose top, side,
and front views are shown. Use isometric dot
paper.
120
Lesson 8 CYP3
Draw a three-dimensional figure whose top, side,
and front views are shown. Use isometric dot
paper.
121
Lesson 8 CYP3
Draw a three-dimensional figure whose top, side,
and front views are shown. Use isometric dot
paper.
122
Lesson 8 CYP3
Draw a three-dimensional figure whose top, side,
and front views are shown. Use isometric dot
paper.
123
End of Lesson 8
124
CR Menu
Five-Minute Checks
Estimating Angles Angles in Triangles
125
5Min Menu
Lesson 10-1 (over Chapter 9) Lesson 10-2 (over
Lesson 10-1) Lesson 10-3 (over Lesson
10-2) Lesson 10-4 (over Lesson 10-3) Lesson
10-5 (over Lesson 10-4) Lesson 10-6 (over Lesson
10-5) Lesson 10-7 (over Lesson 10-6) Lesson
10-8 (over Lesson 10-7)
126
5Min 1-1
(over Chapter 9)
Estimate 23 of 120.
127
5Min 1-2
(over Chapter 9)
Estimate 67 of 589.
128
5Min 1-3
(over Chapter 9)
Estimate 78 of 243.
129
5Min 1-4
(over Chapter 9)
The Lorenzo family wants to leave a 20 tip on a
restaurant bill of 48.64. Estimate how much
they should leave.
130
5Min 2-1
(over Lesson 10-1)
Classify the angle.
159

1. obtuse
2. right
3. acute

131
5Min 2-2
(over Lesson 10-1)
Classify the angle.
71

1. right
2. obtuse
3. acute

132
5Min 2-3
(over Lesson 10-1)
Classify the angle.
180

1. acute
2. straight
3. perpendicular

133
5Min 2-4
(over Lesson 10-1)
Classify the angle.
90

1. straight
2. acute
3. right

134
5Min 2-5
(over Lesson 10-1)
Find the measure of the angle and then classify
the angle.

1. 90 right
2. 165 obtuse
3. 180 straight

135
5Min 3-1
(over Lesson 10-2)
Jay walks north 3 blocks turns right and walks 2
blocks turns right and walks 4 blocks then
turns right and walks 2 blocks. Where is Jay in
relationship to where he started?

1. 3 blocks north of his starting point
2. 1 block south of his starting point
3. 1 block north of his starting point

136
5Min 3-2
(over Lesson 10-2)
What is the perimeter of a square pool with an
area of 400 ft2?

1. 80 ft
2. 40 ft
3. 20 ft

137
5Min 4-1
(over Lesson 10-3)
Estimate the measure of the angle.

1. 120
2. 45
3. 90

138
5Min 4-2
(over Lesson 10-3)
Estimate the measure of the angle.

1. 95
2. 180
3. 45

139
5Min 5-1
(over Lesson 10-4)
Describe the lines as parallel, perpendicular, or
intersecting.

1. parallel
2. interesecting
3. perpendicular

140
5Min 5-2
(over Lesson 10-4)
Describe the lines as parallel, perpendicular, or
intersecting.

1. intersecting
2. parallel
3. perpendicular

141
5Min 5-3
(over Lesson 10-4)
Describe the lines as parallel, perpendicular, or
intersecting.

1. intersecting and perpendicular
2. perpendicular
3. parallel

142
5Min 5-4
(over Lesson 10-4)
When are pairs of vertical angles formed?

1. when two lines are parallel
2. when two lines intersect
3. when two lines are obtuse

143
5Min 6-1
(over Lesson 10-5)
Solve. The sum of two numbers is 12. When you
subtract the smaller number from the larger
number, the difference is 10. What are the two
numbers? What strategy did you use?

1. 1 and 10
2. 5 and 7
3. 1 and 11

144
5Min 7-1
(over Lesson 10-6)
Classify each triangle with the given angle
measures or side lengths.
65, 75, 55

1. acute
2. obtuse
3. scalene

145
5Min 7-2
(over Lesson 10-6)
Classify each triangle with the given angle
measures or side lengths.
35, 35, 110

1. acute
2. obtuse
3. scalene

146
5Min 7-3
(over Lesson 10-6)
Classify each triangle with the given angle
measures or side lengths.
6 cm, 8 cm, 10 cm

1. scalene
2. isosceles
3. right

147
5Min 7-4
(over Lesson 10-6)
Classify each triangle with the given angle
measures or side lengths.
5 in, 8 in, 5 in

1. obtuse
2. scalene
3. isosceles

148
5Min 8-1
(over Lesson 10-7)
What type(s) of quadrilateral has (have) the
following properties
two pairs of parallel sides

1. parallelogram, rectangle, rhombus, square
2. trapezoid, square, prism, parallelogram
3. cone, square, circle, triangle

149
5Min 8-2
(over Lesson 10-7)
What type(s) of quadrilateral has (have) the
following properties
four right angles

1. cone, prism
2. triangle, prism
3. rectangle, square

150
5Min 8-3
(over Lesson 10-7)
What type(s) of quadrilateral has (have) the
following properties
all congruent sides

1. triangle, prism
2. rhombus, square
3. cone, trapezoid

151
5Min 8-4
(over Lesson 10-7)
What type(s) of quadrilateral has (have) the
following properties
exactly one pair of parallel sides

1. cone, prism
2. trapezoid
3. square, cone

152
End of Custom Shows
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