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

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

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 10-1 Measuring Angles

4. 10-1 Measuring Angles Lesson 1 MI/Vocab I will measure and classify angles. angle side vertex degree right angle acute angle obtuse angle straight angle

5. 10-1 Measuring Angles 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 10-1 Measuring Angles

7. Use a protractor to find the measure of the angle. Lesson 1 Ex1 Find the measurement of the angle. Then classify as acute, right, obtuse, or straight. 10-1 Measuring Angles

8. Lesson 1 Ex1 10-1 Measuring Angles

9. Lesson 1 Ex1 10-1 Measuring Angles Answer: Since the measurement is 60 degrees, it is an acute angle.

10. Lesson 1 CYP1 Classify the angle below. A.acute B.obtuse C.straight D.right 10-1 Measuring Angles

11. Lesson 1 Ex2 10-1 Measuring Angles 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 10-1 Measuring Angles

13. Lesson 1 Ex2 10-1 Measuring Angles Answer: Since the measurement of the angle is 140 degrees, the angle is obtuse.

14. Lesson 1 CYP2 Classify the angle below. 10-1 Measuring Angles A.acute B.obtuse C.straight D.right

15. Lesson 1 Ex3 10-1 Measuring Angles 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 10-1 Measuring Angles

17. Lesson 1 Ex3 10-1 Measuring Angles Answer: Since the measurement of the angle is 90 degrees, the angle is right.

18. Lesson 1 CYP3 10-1 Measuring Angles Classify the angle below. A.acute B.obtuse C.straight D.right

19. Lesson 1 Ex4 10-1 Measuring Angles 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 10-1 Measuring Angles

21. Lesson 1 Ex4 10-1 Measuring Angles Answer: Since the measurement is 105 degrees, the angle is obtuse.

22. Lesson 1 CYP4 10-1 Measuring Angles Classify the angle below. A.acute B.obtuse C.straight D.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 10-2 Problem-Solving Strategy: Draw a Diagram

25. 10-2 Problem-Solving Strategy: Draw a Diagram Lesson 2 MI/Vocab I will solve problems by drawing a diagram.

26. 10-2 Problem-Solving Strategy: Draw a Diagram 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. 10-2 Problem-Solving Strategy: Draw a Diagram 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? 10-2 Problem-Solving Strategy: Draw a Diagram

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? 10-2 Problem-Solving Strategy: Draw a Diagram

30. Lesson 2 Ex1 Plan Draw a diagram. 10-2 Problem-Solving Strategy: Draw a Diagram

31. Lesson 2 Ex1 Solve Answer: The diagram shows that 12 flower beds will fit inside the courtyard. 10-2 Problem-Solving Strategy: Draw a Diagram

32. Lesson 2 Ex1 Check 10-2 Problem-Solving Strategy: Draw a Diagram 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 10-3 Estimating and Drawing Angles Estimating Angles

35. 10-3 Estimating and Drawing Angles Lesson 3 MI/Vocab I will estimate measures of angles and draw angles.

36. 10-3 Estimating and Drawing Angles 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. 10-3 Estimating and Drawing Angles 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. A.90 degrees B.45 degrees C.180 degrees D.170 degrees 10-3 Estimating and Drawing Angles

39. Lesson 3 Ex2 Draw a 39 degree angle. 10-3 Estimating and Drawing Angles Step 1 Draw one side of the angle. Then mark the vertex and draw an arrow at the opposite end.

40. Lesson 3 Ex2 10-3 Estimating and Drawing Angles 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 10-3 Estimating and Drawing Angles 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. 10-3 Estimating and Drawing Angles D. A. C. B.

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 10-4 Parallel and Perpendicular Lines

45. 10-4 Parallel and Perpendicular Lines Lesson 4 MI/Vocab I will identify and measure parallel and perpendicular lines. intersecting lines parallel lines perpendicular lines vertical angles congruent angles

46. 10-4 Parallel and Perpendicular Lines 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 10-4 Parallel and Perpendicular Lines Use the figure below to determine if MN and MQ are parallel, perpendicular, or neither. The red square at point M indicates that MN and MQ intersect at right angles. Answer: Therefore, MN and MQ are perpendicular lines.

48. Lesson 4 CYP1 A.perpendicular B.parallel C.neither 10-4 Parallel and Perpendicular Lines Use the figure below to determine if PR and RS are parallel, perpendicular, or neither.

49. Lesson 4 Ex2 10-4 Parallel and Perpendicular Lines Use the figure below to determine if NP and MQ are parallel, perpendicular, or neither. If you extend the lengths of the lines NP and MQ, the lines will never intersect. Answer: Therefore, NP and MQ are parallel.

50. Lesson 4 CYP2 10-4 Parallel and Perpendicular Lines A.perpendicular B.parallel C.neither Use the figure below to determine if PR and QS are parallel, perpendicular, or neither.

51. Lesson 4 Ex3 10-4 Parallel and Perpendicular Lines Use the figure below to determine if NP and PQ are parallel, perpendicular, or neither. Since NP and PQ intersect, they are not parallel lines. And since NP and PQ do not intersect at right angles, they are not perpendicular lines either.

52. Lesson 4 Ex3 10-4 Parallel and Perpendicular Lines Answer: Therefore, NP and PQ are neither parallel nor perpendicular.

53. Lesson 4 CYP3 10-4 Parallel and Perpendicular Lines A.perpendicular B.parallel C.neither Use the figure below to determine if PQ and QS are parallel, perpendicular, or neither.

54. Lesson 4 Ex4 10-4 Parallel and Perpendicular Lines 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 10-4 Parallel and Perpendicular Lines Find the value of y in the figure. A.25 degrees B.105 degrees C.15 degrees D.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 10-5 Problem-Solving Investigation: Choose a Strategy

58. 10-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

59. 10-5 Problem-Solving Investigation: Choose a Strategy 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. 10-5 Problem-Solving Investigation: Choose a Strategy

61. Lesson 5 Ex1 YOUR MISSION: Find how many triangles are in the fifth square. 10-5 Problem-Solving Investigation: Choose a Strategy

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. 10-5 Problem-Solving Investigation: Choose a Strategy

63. Lesson 5 Ex1 Plan Look for a pattern to find the number of triangles. 10-5 Problem-Solving Investigation: Choose a Strategy

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. 10-5 Problem-Solving Investigation: Choose a Strategy

65. Lesson 5 Ex1 Check 10-5 Problem-Solving Investigation: Choose a Strategy 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 10-6 Triangles Angles in Triangles

68. Lesson 6 Menu Example 1 Example 2 Example 3 Example 4 Example 5 Example 6 10-6 Triangles Angles in Triangles

69. 10-6 Triangles Lesson 6 MI/Vocab/Standard 1 I will classify triangles and find missing angle measures in triangles.

70. 10-6 Triangles Lesson 6 MI/Vocab/Standard 1 acute triangle right triangle obtuse triangle line segment congruent segments scalene triangle isosceles triangle equilateral triangle

71. 10-6 Triangles Lesson 6 Standard 1 Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.

72. 10-6 Triangles 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 10-6 Triangles

74. Lesson 6 Key Concept 2 10-6 Triangles

75. Lesson 6 Key Concept 3 10-6 Triangles

76. Lesson 6 Ex1 Classify the triangle as acute, right, or obtuse. 10-6 Triangles Answer: There is a right angle, so this triangle is a right triangle.

77. Lesson 6 CYP1 Classify the triangle. A.obtuse B.acute C.right D.isosceles 10-6 Triangles

78. Lesson 6 Ex2 Classify the triangle as acute, right, or obtuse. 10-6 Triangles Answer: So, the triangle is an acute triangle. All the angles are acute.

79. Lesson 6 CYP2 10-6 Triangles Classify the triangle as acute, right, or obtuse. A.acute B.right C.obtuse D.scalene

80. Lesson 6 Ex3 ALGEBRA Find the value of x in the triangle. 10-6 Triangles

81. Lesson 6 Ex3 Since the sum of the angle measures in a triangle is 180 degrees, x + 85 + 24 = 180. 10-6 Triangles x + 85 + 24 = 180 x + 109 = 180 = – 109– 109 x= 71 Write the equation. 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. A.46 degrees B.45 degrees C.50 degrees D.40 degrees 10-6 Triangles

83. Lesson 6 Ex4 ALGEBRA A city park is in the shape of the triangle shown. Find the value of x in the triangle. 10-6 Triangles

84. Lesson 6 Ex4 Since the sum of the angle measures in a triangle is 180 degrees, x + 36 + 36 = 180. 10-6 Triangles x + 36 + 36 = 180 x + 72 = 180 = – 72– 72 x= 108 Write the equation. 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. A.50 degrees B.45 degrees C.43 degrees D.52 degrees 10-6 Triangles

86. Lesson 6 Ex5 Classify the triangle shown as scalene, isosceles, or equilateral. 10-6 Triangles Answer: So, the triangle is a scalene triangle. None of the sides are congruent.

87. Lesson 6 CYP5 10-6 Triangles Classify the triangle below as scalene, isosceles, or equilateral. A.scalene B.isosceles C.equilateral D.obtuse

88. Lesson 6 Ex6 Classify the triangle shown as scalene, isosceles, or equilateral. 10-6 Triangles Answer: So, the triangle is an isosceles triangle. Only two of the sides are congruent.

89. Lesson 6 CYP6 10-6 Triangles Classify the triangle below as scalene, isosceles, or equilateral. A.scalene B.isosceles C.equilateral D.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 10-7 Quadrilaterals

92. 10-7 Quadrilaterals Lesson 7 MI/Vocab I will classify quadrilaterals and find missing angle measures in quadrilaterals. quadrilateral rectangle square parallelogram rhombus trapezoid

93. 10-7 Quadrilaterals Lesson 7 Standard 1 Standard 5MG2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools.

94. 10-7 Quadrilaterals 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 10-7 Quadrilaterals

96. Lesson 7 Key Concept 10-7 Quadrilaterals

97. Lesson 7 Key Concept 10-7 Quadrilaterals

98. Lesson 7 Ex1 10-7 Quadrilaterals 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. A.50 degrees B.60 degrees C.130 degrees D.120 degrees 10-7 Quadrilaterals

100. Lesson 7 Ex2 Classify the quadrilateral of each rug below. 10-7 Quadrilaterals Answer: This is a parallelogram. Answer: This is a square.

101. Lesson 7 CYP2 Classify the quadrilateral below. A.rectangle B.rhombus C.trapezoid D.square 10-7 Quadrilaterals

102. Lesson 7 Ex3 ALGEBRA What is the value of x in the quadrilateral below? 10-7 Quadrilaterals

103. Lesson 7 Ex3 10-7 Quadrilaterals 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 x + 253 = 360 = – 253– 253 x= 107 Write the equation. 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? A.108 degrees B.100 degrees C.90 degrees D.118 degrees 10-7 Quadrilaterals

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 10-8 Drawing Three-Dimensional Figures

107. 10-8 Drawing Three-Dimensional Figures Lesson 8 MI/Vocab I will draw two-dimensional views of three- dimensional figures. three-dimensional figure face edge vertex prism base

108. 10-8 Drawing Three-Dimensional Figures 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 10-8 Drawing Three-Dimensional Figures

110. Lesson 8 Ex1 Draw a top, a side, and a front view of the prism below. 10-8 Drawing Three-Dimensional Figures

111. Lesson 8 Ex1 The front and side views of the prism are rectangles. The top is also a rectangle. 10-8 Drawing Three-Dimensional Figures

112. Lesson 8 CYP1 Select the correct top, side, and front view descriptions for the prism below. A.top and front are rectangles, side is a square B.all are rectangles C.all are squares D.top and side are squares, front is a rectangle 10-8 Drawing Three-Dimensional Figures

113. Lesson 8 Ex2 Draw a top, a side, and a front view of this plant stand. 10-8 Drawing Three-Dimensional Figures

114. Lesson 8 Ex2 10-8 Drawing Three-Dimensional Figures The top view is a rectangle. The side is a square. The front is two rectangles.

115. Lesson 8 CYP2 10-8 Drawing Three-Dimensional Figures Select the correct top, side, and front view descriptions for the prism below.

116. Lesson 8 CYP2 10-8 Drawing Three-Dimensional Figures Select the correct top, side, and front view descriptions for the prism below. A.top – rectangle, side – square, front – two rectangles B.top – two rectangles, side – square, front – rectangle C.top – two rectangles, side – square, front – two rectangles D.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. 10-8 Drawing Three-Dimensional Figures

118. Lesson 8 Ex3 Step 1 Use the top view to draw the base of the figure, a rectangle that is 3 units long. 10-8 Drawing Three-Dimensional Figures 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. 10-8 Drawing Three-Dimensional Figures

120. Lesson 8 CYP3 Draw a three-dimensional figure whose top, side, and front views are shown. Use isometric dot paper. 10-8 Drawing Three-Dimensional Figures A.B.

121. Lesson 8 CYP3 Draw a three-dimensional figure whose top, side, and front views are shown. Use isometric dot paper. 10-8 Drawing Three-Dimensional Figures C.D.

122. Lesson 8 CYP3 Draw a three-dimensional figure whose top, side, and front views are shown. Use isometric dot paper. 10-8 Drawing Three-Dimensional Figures C.

123. End of Lesson 8

124. 10 Geometry: Angles and Polygons CR Menu Five-Minute Checks Estimating Angles Angles in Triangles

125. 10 Geometry: Angles and Polygons 5Min Menu Lesson 10-1Lesson 10-1(over Chapter 9) Lesson 10-2Lesson 10-2(over Lesson 10-1) Lesson 10-3Lesson 10-3(over Lesson 10-2) Lesson 10-4Lesson 10-4(over Lesson 10-3) Lesson 10-5Lesson 10-5(over Lesson 10-4) Lesson 10-6Lesson 10-6(over Lesson 10-5) Lesson 10-7Lesson 10-7(over Lesson 10-6) Lesson 10-8Lesson 10-8(over Lesson 10-7)

126. 10 Geometry: Angles and Polygons C. × 120 = 30 1 4 5Min 1-1 (over Chapter 9) Estimate 23% of 120. A. × 100 = 20 1 5 B. × 120 = 50 1 2

127. 10 Geometry: Angles and Polygons 5Min 1-2 (over Chapter 9) Estimate 67% of 589. A. × 600 = 400 1 3 B. × 500 = 300 2 3 C. × 600 = 400 2 3

128. 10 Geometry: Angles and Polygons 5Min 1-3 (over Chapter 9) Estimate 78% of 243. A. × 200 = 150 3 5 B. × 250 = 200 4 5 C. × 250 = 225 3 5

129. 10 Geometry: Angles and Polygons 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. A. × $50 = $10 1 5 B. × $40 = $5 2 5 C. × $50 = $10 1 6

130. 10 Geometry: Angles and Polygons A.obtuse B.right C.acute 5Min 2-1 (over Lesson 10-1) Classify the angle. 159°

131. 10 Geometry: Angles and Polygons A.right B.obtuse C.acute 5Min 2-2 (over Lesson 10-1) Classify the angle. 71°

132. 10 Geometry: Angles and Polygons A.acute B.straight C.perpendicular 5Min 2-3 (over Lesson 10-1) Classify the angle. 180°

133. 10 Geometry: Angles and Polygons A.straight B.acute C.right 5Min 2-4 (over Lesson 10-1) Classify the angle. 90°

134. 10 Geometry: Angles and Polygons A.90°; right B.165°; obtuse C.180°; straight 5Min 2-5 (over Lesson 10-1) Find the measure of the angle and then classify the angle.

135. 10 Geometry: Angles and Polygons A.3 blocks north of his starting point B.1 block south of his starting point C.1 block north of his starting point 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?

136. 10 Geometry: Angles and Polygons 5Min 3-2 (over Lesson 10-2) A.80 ft B.40 ft C.20 ft What is the perimeter of a square pool with an area of 400 ft 2 ?

137. 10 Geometry: Angles and Polygons 5Min 4-1 (over Lesson 10-3) Estimate the measure of the angle. A.120° B.45° C.90°

138. 10 Geometry: Angles and Polygons 5Min 4-2 (over Lesson 10-3) Estimate the measure of the angle. A.95° B.180° C.45°

139. 10 Geometry: Angles and Polygons A.parallel B.interesecting C.perpendicular 5Min 5-1 (over Lesson 10-4) Describe the lines as parallel, perpendicular, or intersecting.

140. 10 Geometry: Angles and Polygons 5Min 5-2 (over Lesson 10-4) Describe the lines as parallel, perpendicular, or intersecting. A.intersecting B.parallel C.perpendicular

141. 10 Geometry: Angles and Polygons 5Min 5-3 (over Lesson 10-4) Describe the lines as parallel, perpendicular, or intersecting. A.intersecting and perpendicular B.perpendicular C.parallel

142. 10 Geometry: Angles and Polygons 5Min 5-4 (over Lesson 10-4) A.when two lines are parallel B.when two lines intersect C.when two lines are obtuse When are pairs of vertical angles formed?

143. 10 Geometry: Angles and Polygons A.1 and 10 B.5 and 7 C.1 and 11 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?

144. 10 Geometry: Angles and Polygons A.acute B.obtuse C.scalene 5Min 7-1 (over Lesson 10-6) Classify each triangle with the given angle measures or side lengths. 65°, 75°, 55°

145. 10 Geometry: Angles and Polygons A.acute B.obtuse C.scalene 5Min 7-2 (over Lesson 10-6) Classify each triangle with the given angle measures or side lengths. 35°, 35°, 110°

146. 10 Geometry: Angles and Polygons A.scalene B.isosceles C.right 5Min 7-3 (over Lesson 10-6) Classify each triangle with the given angle measures or side lengths. 6 cm, 8 cm, 10 cm

147. 10 Geometry: Angles and Polygons A.obtuse B.scalene C.isosceles 5Min 7-4 (over Lesson 10-6) Classify each triangle with the given angle measures or side lengths. 5 in, 8 in, 5 in

148. 10 Geometry: Angles and Polygons A.parallelogram, rectangle, rhombus, square B.trapezoid, square, prism, parallelogram C.cone, square, circle, triangle 5Min 8-1 (over Lesson 10-7) What type(s) of quadrilateral has (have) the following properties: two pairs of parallel sides

149. 10 Geometry: Angles and Polygons A.cone, prism B.triangle, prism C.rectangle, square 5Min 8-2 (over Lesson 10-7) What type(s) of quadrilateral has (have) the following properties: four right angles

150. 10 Geometry: Angles and Polygons A.triangle, prism B.rhombus, square C.cone, trapezoid 5Min 8-3 (over Lesson 10-7) What type(s) of quadrilateral has (have) the following properties: all congruent sides

151. 10 Geometry: Angles and Polygons A.cone, prism B.trapezoid C.square, cone 5Min 8-4 (over Lesson 10-7) What type(s) of quadrilateral has (have) the following properties: exactly one pair of parallel sides

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