Study Guide for Chapter 3 Quiz (3.1 to 3.3) Section 3.1
... - Be able to name each Theorem and Postulate from this section and be able to apply it Section 3.2 - Be able to name each Theorem and Postulate from this section and be able to apply it - Two lines cut by a transversal are parallel if o Corresponding Angles are Congruent o Alternate Interior Angles ...
... - Be able to name each Theorem and Postulate from this section and be able to apply it Section 3.2 - Be able to name each Theorem and Postulate from this section and be able to apply it - Two lines cut by a transversal are parallel if o Corresponding Angles are Congruent o Alternate Interior Angles ...
field 53: elementary mathematics
... between properties of decimals and the development of algebraic concepts; and problems involving decimals and percents. 0005 Understand descriptive statistics and the methods used in collecting, organizing, reporting, and analyzing data. For example: construction and interpretation of tables, chart ...
... between properties of decimals and the development of algebraic concepts; and problems involving decimals and percents. 0005 Understand descriptive statistics and the methods used in collecting, organizing, reporting, and analyzing data. For example: construction and interpretation of tables, chart ...
January Regional Geometry Team: Question #1 Points P, Q, R, S
... Let X = the sum of the measures of the external angles of a 20-gon. Let Y = the number of sides of a regular polygon that has interior angle measures of 168 degrees. Let Z = the number of sides of a regular polygon that has exterior angle measures of 18 degrees. Let A = the number of letters in the ...
... Let X = the sum of the measures of the external angles of a 20-gon. Let Y = the number of sides of a regular polygon that has interior angle measures of 168 degrees. Let Z = the number of sides of a regular polygon that has exterior angle measures of 18 degrees. Let A = the number of letters in the ...
Polygon Angle Sum Conjectures
... discover a method for finding the sum of the angles in any convex n-gon, where n is the number of sides (or angles) of a given polygon. Step 1: Draw a series of convex n-gons, starting with n = 3 and ending with n = 6. ...
... discover a method for finding the sum of the angles in any convex n-gon, where n is the number of sides (or angles) of a given polygon. Step 1: Draw a series of convex n-gons, starting with n = 3 and ending with n = 6. ...
Name - Harmony
... line is on the surface. Postulate: three non-collinear points determine a plane. Thm: a line and a point not on the line determine a plane. Thm: two intersecting lines determine a plane. Thm: two parallel lines determine a plane. Postulate: a line not in a plane intersects the plane in exactly one p ...
... line is on the surface. Postulate: three non-collinear points determine a plane. Thm: a line and a point not on the line determine a plane. Thm: two intersecting lines determine a plane. Thm: two parallel lines determine a plane. Postulate: a line not in a plane intersects the plane in exactly one p ...
Dr. Math Does Trigonometry
... If side A is 1unit long, then side C must be 2 units long, so that we know that for a triangle of this shape the ratio of side A to C is 1:2 There are ratios for every shape of triangle! C=2 ...
... If side A is 1unit long, then side C must be 2 units long, so that we know that for a triangle of this shape the ratio of side A to C is 1:2 There are ratios for every shape of triangle! C=2 ...
If – Then Form - Mona Shores Blogs
... Converse- switching the hypothesis (if) and conclusion (then). Example 2 – Find a counterexample and then write the converse a. If x2 = 16, then x = 4 ...
... Converse- switching the hypothesis (if) and conclusion (then). Example 2 – Find a counterexample and then write the converse a. If x2 = 16, then x = 4 ...
Instructor: Qian Bradley - Disciplinary
... a. Pre-learning, review vocabularies with the students: i. isosceles triangle ii. vertex angle iii. base iv. base angle v. leg vi. equilateral triangle vii. congruent viii. conjecture ix. converse b. During-learning, assess students vocabularies through in-class activities c. After-learning, use the ...
... a. Pre-learning, review vocabularies with the students: i. isosceles triangle ii. vertex angle iii. base iv. base angle v. leg vi. equilateral triangle vii. congruent viii. conjecture ix. converse b. During-learning, assess students vocabularies through in-class activities c. After-learning, use the ...
