5N0556_AwardSpecifications_English
... on two lines, then the lines are parallel. Conversely, if AB ││ CD, then |∠ ABC| = |∠ BCD. In other words, if two lines are parallel, then any transversal will make equal alternate angles with them. ...
... on two lines, then the lines are parallel. Conversely, if AB ││ CD, then |∠ ABC| = |∠ BCD. In other words, if two lines are parallel, then any transversal will make equal alternate angles with them. ...
Estimation
... sides of ABCD to form 4 congruent right triangles, as shown below. Each of these has one leg that is twice as long as the other leg. What fraction of the area of square ABCD is shaded? ...
... sides of ABCD to form 4 congruent right triangles, as shown below. Each of these has one leg that is twice as long as the other leg. What fraction of the area of square ABCD is shaded? ...
Name: TP: ______ Failure to show work on all problems or use
... 5) Explain how you would find the value for x in the 6) Find the given measure: figure below: ...
... 5) Explain how you would find the value for x in the 6) Find the given measure: figure below: ...
08:00 – 9:20 AM Monday - Thursday 6/22 – 7/30 - upwardbound-esu
... Schedule remediation time for with any students who need extra help. ...
... Schedule remediation time for with any students who need extra help. ...
Drawing Lines
... The method shown can be used either for dividing a line into parts of equal lengths or into lines which are proportional in length to each other. Dividing a Line into Parts of Equal Length 1. Drawing 1 (Figure 5) - Draw line AB 93 mm long with a Tee square. 2. Draw line AC from A at any angle to AB. ...
... The method shown can be used either for dividing a line into parts of equal lengths or into lines which are proportional in length to each other. Dividing a Line into Parts of Equal Length 1. Drawing 1 (Figure 5) - Draw line AB 93 mm long with a Tee square. 2. Draw line AC from A at any angle to AB. ...
InterMath | Workshop Support
... Next, I highlighted all of the points along the outside so that I could construct the hexagon interior, which enabled me to measure the perimeter and area of the hexagon. I also created the interior of triangle ABC, which also enabled me to measure its area. I measured the midpoints of each of the s ...
... Next, I highlighted all of the points along the outside so that I could construct the hexagon interior, which enabled me to measure the perimeter and area of the hexagon. I also created the interior of triangle ABC, which also enabled me to measure its area. I measured the midpoints of each of the s ...
Challenge
... comes from struts ZX and ZY , which are medians of UJKZ and ULKZ, respectively. The outer triangle, UJKL, is an isosceles triangle with base JL. 1. Refer to the diagram of the king-post truss. Write a flowchart proof to show that JKZ > LKZ. ...
... comes from struts ZX and ZY , which are medians of UJKZ and ULKZ, respectively. The outer triangle, UJKL, is an isosceles triangle with base JL. 1. Refer to the diagram of the king-post truss. Write a flowchart proof to show that JKZ > LKZ. ...
Word - www.edu.gov.on.ca.
... Students create a variety of triangles to determine the relationship between length of sides and angle sizes. Students can use geoboards, straws, paper strips, or GSP®4 to help them investigate the relationship. Focus the students’ attention on looking for the relationship between side length and op ...
... Students create a variety of triangles to determine the relationship between length of sides and angle sizes. Students can use geoboards, straws, paper strips, or GSP®4 to help them investigate the relationship. Focus the students’ attention on looking for the relationship between side length and op ...
4.4 - Mathmatuch
... Two figures are SIMILAR FIGURES if they have the same shape but not necessarily the same size. The symbol ~ indicates two figures are similar. Two figures are similar if: 1). The measures of their corresponding angles are equal 2). The ratios of the lengths of their corresponding sides are proportio ...
... Two figures are SIMILAR FIGURES if they have the same shape but not necessarily the same size. The symbol ~ indicates two figures are similar. Two figures are similar if: 1). The measures of their corresponding angles are equal 2). The ratios of the lengths of their corresponding sides are proportio ...
