Download Hudson Middle School 77 North Oviatt Street

Hudson Middle School
77 North Oviatt Street - Hudson, Ohio 44236
Kim Cockley - Building Principal
Karen Weber – Assistant Principal
Michael Sedlak – Assistant Principal
Local: 330-653-1316
Cleveland: 330-656-2590
Fax: 330-653-1368
Dear Parents,
Tomorrow we will begin Chapter 7: Geometric Figures. In this chapter, your child will
learn how to classify and determine the measure of angles and how angles relate to
triangles, quadrilaterals, and other polygons. We will also examine properties of threedimensional figures. Below you will find key vocabulary words from the chapter and
activities you can do with your child at home to support the mathematics we are learning in
class. If you have any questions or concerns about this chapter or your child’s progress,
please feel free to email or call me.
Sincerely,
Annette Blue
Math Teacher
Chapter 7: Geometric Figures Vocabulary
Acute angle -
an angle with a measure greater than 0° and less than 90°
Acute triangle -
a triangle having three acute angles
Adjacent angles –
angles that have the same vertex, share a common side, and do not
overlap
Base –
one of the two parallel congruent faces of a prism
Complementary angles – two angles are complementary if the sum of their measures is 90°
Cone –
a three-dimensional figure with one circular base connected by a
curved surface to a single vertex
Congruent –
having the same measure
Congruent segments – sides with the same length
Coplanar –
lines of points that lie in the same plane
Cross section –
the cross section of a solid and a plane
Cylinder –
a three-dimensional figure with two parallel congruent
circular bases connected by a curved surface
Diagonal –
a line segment that connects two nonconsecutive vertices
‘
Edge –
the line segment where two faces of a polyhedron intersect
Equilateral triangle – a triangle having three congruent sides
Face –
a flat surface of a polyhedron
Isosceles triangle –
a triangle having at least two congruent sides
Obtuse angle -
an angle that measures greater than 90°, but less than 180°
Obtuse triangle –
a triangle having one obtuse angle
Plane –
a two-dimensional flat surface hat extends in all directions
Polyhedron -
a three-dimensional figure with faces that are polygons
Prism –
a polyhedron with two parallel congruent faces called bases
Pyramid –
a polyhedron with one base that is a polygon and three or more
triangular faces that meet at a common vertex
Right angle -
an angle that measures exactly 90°
Scale -
the scale that gives the ratio that compares the measurements of a
drawing or model to the measurements of the real object
Scale drawing -
a drawing that is used to represent objects that are too large or too
small to be drawn at an actual size
Scale factor -
a scale written as a ratio without units in simplest form
Scale model -
a model used to represent objects that are too large or too small to be
built at an actual size
Scalene triangle -
a triangle having no congruent sides
Straight angle -
an angle that measures exactly 180°
Supplementary angles – two angles are supplementary if the sum of their measures is 180°
Triangle -
a figure with three sides and three angles
Vertex -
the common endpoint of the rays forming the angle
Vertical angles -
opposite angles formed by the intersection of two lines; vertical
angles are congruent
Hands-On Activity
Materials: paper, pencil, ruler, protractor
Use the ruler to draw several different types of quadrilaterals on a piece of paper. For
example: rectangles, squares, trapezoids, and parallelograms.
 Use the protractor to measure the angles of each quadrilateral.
 Record each angle measure.
 Find the sum of the angle measures of each quadrilateral. Record each sum.
 What do you notice about the sum of the angle measures of each quadrilateral?
Real-World Activity
Visit a playground or other public park that has a fence.
 Find parts of the fence that model parallel lines.
 Find another line, a transversal that crosses the parallel lines.
 Estimate the measure of the angles formed by the parallel lines and the transversal.
 Discuss the relationship among the different angles.
 Find several other examples of parallel lines and transversals and repeat the
previous two steps.