Math Gr4 Ch10

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Chapter 10GeometryClick the mouse or press the space bar to continue.

Chapter Menu

Lesson 10-1Solid FiguresLesson 10-2Plane FiguresLesson 10-3Problem-Solving Strategy: Look for a PatternLesson 10-4Lines, Line Segments, and RaysLesson 10-5AnglesLesson 10-6Problem-Solving Investigation: Choose a StrategyLesson 10-7TrianglesLesson 10-8QuadrilateralsLesson 10-9Parts of a Circle

10

Geometry

Lesson 1 Menu

Five-Minute Check (over Chapter 9)Main Idea and VocabularyCalifornia StandardsKey Concept: Solid FiguresExample 1

10-1Solid Figures

Lesson 1 MI/Vocab

10-1Solid Figures

I will identify, describe, and classify solid figures, and identify and make/draw nets.solid figurefaceedge

vertexnet

Lesson 1 Standard 1

10-1Solid Figures

Standard 4MG3.6 Visualize, describe, and make models of geometric solids (e.g. prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.

Lesson 1 Key Concept 1

10-1Solid Figures

Lesson 1 Ex1

A paper towel roll represents a figure. Identify the figure. Tell how many faces, edges, and vertices it has.

10-1Solid FiguresAnswer: The paper towel roll is a cylinder. It has 2 faces, 2 edges, and 0 vertices.

Lesson 1 CYP1

10-1Solid Figures

cone; 1 face, 1 edge, 0 vertices

cylinder; 2 faces, 1 edge, 0 vertices

sphere; 2 faces, 1 edge, 0 vertices

sphere; none

A tennis ball represents a figure. Identify the figure. Tell how many faces, edges, and vertices it has.

End of Lesson 1

Lesson 2 Menu

Five-Minute Check (over Lesson 10-1)Main Idea and VocabularyCalifornia StandardsKey Concept: PolygonsExample 1Example 2Example 3

10-2Plane Figures

Lesson 2 Main Idea/Vocab

10-2Plane Figures

I will identify, describe, and classify place figures.plane figurepolygonsidestriangle

quadrilateralpentagonhexagonoctagon

Lesson 2 Standard

10-2Plane Figures

Standard 4MG3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

Lesson 2 Get Ready to Learn

A circle is not a polygon because it does not have straight sides. Other shapes are not polygons as well.

10-2Plane Figures


10-2Plane Figures

Lesson 2 Ex1

Identify the polygon.Answer: The shape has 8 sides, so the shape is an octagon.

10-2Plane Figures

Lesson 2 CYP1

10-2Plane Figures

triangle

quadrilateral

pentagon

hexagon

Identify the polygon.

Lesson 2 Ex2

Answer: It is not a polygon.

Tell whether the shape is a polygon.

10-2Plane FiguresThe shape is a circle and is one curved line.

Lesson 2 CYP2

10-2Plane Figures

Yes

No


Lesson 2 Ex3

10-2Plane FiguresAnswer: So, it is a polygon.

Tell whether the shape is a polygon.The figure has 10 sides. The sides are all straight.

Lesson 2 CYP3

10-2Plane Figures

Yes

No


End of Lesson 2

Lesson 3 Menu

Five-Minute Check (over Lesson 10-2)Main Idea California StandardsExample 1: Problem-Solving Strategy

10-3Problem-Solving Strategy: Look for a Pattern

Lesson 3 MI/Vocab


I will solve problems by looking for a pattern.

Lesson 3 Standard 1


Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

Lesson 3 Standard 2


Standard 4MG3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

Lesson 3 Ex1Amado is helping his dad put a tile floor in their house. They are laying the tiles in a pattern. They have run out of tiles and need to buy more. What color tiles need to be purchased to complete the floor?


Lesson 3 Ex1UnderstandWhat facts do you know?You know the tiles form a pattern.You know they need to buy more tiles.What do you need to find?Find the tile colors that need to be purchased.


Lesson 3 Ex1PlanLook for a pattern. Then continue the pattern to find the missing tiles.


Lesson 3 Ex1SolveUse your plan to solve the problem. The first four tiles in the top row are red, green, blue, and yellow. Notice that the pattern repeats.Answer: So, the missing tiles are blue, yellow and red.


Lesson 3 Ex1CheckLook back at the problem. A blue, a yellow, and a red tile will complete the pattern for the entire floor. So, the answer is correct.


End of Lesson 3

Lesson 4 Menu

Five-Minute Check (over Lesson 10-3)Main Idea and VocabularyCalifornia StandardsKey Concepts: Lines, Rays, SegmentsKey Concepts: Types of LinesExample 1Example 2Example 3

10-4Lines, Line Segments, and Rays

Lesson 4 MI/Vocab


I will identify, describe, and classify lines, line segments, and rays.

linerayendpointline segment

parallelintersectingperpendicular

Lesson 4 Standard


Standard 4MG3.1 Identify lines that are parallel and perpendicular.

Lesson 4 Key Concepts 1


Lesson 4 Key Concepts 2a


Lesson 4 Key Concepts 2b


Lesson 4 Key Concepts 2c


Lesson 4 Ex1Identify the figure.


This line has two endpoints and does not extend in either direction.Answer: Line segment MN or MN.

MN

Lesson 4 CYP1


line AB

line segment AB

ray AB

none of the above

Identify the figure.

AB

Lesson 4 Ex2



RTThe figure has arrows on each ends, so it extends in opposite directions without ending.Answer: Line RT or RT.

Lesson 4 CYP2


line GH

line segment GH

ray GH

none of the above


GH

Lesson 4 Ex3

Describe the figure.


Answer: The figure shows line WX and line YT. They are the same distance apart everywhere and will never cross. WX YT.

WXYT

Lesson 4 CYP3


parallel lines

intersecting lines

perpendicular lines

none of the above

Describe the figure.

O

P

M

N

End of Lesson 4

Lesson 5 Menu

Five-Minute Check (over Lesson 10-4)Main Idea and VocabularyCalifornia StandardsKey Concept: Turns and AnglesKey Concept: Types of AnglesExample 1Example 2Example 3

10-5Angles

Lesson 5 MI/Vocab

10-5Angles

I will identify, describe, and classify angles.angleright angle

acute angleobtuse angle

Lesson 5 Standard

10-5Angles

Standard 4MG3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90 , 180 , 270 , and 360 are associated, respectively, with , , , and full turns.


10-5Angles


10-5Angles

Lesson 5 Ex1

Write how far the minute hand has turned in degrees and as a fraction of a full turn.Compare the angle shown on the clock to the angles shown in the Key Concept: Turns and Angles box.

10-5Angles

Answer: So, the angle shown on the clock is 180 or a turn.

Lesson 5 CYP1

10-5Angles

Write how far the minute hand has turned in degrees and as a fraction of a full turn.90; turn

360; full turn270; turn

180; turn

Lesson 5 Ex2Classify the angle as acute, obtuse, or right.

The angle is larger than a right angle but smaller than 180.

10-5Angles

Answer: So, it is an obtuse angle.

Lesson 5 CYP2

10-5Angles

acute

obtuse

right

none of the above

Classify the angle as acute, obtuse, or right.

Lesson 5 Ex3Classify the angle as acute, obtuse, or right.The angle is less than a right angle, but greater than 0.

10-5Angles

Answer: So, it is an acute angle.

Lesson 5 CYP3

10-5Angles

acute

obtuse

right

none of the above

Classify the angle as acute, obtuse, or right.

End of Lesson 5

Lesson 6 Menu

Five-Minute Check (over Lesson 10-5)Main IdeaCalifornia StandardsExample 1: Problem-Solving Investigation

10-6Problem-Solving Investigation: Choose a Strategy

Lesson 6 MI/Vocab


I will choose the best strategy to solve a problem.

Lesson 6 Standard 1


Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Lesson 6 Standard 2


Standard 4MG3.0 Students demonstrate an understanding of a plane and solid geometric objects and use this knowledge to show relationships and solve problems.

Lesson 6 Ex1

ARTURO: I have the five puzzle pieces shown. I need to form a square using all of the pieces.


YOUR MISSION: Arrange the five puzzle pieces to form a square.

Lesson 6 Ex1

Understand

What facts do you know?You know there are five puzzle pieces.What do you need to find?You need to find how to arrange the five puzzle pieces to form a square.


Lesson 6 Ex1

PlanUse the act it out strategy. Trace the pieces and cut them out of paper. Then arrange the polygons in different ways to figure out how they will form a square.


Lesson 6 Ex1

Solve

Arrange the pieces in different ways until you form a square.


Lesson 6 Ex1

CheckLook back at the problem. The figure formed by the pieces is a square because it is a rectangle that has four equal sides. So, the answer is correct.


End of Lesson 6

Lesson 7 Menu

Five-Minute Check (over Lesson 10-6)Main Idea and Vocabulary California StandardsKey Concept: Classify Triangles by SidesKey Concept: Classify Triangles by AnglesExample 1Example 2

10-7Triangles

Lesson 7 MI/Vocab/Standard

10-7Triangles

I will identify, describe, and classify triangles.isosceles triangleequilateral trianglescalene triangle

right triangleacute triangleobtuse triangle

Lesson 7 MI/Vocab/Standard

10-7Triangles

Standard 4MG3.7 Know the definitions of different triangles (e.g. equilateral, isosceles, scalene) and identify their attributes.


10-7Triangles


10-7Triangles

Lesson 7 Ex1

Classify the triangle. Use isosceles, equilateral, or scalene.Answer: So, the triangle is isosceles.

10-7Triangles

Exactly 2 sides of the triangle are the same length.

6 in.6 in.3 in.

Lesson 7 CYP1

10-7Triangles

scalene

isosceles

equilateral

none of the above

Classify the triangle. Use isosceles, equilateral, or scalene.

3 cm3 cm5 cm

Lesson 7 Ex2

Answer: The triangle is obtuse.

Classify the triangle. Use acute, right, or obtuse.The triangle has one obtuse angle.

10-7Triangles

Lesson 7 CYP2

10-7Triangles

acute

right

obtuse

none of the above

Classify the triangle. Use acute, right, or obtuse.

10 ft8 ft6 ft

End of Lesson 7

Lesson 8 Menu

Five-Minute Check (over Lesson 10-7)Main Idea and VocabularyCalifornia StandardKey Concept: QuadrilateralsExample 1Example 2Example 3

10-8Quadrilaterals

Lesson 8 MI/Vocab

10-8Quadrilaterals

I will identify, describe, and classify quadrilaterals.rectanglesquarerhombus

parallelogramtrapezoid

Lesson 8 Standard

10-8Quadrilaterals

Standard 4MG3.8 Know the definitions of different quadrilaterals (e.g. rhombus, square, rectangle, parallelogram, trapezoid).


10-8Quadrilaterals

Lesson 8 Ex1

Classify the quadrilateral in as many ways as possible.

10-8Quadrilaterals

Answer: It can only be classified as a trapezoid.

Lesson 8 CYP1

10-8Quadrilaterals

trapezoid

parallelogram, rhombus, square

rectangle, square

parallelogram, rhombus

Classify the quadrilateral in as many ways as possible.

Lesson 8 Ex2Look at the picture. What shape is it?A pan has 4 right angles with opposite sides equal and parallel.Answer: So, the picture is a rectangle.

10-8Quadrilaterals

Lesson 8 CYP2

10-8Quadrilaterals

rectangle

square

rhombus

trapezoid

Look at the picture. What shape is it?

Lesson 8 Ex3

10-8QuadrilateralsLook at the picture. What shape is it?All sides of the figure are equal and opposite sides are parallel.Answer: So, the figure is a rhombus.

Lesson 8 CYP3

10-8Quadrilaterals

parallelogram

square

rectangle

trapezoid

Look at the picture. What shape is it?

End of Lesson 8

Lesson 9 Menu

Five-Minute Check (over Lesson 10-8)Main Idea and VocabularyCalifornia StandardKey Concept: Parts of a CircleExample 1Example 2Example 3Example 4

10-9Parts of a Circle

Lesson 9 MI/Vocab


I will identify parts of a circle.circlecenter

diameterradius

Lesson 9 Standard


Standard 4MG3.2 Identify the radius and diameter of a circle.

Lesson 9 Key Concept


Lesson 9 Ex1

Identify the part of the circle.

10-9Parts of a CircleAnswer: This is a radius.The line segment connects the center of the circle to one point on the circle.

Lesson 9 CYP1


radius

diameter

center

none of the above


Lesson 9 Ex2Identify the part of the circle.

10-9Parts of a CircleAnswer: This is a diameter.The line segment connects two points on the circle and goes through the center.

Lesson 9 CYP2


radius

diameter

center

none of the above


Lesson 9 Ex3


CB is a line segment that connects the center of the circle to a point on a circle.

Answer: So, CB is a radius.

Identify the part of the circle that is represented by CB.

DCBAF

Lesson 9 CYP3


radius

diameter

center

none of the above

Identify the part of the circle that is represented by CD.

DCBAF

Lesson 9 Ex4


AB is a line segment that connects two points on the circle and goes through the center.

Answer: So, AB is a diameter.

Identify the part of the circle that is represented by AB.

DCBAF

Lesson 9 CYP4


radius

diameter

center

angle

Identify the part of the circle that is represented by C.

DCBAF

End of Lesson 9

CR Menu

Five-Minute Checks

10Geometry5Min MenuLesson 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)Lesson 10-9(over Lesson 10-8)

10Geometry5Min 1-1

(over Chapter 9)1,111

115

1,115

1,114

Divide the following. Use estimation to check. 5,575 5

10Geometry

5Min 1-2

(over Chapter 9)351

401

301

315


10Geometry

5Min 1-3

(over Chapter 9)18,041 R2

18,041

22,375

19,041 R2


10Geometry

5Min 1-4

(over Chapter 9)6,316 R2

5,316 R2

53 R4

5,016 R2


10Geometry5Min 2-1

(over Lesson 10-1)8

4

2

0

How many vertices does a sphere have?

10Geometry

5Min 2-2

0

2

4

8

How many faces does a cylinder have? (over Lesson 10-1)

10Geometry

5Min 2-3

It has a triangular base, 3 faces, 6 edges, 4 vertices.




Describe a triangular pyramid. (over Lesson 10-1)

10Geometry

5Min 2-4

a triangular pyramid

a rectangular prism

a square pyramid

a cone

Name a solid figure that has 5 faces, 8 edges, and 5 vertices. (over Lesson 10-1)

10Geometry5Min 3-1

(over Lesson 10-2)hexagon

triangle

pentagon

octagon

Identify the polygon.

10Geometry

5Min 3-2

pentagon

octagon

quadrilateral

hexagon

(over Lesson 10-2)Identify the polygon.

10Geometry

5Min 3-3

pentagon

octagon

quadrilateral

triangle


10Geometry

5Min 3-4

hexagon

quadrilateral

octagon

pentagon


10Geometry5Min 4-1

(over Lesson 10-3)23

30

37

44

Solve. Use the look for a pattern strategy. While on vacation, Paul collected pinecones. On Sunday, he collected 2. On Monday, he collected 9. On Tuesday, he collected 16. If this pattern continues, how many pinecones will he collect on Friday?

10Geometry5Min 5-1

(over Lesson 10-4)line CD

line segment CD

ray CD

parallel lines

Identify the figure below.

CD

10Geometry

5Min 5-2

line segment MN

ray MN

endpoint MN

line MN

(over Lesson 10-4)Identify the figure below.

MN

10Geometry

5Min 5-3

ray RS

line segment RS

endpoint RS

line RS

(over Lesson 10-4)Identify the figure below.

RS

10Geometry5Min 6-1

(over Lesson 10-5)obtuse

acute

right

Classify each angle as right, acute, or obtuse.

10Geometry

5Min 6-2

obtuse

acute

right

(over Lesson 10-5)Classify each angle as right, acute, or obtuse.

10Geometry

5Min 6-3

obtuse

acute

right


10Geometry

5Min 6-4

obtuse

acute

right


10Geometry5Min 7-1

(over Lesson 10-6)1 $20 bill and 1 $5 bill

5 $5 bills

2 $10 bills and 1 $5 bill

1 $10 bill and 3 $5 bills

Identify 3 bills that total $25 using $1, $5, $10, and $20 bills.

10Geometry

5Min 7-2

6

8

15

11

A number is multiplied by 3, then 5 is added to the product. The result is 23. What was the original number? (over Lesson 10-6)

10Geometry5Min 8-1

(over Lesson 10-7)isosceles acute

scalene right

isosceles obtuse

equilateral acute

Identify each triangle.

10Geometry

5Min 8-2

equilateral acute

scalene acute

scalene right

isosceles obtuse

(over Lesson 10-7)Identify each triangle.

3 cm4 cm5 cm

10Geometry

5Min 8-3

equilateral right

scalene acute

isosceles acute

equilateral acute

(over Lesson 10-7)Identify each triangle.

10Geometry5Min 9-1

(over Lesson 10-8)rhombus

trapezoid

rectangle

triangle

Name a quadrilateral that has opposite sides parallel and 4 right angles.

10Geometrysquare

rhombus

parallelogram

trapezoid

5Min 9-2

(over Lesson 10-8)Name a quadrilateral that has exactly 1 pair of parallel sides.

10Geometry

5Min 9-3

trapezoid

rhombus

square

parallelogram

(over Lesson 10-8)Identify the quadrilateral.

10Geometry

5Min 9-4

square

rhombus

trapezoid

rectangle

(over Lesson 10-8)Identify the quadrilateral.

10GeometryEnd of Custom ShowsThis slide is intentionally blank.

Education

Math Gr4 Ch10