1. Chapter 10
Geometry
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2. Geometry
10
Lesson 10-1 Solid Figures
Lesson 10-2 Plane Figures
Lesson 10-3 Problem-Solving Strategy: Look
for a Pattern
Lesson 10-4 Lines, Line Segments, and Rays
Lesson 10-5 Angles
Lesson 10-6 Problem-Solving Investigation:
Choose a Strategy
Lesson 10-7 Triangles
Lesson 10-8 Quadrilaterals
Lesson 10-9 Parts of a Circle

3. 10-1 Solid Figures
Five-Minute Check (over Chapter 9)
Main Idea and Vocabulary
California Standards
Key Concept: Solid Figures
Example 1

4. 10-1 Solid Figures
• I will identify, describe, and classify solid
figures, and identify and make/draw nets.
• solid figure • vertex
• face • net
• edge

5. 10-1 Solid 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.

6. 10-1 Solid Figures

7. 10-1 Solid Figures
A paper towel roll represents a
figure. Identify the figure. Tell
how many faces, edges, and
vertices it has.
Answer: The paper towel roll is a cylinder. It has 2
faces, 2 edges, and 0 vertices.

8. 10-1 Solid Figures
A tennis ball represents a figure.
Identify the figure. Tell how many
faces, edges, and vertices it has.
A. cone; 1 face, 1 edge, 0 vertices
B. cylinder; 2 faces, 1 edge, 0 vertices
C. sphere; 2 faces, 1 edge, 0 vertices
D. sphere; none

10. 10-2 Plane Figures
Five-Minute Check (over Lesson 10-1)
Main Idea and Vocabulary
California Standards
Key Concept: Polygons
Example 1
Example 2
Example 3

11. 10-2 Plane Figures
• I will identify, describe, and classify place figures.
• plane figure • quadrilateral
• polygon • pentagon
• sides • hexagon
• triangle • octagon

12. 10-2 Plane Figures
Standard 4MG3.0 Students demonstrate an
understanding of plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.

13. 10-2 Plane Figures
A circle is not a polygon because it does not have
straight sides. Other shapes are not polygons as well.

14. 10-2 Plane Figures

15. 10-2 Plane Figures
Identify the polygon.
Answer: The shape has 8 sides, so the shape is an
octagon.

16. 10-2 Plane Figures
Identify the polygon.
A. triangle
B. quadrilateral
C. pentagon
D. hexagon

17. 10-2 Plane Figures
Tell whether the shape is a polygon.
The shape is a circle and is one curved line.
Answer: It is not a polygon.

18. 10-2 Plane Figures
Tell whether the shape
is a polygon.
A. Yes
B. No

19. 10-2 Plane Figures
Tell whether the shape is a polygon.
The figure has 10 sides. The sides are all straight.
Answer: So, it is a polygon.

20. 10-2 Plane Figures
Tell whether the shape
is a polygon.
A. Yes
B. No

22. 10-3 Problem-Solving Strategy: Look for a Pattern
Five-Minute Check (over Lesson 10-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy

23. 10-3 Problem-Solving Strategy: Look for a Pattern
• I will solve problems by looking for a pattern.

24. 10-3 Problem-Solving Strategy: Look for a Pattern
Standard 4MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from irrelevant
information, sequencing and prioritizing
information, and observing patterns.

25. 10-3 Problem-Solving Strategy: Look for a Pattern
Standard 4MG3.0 Students demonstrate an
understanding of plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.

26. 10-3 Problem-Solving Strategy: Look for a Pattern
Amado 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?

27. 10-3 Problem-Solving Strategy: Look for a Pattern
Understand
What 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.

28. 10-3 Problem-Solving Strategy: Look for a Pattern
Plan
Look for a pattern. Then continue the pattern to
find the missing tiles.

29. 10-3 Problem-Solving Strategy: Look for a Pattern
Solve
Use 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.

30. 10-3 Problem-Solving Strategy: Look for a Pattern
Check
Look 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.

32. 10-4 Lines, Line Segments, and Rays
Five-Minute Check (over Lesson 10-3)
Main Idea and Vocabulary
California Standards
Key Concepts: Lines, Rays, Segments
Key Concepts: Types of Lines
Example 1
Example 2
Example 3

33. 10-4 Lines, Line Segments, and Rays
• I will identify, describe, and classify lines, line
segments, and rays.
• line • parallel
• ray • intersecting
• endpoint • perpendicular
• line segment

34. 10-4 Lines, Line Segments, and Rays
Standard 4MG3.1 Identify lines that are parallel
and perpendicular.

35. 10-4 Lines, Line Segments, and Rays

36. 10-4 Lines, Line Segments, and Rays

37. 10-4 Lines, Line Segments, and Rays

38. 10-4 Lines, Line Segments, and Rays

39. 10-4 Lines, Line Segments, and Rays
Identify the figure.
N
M
This line has two endpoints and does not extend in
either direction.
Answer: Line segment MN or MN.

40. 10-4 Lines, Line Segments, and Rays
Identify the figure.
A B
A. line AB
B. line segment AB
C. ray AB
D. none of the above

41. 10-4 Lines, Line Segments, and Rays
Identify the figure.
R T
The figure has arrows on each ends, so it extends
in opposite directions without ending.
Answer: Line RT or RT.

42. 10-4 Lines, Line Segments, and Rays
Identify the figure.
G H
A. line GH
B. line segment GH
C. ray GH
D. none of the above

43. 10-4 Lines, Line Segments, and Rays
Describe the figure.
W
X
Y
T
Answer: The figure shows line WX and line YT. They
are the same distance apart everywhere and
will never cross. WX YT.

44. 10-4 Lines, Line Segments, and Rays
Describe the figure. M
O P
A. parallel lines
B. intersecting lines N
C. perpendicular lines
D. none of the above

46. 10-5 Angles
Five-Minute Check (over Lesson 10-4)
Main Idea and Vocabulary
California Standards
Key Concept: Turns and Angles
Key Concept: Types of Angles
Example 1
Example 2
Example 3

47. 10-5 Angles
• I will identify, describe, and classify angles.
• angle • acute angle
• right angle • obtuse angle

48. 10-5 Angles
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.

49. 10-5 Angles

50. 10-5 Angles

51. 10-5 Angles
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.
Answer: So, the angle shown on the clock is 180
or a turn.

52. 10-5 Angles
Write how far the minute hand has turned in
degrees and as a fraction of a full turn.
A. 90 ; turn
B. 180 ; turn
C. 270 ; turn
D. 360 ; full turn

53. 10-5 Angles
Classify the angle as acute, obtuse, or right.
The angle is larger than a right angle but smaller
than 180°.
Answer: So, it is an obtuse angle.

54. 10-5 Angles
Classify the angle as
acute, obtuse, or right.
A. acute
B. obtuse
C. right
D. none of the above

55. 10-5 Angles
Classify the angle as acute, obtuse, or right.
The angle is less than a right angle, but greater
than 0°.
Answer: So, it is an acute angle.

56. 10-5 Angles
Classify the angle as
acute, obtuse, or right.
A. acute
B. obtuse
C. right
D. none of the above

58. 10-6 Problem-Solving Investigation: Choose a Strategy
Five-Minute Check (over Lesson 10-5)
Main Idea
California Standards
Example 1: Problem-Solving Investigation

59. 10-6 Problem-Solving Investigation: Choose a Strategy
• I will choose the best strategy to solve a problem.

60. 10-6 Problem-Solving Investigation: Choose a Strategy
Standard 4MR2.3 Use a variety of methods, such
as
words, numbers, symbols, charts, graphs, tables, di
agrams, and models, to explain mathematical
reasoning.

61. 10-6 Problem-Solving Investigation: Choose a Strategy
Standard 4MG3.0 Students demonstrate an
understanding of a plane and solid geometric
objects and use this knowledge to show
relationships and solve problems.

62. 10-6 Problem-Solving Investigation: Choose a Strategy
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.

63. 10-6 Problem-Solving Investigation: Choose a Strategy
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.

64. 10-6 Problem-Solving Investigation: Choose a Strategy
Plan
Use 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.

65. 10-6 Problem-Solving Investigation: Choose a Strategy
Solve
Arrange the pieces in different ways until you
form a square.

66. 10-6 Problem-Solving Investigation: Choose a Strategy
Check
Look 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.

68. 10-7 Triangles
Five-Minute Check (over Lesson 10-6)
Main Idea and Vocabulary
California Standards
Key Concept: Classify Triangles by Sides
Key Concept: Classify Triangles by Angles
Example 1
Example 2

69. 10-7 Triangles
• I will identify, describe, and classify triangles.
• isosceles triangle • right triangle
• equilateral triangle • acute triangle
• scalene triangle • obtuse triangle

70. 10-7 Triangles
Standard 4MG3.7 Know the definitions of
different triangles (e.g.
equilateral, isosceles, scalene) and identify their
attributes.

71. 10-7 Triangles

72. 10-7 Triangles

73. 10-7 Triangles
Classify the triangle.
Use
isosceles, equilateral,
6 in. 6 in.
or scalene.
Exactly 2 sides of the
triangle are the same 3 in.
length.
Answer: So, the triangle is isosceles.

74. 10-7 Triangles
Classify the triangle. Use
isosceles, equilateral, or scalene.
3 cm
A. scalene
3 cm
5 cm
B. isosceles
C. equilateral
D. none of the above

75. 10-7 Triangles
Classify the triangle. Use acute, right, or obtuse.
The triangle has one obtuse angle.
Answer: The triangle is obtuse.

76. 10-7 Triangles
Classify the triangle. Use
acute, right, or obtuse.
10 ft
8 ft
A. acute
B. right
6 ft
C. obtuse
D. none of the above

78. 10-8 Quadrilaterals
Five-Minute Check (over Lesson 10-7)
Main Idea and Vocabulary
California Standard
Key Concept: Quadrilaterals
Example 1
Example 2
Example 3

79. 10-8 Quadrilaterals
• I will identify, describe, and classify quadrilaterals.
• rectangle • parallelogram
• square • trapezoid
• rhombus

80. 10-8 Quadrilaterals
Standard 4MG3.8 Know the definitions of
different quadrilaterals (e.g.
rhombus, square, rectangle, parallelogram, trap
ezoid).

81. 10-8 Quadrilaterals

82. 10-8 Quadrilaterals
Classify the quadrilateral in as many ways as
possible.
Answer: It can only be classified as a trapezoid.

83. 10-8 Quadrilaterals
Classify the quadrilateral in
as many ways as possible.
A. trapezoid
B. parallelogram, rhombus, square
C. rectangle, square
D. parallelogram, rhombus

84. 10-8 Quadrilaterals
Look 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.

85. 10-8 Quadrilaterals
Look at the picture. What shape is it?
A. rectangle
B. square
C. rhombus
D. trapezoid

86. 10-8 Quadrilaterals
Look 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.

87. 10-8 Quadrilaterals
Look at the picture.
What shape is it?
A. parallelogram
B. square
C. rectangle
D. trapezoid

89. 10-9 Parts of a Circle
Five-Minute Check (over Lesson 10-8)
Main Idea and Vocabulary
California Standard
Key Concept: Parts of a Circle
Example 1
Example 2
Example 3
Example 4

90. 10-9 Parts of a Circle
• I will identify parts of a circle.
• circle • diameter
• center • radius

91. 10-9 Parts of a Circle
Standard 4MG3.2 Identify the radius and
diameter of a circle.

92. 10-9 Parts of a Circle

93. 10-9 Parts of a Circle
Identify the part of the circle.
The line segment connects the center of the circle to
one point on the circle.
Answer: This is a radius.

94. 10-9 Parts of a Circle
Identify the part of the circle.
A. radius
B. diameter
C. center
D. none of the above

95. 10-9 Parts of a Circle
Identify the part of the circle.
The line segment connects two points on the circle
and goes through the center.
Answer: This is a diameter.

96. 10-9 Parts of a Circle
Identify the part of the circle.
A. radius
B. diameter
C. center
D. none of the above

97. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by CB.
F
CB is a line segment that connects the center of the
circle to a point on a circle.
Answer: So, CB is a radius.

98. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by CD.
A. radius
F
B. diameter
C. center
D. none of the above

99. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by AB.
F
AB is a line segment that connects two points on the
circle and goes through the center.
Answer: So, AB is a diameter.

100. 10-9 Parts of a Circle
Identify the part of D
the circle that is C
A B
represented by C.
A. radius
F
B. diameter
C. center
D. angle

102. Geometry
10
Five-Minute Checks

103. Geometry
10
Lesson 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)

104. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
5,575 5
A. 1,111
B. 115
C. 1,115
D. 1,114

105. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
2,808 8
A. 351
B. 401
C. 301
D. 315

106. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
57,125 3
A. 18,041 R2
B. 18,041
C. 22,375
D. 19,041 R2

107. Geometry
10
(over Chapter 9)
Divide the following. Use estimation to check.
37,214 7
A. 6,316 R2
B. 5,316 R2
C. 53 R4
D. 5,016 R2

108. Geometry
10
(over Lesson 10-1)
How many vertices does a sphere have?
A. 8
B. 4
C. 2
D. 0

109. Geometry
10
(over Lesson 10-1)
How many faces does a cylinder have?
A. 0
B. 2
C. 4
D. 8

110. Geometry
10
(over Lesson 10-1)
Describe a triangular pyramid.
A. It has a triangular base, 3 faces, 6
edges, 4 vertices.
B. It has a triangular base, 4 faces, 3
edges, 4 vertices.
C. It has a triangular base, 2 faces, 6
edges, 6 vertices.
D. It has a triangular base, 4 faces, 6
edges, 4 vertices.

111. Geometry
10
(over Lesson 10-1)
Name a solid figure that has 5 faces, 8 edges, and
5 vertices.
A. a triangular pyramid
B. a rectangular prism
C. a square pyramid
D. a cone

112. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. hexagon
B. triangle
C. pentagon
D. octagon

113. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. pentagon
B. octagon
C. quadrilateral
D. hexagon

114. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. pentagon
B. octagon
C. quadrilateral
D. triangle

115. Geometry
10
(over Lesson 10-2)
Identify the polygon.
A. hexagon
B. quadrilateral
C. octagon
D. pentagon

116. Geometry
10
(over Lesson 10-3)
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?
A. 23
B. 30
C. 37
D. 44

117. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. line CD C
B. line segment CD D
C. ray CD
D. parallel lines

118. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. line segment MN
M N
B. ray MN
C. endpoint MN
D. line MN

119. Geometry
10
(over Lesson 10-4)
Identify the figure below.
A. ray RS R S
B. line segment RS
C. endpoint RS
D. line RS

120. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right

121. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right

122. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right

123. Geometry
10
(over Lesson 10-5)
Classify each angle as right, acute, or obtuse.
A. obtuse
B. acute
C. right

124. Geometry
10
(over Lesson 10-6)
Identify 3 bills that total $25 using $1, $5, $10,
and $20 bills.
A. 1 $20 bill and 1 $5 bill
B. 5 $5 bills
C. 2 $10 bills and 1 $5 bill
D. 1 $10 bill and 3 $5 bills

125. Geometry
10
(over Lesson 10-6)
A number is multiplied by 3, then 5 is added to the
product. The result is 23. What was the original
number?
A. 6
B. 8
C. 15
D. 11

126. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. isosceles acute
B. scalene right
C. isosceles obtuse
D. equilateral acute

127. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. equilateral acute
3 cm 5 cm
B. scalene acute
4 cm
C. scalene right
D. isosceles obtuse

128. Geometry
10
(over Lesson 10-7)
Identify each triangle.
A. equilateral right
B. scalene acute
C. isosceles acute
D. equilateral acute

129. Geometry
10
(over Lesson 10-8)
Name a quadrilateral that has opposite sides
parallel and 4 right angles.
A. rhombus
B. trapezoid
C. rectangle
D. triangle

130. Geometry
10
(over Lesson 10-8)
Name a quadrilateral that has exactly 1 pair of
parallel sides.
A. square
B. rhombus
C. parallelogram
D. trapezoid

131. Geometry
10
(over Lesson 10-8)
Identify the quadrilateral.
A. trapezoid
B. rhombus
C. square
D. parallelogram

132. Geometry
10
(over Lesson 10-8)
Identify the quadrilateral.
A. square
B. rhombus
C. trapezoid
D. rectangle

133. This slide is intentionally blank.