the extent of 3-5 marks The Question Paper will not have any choice(s) in any of the questions. Weightage S.No. 1 2 Unit No. II III Topic Weightage Algebra (contd.) 3+4 16 [Linear equations in two variables] Geometry (contd.) 1+2+4 38 [Quadrilaterals‚Area‚Circles‚Constructions] Mensuration 1+3+4 Statistics &
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Golden Gate Bridge Lead Designers/Engineers. The First proposal for the Golden Gate Bridge came from James Wilkins‚ who at the time was an engineering student. The cost of James Wilkins Bridge was unrealistic at the time which was 100million dollars‚ but none the less it set the bar for other bridge engineers to try to work out a cheaper solution. During this time a young Joseph Strauss had graduated from the University of Cincinnati with a degree in Business and Economics. Joseph was an avid
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| | |What was our lesson last meeting? |Our previous lesson was all about quadrilaterals. | |Very Good! What is a parallelogram? |A quadrilateral is any four-sided figure which includes the | | |parallelogram‚ rhombus‚ rectangle‚ trapezoid‚ and square. | |
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8th QUADRILATERAL AND PARALLELOGRAM 1. Prove that in a parallelogram‚ the opposite sides are equal and the opposite angles are equal. 2. Prove that diagonals of a rhombus bisect each other at right angles. 3. Two adjacent angles of a parallelogram are as 2:3. Find the measure of each of its angles. 4. Prove that the diagonals of a square are equal and bisect each other at right angles. 5. If an angle of a parallelogram is two-third of its adjacent angle‚ then what is the smallest angle
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(A) first quadrant (C) third quadrant (B) second quadrant (D) fourth quadrant 2. If ∆ ABC ≅ ∆ PQR and ∆ ABC is not congruent to ∆ RPQ‚ then which of the following is not true: (A) BC = PQ (B) AC = PR (C) QR = BC (D) AB = PQ ABCD is a cyclic quadrilateral such that AB is a diameter of the circle circumscribing it and ∠ADC = 140º‚ then ∠BAC is equal to: (A) 80º (B) 50º (C) 40º (D) 30º The linear equation 3x – y = x – 1 has : (A) A unique solution (B) Two solutions (C) Infinitely many solutions (D)
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between) • RHS (a right angle‚ the hypotenuse and another side) Quadrilaterals can be convex or non-convex. • Convex quadrilaterals have all vertices pointing outwards. • Non-convex (or concave) quadrilaterals have one vertex pointing inwards. Convex All interior angles less than 180° Non-convex One reflex interior angle ■■ Special quadrilaterals Square Rectangle Rhombus Parallelogram Kite Trapezium ■■ The angle sum of any quadrilateral is 360. Polygons can be convex or non-convex. • Convex polygons
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02.01 Classifying Triangles Warning: There is a checkbox at the bottom of the exam form that you MUST check prior to submitting this exam. Failure to do so may cause your work to be lost. ------------------------------------------------- Top of Form Question 1 (Multiple Choice Worth 2 points) What is the measure of the third angle? 30.5 55 35 149.5 Question 2 (Multiple Choice Worth 2 points) What are two qualities that make an equilateral triangle unique? Three congruent
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A DETAILED LESSON PLAN IN MATHEMATICS V I.Objectives A. Visualize‚ identify and describe 3-4 sided polygons B. Draw 3-4 sided polygons C. Identify different geometric figures D. Observe patience and discipline in doing assigned works E. Work cooperatively and collaboratively in all activities II.Subject Matter Topic: Visualizing 3-4-Sided Polygons Reference: BEC-PELC III.1 Materials: manila paper‚ cartolina‚ marker‚ cut-outs of polygons Strategy: Interactive Teaching Strategy Values:
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Geometry Test 4 Quarter 2 Multiple Choice(Each multiple choice question worth 1 pt. each) Identify the choice that best completes the statement or answers the question. ____ 1. Name the ray in the figure. a. b. c. d. ____ 2. How are the two angles related? a. vertical c. complementary b. supplementary d. adjacent ____ 3. For the following true conditional statement‚ write the converse. If the converse is also true‚ combine the statements as a biconditional
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NAME: Eden Barrera Rodriguez COURSE: BEEd- General Education DATE: 11.26.2012 MATH LESSON PLAN: KINDS OF PLANE FIGURES OBJECTIVES: At the end of 45 minutes discussion‚ the students will be able to: * Identify the different kinds of plane figures * Draw plane figures correctly * Appreciate the shapes around us. Show awareness to the things around us. PROCEDURE: A. MATERIALS: white board marker (black) Visual aid (bright-colored cartolina) Pictures (shapes)
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