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  1. THIS IS 4th Math JEOPARDY

  2. Host Your With ...

  3. JEOPARDY A B C D E 100 100 100 100 100 200 200 200 200 200 Geometry 300 300 300 300 300 400 400 400 400 400 500 500 500 500 500

  4. Roy drew a triangle with exactly two congruent angles and two congruent sides. What kind of triangle did Roy draw? equiangular equilateral isosceles scalene A 100


  5. isosceles An isosceles triangle is a triangle with two congruent (equal) angles and two congruent (equal) sides. A 100

  6. The spaces in a parking lot are marked by the line segments, as shown. Which describes the line segments that are marked in the parking lot? Curved intersecting parallel perpendicular A 200

  7. C. parallel A 200

  8. A bug lands on a rope stretched between two trees on a lawn at a park. Which object (the bug, the rope, the lawn, the park) is best described as a point? Bug Rope Lawn Park A 300

  9. A. Bug A 300

  10. A map of Andrew’s neighborhood is shown. Andrew lives on the street that appears to be parallel to the railroad tracks. On which street does Andrew live? Washington Street Lincoln Street Adams Street Jefferson Street A 400

  11. B. Lincoln Street A 400

  12. A cone and a cylinder are shown. Give one way that a cone and a cylinder are alike. Give one way that a cone and a cylinder are different. A 500

  13. To answer this question correctly, students must identify at least one way that a cone and a cylinder are similar and one way they are different. A cone and a cylinder are alike because both are 3-dimensional objects. They are also alike because both have at least one circular base (a cone has one and a cylinder has two). • A cone and a cylinder are different because a cone has only one circular base and a cylinder has two. They are also different because a cone narrows to a point at one end. Also, a cone has two faces and a cylinder has three. • Sample Correct Responses: • A cone and a cylinder are alike because both are 3-dimensional. They are different because the cylinder has circles at both ends and the cone narrows to a point at one end. • They both have a circle for a base. The cone has two faces but the cylinder has three faces. • The focus of the task is to provide evidence of an understanding of describing and comparing three-dimensional objects using their attributes. The response indicates a correct statement of at least one mathematically relevant similarity and one mathematically relevant difference between a cone and a cylinder. A 500

  14. The shapes shown are part of a design. What do all these shapes appear to have in common? All have four right angles. All have at least one set of parallel sides. All have four equal angles All have at least one set of perpendicular lines B 100

  15. B. All have at least one set of parallel sides. B 100

  16. How are a rhombus and a square alike? They both have four equal sides. They both have four right angles. They both have four equal angles. They both have only one pair of parallel sides. B 200

  17. A. They both have four equal sides. B 200

  18. Mr. Yang is driving to the school located at (2, 0) on the coordinate grid. Which school is located at (2, 0)? Cedar Crest Jackson Lincoln Prairie View B 300

  19. A. Cedar Crest B 300

  20. Which pair of figures shows only a translation (slide)? B 400

  21. B 400

  22. DAILY DOUBLE DAILY DOUBLE Place A Wager C 400

  23. Joe and Janice are playing a guessing game. Joe tells Janice that he is thinking of a quadrilateral with at least one pair of parallel sides. Then, Joe tells Janice that the figure has 4 right angles. B 500

  24. Joe tells Janice that he is thinking of a quadrilateral (a shape with four sides) with at least one pair of parallel sides (line segments that are always the same distance apart). The five quadrilaterals with at least one pair of parallel lines are a square, trapezoid, rectangle, parallelogram, and rhombus. Then, Joe says that his shape has four right angles (90シ angles). Only squares and rectangles must have four right angles. Finally, there are several acceptable rules. For example, the rule that the figure has 4 sides of equal length will make the shape a square. Or, only two sides have the same length describes a rectangle. B 500

  25. The grid shows two shapes. What transformation changed shape 1 to shape 2? Rotation (turn) Translation (slide) Reflection (flip) No transformation C 100

  26. C. Reflection (flip) C 100

  27. Kevin has the two butterfly stickers shown. Which transformation could he use to see whether the butterflies are congruent? translation (slide) rotation (turn) and translation (slide) reflection (flip) rotation (turn) C 200

  28. C. reflection (flip) C 200

  29. Tamika made a model of a house, as shown below, by gluing together a cube and a square pyramid. How many faces does the model of the house have? A. 4 B. 8 C. 9 D. 11 C 300

  30. C. 9 faces C 300

  31. Which of the following shapes has only acute angles? C 400

  32. C 400

  33. Six triangles are shown. Circle each triangle that appears to be scalene. Explain how you decided which triangles are scalene. C 500

  34. A scalene triangle is one where all three sides are a different length. In this problem, there are three triangles that appear to have different side lengths: ・Circles the three triangles that appear to be scalene. The scalene triangles are the ones that look like all of the sides are different lengths and all of the angles are different measures. Circles two of the triangles that appear to be scalene. I circled those triangles because it looked like none of the sides are the same length. The focus of the task is to provide evidence of identifying and defining triangles based on angle measures and side measures. The response correctly identifies at least two of the triangles that appear to be scalene and provides an adequate explanation that demonstrates an understanding of the meaning of scalene. C 500

  35. Jane will cut the paper shape shown below in a straight line from point X to point Y. What two shapes will Jane have after she cuts the paper? A. a square and a triangle B. a square and a trapezoid C. a rectangle and a triangle D. a rectangle and a parallelogram D 100

  36. C. a rectangle and a triangle D 100

  37. Which figure represents PQ? D 200

  38. D 200

  39. Which best describes this figure? intersecting line segments intersecting lines perpendicular line segments parallel line segments D 300

  40. B. intersecting lines D 300

  41. Which pair of streets intersect but are not perpendicular? Washington Ave. and Broadway Broadway and 2nd Ave. Washington Ave. and Madison Ave. Madison Ave. and 1st Ave. D 400

  42. D. Madison Ave. and 1st Ave. D 400

  43. Two triangles are drawn on the grid. Which transformation - reflection (flip), translation (slide) or rotation (turn) - can Bill use to determine whether the two triangles are congruent? Explain how this transformation shows Bill that the two triangles are congruent? D 500

  44. The triangles have the same orientation (they face the same way). To figure out whether the shapes are congruent (same shape and same size), students can use a translation (slide) to move one triangle so that it is on top of the other triangle. If the sides of the triangles match up exactly, then they must have the same size and shape, so they are congruent. D 500

  45. How many vertices does a pentagon have? 3 vertices 4 vertices 5 vertices 6 vertices E 100

  46. C. 5 vertices E 100

  47. What is the name of this polygon? pentagon hexagon octagon triangle E 200

  48. C. octagon E 200

  49. Brent drew a line dividing this figure into two figures. Which describes the two figures that Brent formed? triangles B. Hexagons C. quadrilaterals D. pentagons E 300