The clock hands form various angles throughout the day. At 1 o’clock, they form 30°; at 3 o’clock, a 90° right angle; and at 7 o’clock, a 210° reflex angle. Smaller angles like 30° are acute, while larger ones like 120° or 150° are obtuse. Reflex angles appear when the hands exceed 180°, such as 210Read more
The clock hands form various angles throughout the day. At 1 o’clock, they form 30°; at 3 o’clock, a 90° right angle; and at 7 o’clock, a 210° reflex angle. Smaller angles like 30° are acute, while larger ones like 120° or 150° are obtuse. Reflex angles appear when the hands exceed 180°, such as 210° or 330°. Understanding these angles aids in learning geometry and visualizing rotational measures in a circle.
The opening of a door can be expressed using angles. The hinge acts as the vertex, and the arms are formed by the door’s edge and the door frame. For example, a fully closed door forms a 0° angle, while a fully open door creates a 90° angle. This geometric representation is useful in real-world applRead more
The opening of a door can be expressed using angles. The hinge acts as the vertex, and the arms are formed by the door’s edge and the door frame. For example, a fully closed door forms a 0° angle, while a fully open door creates a 90° angle. This geometric representation is useful in real-world applications such as architecture, mechanics, and engineering, where angular measurements help in designing, analyzing, and understanding movements and openings.
The angle in Vidya's swing is formed between its vertical resting position and the position she pulls it to start swinging. The greater the angle, the higher the swing's potential energy, which converts to kinetic energy and speed as it moves. This demonstrates pendulum motion, where the angle direcRead more
The angle in Vidya’s swing is formed between its vertical resting position and the position she pulls it to start swinging. The greater the angle, the higher the swing’s potential energy, which converts to kinetic energy and speed as it moves. This demonstrates pendulum motion, where the angle directly impacts the swing’s height, speed, and force. Observing such angles connects geometry with physics concepts like energy transformation and periodic motion.
Angles describe the steepness of the toy’s slanting slabs. The base of the toy and the inclined slab edge form the arms of the angle, with the vertex where they meet. The visible arm is the slab’s slant, while the horizontal base is typically imaginary. A steeper angle leads to a faster roll due toRead more
Angles describe the steepness of the toy’s slanting slabs. The base of the toy and the inclined slab edge form the arms of the angle, with the vertex where they meet. The visible arm is the slab’s slant, while the horizontal base is typically imaginary. A steeper angle leads to a faster roll due to gravity, making such toys useful in studying slopes, inclines, and the relationship between angles and motion.
Angles measure the insect's rotation by comparing its initial and final positions. A reference line, like the insect's body axis, forms the angle’s arms: one arm represents the initial position, and the other represents the rotated position. The vertex is the point where these two lines meet, typicaRead more
Angles measure the insect’s rotation by comparing its initial and final positions. A reference line, like the insect’s body axis, forms the angle’s arms: one arm represents the initial position, and the other represents the rotated position. The vertex is the point where these two lines meet, typically at the insect’s center. Such measurements are essential in understanding rotations, symmetries, and geometric transformations in mathematics and biology.
To draw ∠TIN, follow these steps: 1. Draw a straight line IN with point I as the vertex. 2. Place the center of the protractor on point I and align IN with the baseline of the protractor. 3. Mark a point T at 30° on the scale. 4. Remove the protractor and use a ruler to join I and T. 5. Label the anRead more
To draw ∠TIN, follow these steps:
1. Draw a straight line IN with point I as the vertex.
2. Place the center of the protractor on point I and align IN with the baseline of the protractor.
3. Mark a point T at 30° on the scale.
4. Remove the protractor and use a ruler to join I and T.
5. Label the angle as ∠TIN. This process ensures accuracy and proper naming of the angle.
Identify all angles in Fig. 2.23, such as ∠ABC, ∠ACD, ∠CAD, etc. Guess their degree measures and then use a protractor to measure each angle precisely. Record your guesses and measured values in a table. For example, if ∠ABC is guessed as 45° but measures 48°, note the difference as 3°. Comparing guRead more
Identify all angles in Fig. 2.23, such as ∠ABC, ∠ACD, ∠CAD, etc. Guess their degree measures and then use a protractor to measure each angle precisely. Record your guesses and measured values in a table. For example, if ∠ABC is guessed as 45° but measures 48°, note the difference as 3°. Comparing guesses to actual measures helps improve estimation skills and understanding of angles in geometry.
To draw these angles: 1. Start with a baseline and a vertex. 2. Place the protractor's center on the vertex, aligning the baseline with 0°. 3. Mark the required degree (110°, 40°, 75°, 112°, or 134°) on the protractor scale. 4. Connect the vertex to the marked point using a ruler. 5. Label each anglRead more
To draw these angles:
1. Start with a baseline and a vertex.
2. Place the protractor’s center on the vertex, aligning the baseline with 0°.
3. Mark the required degree (110°, 40°, 75°, 112°, or 134°) on the protractor scale.
4. Connect the vertex to the marked point using a ruler.
5. Label each angle appropriately.
This method ensures precise measurements and helps develop protractor handling skills for drawing angles in geometry.
Using a protractor, measure the angles ∠PTR, ∠PTQ, ∠PTW, and ∠WTP. Classify each angle based on their size: acute if less than 90°, right if exactly 90°, obtuse if between 90° and 180°, and reflex if greater than 180°. For example, if ∠PTR measures 45°, classify it as acute; if ∠PTQ measures 135°, iRead more
Using a protractor, measure the angles ∠PTR, ∠PTQ, ∠PTW, and ∠WTP. Classify each angle based on their size: acute if less than 90°, right if exactly 90°, obtuse if between 90° and 180°, and reflex if greater than 180°. For example, if ∠PTR measures 45°, classify it as acute; if ∠PTQ measures 135°, it is obtuse. This exercise sharpens skills in measuring and classifying angles systematically.
To find ∠BET and ∠SET, note that ∠REB is a straight angle measuring 180°. Given ∠TER = 80°, the remaining portion ∠BET is 180° − 80° = 100°. Since ∠SET lies opposite ∠TER along the same line, their measures are equal at 80°. This demonstrates how angles around a point on a straight line add up to 18Read more
To find ∠BET and ∠SET, note that ∠REB is a straight angle measuring 180°. Given ∠TER = 80°, the remaining portion ∠BET is 180° − 80° = 100°. Since ∠SET lies opposite ∠TER along the same line, their measures are equal at 80°. This demonstrates how angles around a point on a straight line add up to 180°, a fundamental principle in geometry.
Explore other angles made by the hands of a clock.
The clock hands form various angles throughout the day. At 1 o’clock, they form 30°; at 3 o’clock, a 90° right angle; and at 7 o’clock, a 210° reflex angle. Smaller angles like 30° are acute, while larger ones like 120° or 150° are obtuse. Reflex angles appear when the hands exceed 180°, such as 210Read more
The clock hands form various angles throughout the day. At 1 o’clock, they form 30°; at 3 o’clock, a 90° right angle; and at 7 o’clock, a 210° reflex angle. Smaller angles like 30° are acute, while larger ones like 120° or 150° are obtuse. Reflex angles appear when the hands exceed 180°, such as 210° or 330°. Understanding these angles aids in learning geometry and visualizing rotational measures in a circle.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
The angle of a door: Is it possible to express the amount by which a door is opened using an angle? What will be the vertex of the angle and what will be the arms of the angle?
The opening of a door can be expressed using angles. The hinge acts as the vertex, and the arms are formed by the door’s edge and the door frame. For example, a fully closed door forms a 0° angle, while a fully open door creates a 90° angle. This geometric representation is useful in real-world applRead more
The opening of a door can be expressed using angles. The hinge acts as the vertex, and the arms are formed by the door’s edge and the door frame. For example, a fully closed door forms a 0° angle, while a fully open door creates a 90° angle. This geometric representation is useful in real-world applications such as architecture, mechanics, and engineering, where angular measurements help in designing, analyzing, and understanding movements and openings.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Vidya is enjoying her time on the swing. She notices that the greater the angle with which she starts the swinging, the greater is the speed she achieves on her swing. But where is the angle? Are you able to see any angle?
The angle in Vidya's swing is formed between its vertical resting position and the position she pulls it to start swinging. The greater the angle, the higher the swing's potential energy, which converts to kinetic energy and speed as it moves. This demonstrates pendulum motion, where the angle direcRead more
The angle in Vidya’s swing is formed between its vertical resting position and the position she pulls it to start swinging. The greater the angle, the higher the swing’s potential energy, which converts to kinetic energy and speed as it moves. This demonstrates pendulum motion, where the angle directly impacts the swing’s height, speed, and force. Observing such angles connects geometry with physics concepts like energy transformation and periodic motion.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Here is a toy with slanting slabs attached to its sides; the greater the angles or slopes of the slabs, the faster the balls roll. Can angles be used to describe the slopes of the slabs? What are the arms of each angle? Which arm is visible and which is not?
Angles describe the steepness of the toy’s slanting slabs. The base of the toy and the inclined slab edge form the arms of the angle, with the vertex where they meet. The visible arm is the slab’s slant, while the horizontal base is typically imaginary. A steeper angle leads to a faster roll due toRead more
Angles describe the steepness of the toy’s slanting slabs. The base of the toy and the inclined slab edge form the arms of the angle, with the vertex where they meet. The visible arm is the slab’s slant, while the horizontal base is typically imaginary. A steeper angle leads to a faster roll due to gravity, making such toys useful in studying slopes, inclines, and the relationship between angles and motion.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Observe the images below where there is an insect and its rotated version. Can angles be used to describe the amount of rotation? How? What will be the arms of the angle and the vertex? Hint: Observe the horizontal line touching the insects.
Angles measure the insect's rotation by comparing its initial and final positions. A reference line, like the insect's body axis, forms the angle’s arms: one arm represents the initial position, and the other represents the rotated position. The vertex is the point where these two lines meet, typicaRead more
Angles measure the insect’s rotation by comparing its initial and final positions. A reference line, like the insect’s body axis, forms the angle’s arms: one arm represents the initial position, and the other represents the rotated position. The vertex is the point where these two lines meet, typically at the insect’s center. Such measurements are essential in understanding rotations, symmetries, and geometric transformations in mathematics and biology.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Vidya wants to draw a 30° angle and name it ∠TIN using a protractor. Write down the steps you followed to draw the angle.
To draw ∠TIN, follow these steps: 1. Draw a straight line IN with point I as the vertex. 2. Place the center of the protractor on point I and align IN with the baseline of the protractor. 3. Mark a point T at 30° on the scale. 4. Remove the protractor and use a ruler to join I and T. 5. Label the anRead more
To draw ∠TIN, follow these steps:
1. Draw a straight line IN with point I as the vertex.
2. Place the center of the protractor on point I and align IN with the baseline of the protractor.
3. Mark a point T at 30° on the scale.
4. Remove the protractor and use a ruler to join I and T.
5. Label the angle as ∠TIN. This process ensures accuracy and proper naming of the angle.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
In Fig. 2.23, list all the angles possible. Did you find them all? Now, guess the measures of all the angles. Then, measure the angles with a protractor. Record all your numbers in a table. See how close your guesses are to the actual measures.
Identify all angles in Fig. 2.23, such as ∠ABC, ∠ACD, ∠CAD, etc. Guess their degree measures and then use a protractor to measure each angle precisely. Record your guesses and measured values in a table. For example, if ∠ABC is guessed as 45° but measures 48°, note the difference as 3°. Comparing guRead more
Identify all angles in Fig. 2.23, such as ∠ABC, ∠ACD, ∠CAD, etc. Guess their degree measures and then use a protractor to measure each angle precisely. Record your guesses and measured values in a table. For example, if ∠ABC is guessed as 45° but measures 48°, note the difference as 3°. Comparing guesses to actual measures helps improve estimation skills and understanding of angles in geometry.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Use a protractor to draw angles having the following degree measures: a. 110° b. 40° c. 75° d. 112° e. 134°
To draw these angles: 1. Start with a baseline and a vertex. 2. Place the protractor's center on the vertex, aligning the baseline with 0°. 3. Mark the required degree (110°, 40°, 75°, 112°, or 134°) on the protractor scale. 4. Connect the vertex to the marked point using a ruler. 5. Label each anglRead more
To draw these angles:
1. Start with a baseline and a vertex.
2. Place the protractor’s center on the vertex, aligning the baseline with 0°.
3. Mark the required degree (110°, 40°, 75°, 112°, or 134°) on the protractor scale.
4. Connect the vertex to the marked point using a ruler.
5. Label each angle appropriately.
This method ensures precise measurements and helps develop protractor handling skills for drawing angles in geometry.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
Use a protractor to find the measure of each angle. Then classify each angle as acute, obtuse, right, or reflex. a. ∠PTR b. ∠PTQ c. ∠PTW d. ∠WTP
Using a protractor, measure the angles ∠PTR, ∠PTQ, ∠PTW, and ∠WTP. Classify each angle based on their size: acute if less than 90°, right if exactly 90°, obtuse if between 90° and 180°, and reflex if greater than 180°. For example, if ∠PTR measures 45°, classify it as acute; if ∠PTQ measures 135°, iRead more
Using a protractor, measure the angles ∠PTR, ∠PTQ, ∠PTW, and ∠WTP. Classify each angle based on their size: acute if less than 90°, right if exactly 90°, obtuse if between 90° and 180°, and reflex if greater than 180°. For example, if ∠PTR measures 45°, classify it as acute; if ∠PTQ measures 135°, it is obtuse. This exercise sharpens skills in measuring and classifying angles systematically.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/
In this figure, ∠TER = 80°. What is the measure of ∠BET? What is the measure of ∠SET?
To find ∠BET and ∠SET, note that ∠REB is a straight angle measuring 180°. Given ∠TER = 80°, the remaining portion ∠BET is 180° − 80° = 100°. Since ∠SET lies opposite ∠TER along the same line, their measures are equal at 80°. This demonstrates how angles around a point on a straight line add up to 18Read more
To find ∠BET and ∠SET, note that ∠REB is a straight angle measuring 180°. Given ∠TER = 80°, the remaining portion ∠BET is 180° − 80° = 100°. Since ∠SET lies opposite ∠TER along the same line, their measures are equal at 80°. This demonstrates how angles around a point on a straight line add up to 180°, a fundamental principle in geometry.
For more NCERT Solutions for Class 6 Math Chapter 2 Lines and Angles Extra Questions and Answer:
See lesshttps://www.tiwariacademy.com/ncert-solutions-class-6-maths-ganita-prakash-chapter-2/