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.
To draw these angles: 1. Begin by drawing a baseline and marking the vertex. 2. Place the center of the protractor at the vertex and align the baseline with 0°. 3. Mark the required degrees (140°, 82°, 195°, 70°, or 35°) on the protractor's scale. 4. Use a ruler to join the vertex with the marked poRead more
To draw these angles:
1. Begin by drawing a baseline and marking the vertex.
2. Place the center of the protractor at the vertex and align the baseline with 0°.
3. Mark the required degrees (140°, 82°, 195°, 70°, or 35°) on the protractor’s scale.
4. Use a ruler to join the vertex with the marked point, creating the angle.
5. Label each angle clearly.
Repeat this process for each degree measure, ensuring precision in every step.
The Ashoka Chakra’s 24 spokes divide the circle equally, creating an angle of 360° ÷ 24 = 15° between consecutive spokes. To find the largest acute angle, consider combining spokes: 15° × 6 = 90°, the largest acute angle possible. This arrangement beautifully demonstrates symmetry and equal angularRead more
The Ashoka Chakra’s 24 spokes divide the circle equally, creating an angle of 360° ÷ 24 = 15° between consecutive spokes. To find the largest acute angle, consider combining spokes: 15° × 6 = 90°, the largest acute angle possible. This arrangement beautifully demonstrates symmetry and equal angular divisions in a circle, making it a perfect example for understanding angle measures and their applications in geometry and design.
To solve, consider that the angle is acute (90°), limiting the maximum to 18°. Possible measures are between 1° and 17°. For example, 17° fits: doubling (34°), tripling (51°), and quadrupling (68°) are acute, while multiplying by 5 gives 85°, an obtuse angle. For more NCERT Solutions for Class 6 MatRead more
To solve, consider that the angle is acute (90°), limiting the maximum to 18°. Possible measures are between 1° and 17°. For example, 17° fits: doubling (34°), tripling (51°), and quadrupling (68°) are acute, while multiplying by 5 gives 85°, an obtuse angle.
A point is a fundamental concept in geometry, representing a specific location in space without any dimensions—no length, width, or height. It is often denoted by capital letters like A, B, or C. Practical examples include the tip of a needle, the sharpened end of a pencil, and the pointed tip of aRead more
A point is a fundamental concept in geometry, representing a specific location in space without any dimensions—no length, width, or height. It is often denoted by capital letters like A, B, or C. Practical examples include the tip of a needle, the sharpened end of a pencil, and the pointed tip of a compass. These points serve as references for constructing lines, angles, and shapes in geometry.
A line segment is a part of a line that connects two specific endpoints, like AB or BA. It is finite and measurable. In contrast, a line is infinite, extending endlessly in both directions without any endpoints, often denoted as AB with arrows on both sides. While a line segment represents a fixed dRead more
A line segment is a part of a line that connects two specific endpoints, like AB or BA. It is finite and measurable. In contrast, a line is infinite, extending endlessly in both directions without any endpoints, often denoted as AB with arrows on both sides. While a line segment represents a fixed distance, a line signifies continuity. For example, a crease on folded paper represents a line segment, whereas its extended version illustrates a line.
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/
Draw angles with the following degree measures: a. 140° b. 82° c. 195° d. 70° e. 35°
To draw these angles: 1. Begin by drawing a baseline and marking the vertex. 2. Place the center of the protractor at the vertex and align the baseline with 0°. 3. Mark the required degrees (140°, 82°, 195°, 70°, or 35°) on the protractor's scale. 4. Use a ruler to join the vertex with the marked poRead more
To draw these angles:
1. Begin by drawing a baseline and marking the vertex.
2. Place the center of the protractor at the vertex and align the baseline with 0°.
3. Mark the required degrees (140°, 82°, 195°, 70°, or 35°) on the protractor’s scale.
4. Use a ruler to join the vertex with the marked point, creating the angle.
5. Label each angle clearly.
Repeat this process for each degree measure, ensuring precision in every step.
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 Ashoka Chakra has 24 spokes. What is the degree measure of the angle between two spokes next to each other? What is the largest acute angle formed between two spokes?
The Ashoka Chakra’s 24 spokes divide the circle equally, creating an angle of 360° ÷ 24 = 15° between consecutive spokes. To find the largest acute angle, consider combining spokes: 15° × 6 = 90°, the largest acute angle possible. This arrangement beautifully demonstrates symmetry and equal angularRead more
The Ashoka Chakra’s 24 spokes divide the circle equally, creating an angle of 360° ÷ 24 = 15° between consecutive spokes. To find the largest acute angle, consider combining spokes: 15° × 6 = 90°, the largest acute angle possible. This arrangement beautifully demonstrates symmetry and equal angular divisions in a circle, making it a perfect example for understanding angle measures and their applications in geometry and design.
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/
Puzzle: I am an acute angle. If you double my measure, you get an acute angle. If you triple my measure, you will get an acute angle again. If you quadruple (four times) my measure, you will get an acute angle yet again! But if you multiply my measure by 5, you will get an obtuse angle measure. What are the possibilities for my measure?
To solve, consider that the angle is acute (90°), limiting the maximum to 18°. Possible measures are between 1° and 17°. For example, 17° fits: doubling (34°), tripling (51°), and quadrupling (68°) are acute, while multiplying by 5 gives 85°, an obtuse angle. For more NCERT Solutions for Class 6 MatRead more
To solve, consider that the angle is acute (90°), limiting the maximum to 18°. Possible measures are between 1° and 17°. For example, 17° fits: doubling (34°), tripling (51°), and quadrupling (68°) are acute, while multiplying by 5 gives 85°, an obtuse 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/
Define a point. Provide examples.
A point is a fundamental concept in geometry, representing a specific location in space without any dimensions—no length, width, or height. It is often denoted by capital letters like A, B, or C. Practical examples include the tip of a needle, the sharpened end of a pencil, and the pointed tip of aRead more
A point is a fundamental concept in geometry, representing a specific location in space without any dimensions—no length, width, or height. It is often denoted by capital letters like A, B, or C. Practical examples include the tip of a needle, the sharpened end of a pencil, and the pointed tip of a compass. These points serve as references for constructing lines, angles, and shapes 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/
What is a line segment? How does it differ from a line?
A line segment is a part of a line that connects two specific endpoints, like AB or BA. It is finite and measurable. In contrast, a line is infinite, extending endlessly in both directions without any endpoints, often denoted as AB with arrows on both sides. While a line segment represents a fixed dRead more
A line segment is a part of a line that connects two specific endpoints, like AB or BA. It is finite and measurable. In contrast, a line is infinite, extending endlessly in both directions without any endpoints, often denoted as AB with arrows on both sides. While a line segment represents a fixed distance, a line signifies continuity. For example, a crease on folded paper represents a line segment, whereas its extended version illustrates a line.
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/