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Class 6 Lines and Angles

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353 views7 pages

Class 6 Lines and Angles

Uploaded by

jenilbavishi79
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Figure it out (page 40)

1. Find the degree measures of the following angles using your protractor.

2. Find the degree measures of different angles in your classroom using your protractor.
3. Find the degree measures for the angles given below check if your paper protractor can be
used here

4. How can you find the degree measure of the angle given below using a protractor?

5. Measure and write the degree measures for each of the following angles:
6. Find the degree measure of ∠BXE, ∠CXE, ∠AXB and ∠BXC.

7. Find the degree measures of ∠PQR, ∠PQS and ∠PQT.

8. Make the paper craft as per the given instructions. Then, unfold and open the paper fully.
Draw lines on the creases mad and measure the angles formed.
9. Measure all three angles of the triangle shown in fig. (a) and write the measures down near
the respective angles. Now add up the three measures. What do you get? Do the same for the
triangle in fig (b) and (c). try it for other triangles as well, and then make a conjecture for
what happens in general we will come back to why this happens in a later year.

Figure it out (page 45)


Where are the angles?
1. Angles in a clock:
(a) The hands of a clock make different angles at different times. At 1 o’clock, the angle
between the hands is 300. Why?
(b) What will be the angle at 2 o’clock? And at 4 o’clock? 6 o’clock?
(c) Explore other angles made by the hands of a clock.
2. The angles 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 angles?

3. 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?
4. 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 angel? Which arm is visible and which is not?

5. 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)

Figure it out (page 49)


1. In fig, 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.

2. Use a protractor to draw angles having the following degree measures:


(a) 1100 (b) 400 (c) 750 (d) 1120 (e) 1340
3. Draw an angle whose degree measure is the same as the angle given below:
Also, write down the steps you followed to draw the angle.

Figure it out (page 51)


1. 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

Figure it out (page 53)


1. Draw angles with the following degree measure:
(a) 1400 (b) 820 (c) 1950 (d) 700 (e) 350
2. Estimate the size of each angle and then measure it with a protractor:
3. Make any figure with three acute angles, one right angle and two obtuse angles.
4. Draw the letter ‘M’ such that the angles on the sides are 400 each and the angle in the
middle is 600.
5. Draw the letter ‘Y’ such that the three angles formed are 1500, 600 and 1500.
6. 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?

7. 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?

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