PPT-3-1 Parallel Lines and Transversals

Author : myesha-ticknor | Published Date : 2018-11-08

CCSS Content Standards GCO1 Know precise definitions of angle circle perpendicular line parallel line and line segment based on the undefined notions of point line

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3-1 Parallel Lines and Transversals: Transcript


CCSS Content Standards GCO1 Know precise definitions of angle circle perpendicular line parallel line and line segment based on the undefined notions of point line distance along a line and distance around a circular arc. Angle Relationships . Parallel Lines are j & k. Transversal is l. Corresponding Angles. “Corresponding” means “matching”, so corresponding angles are the ones at the same location at each intersection.. Objective Learn to recognize parallel and perpendicular lines. . Parallel and Perpendicular Lines…. A . plane. is an infinite, flat surface. Lines in a plane that never meet are called . parallel Lines. Parallel Lines and Transversal. Alternate interior angles are congruent if the lines are parallel. Corresponding angles are congruent if the lines are parallel. Given the picture list all corresponding angles, list all Alternate interior angles (assume lines are parallel). A point is an exact location in space.. You are here.. A true point has no length, no width, and no height.. In fact, you cannot see a true point.. A point is named by a letter.. P. Point P. Lines are 1-dimensional objects that have only length. Lines continue forever in both directions.. Lines. via . a GA based Approach. Parallel two-sided assembly line balancing problem (PTALBP) is a new research domain and parallel two-sided assembly lines carry practical advantages of both parallel assembly lines and two-sided assembly lines (Kucukkoc and Zhang, 2015). The purpose of this research is to propose a new genetic algorithm (GA) approach for balancing more than one two-sided assembly line constructed in parallel. The proposed algorithm is the first attempt to solve this problem with a GA based approach. To assess the performance of the algorithm, a set of benchmark problems are solved with the proposed approach and results obtained are compared with existing tabu search algorithm in the literature. . L.E.Q. What special angles are created by two lines cut by a transversal and how are they related?. Remember:. What would you call two lines which do not intersect?. Parallel. A solid arrow placed on two lines of a diagram indicate the lines are parallel.. Line. Line- a straight path that goes in two directions without ending.. A. B. AB. Read: “Line AB”. Ray. A ray has one end point and goes on forever in only one direction.. CD. Read: “Ray CD”. Lines & planes. Parallel lines. : two lines in the same plane that don’t intersect.. Skew Lines. : two lines . not. in the same plane that don’t intersect.. Parallel Planes. : two planes that don’t intersect.. Look for the similar Triangles. Parallel Lines and Transversal. Alternate interior angles are congruent if the lines are parallel. Corresponding angles are congruent if the lines are parallel. Could use SSI to prove lines parallel. Unit 3: This unit Introduces Transversals, and angles based on transversals, including corresponding angles, Same Side Interior Angles, Alternate Exterior and Alternate Interior Angles, and the unique properties of Perpendicular Transversals. . Geometry. Chapter 3. This Slideshow was developed to accompany the textbook. Larson Geometry. By Larson. , R., Boswell, L., . Kanold. , T. D., & Stiff, L. . 2011 . Holt . McDougal. Some examples and diagrams are taken from the textbook.. Chapter 3. Parallel Lines & Transversals. Section 3.1. Vocabulary. Parallel lines. Parallel planes. Skew lines. Transversal. Consecutive interior angles . Alternate interior angles. Alternate exterior angles. Algebra 1 Unit 5: Writing equations of lines. Parallel Lines. What are parallel lines?. Parallel lines are two lines that never intersect each other.. Where have you seen examples in real-life?. Lines on a road. Common Core Investigation 4: Geometry Topics. 4. 3. 2. 1. 0. In addition to level 3.0 and above and beyond what was taught in class, I may:. Make connection with real-world situations. Make connection with other concepts in math.

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