ipl-logo

Angle Addition Postulate

538 Words3 Pages

There are three good reasons why we use the Angle Addition Postulate. We use this method because it is similar to the Segment addition postulate, two adjacent angles together create a larger angle, and you can find out unknown angles. The real world application of this method is used in carpentry, engineering, design, and construction of anything with angles. First, the Segment Addition Postulate is where you can find the length of a large line by adding the length of two or more small lines together. Putting two things together has been taught since elementary and so it’s an easier concept to understand. For example, if you put a five foot board in line with a six foot board you would know that the total length of the two boards together would equal eleven because you add the two numbers together and find your solution. …show more content…

For example, the straight angle always equals up to one hundred eighty. The straight angle is easier to identify. A lot of smaller lines can equal up to a straight line and so a lot of small angles can add up to a straight line. Another example is right angles. Right angles are also easy to identify. The right angle can also have two lines equal up to its degree. Right angles equal up to ninety degrees. Third, you can find out unknown angles. With the angle addition postulate you can find the measurements of angles that you do not know. For example, if you had a part one that was 7x-4 and you had a part two that was 2x+5 and your part three was a straight line so It equaled 180, you would put 7x-4+2x+5=180. You would put that equation because part one plus part two equals part three. So, to find the other angle you need to set this method

Show More
Related

  • Nt1310 Unit 6 Ilab

    1857 Words  | 8 Pages

    It will return the arc cosine of x in terms of radians. double asin (double x) It will return the arc sine of x in terms of radians. double atan (double x) It will return the arc tangent of x in terms of radians.

    Read More

  • Nt1310 Unit 4 Assignment

    371 Words  | 2 Pages

    Lesson 1, finding the area of different shapes, differed greatly in classifications assigned to the task outlined in the study. Consistent with all other lesson plans in the classifications A and E located in the lower-level demands, the students’ were assigned a task that required memorization of the formula used for calculating the area of a rectangle (p. 49). Unlike the previous nine lessons, the students task of “finding different ways to find the area of different rectangular-based shapes” (p. 50) involved problem-solving skills.

    Read More

  • Bel 311 Week 3 Division Research Paper

    480 Words  | 2 Pages

    o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.

    Read More

  • Nt1310 Unit Six Business Plan

    949 Words  | 4 Pages

    What are the parts of a rectangle? 4. Ask the students “Do they have a curve? What kind of lines do they have? How many sides does it have?

    Read More

  • Nt1310 Unit 1 Assignment

    537 Words  | 3 Pages

    “One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.

    Read More

  • Mqs61qj Project 6

    931 Words  | 4 Pages

    MQS61QJ Project 6 1. A convex n-gon has 5 times as many diagonals as sides. Fully explain how to find the value of n. In order to find the value of n, I first found the number of diagonals in a convex n-gon by applying the formula (n(n-3))/2 in which n stands for the number of sides. In a convex polygon, the number of diagonals form from a single vertex is 3 less than the number of sides, which is represented as n-3.

    Read More

  • Bees Lab Report

    2176 Words  | 9 Pages

    The last thing that we learned about concerning right triangles were trigonometric inverses. As I mentioned in my cover letter, trigonometric inverses are used to find the angles of a right triangle. The trigonometric inverses we used were sin^-1, cos^-1, and tan^-1. Look at Visual 7 of an example of how to use a trigonometric inverse to solve for the angle of a right triangle. Visual

    Read More

  • Early Years Framework For Australi Report

    505 Words  | 3 Pages

    Introduction This essay aims to report on how an educator’s mathematical content knowledge and skills could impact on the development of children’s understanding about the pattern. The Early Years Framework for Australia (EYLF) defines numeracy as young children’s capacity, confidence and disposition in mathematics, and the use of mathematics in their daily life (Department of Education, Employment and Workplace Relations (DEEWR), 2009, p.38). It is imperative for children to have an understanding of pattern to develop mathematical concepts and early algebraic thinking, combined with reasoning (Knaus, 2013, p.22). The pattern is explained by Macmillan (as cited in Knaus, 2013, p.22) as the search for order that may have a repetition in arrangement of object spaces, numbers and design.

    Read More

  • The Johnnit: A Short Story

    393 Words  | 2 Pages

    So next time you want to know what the long side of a right triangle aka the hypotenuse is, remember Johnnit and how he saved the town Wrightriangle and lived

    Read More

  • Common Core Failure

    1814 Words  | 8 Pages

    you would take the original problem of 7 + 7. The first step would be to break the second 7 into 4 and 3. Next would be to take the 3 and put it back into the problem. Then take the first 7 that was not touched and you get a problem like this now 7 + 3 which equals 10, now take that 10 and add back the 4 that was taken away earlier when you split the 7 apart.

    Read More

  • Pt1420 Unit 6 Lab Report

    407 Words  | 2 Pages

    • Misconceptions are commonly seen when the students create number pattern from performing subtraction. Even if they write a wrong number in the third position, the same mistake is likely to continue in all the numbers that

    Read More

  • Nt1330 Unit 4 Case Study

    482 Words  | 2 Pages

    Each of the three lines share the similarity of rising and to the right in movement. The shape of the 1st line is the most extreme of the three lines rising the fastest. The shape of the second line is less aggressive than the first due to it rising without developing a strong upward curve. The third line is the most consistent of the three rising mostly at an angle with small curvature towards the end. Each line differs the way that they do due to the various amounts of data that creates each line.

    Read More

  • Wgu Math Task 1

    287 Words  | 2 Pages

    In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.

    Read More

  • 13 Rules That Expire Summary

    1584 Words  | 7 Pages

    Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

    Read More

  • Mathematical Assignment: Mathematical Exploration: Sudoku

    1066 Words  | 5 Pages

    Mathematical exploration: Sudoku Sudoku has been a very widely used and popular game ever since 2005. In order to solve a sudoku puzzle, the player needs to use both logic, as well as trial-and-error. Whether we notice it or not, there is a lot of math involved in the puzzle: combinatorics which is used in counting the valid sudoku grids, group theory used to delineate the concept of when two grids are equal, and computational complexity with thoughts to solving sudoku puzzles. Overview

    Read More

More about Angle Addition Postulate

Open Document