Visual Glossary
Unit 5
Parallelogram - a quadrilateral with two sets of parallel lines.
Symbol -
Symbol -
![Picture](/uploads/3/8/5/9/38592221/1424131868.png?250)
Statement: AC and BD are parallel as well as AB and CD, therefore the quadrilateral is a parallelogram. <A and <D are congruent as well as <C and <D, therefore the quadrilateral is a parallelogram.
Apothem - perpendicular distance from the center to a side.
Notation: a
Notation: a
![Picture](/uploads/3/8/5/9/38592221/1424133892.png?250)
Statement: Square ABCD is a regular polygon, therefore from the center to the middle of the side would be the apothem. Variable a is half of the height therefore it is an apothem.
Radius - distance from center to vertex.
Notation: r
Notation: r
![Picture](/uploads/3/8/5/9/38592221/1424133981.png?250)
Statement: Square ABDC is a regular polygon, therefore from the center to the vertex would be the radius. Also it would be the radius of the circle as well.
Kite: a figure that has two pairs of sides and each pair is made of two sides that meet and are equal in length.
Notation/Symbol: Not available
Notation/Symbol: Not available
![Picture](/uploads/3/8/5/9/38592221/1424134062.png?250)
Statement: AB and BC are congruent as well as AD and DC, therefore there are two sets of pairs of congruent sides making it a kite. AB and BC meet at point B and AD and DC meet at point D, therefore it is a kite.
Isosceles Trapezoid: A figure in which the sides that aren't parallel are equal in length and both angles on the parallel sides are equal.
Notation/Symbol: Not avaliable
Notation/Symbol: Not avaliable
![Picture](/uploads/3/8/5/9/38592221/1424134183.png?250)
Statement: AB and DC are parallel therefore the angles on each side are congruent. AD and BC are not parallel are equal in length. Therefore the figure is an isosceles trapezoid.
Rhombus: A figure in which the sides are all congruent and opposite sides are parallel. Also the two diagonals bisect to form a right angle.
Notation/Symbol: Not avaliable
Notation/Symbol: Not avaliable
![Picture](/uploads/3/8/5/9/38592221/1424229704.png)
Statement: All sides are congruent and opposite sides are parallel, therefore it is a rhombus. The two diagonals bisect and form a right angle, therefore the figure is a rhombus.
Rectangle: A figure in which the opposite sides are congruent and parallel. The diagonals are congruent and the angles form a right angle.
Notation/Symbol: Not available
Notation/Symbol: Not available
![Picture](/uploads/3/8/5/9/38592221/1424230161.png)
Statement: AB and DC are congruent and parallel. AD and BC are also. Therefore, the figure is a rectangle. The diagonals are congruent and the angles all form a right angle. Therefore the figure is a rectangle.
Square: A figure in which all sides are congruent, opposite sides are parallel, and the diagonals are congruent.
Notation/Symbol: Not available
Notation/Symbol: Not available
![Picture](/uploads/3/8/5/9/38592221/1424231022.png)
Statement: All sides are congruent. AB and DC are parallel. AD and BC are also. Therefore, the figure is a square. The diagonals are congruent and the angles all form a right angle. Therefore the figure is a square.
Regular Polygons: In which all sides of the figure are congruent and all angles are also.
Notation/Symbol: Not available
Notation/Symbol: Not available
![Picture](/uploads/3/8/5/9/38592221/1424231475.png)
Statement: The hexagon, square and triangle all have congruent sides. In the hexagon all sides equal 120 degrees. In a square all sides equal 90 degrees. And in a triangle all sides equal 60 degrees. Therefore, all the figures are regular polygons.
Why I chose these...
Unit 5 was mostly based on shapes and its area, perimeter, and properties. As we go through the lessons we need the different figures to solve the various problems. In some of the lessons we were thought to find area using a different and new method. To be able to understand this we must be able to understand the properties of the shape itself. This unit was like a puzzle in the end all of them fit together to form a big concept or picture. I chose the different shapes because I felt without them this whole unit would have never made sense.
Unit 5 was mostly based on shapes and its area, perimeter, and properties. As we go through the lessons we need the different figures to solve the various problems. In some of the lessons we were thought to find area using a different and new method. To be able to understand this we must be able to understand the properties of the shape itself. This unit was like a puzzle in the end all of them fit together to form a big concept or picture. I chose the different shapes because I felt without them this whole unit would have never made sense.