Browse & Download Go Math Grade 4 Answer Key Homework Practice FL Chapter 10 Two-Dimensional Figures pdf from here & start your preparation. Students of 4th grade can easily grasp the Two-dimensional figures notations by using the CCSSMathAnswers provided **HMH Go Math Answer Key Grade 4 Homework Practice FL 10 Two-Dimensional Figures pdf.Â **Also, this guide is used as homework help and let the students complete the homework or any assessments in no time.

## Go Math Grade 4 Answer Key Homework Practice FL Chapter 10 Two-Dimensional Figures

* Download Chapter 10 Go Math HMH Grade 4 Solution Key* and practice all Two-Dimensional Figures covered concepts like Lines, Rays and Angles, Classify Triangles, Parallel Lines and Perpendicular Lines, Classify Quadrilaterals, Line Symmetry, etc in an easy manner. Simply click on the provided pdf links and ace up your preparation. Also, find some more questions from Go Math Grade 4 Answer Key Chapter 10 Two-Dimensional Figures to score maximum marks in the exams.

**Lesson: 1 – Lines, Rays, and Angles**

- Common Core – Two-Dimensional Figures – Page No. 189
- Common Core – Two-Dimensional Figures – Page No. 190

**Lesson: 2 – Classify Triangles**

- Common Core – Two-Dimensional Figures – Page No. 191
- Common Core – Two-Dimensional Figures – Page No. 192

**Lesson: 3 – Parallel Lines and Perpendicular Lines**

- Common Core – Two-Dimensional Figures – Page No. 193
- Common Core – Two-Dimensional Figures – Page No. 194

**Lesson: 4 – Classify Quadrilaterals**

- Common Core – Two-Dimensional Figures – Page No. 195
- Common Core – Two-Dimensional Figures – Page No. 196

**Lesson: 5 – Line Symmetry**

- Common Core – Two-Dimensional Figures – Page No. 197
- Common Core – Two-Dimensional Figures – Page No. 198

**Lesson: 6 – Find and Draw Lines of Symmetry**

- Common Core – Two-Dimensional Figures – Page No. 199
- Common Core – Two-Dimensional Figures – Page No. 200

**Lesson: 7 – Problem Solving Shape Patterns**

- Common Core – Two-Dimensional Figures – Page No. 201
- Common Core – Two-Dimensional Figures – Page No. 202

**Chapter 10 – Extra Practice**

- Common Core – Two-Dimensional Figures – Page No. 203
- Common Core – Two-Dimensional Figures – Page No. 204

### Common Core – Two-Dimensional Figures – Page No. 189

**Lines, Rays, and Angles**

**Draw and label an example of the figure.**

Question 1.

obtuse âˆ ABC

Think: An obtuse angle is greater than a right angle. The middle letter, B, names the vertex of the angle.

________

Answer:

Explanation:

An obtuse angle is greater than a right angle. The middle letter, B, names the vertex of the angle.

Question 2.

\(\overrightarrow{G H}\)

Answer:

Explanation:

GH is a ray that has one endpoint and continues without an end in one direction.

Question 3.

acute âˆ JKL

________

Answer:

Explanation:

Angle JKL is an acute angle that is less than a right angle.

Question 4.

\(\overline{B C}\)

Answer:

Explanation:

BC is a line that continues without an end in both directions.

**Use the figure for 5â€“8.**

Question 5.

Name a line segment.

Answer:

line segment EF

Explanation:

EF line is a straight path of points that continues without an end in both directions.

Question 6.

Name a right angle.

âˆ _____

Answer:

âˆ EJF

Explanation:

EJF is a right angle that forms a square corner.

Question 7.

Name an obtuse angle.

obtuse âˆ _____

Answer:

âˆ CEJ

Explanation:

CEJ is an obtuse angle that is greater than a right angle.

**Problem Solving**

**Use the figure at the right for 9â€“11.**

Question 9.

Classify âˆ AFD

________

Answer:

Obtuse Angle

Explanation:

AFD is an obtuse angle that is greater than a right angle.

Question 10.

Classify âˆ CFE.

________

Answer:

Right Angle

Explanation:

âˆ CFE is a right angle that forms a square corner.

Question 11.

Name two acute angles.

acute âˆ _____ acute âˆ _____

Answer:

âˆ AFB and âˆ DFE

Explanation:

âˆ AFB and âˆ DFE are two acute angles with less than a right angle.

### Common Core – Two-Dimensional Figures – Page No. 190

**Lesson Check**

Question 1.

The hands of a clock show the time 12:25.

Which best describes the angle between the hands of the clock?

Options:

a. acute

b. right

c. obtuse

d. straight

Answer:

c. obtuse

Explanation:

The hands of the time 12:25 are forming greater than a right angle. So, the answer is the Obtuse angle.

Thus the correct answer is option c.

Question 2.

Which of the following name two different figures?

Options:

a. \(\overline{A B} \text { and } \overline{B A}\)

b. \(\overleftrightarrow { AB } \) and \(\overleftrightarrow { BA } \)

c. \(\overrightarrow { AB } \) and \(\overrightarrow { BA } \)

d. âˆ ABC and âˆ CBA

Answer: \(\overrightarrow { AB } \) and \(\overrightarrow { BA } \)

Explanation:

In \(\overrightarrow { AB } \) A is an end point and B continues without end in one direction.

In \(\overrightarrow { BA } \) B is an end point and A continues without an end in one direction.

Thus the correct answer is option c.

**Spiral Review**

Question 3.

Janâ€™s pencil is 8.5 cm long. Tedâ€™s pencil is longer. Which could be the length of Tedâ€™s pencil?

Options:

a. 0.09 cm

b. 0.8 cm

c. 8.4 cm

d. 9.0 cm

Answer:

d. 9.0 cm

Explanation:

9 ones is greater than 8 ones. So, 9.0 cm > 8.5 cm

Thus the correct answer is option d.

Question 4.

Kayla buys a shirt for $8.19. She pays with a $10 bill. How much change should she receive?

Options:

a. $1.81

b. $1.89

c. $2.19

d. $2.81

Answer:

a. $1.81

Explanation:

Kayla buys a shirt for $8.19. She pays with a $10 bill. To find the change she received, $10 â€“ $8.19 = 1.81

Thus the correct answer is option a.

Question 5.

Sasha donated \(\frac{9}{100}\) of her classâ€™s entire can collection for the food drive. Which decimal is equivalent to \(\frac{9}{100}\) ?

Options:

a. 9

b. 0.99

c. 0.9

d. 0.09

Answer:

d. 0.09

Explanation:

\(\frac{9}{100}\) is 9 hundredths. So, the decimal is 0.09.

Thus the correct answer is option d.

Question 6.

Jose jumped 8 \(\frac{1}{3}\) feet. This was 2 \(\frac{2}{3}\) feet farther than Lila jumped. How far did Lila jump?

Options:

a. 5 \(\frac{1}{3}\)

b. 5 \(\frac{2}{3}\)

c. 6 \(\frac{1}{3}\)

d. 11

Answer: 5 \(\frac{2}{3}\)

Explanation:

Jose jumped 8 \(\frac{1}{3}\) feet. This was 2 \(\frac{2}{3}\) feet farther than Lila jumped.

8 \(\frac{1}{3}\) feet – 2 \(\frac{2}{3}\)

= 25/3 – 8/3

= 7/3

= 5 \(\frac{2}{3}\)

Thus the correct answer is option b.

### Common Core – Two-Dimensional Figures – Page No. 191

**Classify Triangles**

**Classify each triangle. Write acute, right, or obtuse.**

Question 1.

Think: Angles A and C are both acute.

Angle B is obtuse.

Answer:

Obtuse triangle;

Angle A and Angle C are both acute.

Angle B is obtuse.

Explanation:

From triangle, ABC, Angle A, and Angle C are both acute with less than a right angle. Angle B is an obtuse angle that is greater than a right angle.

Question 2.

________

Answer:

Right Triangle; Triangle DEF;

âˆ D and âˆ F are acute angles.

âˆ E is Right angle

Explanation:

âˆ D and âˆ F are acute angles with less than a right angle. âˆ E is the Right angle that forms a square corner. A triangle that has one right angle is called a right triangle.

Question 3.

________

Answer:

Acute triangle;

Angle G, Angle J, and Angle H are acute angles.

Explanation:

From triangle GJH, Angle G, Angle J, and Angle H are acute angles with less than a right angle. A triangle with three acute angles called an acute triangle. So, the given triangle is an acute triangle.

Question 4.

________

Answer:

Obtuse triangle;

Angle L and Angle N are both acute.

Angle M is obtuse.

Explanation:

From triangle LMN, Angle L and Angle N are both acute with less than a right angle. Angle M is an obtuse angle that is greater than a right angle. A triangle with an obtuse angle is called an obtuse triangle.

**Problem Solving**

Question 5.

Use figure ABCD below. Draw a line segment from point B to point D. Name and classify the triangles formed.

Two _______ triangles

â–³ _______

â–³ _______

Answer:

Two Acute triangles.

â–³ ABD

â–³ BCD

Explanation:

If we draw a line segment from point B to point D, then there are two traingles formed with less than right angles. They are â–³ ABD and â–³ BCD.

Question 6.

Use figure ABCD below. Draw a line segment from point A to point C. Name and classify the triangles formed.

Two _______ triangles

â–³ _______

â–³ _______

Answer:

Two Acute triangles.

â–³ ABC

â–³ ADC

Explanation:

If we draw a line segment from point A to point C, then there are two triangles formed with less than right angles. They are â–³ ABC and â–³ ADC.

### Common Core – Two-Dimensional Figures – Page No. 192

**Lesson Check**

Question 1.

Stephen drew this triangle. How many obtuse angles does the triangle have?

Options:

a. 0

b. 1

c. 2

d. 3

Answer: a. 0

Explanation:

The given image has three acute angles. So, there are 0 obtuse angles.

Thus the correct answer is option a.

Question 2.

Joan was asked to draw a right triangle. How many right angles are in a right triangle?

Options:

a. 0

b. 1

c. 2

d. 3

Answer:

b. 1

Explanation:

A right triangle has only one right angle.

Thus the correct answer is option b.

**Spiral Review**

Question 3.

Oliver drew the figure below to show light traveling from the sun to Earth. Name the figure he drew.

Options:

a. segment SE

b. ray SE

c. line SE

d. ray ES

Answer:

b. ray SE

Explanation:

SE is a ray that has one endpoint and continues without an end in one direction.

Thus the correct answer is option b.

Question 4.

Armon added \(\frac{1}{10}\) and \(\frac{8}{100}\). Which is the correct sum?

Options:

a. \(\frac{18}{10}\)

b. \(\frac{9}{10}\)

c. \(\frac{9}{100}\)

d. \(\frac{18}{100}\)

Answer: d. \(\frac{18}{100}\)

Explanation:

\(\frac{10}{100}\) + \(\frac{8}{100}\) = \(\frac{18}{100}\)

Thus the correct answer is option d.

Question 5.

Sam counted out loud by 6s. Jorge counted out loud by 8s. What are the first three numbers both students said?

Options:

a. 8, 16, 24

b. 14, 28, 42

c. 24, 48, 72

d. 48, 96, 144

Answer:

c. 24, 48, 72

Explanation:

Sam counted out loud by 6s = 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72.

Jorge counted out loud by 8s = 8, 16, 24, 32, 40, 48, 56, 64, 72, 80.

Both students said the first three numbers are 24, 48, 72.

Thus the correct answer is option c.

Question 6.

A basketball team averaged 105 points per game. How many points did the team score in 6 games?

Options:

a. 605 points

b. 630 points

c. 900 points

d. 6,030 points

Answer:

b. 630 points

Explanation:

A basketball team averaged 105 points per game.

They score in 6 games = 6 x 105 = 630 points.

Thus the correct answer is option b.

### Common Core – Two-Dimensional Figures – Page No. 193

**Parallel Lines and Perpendicular Lines**

**Use the figure for 1â€“3.**

Question 1.

Name a pair of lines that appear to be perpendicular.

Think: Perpendicular lines form right angles.

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { EF } \) appear to form right angles.

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { EF } \)

Answer:

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { EF } \)

Explanation:

Perpendicular lines form right angles.

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { EF } \) appear to form right angles.

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { EF } \)

Question 2.

Name a pair of lines that appear to be parallel.

____ and ____

Answer:

\(\overleftrightarrow { AB } \) and \(\overleftrightarrow { CD } \)

Explanation:

Parallel lines never interest each other. \(\overleftrightarrow { AB } \) and \(\overleftrightarrow { CD } \) are parallel lines.

Question 3.

Name another pair of lines that appear to be perpendicular.

____ and ____

Answer:

\(\overleftrightarrow { CD } \) and \(\overleftrightarrow { EF } \)

Explanation:

Perpendicular lines form right angles.

\(\overleftrightarrow { CD } \) and \(\overleftrightarrow { EF } \) appear to form right angles.

\(\overleftrightarrow { CD } \) and \(\overleftrightarrow { EF } \)

**Draw and label the figure described.**

Question 4.

\(\overleftrightarrow { MN } \) and \(\overleftrightarrow { PQ } \) intersecting at point R

Answer:

Explanation:

MN and PQ are two lines and interesting at point R.

Question 5.

\(\overleftrightarrow { WX } \) || \(\overleftrightarrow { YZ } \)

Answer:

Explanation:

WX and YZ are parallel lines and they never intersect with each other.

Question 6.

\(\overleftrightarrow { FH } \) âŠ¥ \(\overleftrightarrow { JK } \)

Answer:

Explanation:

FH and JK are two lines and intersecting each other to form four right angles.

**Problem Solving**

**Use the street map for 7â€“8.**

Question 7.

Name two streets that intersect but do not appear to be perpendicular.

Type below:

_______

Answer:

Maple and Oak or Oak and Birch

Explanation:

Maple and Oak or Oak and Birch; They are intersecting with each other and not perpendicular.

Question 8.

Name two streets that appear to be parallel to each other.

Type below:

_______

Answer:

Maple and Birch

Explanation:

Maple and Birch are streets and not intersect with each other. They appear to be parallel to each other.

### Common Core – Two-Dimensional Figures – Page No. 194

**Lesson Check**

Question 1.

Which capital letter appears to have perpendicular line segments?

Options:

a. N

b. O

c. T

d. V

Answer:

c. T

Explanation:

T has two lines and interesting to form four right angles.

Question 2.

In the figure, which pair of line segments appear to be parallel?

Options:

a. \(\overline{F G} \text { and } \overline{G H}\)

b. \(\overline{F J} \text { and } \overline{G H}\)

c. \(\overline{F G} \text { and } \overline{J H}\)

d. \(\overline{J H} \text { and } \overline{F J}\)

Answer:

c. \(\overline{F G} \text { and } \overline{J H}\)

Explanation:

\(\overline{F G} \text { and } \overline{J H}\) are parallel lines that never intersect

**Spiral Review**

Question 3.

Nolan drew a right triangle. How many acute angles did he draw?

Options:

a. 0

b. 1

c. 2

d. 3

Answer:

c. 2

Explanation:

A triangle with one right angle will have two acute angles.

Question 4.

Mike drank more than half the juice in his glass. What fraction of the juice could Mike have drunk?

Options:

a. \(\frac{1}{3}\)

b. \(\frac{2}{5}\)

c. \(\frac{3}{6}\)

d. \(\frac{5}{8}\)

Answer:

d. \(\frac{5}{8}\)

Explanation:

Mike drank more than half the juice in his glass. He drunk \(\frac{5}{8}\) of the juice.

Question 5.

A school principal ordered 1,000 pencils. He gave an equal number to each of 7 teachers until he had given out as many as possible. How many pencils were left?

Options:

a. 2

b. 4

c. 6

d. 142

Answer:

c. 6

Explanation:

A school principal ordered 1,000 pencils. He gave an equal number to each of the 7 teachers until he had given out as many as possible. He shared 142 pencils for each of the 7 teachers. So, 142 Ã— 7 = 994. The remaining pencils are 6.

Question 6.

A carton of juice contains 64 ounces. Ms. Wilson bought 6 cartons of juice. How many ounces of juice did she buy?

Options:

a. 364 ounces

b. 370 ounces

c. 384 ounces

d. 402 ounces

Answer:

c. 384 ounces

Explanation:

A carton of juice contains 64 ounces. Ms. Wilson bought 6 cartons of juice. 64 X 6 = 384 ounces juice she can buy.

### Common Core – Two-Dimensional Figures – Page No. 195

**Classify Quadrilaterals**

**Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.**

Question 1.

Type below:

________

Answer:

Quadrilateral, Parallelogram, and rhombus.

Explanation:

2 pairs of parallel sides

4 sides of equal length

0 right angles

Quadrilateral, Parallelogram, and rhombus.

Question 2.

Type below:

________

Answer:

Quadrilateral, Parallelogram, Rectangle

Explanation:

2 pairs of parallel sides

2 pairs of sides of equal length

4 right angles

Quadrilateral, Parallelogram, Rectangle

Question 3.

Type below:

________

Answer:

Explanation:

1 pair of parallel sides

2 sides of equal length

0 right angles

Quadrilateral, Trapezoid

Question 4.

Type below:

________

Answer:

Quadrilateral

Explanation:

0 pair of parallel sides

0 sides of equal length

0 right angles

Quadrilateral

Question 5.

Type below:

________

Answer:

Quadrilateral, Parallelogram, and rhombus

Explanation:

2 pairs of parallel sides

4 sides of equal length

0 right angles

Quadrilateral, Parallelogram, and rhombus

Question 6.

Type below:

________

Answer:

Explanation:

1 pair of parallel sides

0 sides of equal length

2 right angles

Quadrilateral, Trapezoid

Question 7.

Type below:

________

Answer:

Explanation:

2 pairs of parallel sides

2 pairs of sides of equal length

0 right angles

Quadrilateral, Parallelogram

**Problem Solving**

Question 8.

Alan drew a polygon with four sides and four angles. All four sides are equal. None of the angles are right angles. What figure did Alan draw?

________

Answer:

Quadrilateral or rhombus

Explanation:

Alan drew a polygon with four sides and four angles. All four sides are equal. None of the angles are right angles. Alan drew Quadrilateral or rhombus

Question 9.

Teresa drew a quadrilateral with 2 pairs of parallel sides and 4 right angles. What quadrilateral could she have drawn?

________

Answer:

square or rectangle

Explanation:

2 pairs of parallel sides and 4 right angles. she could draw a square or rectangle.

### Common Core – Two-Dimensional Figures – Page No. 196

**Lesson Check**

Question 1.

Joey is asked to name a quadrilateral that is also a rhombus. What should be his answer?

Options:

a. square

b. rectangle

c. parallelogram

d. trapezoid

Answer:

a. square

Explanation:

The quadrilateral square is also called a rhombus. Both square and rhombus have 2 pairs of parallel sides and 4 sides of equal length.

Thus the correct answer is option a.

Question 2.

Which quadrilateral has exactly one pair of parallel sides?

Options:

a. square

b. rhombus

c. parallelogram

d. trapezoid

Answer:

d. trapezoid

Explanation:

A trapezoid has exactly one pair of parallel sides.

Thus the correct answer is option d.

**Spiral Review**

Question 3.

Terrence has 24 eggs to divide into equal groups. What are all the possible numbers of eggs that Terence could put in each group?

Options:

a. 1, 2, 3, 4

b. 2, 4, 6, 8, 12

c. 1, 2, 3, 4, 6, 8, 12, 24

d. 24, 48, 72, 96

Answer:

c. 1, 2, 3, 4, 6, 8, 12, 24

Explanation:

Terrence has 24 eggs to divide into equal groups. Terence could put in each group in 1, 2, 3, 4, 6, 8, 12, 24 ways.

Thus the correct answer is option c.

Question 4.

In a line of students, Jenna is number 8. The teacher says that a rule for a number pattern is add 4. The first student in line says the first term, 7. What number

should Jenna say?

Options:

a. 31

b. 35

c. 39

d. 43

Answer:

b. 35

Explanation:

In a line of students, Jenna is number 8. The teacher says that a rule for a number pattern is to add 4. The first student in line says the first term, 7.

7 + 4 = 11

11 + 4 = 15

15 + 4 = 19

19 + 4 = 23

23 + 4 = 27

27 + 4 = 31

31 + 4 = 35.

Jenna says 35.

Thus the correct answer is option b.

Question 5.

Lou eats \(\frac{6}{8}\) of a pizza. What fraction of the pizza is left over?

Options:

a. \(\frac{1}{8}\)

b. \(\frac{1}{4}\)

c. \(\frac{1}{2}\)

d. \(\frac{3}{4}\)

Answer:

b. 1/4

Explanation:

Lou eats 6/8 of a pizza. So, 6 parts of the pizza are finished and the remaining 2 parts of the pizza have remained. So, the left over pizza is 2/8 = 1/4.

Thus the correct answer is option b.

Question 6.

Which capital letter appears to have parallel lines?

Options:

a. D

b. L

c. N

d. T

Answer:

c. N

Explanation:

N has two parallel lines and never intersect each other.

Thus the correct answer is option c.

### Common Core – Two-Dimensional Figures – Page No. 197

**Line Symmetry**

**Tell if the dashed line appears to be a line of symmetry. Write yes or no.**

Question 1.

yes

Answer:

Yes

Explanation:

The line of symmetry divides a shape into two parts that are the same size and shape.

Question 2.

____

Answer:

No

Explanation:

The line of symmetry divides a shape into two parts that are not of the same size and shape.

Question 3.

____

Answer:

Yes

Explanation:

The line of symmetry divides a shape into two parts that are the same size and shape.

Question 4.

____

Answer:

No

Explanation:

The line of symmetry divides a shape into two parts that are not of the same size and shape.

Question 5.

____

Answer:

No

Explanation:

The line of symmetry divides a shape into two parts that are not of the same size and shape.

Question 6.

____

Answer:

Yes

Explanation:

The line of symmetry divides a shape into two parts that are the same size and shape.

Question 7.

____

Answer:

No

The line of symmetry divides a shape into two parts that are not of the same size and shape.

Question 8.

____

Answer:

Yes

Explanation:

The line of symmetry divides a shape into two parts that are the same size and shape.

**Complete the design by reflecting over the line of symmetry.**

Question 9.

Answer:

Question 10.

Answer:

**Problem Solving**

Question 11.

Kara uses the pattern below to make paper dolls. The dashed line represents a line of symmetry. A complete doll includes the reflection of the pattern over the line of symmetry. Complete the design to show what one of Karaâ€™s paper dolls looks like.

Answer:

### Common Core – Two-Dimensional Figures – Page No. 198

**Lesson Check**

Question 1.

Which best describes the line of symmetry in the letter D?

Options:

a. horizontal

b. vertical

c. diagonal

d. half turn

Answer:

a. horizontal

Explanation:

The horizontal line of symmetry in the letter D can exactly separate two parts equally.

Question 2.

Which shape has a correctly drawn line of symmetry?

Options:

a.

b.

c.

d.

Answer:

b.

**Spiral Review**

Question 3.

The class has 360 unit cubes in a bag. Johnnie divides the unit cubes equally among 8 groups. How many unit cubes will each group get?

Options:

a. 40

b. 44

c. 45

d. 48

Answer:

c. 45

Explanation:

The class has 360 unit cubes in a bag. Johnnie divides the unit cubes equally among 8 groups. 360/8= 45.

Question 4.

There are 5,280 feet in one mile. How many feet are there in 6 miles?

Options:

a. 30,680

b. 31,260

c. 31,608

d. 31,680

Answer:

d. 31,680

Explanation:

There are 5,280 feet in one mile. So, for 6 miles = 6 x 5, 280 = 31,680.

Question 5.

Sue has 4 pieces of wood. The lengths of her pieces of wood are \(\frac{1}{3}\) foot, \(\frac{2}{5}\) foot, \(\frac{3}{10}\) foot, and \(\frac{1}{4}\) foot. Which piece of wood is the shortest?

Options:

a. the \(\frac{1}{3}\) foot piece

b. the \(\frac{2}{5}\) foot piece

c. the \(\frac{3}{10}\) foot piece

d. the \(\frac{1}{4}\) foot piece

Answer:

d. the 1/4 foot piece

Explanation:

The lengths of 1/4 foot piece is less compared to other lengths.

Question 6.

Alice has \(\frac{1}{5}\) as many miniature cars as Sylvester has. Sylvester has 35 miniature cars. How many miniature cars does Alice have?

Options:

a. 7

b. 9

c. 40

d. 175

Answer:

a. 7

Explanation:

Alice has 1/5 as many miniature cars as Sylvester has. Sylvester has 35 miniature cars. Alice has 1/5 Ã— 35 = 7 miniature cars.

### Common Core – Two-Dimensional Figures – Page No. 199

**Find and Draw Lines of Symmetry**

**Tell whether the shape appears to have zero lines, 1 line, or more than 1 line of symmetry. Write zero, 1, or more than 1.**

Question 1.

1

Answer:

more than 1

Explanation:

There is more than 1 line of symmetry that separates two parts equally.

Question 2.

________

Answer:

more than 1

Explanation:

There is more than 1 line of symmetry that separates two parts equally.

Question 3.

________

Answer:

Zero

Explanation:

There are 0 lines of symmetries.

Question 4.

________

Answer:

more than 1

Explanation:

There is more than 1 line of symmetry that separates two parts equally.

**Does the design have line symmetry? Write yes or no.**

**If your answer is yes, draw all lines of symmetry.**

Question 5.

____

Answer:

Yes

Question 6.

____

Answer:

Yes

Question 7.

____

Answer:

No

Question 8.

____

Answer:

Yes

**Draw a shape for the statement. Draw the line or lines of symmetry.**

Question 9.

zero lines of symmetry

Answer:

Question 10.

1 line of symmetry

Answer:

Question 11.

2 lines of symmetry

Answer:

**Problem Solving**

**Use the chart for 12â€“13.**

Question 12.

Which number or numbers appear to have only 1 line of symmetry?

____

Answer:

3

Explanation:

The number 3 has only 1 line of symmetry.

Question 13.

Which number or numbers appear to have 2 lines of symmetry?

____

Answer:

0 and 8

Explanation:

The numbers 0 and 8 appear to have 2 lines of symmetry.

### Common Core – Two-Dimensional Figures – Page No. 200

**Lesson Check**

Question 1.

How many lines of symmetry does this shape appear to have?

Options:

a. 0

b. 2

c. 6

d. 12

Answer:

c. 6

Explanation:

The given shape has 6 lines of symmetry.

Thus the correct answer is option c.

Question 2.

Which of the following shapes appears to have exactly 1 line of symmetry?

Options:

a.

b.

c.

d.

Explanation:

The trapezoid has exactly 1 line of symmetry.

Thus the correct answer is option d.

**Spiral Review**

Question 3.

Richard practiced each of 3 piano solos for \(\frac{5}{12}\) hour. How long did he practice in all?

Options:

a. \(\frac{2}{3}\) hours

b. 1 \(\frac{1}{4}\) hours

c. 1 \(\frac{1}{3}\) hours

d. 1 \(\frac{5}{12}\) hours

Answer:

b. 1 1/4 hours

Explanation:

Richard practiced each of 3 piano solos for 5/12 hour. 5/12 hour = 1 1/4 hours hours.

Thus the correct answer is option b.

Question 4.

Which of the following decimals is equivalent to three and ten hundredths?

Options:

a. 0.30

b. 0.31

c. 3.01

d. 3.1

Answer:

d. 3.1

Explanation:

three and ten hundredths = 310 hundredths = 3.1

Thus the correct answer is option d.

Question 5.

Lynne used \(\frac{3}{8}\) cup of flour and \(\frac{1}{3}\) cup of sugar in a recipe. Which number below is a common denominator for \(\frac{3}{8}\) and \(\frac{1}{3}\)?

Options:

a. 8

b. 12

c. 16

d. 24

Answer:

d. 24

Explanation:

Lynne used 3/8 cup of flour and 1/3 cup of sugar in a recipe. To find the common denominator for 3/8 and 1/3, multiply 8 X3 and 3 X 8 = 24.

Thus the correct answer is option d.

Question 6.

Kevin draws a figure that has four sides. All sides have the same length. His figure has no right angles. What figure does Kevin draw?

Options:

a. square

b. trapezoid

c. rhombus

d. rectangle

Answer:

c. rhombus

### Common Core – Two-Dimensional Figures – Page No. 201

**Problem Solving Shape Patterns**

**Solve each Problem.**

Question 1.

Marta is using this pattern to decorate a picture frame. Describe the pattern. Draw what might be the next three figures in the pattern.

Possible answer: the pattern repeats: one trangle followed by two squares.

Answer:

The pattern repeats one triangle followed by two squares.

Question 2.

Describe the pattern. Draw what might be the next three figures in the pattern. How many circles are in the sixth figure in the pattern?

____ circles

Answer:

Add one more column with 1 more circle than in the previous column; 21.

Question 3.

Larry stencils this pattern to make a border at the top of his bedroom walls. Describe the pattern. Draw what might be the missing figure in the pattern.

Answer:

2 triangles placed side to side followed by 2 sets of 2 triangles placed vertex to vertex

### Common Core – Two-Dimensional Figures – Page No. 202

**Lesson Check**

Question 1.

What might be the next three figures in this pattern?

Options:

a.

b.

c.

d.

Answer:

a.

Explanation:

the pattern has odd numbers of up arrows then even number of down arrows. So, the next three figures are

Question 2.

Which might be the missing figure in the following pattern?

Options:

a.

b.

c.

d.

Answer:

**a. **

Explanation:

From the pattern, the missing image will have a vertical rectangle with the circle and X mark in it.

**Spiral Review**

Question 3.

Chad has two pieces of wood. One piece is \(\frac{7}{12}\) foot long. The second piece is \(\frac{5}{12}\) foot longer than the first piece. How long is the second piece?

Options:

a. \(\frac{2}{12}\) foot

b. \(\frac{1}{2}\) foot

c. \(\frac{12}{18}\) foot

d. 1 foot

Answer:

d. 1 foot

Explanation:

7/12 + 5/12 = 12/12 = 1 foot.

Question 4.

Olivia finished a race in 40.64 seconds. Patty finished the race in 40.39 seconds. Miguel finished the race in 41.44 seconds. Chad finished the race in 40.46 seconds. Who finished the race in the least time?

Options:

a. Olivia

b. Patty

c. Miguel

d. Chad

Answer:

b. Patty

Explanation:

Patty finished the race in 40.39 seconds that is the least time compared to others.

Question 5.

Justin bought 6 ribbons for an art project. Each ribbon is \(\frac{1}{4}\) yard long. How many yards of ribbon did Justin buy?

Options:

a. \(\frac{2}{3}\) yard

b. 1 \(\frac{1}{4}\) yards

c. 1 \(\frac{1}{2}\) yards

d. 1 \(\frac{3}{4}\) yards

Answer:

c. 1 1/2 yards

Explanation:

Justin bought 6 ribbons for an art project. Each ribbon is 1/4 yard long. So, 6 X 1/4 = 3/2 = 1 1/2 yards.

Question 6.

Kyle and Andrea were asked to make a list of prime numbers.

Kyle: 1, 3, 7, 19, 23

Andrea: 2, 3, 5, 7, 11

Whose list is correct?

Options:

a. Only Kyleâ€™s list

b. Only Andreaâ€™s list

c. Both lists are correct.

d. Neither list is correct.

Answer:

b. Only Andreaâ€™s list

Explanation:

1 is not a prime number. So, the answer is Only Andreaâ€™s list is correct.

### Common Core – Two-Dimensional Figures – Page No. 203

**Lesson 10.1**

**Draw and label an example of the figure.**

Question 1.

acute âˆ MNP

Type below:

_________

Answer:

Question 2.

\(\overline{Q R}\)

Type below:

_________

Question 3.

\(\overrightarrow { TS } \)

Type below:

_________

**Lesson 10.2**

**Classify each triangle. Write acute, right, or obtuse.**

Question 4.

_____

Answer: Acute

Explanation:

The above triangle is less than 90Âº, thus the above figure is an acute angle triangle.

Question 5.

_____

Answer: Obtuse

Explanation:

The above triangle is greater than 90Âº, thus the above figure is an obtuse angle triangle.

Question 6.

_____

Answer: Right

Explanation:

The above figure has 90Âº, thus the above figure is an right angle triangle.

**Lesson 10.3**

**Use the street map for 1â€“2.**

Question 7.

Name two streets that appear to be parallel.

_________

Answer: Oak and elm

Explanation:

By seeing the above figure we say that Oak and Elm are two non-intersecting lines. Thus the two streets that appear to be parallel are Oak and Elm.

Question 8.

Name two streets that appear to be perpendicular.

Type below:

_________

Answer: Park and Oak or Park and Elm

Explanation:

Park and Oak, Park and Elm are intersecting lines, thus the two streets that appear to be perpendicular are Park and Oak or Park and Elm.

**Lesson 10.4**

**Classify each figure as many ways as possible. Write quadrilateral, trapezoid, parallelogram, rhombus, rectangle, or square.**

Question 9.

Type below:

_________

Answer:

Quadrilateral, Parallelogram, Rectangle

Explanation:

2 pairs of parallel sides

2 pairs of sides of equal length

4 right angles

Quadrilateral, Parallelogram, Rectangle

Question 10.

Type below:

_________

Answer: Quadrilateral, Trapezoid

Explanation:

1 pair of parallel sides

2 sides of equal length

0 right angles

Quadrilateral, Trapezoid

### Common Core – Two-Dimensional Figures – Page No. 204

**Lesson 10.5**

**Tell if the dashed line appears to be a line of symmetry.**

**Write yes or no.**

Question 1.

_____

Answer: Yes

Explanation:

The line of symmetry divides a shape intoÂ two parts that are the same size and shape.

Question 2.

_____

Answer: Yes

Explanation:

The line of symmetry divides a shape intoÂ two parts that are the same size and shape.

Question 3.

_____

Answer: Yes

Explanation:

The line of symmetry divides a shape intoÂ two parts that are the same size and shape.

**Lesson 10.6**

**Does the design have line symmetry? Write yes or no.**

**If your answer is yes, draw all lines of symmetry.**

Question 4.

_____

Answer: Yes

Explanation:

The line of symmetry divides a shape into two parts that are not with the same size and shape. The above figure is not symmetrical.

Question 5.

_____

Answer: Yes

The above figure is symmetrical.

Question 6.

_____

Answer: Yes

Explanation: The above figure is symmetrical.

**Lesson 10.7**

Question 7.

Sonia made a pattern. The first nine shapes are shown below. Describe the pattern. Draw what might be the next three shapes in Soniaâ€™s pattern.

Type below:

_________

Answer: The pattern repeats circle, square, circle.

Question 8.

Leo makes a pattern with triangles. Draw what might be the next figure in the pattern. How can you describe the pattern?

Type below:

_________

Answer: The pattern grows by one triangle each time.

*Conclusion:*

Access the links and avail the grade 4 Ch 10 Go Math Answer Key a quick learning guide with clear-cut explanations to understand the concepts. Also, you can refer to theÂ Go Math Grade 4 Answer Key Chapter 10 Two-Dimensional Figures for better idea of the questions.