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## Basic Math Videos and Worksheets

## Kids Math: Quadrilaterals

### Concept Review Topics

In Grade 6, instructional time should focus on four critical areas: 1 connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; 2 completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; 3 writing, interpreting, and using expressions and equations; and 4 developing understanding of statistical thinking. Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows or columns in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates.

When two triangles are similar, the reduced ratio of any two corresponding sides is called the scale factor of the similar triangles. It is then said that the scale factor of these two similar triangles is 2 : 1. When you compare the ratios of the perimeters of these similar triangles, you also get 2 : 1. This leads to the following theorem. Theorem If two similar triangles have a scale factor of a : b, then the ratio of their perimeters is a : b. Figure 3 shows two similar right triangles whose scale factor is 2 : 3. You can now find the area of each triangle.

Define shapes using the following attributes: number of sides, number of angles, whether the shape has a right angle, whether the sides are the same length, and whether the sides are straight lines. Note — it is not required that students identify acute and obtuse angles within the shapes. It is also not required to use the language parallel or perpendicular at this time.

Closed shapes or figures in a plane with three or more sides are called polygons. Alternatively, a polygon can be defined as a closed planar figure that is the union of a finite number of line segments. In this definition, you consider closed as an undefined term. Polygons first fit into two general categories— convex and not convex sometimes called concave.

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