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Q1. When two lines intersect on a plane forming angles a, b, c, d in order around the point, the angle pair (∠a, ∠c) is best described as
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Q2. In Fig. 5.2, lines l and m intersect forming angles a, b, c, d in order around the point. If ∠a = 120°, the measure of ∠d is
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Q3. In Fig. 5.3, two lines intersect forming four angles a, b, c, d around the point. How many distinct pairs of vertically opposite angles are formed?
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Q4. A teacher tells the class: 'If two intersecting lines form four equal angles at the point of intersection, the lines must be perpendicular.' Which justification is correct?
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Q5. Two lines on the same plane appear not to meet within a notebook page. To call them parallel, the chapter requires
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Q6. Meena makes 2 successive horizontal folds on a square sheet, each fold halving an existing strip. Counting the original two horizontal edges with the new fold lines, the total number of parallel lines she sees is
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Q7. Line t is perpendicular to line l. Another line m is also perpendicular to t. About the relationship between l and m on the same plane
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Q8. When a transversal t cuts two lines l and m, vertically opposite pairs are formed at each of the two intersection points. The total number of vertically opposite pairs in the whole figure is
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Q9. When a transversal t cuts two lines l and m, the total number of pairs of alternate (interior) angles formed is
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Q10. Among the eight angles formed when a transversal t cuts two lines l and m, which set is called the interior angles?
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Q11. In Fig. 5.30, two parallel lines are cut by a transversal. An angle of 48° is given at the upper intersection. The angle a at the lower intersection lies in the matching corresponding position. The value of a is
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Q12. In Fig. 5.30, two parallel lines are cut by a transversal. An interior angle of 81° lies on one parallel line. The angle d is the co-interior partner of this 81° angle. The value of d is
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Q13. A Class 7 student claims that when a transversal cuts two lines, all eight angles formed can be of different measures. The teacher's best response is to
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Q14. A teacher wants to address the misconception that 'any two lines that never meet are parallel'. The most effective classroom example is to show
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Q15. In Fig. 5.31 (d), two parallel lines are cut by a transversal. A right-angle mark and an angle of 67° are shown at the upper intersection; a is at the lower intersection. Using the split of 90° and corresponding-angle equality, a equals
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Q16. In Fig. 5.30, two parallel lines are cut by a transversal. An angle of 52° is given at the upper intersection, and b lies on the other parallel line as the alternate interior partner of 52°. The value of b is
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Q17. In Fig. 5.30, two parallel lines are cut by a transversal. At one intersection, two adjacent angles 99° and 81° are shown forming a linear pair. The angle c is the corresponding angle of the 81° angle on the other parallel. The value of c is
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Q18. In Fig. 5.30, two parallel lines are cut by a transversal. At one intersection three angles 97°, 83° and 69° are visible; e is on the other parallel as the corresponding angle of 69°. The value of e is
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Q19. In Fig. 5.30, two parallel lines are cut by a transversal. The given angles at the upper intersection are 120° and 75°, where 75° lies between the parallels. The angle h on the lower parallel is the alternate interior partner of 75°. The value of h is
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Q20. In Fig. 5.30, two lines cross at a point and the angles 70°, 54° and 56° are marked around the crossing. The angle i is vertically opposite to the 54° angle. The value of i is
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Q21. Two parallel lines are cut by a transversal. At one intersection an interior angle of 70° is marked. The exterior angle at the other intersection on the same side of the transversal is required. The value is
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Q22. In Fig. 5.32, a transversal cuts a horizontal line. The angle 65° is given between the transversal and the horizontal line; y° is the adjacent angle along the horizontal line; x° is the perpendicular angle below. Once x = 25° is found, y equals
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Q23. In Fig. 5.32, two parallel lines are cut by a transversal. An exterior angle of 78° is shown at the lower intersection, and a 53° angle is shown adjacent to x° at the upper intersection. The value of x is
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Q24. In Fig. 5.34, AB is parallel to CD, CD is parallel to EF, and EA is perpendicular to AB. ∠BEF is given as 55° at point E on line EF. Reading the figure, ∠BEF is measured between
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Q25. In Fig. 5.34, AB is parallel to CD which is parallel to EF, and the transversal BE cuts all three. ∠y is at the intersection of BE with CD; ∠x is at the intersection of BE with AB; both are measured in matching positions. The relationship between x and y is
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Q26. In Fig. 5.35, LM is parallel to PQ, and the hint says: draw a line through N parallel to LM. At N, ∠LMN = 40° is at one end and ∠MNP = 96° is the zig-zag angle. The line through N parallel to LM splits the 96° at N into two parts. These parts are
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Q27. In Fig. 5.29, ABCD is a quadrilateral with AB parallel to CD and AD parallel to BC. Diagonal AC is drawn. ∠ACD is given as 55°. The value of ∠CAB is
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Q28. In Fig. 5.33, line IA is parallel to line GD, line JF is a transversal cutting both, and ∠ABC = 45° at point B on line IA. Point E lies on line GD where JF meets it; G is to the left of E and H is below E. The angle ∠GEH equals
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Q29. A Class 7 teacher wants students to remember that alternate interior angles lie on opposite sides of the transversal. The most effective board move is to
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Q30. A teacher wants students to discover, without using a protractor, that a vertical fold on a square sheet is perpendicular to a horizontal fold. The best classroom activity is to
