A trapezoid is a quadrilateral with at least one pair of parallel sides. The parallel sides are called the bases of the trapezoid, while the non-parallel sides are called the legs. The height of a trapezoid is the perpendicular distance between the two bases.

- A trapezoid has four sides and four angles.
- It has two parallel sides (the bases) and two non-parallel sides (the legs).
- The sum of the interior angles of a trapezoid is always 360 degrees.
- The two non-parallel sides are called the legs of the trapezoid.
- The midsegment of a trapezoid is the segment that connects the midpoints of the two non-parallel sides.

Area of a trapezoid = ((sum of the bases) * height) / 2

Perimeter of a trapezoid = sum of all four sides

Find the area of a trapezoid with bases of length 6 and 10 and a height of 4.

Area = ((6 + 10) * 4) / 2 = 16

So, the area of the trapezoid is 16 square units.

- Find the area of a trapezoid with bases of length 8 and 12 and a height of 5.
- Find the perimeter of a trapezoid with side lengths of 7, 9, 5, and 4.
- If the midsegment of a trapezoid is 15 and one of the bases is 12, find the length of the other base.

In summary, a trapezoid is a quadrilateral with at least one pair of parallel sides. It has specific properties and formulas for finding its area and perimeter. Practice problems can help solidify your understanding of trapezoids.

Study GuideAlgebraic Equations Worksheet/Answer key

Algebraic Equations Worksheet/Answer key

Algebraic Equations Worksheet/Answer key

Algebraic Equations Worksheet/Answer keyAlgebraic Equations Worksheet/Answer key

Algebraic Equations Worksheet/Answer keyAlgebraic Equations

Algebra (NCTM)

Represent and analyze mathematical situations and structures using algebraic symbols.

Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations

Grade 6 Curriculum Focal Points (NCTM)

Algebra: Writing, interpreting, and using mathematical expressions and equations

Students write mathematical expressions and equations that correspond to given situations, they evaluate expressions, and they use expressions and formulas to solve problems. They understand that variables represent numbers whose exact values are not yet specified, and they use variables appropriately. Students understand that expressions in different forms can be equivalent, and they can rewrite an expression to represent a quantity in a different way (e.g., to make it more compact or to feature different information). Students know that the solutions of an equation are the values of the variables that make the equation true. They solve simple one-step equations by using number sense, properties of operations, and the idea of maintaining equality on both sides of an equation. They construct and analyze tables (e.g., to show quantities that are in equivalent ratios), and they use equations to describe simple relationships (such as 3x = y) shown in a table.