NCERT Solutions Class 6 Maths Chapter 2 Lines and Angles Exercise 2.8

Exercise 2.8 of NCERT Solutions for Class 6 Maths Chapter 2, "Lines and Angles," usually involves the learning of angles that students studied earlier. Many tasks in the previous exercises might have described angles with their formation and perhaps definition for angles. 

Our NCERT Solutions Class 6 Maths Chapter 2 Lines and Angles Exercise 2.8 provides students with a structure to define angles in a much more structured way.

1.0Download NCERT Solutions of Class 6 Maths Chapter 2 Lines and Angles Exercise 2.8

You can download free pdf solutions for Class 6 Maths Chapter 2, Lines and Angles, Exercise 2.8 from below:

2.0Key Concepts of Exercise 2.8

• Right Angle: An angle of 90∘. Students will learn to define right angles in their environments with a square.
• Straight Angle: An angle of 180∘, which is a straight line. 
• Complete Angle (or Full rotation): An angle of 360∘, which defines a full circle.
• Acute Angle: An angle of less than 90∘ .
• Obtuse Angle: An angle that reflects anything bigger than 90∘ but less than 180∘. 
• Reflex Angle: An angle that defines a measurement greater than 180∘ but less than 360∘.
• Practical Identification: Using examples from real-life situations and diagrams to classify angles on the basis of their angles' measures.
• Comparing Angles by Measure: Understanding that we can only compare angles according to numerical degrees of measurement.

3.0NCERT Exercise Solutions Class 6 Chapter 2 Lines and Angles : All Exercises 

Find all the NCERT Exercises Solutions from class 6 Maths Chapter 2:

4.0NCERT Class 6 Maths Chapter 2 Exercise 2.8 : Detailed Solutions

1. How many right angles do the windows of your classroom contain? Do you see other right angles in your classroom?

Sol. A window has 4 right angles. ∠1,∠2,∠3 and ∠4.

Yes, Other right angles can be found at the corners of door or at the corners of blackboard etc.

2. Join A to other grid points in the figure by a straight line to get a straight angle. What are all the different ways of doing it?

3. Now join A to other grid points in the figure by a straight line to get a right angle. What are all the different ways of doing it?

Hint: Extend the line further as shown in the figure below. To get a right angle at A , we need to draw a line through it that divides the straight angle CAB into two equal parts.

Sol.

4. Get a slanting crease on the paper. Now, try to get another crease that is perpendicular to the slanting crease.

a. How many right angles do you have now? Justify why the angles are exact right angles.

b. Describe how you folded the paper so that any other person who doesn't know the process can simply follow your description to get the right angle.

Sol. We can fold the paper as shown in the figure.

a. We get 4 right angles. Angle formed at any point and one side of a line is always a straight angle. The perpendicular drawn by the second crease through the vertex of a straight angle bisect it into two right angles.

b. We first fold the paper to get a slanting crease and then fold again the paper in such a way that a part of the slanting crease falls on the other part of itself. Doing it carefully, we get another slanting line which is perpendicular to the first one. Thus, we get 4 right angles at the meeting point of the two lines as shown in the figure.

5. Identify acute, right, obtuse and straight angles in the figures.

Sol.

No straight angles are present in the given figures.

6. Make a few acute angles and a few obtuse angles. Draw them in different orientations.

Sol.

Acute angles:

Obtuse angles:

7. Do you know what the words acute and obtuse mean? Acute means sharp and obtuse means blunt. Why do you think these words have been chosen?

Sol. Acute means 'very sharp' . These angles are less than a right angle. At the vertex, the arms form a narrow, sharp opening resembling a pointed tip. Hence, "acute" (sharp) is used. Obtuse means not sharp or dull. These angles are greater than a right angle. At the vertex, the arms form a wide, blunt opening, resembling a dull edge. Hence, "Obtuse" (blunt) is used.

8. Find out the number of acute angles in each of the figures below.

What will be the next figure and how many acute angles will it have? Do you notice any pattern in the numbers?

Sol. Yes, there is a pattern in numbers. That there is difference of 9 in two consecutives numbers. So, we can get the next number by adding 9 to previous number.

5.0Key Features and Benefits Class 6 Maths Chapter 2 Lines and Angles: Exercise 2.8

• Builds confidence in solving angle problems
• Develops analytical and logical thinking skills 
• The clear solutions are step-by-step, simplifying a complex problem
• Establish a strong foundation for further geometry in higher grade levels
• Great for exam preparation and improving the speed of resolving geometric problems.