CH2 Lines and Angles WORKSHEET CLASS 6

Subject: Maths                        WORKSHEET   - CH-2 LINES AND ANGLES                  Class-VI            

Q1. How many lines can be drawn that pass through the point?
Q2.How many different lines can be drawn that pass through both of the points?

Q3. Draw and label an angle with arms ST and SR. 

Q4. Write names of two points and 2 line segments in the picture.

Q5. A line segment has ___ end points.

Only 1    (b) no end point (c) 2    (d)  3

Q6. If the measure of an angle is 50°, what type of angle is it?

Obtuse angle   (b) Acute angle (c) Right angle (d) Straight angle
Q7. How many degrees are there in a straight angle?

90°     (b)180°    (c) 45°     (d) 360°

Q8. The measure of a Right angle is-

60°    (b) 120°       (c) 270°     (d) 90°

Q9. What  will be the angle between the hands of clock at  (a) 3 o’clock (b) 4 o’clock
Q10.Classify the angles as Acute , Obtuse , Right , Straight or Reflex angle-

Q11. Draw the following angles using a protractor

1. 80°                      (b) 135°    c)  60◦          d) 140◦

Q12. 

Q13. Name the line segments in Fig. Which of the five marked points are on exactly one of the line segments? Which are on two of the line segments?

Q14. Lines that never intersect are called:
a) Intersecting lines     b) Parallel lines     c) Perpendicular lines
Q15. Lines that intersect and form a right angle are called:
a) Parallel lines        b) Perpendicular lines      c) Skew lines
Q16. Draw the following pairs of lines:a)  Two parallel lines b) Two intersecting lines c) Two perpendicular lines
Q17. Choose the correct option:
a)  Both Assertion and reason are correct and reason is correct explanation for Assertion.

b)  Both Assertion and reason are correct but reason is not correct explanation for Assertion

c)  Assertion is true but reason is false.

d) Both Assertion and reason are false.

i)Assertion (A): A line has two end points.
Reason (R): A line segment has a fixed length.
ii) Assertion (A): An angle formed by two rays with a common endpoint is called a straight angle.
Reason (R): A straight angle measures 180 degrees.
iii)  Assertion (A): Parallel lines meet at a point.
Reason (R): Perpendicular lines meet at right angles.
iv) Assertion (A): An acute angle is smaller than a right angle.
Reason (R): A right angle measures 90 degrees.
v) Assertion (A): A ray has a starting point but no end point.
Reason (R): A line goes endlessly in both directions.
vi) Assertion (A): Two lines that do not intersect are perpendicular lines.
Reason (R): Perpendicular lines form four right angles.
vii) Assertion (A): The hands of a clock at 3 o’clock form a right angle.
Reason (R): A right angle measures 90°.
viii) Assertion (A): An obtuse angle is less than 90°.
Reason (R): An acute angle is greater than 90°.
ix) Assertion (A): Intersecting lines meet at exactly one point.
Reason (R): Parallel lines are always the same distance apart.
x) Assertion (A): A straight angle looks like a straight line.
Reason (R): A straight angle measures 180°.
Assertion: 82° is an acute angle. Reason: Acute angle lies between  0° and 90°

Q18. Name the angles marked in the given figure 

Q19.Which of the following statements are true (T) and which are false (F) ?  

(a) The ray has one starting point.

(b) The successor of a three digit number is always a three digit number 

Q20.write the definition of line segment and ray also draw a diagram.

Q21. Number of line segments in figure is

(a) 5                      (b) 10                     (c) 15                (d) 20

Q22 How many lines can be drawn that pass through the point?
(a) 1       (b) 0        (c) 2       (d) infinite

Q23. The measure of a Right angle is-

60°    (b) 120°       (c) 270°     (d) 90°

Q24. An angle is formed with two _ and vertex

(a)   sides (b) lines ( c ) rays (d) line segment 

Q25.The obtuse angle is

(a) 90◦         (b) less than 180 but greater than 90◦  (c) greater than 180◦            (d) 180◦

Q26 How many rays are drawn from .P ? 

Q27. Draw a model  for a ray from real life examples.

Q28..Draw the clock and find a)   the angle at  4 o’clock                   b) the angle at  6 o’clock

Q29 Name a) four points   b)   Two rays    c) A line segment   d)  the angle     

Q30. Which angle is greater: ∠XOY or ∠AOB? Give reasons.
Q31.The number of angles in the given figure is

(A) 3          (B)4      (C) 5       (D)6

Q32. Which of the following statements are true (T) and which are false (F) ?  

Q33. Find the angle measure between the hands of the clock in each figure :

Q34. Draw angles with the following measure:   a)140°           ( or)70°

Q35. Name the following questions:a) Starting point of each ray        b)   Two rays      c) Write a two example of ray from our nature
Q36.Name the angles marked in the given figure 

1a. Rihan marked a point on a piece of paper. How many lines can he draw that pass through the point?
1b.Sheetal has marked two points on a piece of paper. How many different lines can she draw that pass through both of the points ?.
(a)   2   (b) 3                  (c) many                     (d) 1

 Q37. Name the rays shown in Fig., Is T the starting point of each of these rays 

Q38. In Fig. name: a. Five points     b. A line     c. Four rays     d. Five line segments 

Q39.. Find the angles in the given pictures? Draw the rays forming any one of the angles and name the vertex of the angle. 

Q40. Which angle is greater: ∠XOY or ∠AOB? Give reasons.

41. 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?

Q42.Write the degree measures down near the indicated angles

Class 6 Maths – Chapter 2: Lines and Angles - Case-Based Study Questions

 

Class 6 Maths – Chapter 2: Lines and Angles

🎓 Case-Based Study Questions

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🧾 Case Study 1: The Clock Shop

Case:
Riya visits a clock shop and observes different wall clocks showing various times. She notices the angles formed between the hour and minute hands.

Clock	Time Displayed	Observation
A	3:00	Hands form a 90° angle
B	6:00	Hands form a straight line
C	2:00	Hands form an acute angle

Questions:

1. What type of angle is formed in Clock A?
   a) Acute
   b) Obtuse
   c) Right
   d) Straight
   ✅ Answer: c) Right

2. What is the measure of the angle in Clock B?
   a) 90°
   b) 180°
   c) 120°
   d) 45°
   ✅ Answer: b) 180°

3. In Clock C, the angle formed is less than 90°. What type of angle is this?
   ✅ Answer: Acute angle

4. Write the name of two objects in your house that show right angles like Clock A.
   ✅ Answer: Examples may include corners of books, TV screens, tiles, etc.

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📏 Case Study 2: The Road Intersection

Case:
Two roads cross each other near Aryan’s school. The municipal engineer says they intersect perpendicularly. Aryan sees four equal angles formed at the intersection.

Questions:

1. What is the measure of each angle formed?
   ✅ Answer: 90°

2. What are such angles called?
   ✅ Answer: Right angles

3. What is the relationship between the two roads?
   a) Parallel
   b) Intersecting
   c) Perpendicular
   d) Skew
   ✅ Answer: c) Perpendicular

4. How many right angles are formed when two perpendicular lines cross?
   ✅ Answer: 4

5. Draw and label two perpendicular lines using a ruler and a set square.
   ✅ (Student drawing question)

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📐 Case Study 3: Art Class Geometry

Case:
During an art activity, Meera draws two lines that never meet, even if extended. She decorates the space between them and labels the lines as AB and CD.

Questions:

1. What is the relationship between line AB and line CD?
   ✅ Answer: Parallel lines

2. Can parallel lines ever intersect?
   ✅ Answer: No

3. Meera now draws a third line EF that cuts both AB and CD. What is EF called?
   ✅ Answer: Transversal

4. When a transversal cuts two parallel lines, what types of angles are formed?
   ✅ Answer: Corresponding, alternate interior, alternate exterior angles

5. Identify one real-life example of parallel lines from your surroundings.
   ✅ Answer: Railway tracks, lines on a ruled notebook, edge of a table

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🎯 Case Study 4: Building the School Fence

Case:
While helping to install the school fence, students used measuring tapes and set squares to form corners. They ensured every corner was at a right angle.

Questions:

1. Why did they use a set square for the corners?
   ✅ Answer: To form right angles accurately

2. How many degrees is a right angle?
   ✅ Answer: 90°

3. If four corners of the school fence are each right angles, what shape is formed?
   ✅ Answer: Rectangle or square

4. If one corner was more than 90°, what type of angle would it be?
   ✅ Answer: Obtuse angle

5. Which tool can you use to measure any angle?
   ✅ Answer: Protractor