A mixed sheet drawing on all five question types: classifying an angle from its measure, finding a missing angle in a triangle or on a straight line, complementary and supplementary pairs, naming a triangle from its side lengths, and naming a polygon from its side count.
Every figure is described in words rather than drawn — “two angles of a triangle measure 85° and 10°” — so the arithmetic is the whole of the question. That is deliberate: a drawn triangle labelled 85° and 10° adds nothing except a chance for the picture to disagree with its labels, and there is no “measure this with a protractor” question because a printed protractor is only correct if the page prints at exactly 100%.
The arithmetic of angles and the naming of shapes: acute, right, obtuse and straight angles; the angle sum of a triangle; angles on a straight line and around a point; complementary and supplementary pairs; classifying triangles by their sides; and polygon names from triangle to decagon.
Because these questions do not need one. Every figure is given in words, and the skill being practised is the arithmetic. Questions that genuinely need a picture — vertical angles at crossed lines, for instance — are left out rather than faked with a diagram that might not print to scale.
Yes. Under Advanced options, “Angles are multiples of” sets how round every angle is. At 10° you get 180 − 130; at 1° you get 180 − 137. It does not affect the triangle side lengths, which are not angles.
Fourth grade meets angle types and adding angles (4.MD.C.7), seventh grade does complementary and supplementary pairs (7.G.B.5), and eighth grade uses angle sums (8.G.A.5). Polygon naming and triangle classification start earlier, around third and fourth grade.