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a: We do not know if the angle measures are equal, because we do not know if BD $ EG . a: 12 boys c: b: 22 girls 2 3 d: 7 boys left, 23 students, so 7 23 . a: an isosceles triangle b: a rectangle Lesson 2.1.4 2-41. Since the slopes are not opposite reciprocals, the lines must not be perpendicular. a: x = 17.5 (corresponding angles) b: x = 5 (multiple relationships possible) 2-35. Selected Answers for Core Connections Geometry Lesson 1.1.1 1-3.
a: isosceles triangle d: obtuse scalene triangle 9 16 6 16 ≈ 56% = 3 8 ≈ 38% b: pentagon c: parallelogram e: isosceles right triangle f: trapezoid 1-126.
Assuming this, you could add an equilateral hexagon to the left, a rhombus to the intersection, and a rectangle to the right circle.
a: 6x 6 b: 6x 6 = 78 , so x = 12 and the rectangle is 15 cm by 24 cm.
a: Yes, it is correct because the two angles make up a 90° angle. so one angle is 33 – 10 = 23° while the other is 2(33) 1 = 67°.
2 , so each pair of consecutive sides is perpendicular and forms 90° angles. c: d: 3 10 9 10 e: The outcomes that satisfy part (d) include the outcomes that satisfy part (c), but there are others on the part (d) list as well.
If the outcomes are equally likely, we can use the theoretical probability computation in the Math Notes box in Lesson 1.2.1. 2 b: The resulting line coincides with the original line; y = c: The image is parallel; y = 4 3 3 4 x! 7 d: They are parallel, because they all have a slope of e: y = !
The height of the cylinder would match the height of the rectangle along the pole, and the cylinder’s radius would match the width of the rectangle.
a: Reflection b: Translation (or two reflections over parallel lines) c: Rotation or rotation and translation d: Rotation or rotation and translation depending on point of rotation e: Reflection f: Reflection and then translation or rotation or both 1-65.
KITE ISOSCELES TRIANGLE REGULAR HEXAGON RHOMBUS 2-12. The left circle could be “equilateral”, and the right could be “quadrilateral”. 57° , x = 31º b: Straight angle pair, supplementary, 2x 4x 150° = 180° , x = 5º 2-20.
a: Isosceles triangle 2 6 , parallelogram and square b: Equilateral triangle c: Parallelogram 2-11. C because the line of symmetry must pass through A (according to the marked sides of equal length) and these angles are on opposite sides of the line of symmetry.