(X, Yq) (0,0)
What is the area of the triangle in the diagram?
A. 1 / (+ ² + 3 ?) ( = ² + 4₂²)
B. IV (+22 - )(9,2 – y,?)
c. V (+ ² + 7, ²) ( = ² + 4₂²)
D. 2/(1,2 – ,?)(1,2 – y,?)

3/4 ÷ 3/4

step-by-step explanation:

basically divide any proper fraction with itself to fit the criteria.

so if we are using 3/4, then:

3/4 ÷ 3/4 = 1

so 1 is the quotient.

and the numerators for both these fractions is 3.   and if we divide the numerators:

3 ÷ 3 = 1

we see that quotient is equal to our original quotient as well.

the answers c

∠lno ≅ ∠lnm

∠oln ≅ ∠mln

step-by-step explanation:

given   that triangle lno is congruent to triangle lnm.

we have to fill up the blanks in the given question.

according to above order of congruency   kept in mind we can say that

∠lno ≅ ∠lnm

∠oln ≅ ∠mln

ln ≅ ln due to common in both.

hence, by sas congruency,

the side angle side rule   states that if two sides and the included angle of one triangle are congruent to another triangle, then these two triangles are congruent.

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.