What are the necessary conditions to apply the SAS Triangle Congruence Theorem? A One angle and two sides of one triangle are congruent to the corresponding parts of another triangle.
B. Two angles and the included side of one triangle are congruent to the corresponding parts of another triangle,
C. An angle and the two sides collinear with the angle's rays are congruent to the corresponding parts of another triangle,
D. Two sides and any angle of one triangle are congruent to the corresponding parts of another triangle,

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.

51840000 cm 2

step-by-step explanation:

step-by-step explanation:

where is the question is there is a formula or is there not one

think the answer is 30 degrees. if not than it is 20 degrees. not 100% sure. let me know if it was right.

gill russ