Which of the parallelograms are mathematically similar? Explain your reasoning.

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.

x = 2

step-by-step explanation:

if sr parallel to ba then the sides bc and ac are in proportion, that is

= ← substitute values

= ( cross- multiply )

27x = 6(4x + 1)

27x = 24x + 6 ( subtract 24x from both sides )

3x = 6 ( divide both sides by 3 )

x = 2

d

step-by-step explanation:

the 2000 florida legislature amended section 322.05, florida statutes, changing the requirements to obtain a class e license for a driver under the age of 18 holding a learner's license. the following requirements must be met in order to obtain a regular class e license if a learner's license is issued on or after october 1, 2000:

must hold a learner's license for at least 12 months or until the 18th birthday.

must have no convictions 12 months from the issue date of the learner's license.

may have one traffic conviction within 12 months from the issue date of the learner's license if adjudication is withheld.

a parent, legal guardian, or responsible adult over 21 years old must certify that the driver has 50 hours driving experience, including 10 hours of night time driving.

statement #3: proof- ang is congruent to ang ecd : angles are congruent.  

step-by-step explanation:

1: the missing angles in statement #3  

a.) acb  

reason- the reason why the answer is acb is because angle ecd and angle acb are both the same size *that's what the word congruent means this is really simple.  

2: the missing word in reason #3  

c.) vertical  

reason- the reason why the answer is vertical is because the angles in that diagram on figure 2 is slanted, which is vertical, and the e and a both lay on vertical lines. along with the other's, but e and a are the 2 main points you want to focus on. and c is kind of like your starting point, because c is for both angles, not just one.  

i hope that was and understanding.