Click an item in the list or group of pictures at the bottom of the problem and, holding the button down, drag it into the correct position in the answer box. release your mouse button when the item is place. if you change your mind, drag the item to the trashcan. click the trashcan to clear all your answers. complete the proof. below is a drag and drop geometric proof. complete the proof in your notebook. choose from these possible answers: given yz uv

Step-by-step explanation:

∠YXZ and ∠VXU are vertical angles, and therefore are congruent.

∠YXZ ≅ ∠VXU, Vertical ∠'s ≅

Next, we're given that lines YZ and UV are parallel.  That means that ∠YZV and ∠UVZ are alternate interior angles, and therefore congruent.

∠YZV ≅ ∠UVZ, If lines ||, then alternate interior ∠'s ≅

If two triangles have two pairs of congruent angles, then the third pair must also be congruent, making the two triangles similar.

△XYZ ~ △XUV, AA

Since the triangles are similar, then by definition, their sides are proportional.

XY/XU = YZ/UV, Definition of Similar Polygons

d. is the correct answer

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.

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.