Sammy is in 4th grade. he came home from school very confused regarding something his math teacher told him. his teacher said that the fraction latex: \frac{1}{x}1 x becomes smaller as x becomes larger. sammy thought differently. it seemed to him that since x was getting larger, then latex: \frac{1}{x}1 x should be getting larger too. develop this mathematics from sammy's 4th grade conversation to your study and practice of limits. do so as collaboratively as you can, with each of you participating by either inserting ideas or challenging those of others as you tell the story. what other questions, like sammy's, could you include in this expose?

proofs involving isosceles triangles often require special consideration because an isosceles triangle has several distinct properties that do not apply to normal triangles.(more about triangle types) therefore, when you are trying to prove that two triangles are congruent, and one or both triangles, are isosceles you have a few theorems that you can use to make your life easier.

step-by-step explanation:

an isosceles triangle has two congruent sides and two congruent angles. the congruent angles are called the base angles and the other angle is known as the vertex angle. ∠bac and ∠bca are the base angles of the triangle picture on the left. the vertex angle is ∠abc

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.

you can use a^2+ b^2=c^2

whew you’re speaking a different language