Asap. parent in need of explanation of math problem?

The drawing shows that angles BAD and CAD are congruent, which means that the line segment AD bisects the angle BAC. By the angle bisector theorem,

But AB and AC are also shown to be congruent, so the right hand side reduces to 1, and we have , which means CD and BD are also congruent.

AD is congruent to itself and happens to be a part of two triangles, ABD and ACD.

So by the side-side-side postulate, the triangles ABD and ACD are congruent, which means corresponding parts (sides and angles) are congruent to each other. And because triangles ABD and ACD are congruent, the "total" triangle ABC is isosceles, and AD must be perpendicular to BC. This last observation means that .

In any triangle, the interior angles must sum to 180 degrees, so we have

the answer is 2/54

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.