In isosceles triangle xyz, x117 calculate z​

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.

explanation:

step-by-step explanation:

the value of x is 9 ⇒ answer b

step-by-step explanation:

* we can solve this problem using cosine and sine rule

- in δ abc

∵ ab = 36 , bc = 28 , ac = 16

- lets find the measure of angle b using the cosine rule

∵ cos b = [ab² + bc² - ac²]/2(ab)(bc)

∴ cos b = [36² + 28² - 16²]/2(36)(28)

∴ cos b = 19/21

∴ m∠b = cos^-1(19/21) ≅ 25°

- lets find the measure of angle a using the sine rule

∵ sina/bc = sinb/ac = sinc/ab

∴ sina/28 = sin25°/16 ⇒ by using cross multiplication

∴ sina = 28 × sin25°/16

∴ sina = 0.7396

∴ m∠a = sin^-1(0.7396) ≅ 48°

- from the figure m∠abd = m∠dbc

∵ m∠abc = 25°

∴ m∠abd = 25°/2 = 12.5°

- in δabd

∵ m∠a = 48° , m∠abd = 12.5°

∵ the sum of the measures of the interior angles of any δ is 180°

∴ m∠adb = 180° - (48° + 12.5°) = 119.5°

∵ ab = 36

∵ ad = x

- use the sine rule to find x

∵ sin∠adb/ab = sin∠abd/x

∴ sin119.5°/36 = sin12.5°/x ⇒ by using cross multiplication

∴ x = 36 × sin12.5°/sin119.5° = 8.95 ≅ 9

* the value of x is 9

3

step-by-step explanation: