Critical-thinking instruction is predicated on two assumptions: that there are clearly identifiable thinking skills that students can be taught to recognize and apply appropriately, and if recognized and applied, students will become more effective thinkers.(a) if recognized and applied, students(b) if these skills are recognized and applied, that students(c) if students recognize and apply them, that they(d) that if recognized and applied, students(e) that if students recognize and apply these skills, they

bd = 9 cm

step-by-step explanation:

in a 30°-60°-90° triangle, the ratio of side lengths is 1 : √3 : 2. that is, the longest side (hypotenuse) is twice the length of the shortest side.

all of the triangles in your geometry are 30°-60°-90° triangles. ac is the hypotenuse of δacd, and the short side of δabc.

the short side ad of δacd will be half the length of ac, so 3 cm. the hypotenuse ab of δabc will be twice the length of ac, so 12 cm. segment bd is the difference of the lengths ab and ad, so is

bd = ab -ad

bd = 12 cm - 3 cm = 9 cm

comment on side length ratios

you can figure the ratios of side lengths in a 30°-60°-90° triangle by considering the trig ratios of the angles. or you can figure the length of the altitude of an equilateral triangle of side length 2 using the pythagorean theorem.

what are the sentences? so we can answer the question.

answer; it can vividly demonstrate product attributes and persuasively explain their corresponding consumer benefits;