1.) graph the points and use a ruler to draw the line that passes through the 2 points. use the designated color to draw
each line.
blue line: (-3, 2)
(0,4)
purple line: (-5, -1)
(5.-5)
orange line: (1, 1)
(2,-2)
notice that line a goes through the points
(-5, 3) and (0,1). line a has the equation:
y=
x+1
notice that line b goes through the points
(-6, -6) and (6,2). line b has the equation:
y = 3x - 2
notice that line c goes through the points
(-2, 4) and (0, -2). line c has the equation:
y = -3x - 2
2.) use the points above to write an equation in slope intercept form for each line.
blue line
purple line
orange line
3.) which colored line is parallel to line a?
4.) which colored line is parallel to line b?
5.) which colored line is parallel to line c?
6.) what do you notice about the slopes of each
pair of equations?
7.) what do you notice about the y-intercepts of each
pair of equations?

step-by-step explanation: step 3 should really go to step seven, but anyway never mind.

1 ∠oln ≅ ∠lno

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

d) by the cross product property, ab^2 = bc multiplied by ad

step-by-step explanation:

we are given

in the given triangle abc

angle a is 90° and segment ad is perpendicular to segment bc

we can see that

triangle(abc) and triangle(abd) are similar because they have common side and same angle (90 degree)

so, triangles(abc) and abd are similar

since, they are similar

so, the ratio of their sides must be equal

we get

now, we can cross multiply

and we get

so, this could be step to prove it

irrational, then, just means all the numbers that aren't rational. every integer is a rational number, since each integer n can be written in the form n/1. however, numbers like 1/2, 45454737/2424242, and -3/7 are also rational, since they are fractions whose numerator and denominator are integers.

step-by-step explanation: