BRAINLIEST IF CORRECT ASAP C is the incenter of isosceles triangle ABD with vertex angle ∠ABD. Does the following proof correctly justify that triangles ABC and DBC are congruent?

It is given that C is the incenter of triangle ABD, so segment BC is an altitude of angle ABD.

Angles ABC and DBC are congruent according to the definition of an angle bisector.

Segments AB and DB are congruent by the definition of an isosceles triangle.

Triangles ABC and DBC share side BC, so it is congruent to itself by the reflexive property.

By the SAS postulate, triangles ABC and DBC are congruent.

Triangle ABD with segments BC, DC, and AC drawn from each vertex and meeting at point C inside triangle ABD.

There is an error in line 1; segment BC should be an angle bisector.

The proof is correct.

There is an error in line 3; segments AB and BC are congruent.

There is an error in line 5; the ASA Postulate should be used.

529 and 531

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.

i think the length is 12 and the width is 17

x coordinate can be written by using the formula, x= x1 + 2/5(x2 - x1)

step-by-step explanation:

formula

x = x1 + p/w(x2 - x1)

let the line segment ab with a(x1,y1) and b(x2,y2)

a point(x,y) divide ab in the ratio, 2: 3 the x coordinate can be written as

x = x1 + p/w(x2 - x1)

here p=2 and w = 2+3

therefore,

x coordinate can be written by using the formula, x= x1 + 2/5(x2 - x1)

similarly y coordinate y = y1 + 2/5(y2 - y1)