The document discusses writing proofs in geometry. It begins by defining key terms used in proofs such as postulate, axiom, proof, and flow proof. It then provides examples of paragraph and algebraic proofs and discusses using properties of equality and substitution in proofs. The document emphasizes analyzing geometric figures using postulates and writing logical arguments to construct proofs.
This document introduces key concepts in geometry including points, lines, planes, collinear points, coplanar points, and intersections. It defines points as having no size or shape, lines as infinite sets of points with no thickness, and planes as flat surfaces determined by three or more points that extend infinitely. Examples demonstrate identifying geometric objects from diagrams and real-world situations. Vocabulary and concepts are applied in problems identifying and relating points, lines and planes.
The document discusses postulates and paragraph proofs in geometry. It defines key terms like postulate, axiom, proof, theorem, and paragraph proof. It provides examples of using postulates to determine if statements are always, sometimes, or never true. It also gives examples of writing paragraph proofs, including using the midpoint postulate to prove two line segments are congruent. The document emphasizes building proofs using accepted postulates and definitions.
The document defines key terms in geometry such as undefined terms, definitions, postulates, and theorems. It explains that undefined terms like point, line, and plane cannot be defined precisely but can be described. Definitions use words to precisely define a term. Postulates are accepted as true without proof, while theorems can be proven. It provides examples of geometry postulates and theorems.
This document contains definitions and examples of postulates and theorems in geometry. It defines a postulate as a statement accepted as true without proof, while a theorem is an important statement that must be proved. It lists several postulates, including that a line contains at least two points, through any two points there is exactly one line, and through any three noncollinear points there is exactly one plane. It also lists some theorems, such as if two lines intersect then they intersect at exactly one point, and if two lines intersect then exactly one plane contains the lines.
Math 7 geometry 02 postulates and theorems on points, lines, and planesGilbert Joseph Abueg
This document covers basic concepts in geometry including:
1. Definitions, undefined terms, postulates, and theorems related to points, lines, and planes. Undefined terms include points, lines, and planes. Definitions clearly define concepts like line segments.
2. Postulates are statements accepted as true without proof, including the ruler postulate, segment addition postulate, and plane postulate.
3. Theorems are important statements that can be proven, such as the intersection of lines theorem and the theorem regarding a line and point determining a unique plane.
This document defines key geometric terms and concepts including:
- Collinear points which lie on the same line. Coplanar points which lie on the same plane.
- Five postulates outline the fundamental properties of points, lines, and planes: any two points define a single unique line; a plane contains at least three non-collinear points; any three points lie in a single plane; intersecting lines or planes meet at a point or line.
- Theorems describe relationships between lines and planes, such as two intersecting lines lying in a single plane, or a line and point not on the line defining a unique plane.
The document outlines several postulates and theorems relating points, lines, and planes in geometry:
Postulate 5 states that a line contains at least two points, a plane contains at least three non-collinear points, and space contains at least four points not all in one plane.
Postulate 6 states that through any two points there is exactly one line. Postulate 7 states that through any three points there is at least one plane, and through any three non-collinear points there is exactly one plane.
Theorems 1-1 and 1-3 state that if two lines intersect, they intersect at exactly one point and there is exactly one plane containing the lines. Theorem 1-2
The document defines terminology and notation used in Euclidean geometry. It provides definitions for terms like parallel, perpendicular, congruent, and similar. It also describes conventions for naming angles, polygons, and parallel lines. The document concludes by outlining rules for constructing proofs in geometry, including stating given information, constructions, theorems, and logical reasoning.
This document introduces key concepts in geometry including points, lines, planes, collinear points, coplanar points, and intersections. It defines points as having no size or shape, lines as infinite sets of points with no thickness, and planes as flat surfaces determined by three or more points that extend infinitely. Examples demonstrate identifying geometric objects from diagrams and real-world situations. Vocabulary and concepts are applied in problems identifying and relating points, lines and planes.
The document discusses postulates and paragraph proofs in geometry. It defines key terms like postulate, axiom, proof, theorem, and paragraph proof. It provides examples of using postulates to determine if statements are always, sometimes, or never true. It also gives examples of writing paragraph proofs, including using the midpoint postulate to prove two line segments are congruent. The document emphasizes building proofs using accepted postulates and definitions.
The document defines key terms in geometry such as undefined terms, definitions, postulates, and theorems. It explains that undefined terms like point, line, and plane cannot be defined precisely but can be described. Definitions use words to precisely define a term. Postulates are accepted as true without proof, while theorems can be proven. It provides examples of geometry postulates and theorems.
This document contains definitions and examples of postulates and theorems in geometry. It defines a postulate as a statement accepted as true without proof, while a theorem is an important statement that must be proved. It lists several postulates, including that a line contains at least two points, through any two points there is exactly one line, and through any three noncollinear points there is exactly one plane. It also lists some theorems, such as if two lines intersect then they intersect at exactly one point, and if two lines intersect then exactly one plane contains the lines.
Math 7 geometry 02 postulates and theorems on points, lines, and planesGilbert Joseph Abueg
This document covers basic concepts in geometry including:
1. Definitions, undefined terms, postulates, and theorems related to points, lines, and planes. Undefined terms include points, lines, and planes. Definitions clearly define concepts like line segments.
2. Postulates are statements accepted as true without proof, including the ruler postulate, segment addition postulate, and plane postulate.
3. Theorems are important statements that can be proven, such as the intersection of lines theorem and the theorem regarding a line and point determining a unique plane.
This document defines key geometric terms and concepts including:
- Collinear points which lie on the same line. Coplanar points which lie on the same plane.
- Five postulates outline the fundamental properties of points, lines, and planes: any two points define a single unique line; a plane contains at least three non-collinear points; any three points lie in a single plane; intersecting lines or planes meet at a point or line.
- Theorems describe relationships between lines and planes, such as two intersecting lines lying in a single plane, or a line and point not on the line defining a unique plane.
The document outlines several postulates and theorems relating points, lines, and planes in geometry:
Postulate 5 states that a line contains at least two points, a plane contains at least three non-collinear points, and space contains at least four points not all in one plane.
Postulate 6 states that through any two points there is exactly one line. Postulate 7 states that through any three points there is at least one plane, and through any three non-collinear points there is exactly one plane.
Theorems 1-1 and 1-3 state that if two lines intersect, they intersect at exactly one point and there is exactly one plane containing the lines. Theorem 1-2
The document defines terminology and notation used in Euclidean geometry. It provides definitions for terms like parallel, perpendicular, congruent, and similar. It also describes conventions for naming angles, polygons, and parallel lines. The document concludes by outlining rules for constructing proofs in geometry, including stating given information, constructions, theorems, and logical reasoning.
This document defines and discusses various geometric concepts including:
1. Subsets of a line such as segments, rays, and lines. It defines these terms and discusses relationships between points.
2. Angles, including classifying them as acute, right, or obtuse based on their measure. It also discusses angle bisectors and the angle addition postulate.
3. Axioms and theorems related to lines, planes, distances, and angle measurement. It provides examples to illustrate geometric concepts and relationships.
This document defines key geometry concepts such as points, lines, planes, and their relationships. It provides examples of naming points, lines, and planes, including collinear points that lie on the same line and coplanar points that lie in the same plane. Examples also demonstrate naming segments and rays with different endpoints, and identifying opposite rays. Diagrams show intersecting lines and planes, including lines within a plane, lines that do not intersect a plane, and lines intersecting a plane at a point. Two intersecting planes are shown meeting at a line of intersection. Guided practice problems apply the concepts to name intersections and identify relationships in diagrams.
1) Conditional statements relate two parts - a hypothesis (if part) and a conclusion (then part). If the hypothesis is true, then the conclusion must be true as well.
2) The converse of a conditional statement switches the hypothesis and conclusion. The inverse negates both parts. The contrapositive obtains the inverse and then switches parts.
3) A biconditional statement uses "if and only if" to join a conditional statement with its converse when both are true. This creates a single statement expressing their relationship.
Postulates are statements accepted as true without proof, while theorems must be proved. The document outlines several postulates and theorems of geometry. Postulate 5 states that a line contains at least two points and space contains at least four points not in one plane. Postulate 6 says through any two points there is exactly one line. Postulate 9 states that if two planes intersect, their intersection is a line.
The document discusses definitions, biconditional statements, and their use in geometry. It provides examples of:
1) Defining perpendicular lines and lines perpendicular to a plane.
2) Analyzing statements about a diagram for truth based on definitions.
3) Rewriting conditional statements as biconditional statements using "if and only if".
4) Identifying whether biconditional statements are true based on the truth of both the conditional statement and its converse.
This document provides lesson material on classifying and naming geometric figures such as points, lines, planes, segments, rays, and angles. It includes examples of naming these figures, classifying angles as acute, obtuse, right, complementary or supplementary. It also covers the properties that vertical angles are congruent and that angle measures on a line or circle add to 180° and 360°, respectively. The document contains examples and problems for students to practice these geometric concepts.
This document introduces basic geometric concepts including points, lines, and planes. It defines these terms and provides examples of representing them visually. Key points covered include:
- A point has no dimension and is represented by a dot.
- A line consists of infinitely many points and is shown as an arrowed line.
- A plane is a flat, thickness-less surface that extends indefinitely in all directions and is usually pictured as a four-sided shape.
- Coplanar and collinear points are defined in relation to lying on the same plane or line, respectively.
This document provides an introduction to basic geometry concepts. It defines geometry as the branch of mathematics concerned with measuring and relating properties of shapes. It discusses key undefined terms like points, lines, and planes. It also covers related concepts such as collinear and coplanar points, as well as subsets of lines like segments and rays. The document explains how lines and planes intersect, with two lines intersecting at a single point, two planes intersecting in a single line, and a plane and line intersecting at a single point.
This document provides definitions and examples related to basic geometric terms including points, lines, rays, segments, planes, and parallelism. It defines points as having no size or dimensions, lines as extending in two directions, rays as extending from an endpoint, segments as being between two endpoints, and planes as flat surfaces that extend indefinitely. Examples are provided to demonstrate naming and identifying these terms as well as parallel and intersecting lines and planes. The document also introduces basic postulates about how these terms relate, such as two points defining a single unique line or three non-collinear points defining a single unique plane. Homework problems are assigned from the textbook.
The document defines key geometry terms like point, line, and plane. It provides examples and notations for each. It then gives a problem about 8 points (A, B, C, etc.) that are corners of a box. It asks how many lines can be formed between the points, what lines contain point A, what planes can be formed, what planes contain line DC, and what planes intersect at line BF. It provides the answers to each question in the problem.
Two polygons are similar if they have the same shape but not necessarily the same size. Congruent polygons have the same shape and the same size. The document provides examples of finding corresponding sides and angles of similar and congruent polygons. It also gives examples of determining if two polygons are similar by checking if the ratios of corresponding sides are equal.
This document discusses different types of conditional statements:
1. A conditional statement contains a hypothesis and conclusion in an "if-then" form, with the hypothesis identified by "if" and the conclusion by "then".
2. Other types of conditional statements include the converse, which switches the hypothesis and conclusion; the negation, which negates the original statement; and the contrapositive, which negates both the hypothesis and conclusion and switches their order.
3. The document also lists some postulates about lines and planes in geometry.
By this end of the presentation you will be able to:
Identify and model points, lines, and planes.
Identify collinear and coplanar points.
Identify non collinear and non coplanar points.
The three undefined terms in geometry are point, line, and plane. A point indicates a position in space and is named with capital letters or coordinates. A line is an infinite set of adjacent points that extends in both directions, named using two points or a lowercase letter. A plane is a flat surface that extends indefinitely in all directions, named using three points or an uppercase letter.
The document discusses the basic building blocks of geometry - points, lines, and planes. It defines these terms and explains that while they cannot be strictly defined without circular references, they form the foundation for defining all other geometric concepts. Key terms like collinear, coplanar, line segments, rays, congruence, bisection, and parallel/perpendicular lines are then introduced and defined. The document also provides assumptions and limitations for interpreting geometric diagrams.
1) The document defines key geometry terms including segments, rays, parallel lines, skew lines, and planes.
2) It provides examples of how to name and identify segments, rays, parallel lines, and skew lines based on their properties.
3) Students are asked to identify parallel and skew segments, lines, and planes based on diagrams.
This document introduces basic geometry concepts such as points, lines, planes, and their intersections. It defines a point as having no size or shape, a line as an infinite set of collinear points, and a plane as a flat surface extending indefinitely. Examples demonstrate identifying geometric shapes from real-world objects and graphing points and lines on a coordinate plane. The summary defines key terms and provides examples of geometric concepts and relationships.
The document discusses key concepts in Euclidean geometry including definitions, notation, terminology, naming conventions, angle theorems, and constructing proofs. It defines parallel lines, perpendicular lines, congruent lines, and similar lines using notation symbols. It provides examples of naming angles, polygons, and parallel lines in a consistent cyclic order. It also outlines the steps and logical structure required to properly construct geometric proofs.
This document discusses proving that lines are parallel. It defines six postulates and theorems related to parallel lines, including the converse of corresponding angles, alternate exterior angles, consecutive interior angles, and alternate interior angles. An example problem demonstrates using the corresponding angles converse to show that two lines are parallel based on congruent corresponding angles. A second example finds the measure of an angle given that two lines are parallel based on the alternate interior angles theorem.
The document discusses theorems and postulates regarding lines and planes in geometry. It provides exercises asking to state theorems, name lines and planes based on given points, and determine whether certain geometric configurations are possible according to established postulates. For some exercises, it asks the reader to visualize lines and planes not shown in an accompanying diagram.
Geometry is the study of points, lines, planes, and spatial relationships. It uses undefined terms like points, lines, and planes as building blocks to build up definitions and prove theorems about spatial relationships. Postulates are accepted statements of fact that serve as the basis for logical deductions in geometry. Through postulates and theorems, geometry presents complex spatial concepts in an organized way by defining relationships between fundamental terms.
This document defines and discusses various geometric concepts including:
1. Subsets of a line such as segments, rays, and lines. It defines these terms and discusses relationships between points.
2. Angles, including classifying them as acute, right, or obtuse based on their measure. It also discusses angle bisectors and the angle addition postulate.
3. Axioms and theorems related to lines, planes, distances, and angle measurement. It provides examples to illustrate geometric concepts and relationships.
This document defines key geometry concepts such as points, lines, planes, and their relationships. It provides examples of naming points, lines, and planes, including collinear points that lie on the same line and coplanar points that lie in the same plane. Examples also demonstrate naming segments and rays with different endpoints, and identifying opposite rays. Diagrams show intersecting lines and planes, including lines within a plane, lines that do not intersect a plane, and lines intersecting a plane at a point. Two intersecting planes are shown meeting at a line of intersection. Guided practice problems apply the concepts to name intersections and identify relationships in diagrams.
1) Conditional statements relate two parts - a hypothesis (if part) and a conclusion (then part). If the hypothesis is true, then the conclusion must be true as well.
2) The converse of a conditional statement switches the hypothesis and conclusion. The inverse negates both parts. The contrapositive obtains the inverse and then switches parts.
3) A biconditional statement uses "if and only if" to join a conditional statement with its converse when both are true. This creates a single statement expressing their relationship.
Postulates are statements accepted as true without proof, while theorems must be proved. The document outlines several postulates and theorems of geometry. Postulate 5 states that a line contains at least two points and space contains at least four points not in one plane. Postulate 6 says through any two points there is exactly one line. Postulate 9 states that if two planes intersect, their intersection is a line.
The document discusses definitions, biconditional statements, and their use in geometry. It provides examples of:
1) Defining perpendicular lines and lines perpendicular to a plane.
2) Analyzing statements about a diagram for truth based on definitions.
3) Rewriting conditional statements as biconditional statements using "if and only if".
4) Identifying whether biconditional statements are true based on the truth of both the conditional statement and its converse.
This document provides lesson material on classifying and naming geometric figures such as points, lines, planes, segments, rays, and angles. It includes examples of naming these figures, classifying angles as acute, obtuse, right, complementary or supplementary. It also covers the properties that vertical angles are congruent and that angle measures on a line or circle add to 180° and 360°, respectively. The document contains examples and problems for students to practice these geometric concepts.
This document introduces basic geometric concepts including points, lines, and planes. It defines these terms and provides examples of representing them visually. Key points covered include:
- A point has no dimension and is represented by a dot.
- A line consists of infinitely many points and is shown as an arrowed line.
- A plane is a flat, thickness-less surface that extends indefinitely in all directions and is usually pictured as a four-sided shape.
- Coplanar and collinear points are defined in relation to lying on the same plane or line, respectively.
This document provides an introduction to basic geometry concepts. It defines geometry as the branch of mathematics concerned with measuring and relating properties of shapes. It discusses key undefined terms like points, lines, and planes. It also covers related concepts such as collinear and coplanar points, as well as subsets of lines like segments and rays. The document explains how lines and planes intersect, with two lines intersecting at a single point, two planes intersecting in a single line, and a plane and line intersecting at a single point.
This document provides definitions and examples related to basic geometric terms including points, lines, rays, segments, planes, and parallelism. It defines points as having no size or dimensions, lines as extending in two directions, rays as extending from an endpoint, segments as being between two endpoints, and planes as flat surfaces that extend indefinitely. Examples are provided to demonstrate naming and identifying these terms as well as parallel and intersecting lines and planes. The document also introduces basic postulates about how these terms relate, such as two points defining a single unique line or three non-collinear points defining a single unique plane. Homework problems are assigned from the textbook.
The document defines key geometry terms like point, line, and plane. It provides examples and notations for each. It then gives a problem about 8 points (A, B, C, etc.) that are corners of a box. It asks how many lines can be formed between the points, what lines contain point A, what planes can be formed, what planes contain line DC, and what planes intersect at line BF. It provides the answers to each question in the problem.
Two polygons are similar if they have the same shape but not necessarily the same size. Congruent polygons have the same shape and the same size. The document provides examples of finding corresponding sides and angles of similar and congruent polygons. It also gives examples of determining if two polygons are similar by checking if the ratios of corresponding sides are equal.
This document discusses different types of conditional statements:
1. A conditional statement contains a hypothesis and conclusion in an "if-then" form, with the hypothesis identified by "if" and the conclusion by "then".
2. Other types of conditional statements include the converse, which switches the hypothesis and conclusion; the negation, which negates the original statement; and the contrapositive, which negates both the hypothesis and conclusion and switches their order.
3. The document also lists some postulates about lines and planes in geometry.
By this end of the presentation you will be able to:
Identify and model points, lines, and planes.
Identify collinear and coplanar points.
Identify non collinear and non coplanar points.
The three undefined terms in geometry are point, line, and plane. A point indicates a position in space and is named with capital letters or coordinates. A line is an infinite set of adjacent points that extends in both directions, named using two points or a lowercase letter. A plane is a flat surface that extends indefinitely in all directions, named using three points or an uppercase letter.
The document discusses the basic building blocks of geometry - points, lines, and planes. It defines these terms and explains that while they cannot be strictly defined without circular references, they form the foundation for defining all other geometric concepts. Key terms like collinear, coplanar, line segments, rays, congruence, bisection, and parallel/perpendicular lines are then introduced and defined. The document also provides assumptions and limitations for interpreting geometric diagrams.
1) The document defines key geometry terms including segments, rays, parallel lines, skew lines, and planes.
2) It provides examples of how to name and identify segments, rays, parallel lines, and skew lines based on their properties.
3) Students are asked to identify parallel and skew segments, lines, and planes based on diagrams.
This document introduces basic geometry concepts such as points, lines, planes, and their intersections. It defines a point as having no size or shape, a line as an infinite set of collinear points, and a plane as a flat surface extending indefinitely. Examples demonstrate identifying geometric shapes from real-world objects and graphing points and lines on a coordinate plane. The summary defines key terms and provides examples of geometric concepts and relationships.
The document discusses key concepts in Euclidean geometry including definitions, notation, terminology, naming conventions, angle theorems, and constructing proofs. It defines parallel lines, perpendicular lines, congruent lines, and similar lines using notation symbols. It provides examples of naming angles, polygons, and parallel lines in a consistent cyclic order. It also outlines the steps and logical structure required to properly construct geometric proofs.
This document discusses proving that lines are parallel. It defines six postulates and theorems related to parallel lines, including the converse of corresponding angles, alternate exterior angles, consecutive interior angles, and alternate interior angles. An example problem demonstrates using the corresponding angles converse to show that two lines are parallel based on congruent corresponding angles. A second example finds the measure of an angle given that two lines are parallel based on the alternate interior angles theorem.
The document discusses theorems and postulates regarding lines and planes in geometry. It provides exercises asking to state theorems, name lines and planes based on given points, and determine whether certain geometric configurations are possible according to established postulates. For some exercises, it asks the reader to visualize lines and planes not shown in an accompanying diagram.
Geometry is the study of points, lines, planes, and spatial relationships. It uses undefined terms like points, lines, and planes as building blocks to build up definitions and prove theorems about spatial relationships. Postulates are accepted statements of fact that serve as the basis for logical deductions in geometry. Through postulates and theorems, geometry presents complex spatial concepts in an organized way by defining relationships between fundamental terms.
The document defines conditional statements, converse, inverse, and contrapositive statements and provides examples of identifying each. It also discusses identifying the hypothesis and conclusion of conditional statements and determining the truth value of conditionals and their converses. The document provides guidance on writing indirect proofs using contradictions.
This document discusses geometry concepts related to lines, planes, and points. It provides explanations and justifications for several statements and theorems regarding how points determine lines and planes based on basic postulates. Several examples are given to illustrate these concepts, such as how three legs provide a steadier support than four legs, or how a warped board can be identified using a straightedge.
This document discusses discrete mathematics and logic. It covers topics like logical reasoning, connectives like conjunction and disjunction, truth tables, De Morgan's laws, types of proofs like direct and indirect proofs, and applications of logic like translating English sentences to logical statements and using fuzzy logic in artificial intelligence.
This document discusses inductive reasoning and making conjectures. It provides examples of using inductive reasoning to find patterns in sequences and geometric relationships. A conjecture is a conclusion reached through inductive reasoning. A counterexample can disprove a conjecture by showing it is not universally true. The document gives examples of making conjectures based on examples and finding a counterexample to disprove a statement.
The document provides instructions and content for a geometry course, including:
- A checklist of tasks to complete like constructions, solving problems, and proving theorems 11-13.
- Information on deductive reasoning and how it is used in mathematical proofs, establishing conclusions with certainty from given premises.
- Definitions of key terms like theorem, converse, and corollary.
- Examples of proofs, including Euclid's proof of the converse of Pythagoras' theorem and a proof that the square root of 2 is irrational.
The document discusses how to prove that lines are parallel using angles formed by a transversal. It provides the following parallel postulates: corresponding angles are congruent, alternate interior angles are congruent, alternate exterior angles are congruent, and consecutive interior angles are supplementary. An example problem demonstrates finding values of x and y that make two sets of lines parallel using these postulates. The document also discusses the use of algebraic properties in geometric proofs.
This document discusses direct and indirect proofs in mathematics. It defines a proof as establishing the truth of a statement using definitions, properties, and theorems. Direct proofs assume a premise is true and use logic to show a conclusion is also true, while indirect proofs assume a conclusion is false and arrive at a contradiction. The document provides examples of writing direct and indirect proofs in paragraph or two-column form, giving the steps and an example of each. Key terms like congruent and midpoint are also defined.
This document discusses Euclidean geometry. It begins by providing background on the origins of geometry in ancient Egypt and Greece. It then outlines Euclid's key contributions, including his definitions, axioms, and postulates laid out in his influential work "The Elements". Specific examples of Euclid's definitions, axioms like things equal to the same thing being equal, and postulates such as lines intersecting to form angles less than two right angles are described. Finally, it provides an example theorem and proof that two distinct lines cannot share more than one point.
This document discusses teaching students how to write mathematical proofs through engaging activities. It provides examples of proofs involving geometry topics like congruent triangles. Students work in groups to solve proofs and then defend their arguments in a mock courtroom setting. This allows students to build confidence in supporting their logical reasoning with statements and evidence while practicing the process of writing formal proofs.
The document discusses logical agents and knowledge-based agents. It covers topics including propositional logic, knowledge bases, logical inference, and different proof methods. Propositional logic is introduced as the simplest logic using symbols and truth tables. Knowledge bases contain representations of facts about the world in some formal language. Logical inference allows agents to derive new facts by applying inference rules without understanding meaning. Different proof methods for logical inference like model checking and natural deduction are also discussed.
The document discusses the key components of a mathematical system:
1) Undefined terms are concepts that cannot be precisely defined like points and lines in geometry.
2) Defined terms have a formal definition using undefined terms.
3) Axioms or postulates are statements assumed to be true without proof that can be used to prove theorems.
4) Theorems are statements that have been formally proven using mathematical reasoning and can also be used to prove other statements.
Capital RationingThe availability of funds effects the capital b.docxhumphrieskalyn
Capital Rationing
The availability of funds effects the capital budgeting decisions. The amount of funds available for capital expenditures will be either limited or unlimited. Funds would be considered unlimited when a firm is willing to acquire, through borrowing or equity, any amount of capital as long as the return on the investment is higher than the cost of the funds. When the funds that a firm will make available for capital investment are limited, and the firm has more opportunities for profitable investments than the limited funds can cover, the condition is described as capital rationing.
Your assignment is to focus on the following:
· Describe how capital-budgeting decision criteria would be different in a capital-rationing situation than in a situation in which capital rationing was not necessary, and explain the reasons for the difference in criteria.
· Describe the discounted-cash flow technique or techniques you would recommend in a capital-rationing situation and explain your reasons for your recommendation.
Write your response as a one-page memo.
Find the value of x for which p is parallel to q, if
The diagram is not to scale.
A. 108
B. 13
C. 117
D. 126
What is the slope of the line shown?
A.
B.
C.
D.
The expressions in the figure below represent the measures of two angles. Find the value of x. .
The diagram is not to scale.
A. –16
B. 17
C. 15
D. 16
The folding chair has different settings that change the angles formed by its parts. Suppose is 34 and is 76. Find . The diagram is not to scale.
A. 130
B. 110
C. 100
D. 120
Which lines are parallel if ? Justify your answer.
A. , by the Converse of the Same-Side Interior Angles Postulate
B. , by the Converse of the Alternate Interior Angles Theorem
C. , by the Converse of the Alternate Interior Angles Theorem
D. , by the Converse of the Same-Side Interior Angles Postulate
What is the graph of y = -3/4x – 2?
A.
B
C
D
Which is a correct two-column proof?
Given:
Prove: and are supplementary.
A.
B.
C.
D. none of these
Which lines are parallel if ? Justify your answer.
A. , by the Converse of the Same-Side Interior Angles Postulate
B. , by the Converse of the Alternate Interior Angles Theorem
C. , by the Converse of the Alternate Interior Angles Theorem
D. , by the Converse of the Same-Side Interior Angles Postulate
This diagram of airport runway intersections shows two parallel runways. A taxiway crosses both runways.
How are and related?
A. alternate interior angles
B. corresponding angles
C. same-side interior angles
D. none of these
Line r is parallel to line t. Find the measurement of Angle 6. The diagram is not to scale.
A. 142
B. 32
C. 42
D. 138
Which diagram suggests a correct construction of a line parallel to given line w and passing through given point K?
A
B
C
D
Which angles are corresponding angles?
A.
B.
C.
...
This document introduces patterns and inductive reasoning. It provides examples of identifying patterns in sequences, making conjectures based on patterns, and using counterexamples to disprove conjectures. Some key points made are: inductive reasoning involves drawing conclusions about unobserved cases based on observed patterns in data; conjectures are statements believed to be true based on inductive reasoning; and counterexamples can disprove conjectures by providing a single case where the conjecture is not true. The document aims to build skills in recognizing patterns, formulating conjectures, and evaluating conjectures using counterexamples.
The document defines and provides examples of angle relationships including adjacent angles, linear pairs, vertical angles, complementary angles, and supplementary angles. It defines each term and provides examples of identifying angle pairs that satisfy each relationship. It also includes examples of using properties of these angle relationships to solve problems, such as finding missing angle measures.
The document defines various terms related to angle measure including ray, angle, vertex, acute angle, obtuse angle, and angle bisector. It then provides examples measuring angles in a figure and solving an equation involving angle measures.
This document discusses finding points and midpoints on line segments. It defines midpoint as the point halfway between two endpoints and provides the formula to calculate it. Several examples are given to demonstrate how to find the midpoint of a segment, locate a point at a fractional distance from one endpoint, and find a point where the ratio of distances from the endpoints is a given ratio. The key concepts covered are calculating midpoints using averages of x- and y-coordinates, and setting up and solving equations to locate interior points using fractional or ratio distances along a segment.
This document defines key vocabulary terms related to line segments and distance. It defines a line segment as a portion of a line distinguished by endpoints, and defines betweenness of points and the term "between." It also defines congruent segments, constructions, distance, and irrational numbers. Several examples are provided to demonstrate calculating distances between points on a number line, using a ruler to measure segments, and applying the Pythagorean theorem.
This document defines key vocabulary terms related to line segments and distance, including line segment, betweenness of points, congruent segments, and distance formula. It provides examples of calculating distances between points on number lines and using the Pythagorean theorem to find distances between points graphed on a coordinate plane. Examples include measuring line segments with a ruler, finding distances by adding or subtracting measures, and applying the distance formula and Pythagorean theorem to solve for unknown distances.
The document discusses inverse functions and relations. It defines an inverse relation as one where the coordinates of a relation are switched, and an inverse function as one where the domain and range of a function are switched. It provides examples of finding the inverse of specific relations and functions by switching their coordinates or domain and range. It also discusses how to determine if two functions are inverses using their graphs and the horizontal line test.
The document discusses composition of functions. It defines composition of functions as using the output of one function as the input of another. It provides an example of composing two functions f and g, showing the steps of evaluating f(g(x)) and g(f(x)) at different values of x. Another example is given with two functions defined by sets of ordered pairs, finding the compositions f∘g and g∘f by evaluating them at different inputs and stating their domains and ranges.
The document discusses operations that can be performed on functions, including addition, subtraction, multiplication, and division. Definitions of each operation are provided, along with examples of applying the operations to specific functions. Addition of functions involves adding the outputs of each function, subtraction involves subtracting the outputs, multiplication involves multiplying the outputs, and division involves dividing the outputs given the denominator function is not equal to 0. Several examples are worked through applying the different operations to functions like f(x)=2x and g(x)=-x+5. The examples also demonstrate evaluating composite functions and restricting domains as needed.
The document discusses determining the number and type of roots of polynomial equations. It states that every polynomial with degree greater than zero has at least one root in the set of complex numbers according to the Fundamental Theorem of Algebra. Descartes' Rule of Signs is introduced, which relates the number of changes in sign of a polynomial's terms to its possible positive and negative real roots. An example problem is worked through applying these concepts to determine the possible number of positive, negative, and imaginary roots.
This document discusses synthetic division and the remainder and factor theorems. It provides examples of using synthetic division to evaluate functions, determine the number of terms in a sequence, and factor polynomials. The key steps of synthetic division are shown, along with checking the remainder and determining common factors. Three examples are worked through to demonstrate these concepts.
This document discusses solving polynomial equations by factoring polynomials. It begins with essential questions and vocabulary about factoring polynomials and solving polynomial equations by factoring. It then provides the number of terms in a polynomial and the corresponding factoring technique that can be used. Examples of factoring various polynomials are also provided. The document aims to teach students how to factor polynomials and solve polynomial equations by factoring.
The document defines key terms and theorems related to trapezoids and kites. It provides definitions for trapezoid, bases, legs of a trapezoid, base angles, isosceles trapezoid, midsegment of a trapezoid, and kite. It also lists theorems about properties of isosceles trapezoids and kites. Two examples problems are included, one finding measures of an isosceles trapezoid and another showing a quadrilateral is a trapezoid.
The document discusses rhombi and squares. It defines a rhombus as a parallelogram with four congruent sides and gives its properties. A square is defined as a parallelogram with four right angles and four congruent sides. The document provides theorems for identifying rhombi and squares. It then gives examples of using the properties and theorems to determine if a shape is a rhombus, rectangle, or square.
The document discusses properties of rectangles. A rectangle is defined as a parallelogram with four right angles. The key properties are that opposite sides are parallel and congruent, opposite angles are congruent, and consecutive angles are supplementary. The diagonals of a rectangle bisect each other and are congruent. Theorems are presented regarding the diagonals of rectangles. Examples apply the properties of rectangles to find missing side lengths, angles, and diagonals. One example uses the distance formula and slope to determine if a quadrilateral is a rectangle.
The document discusses properties of parallelograms and provides examples of determining if a quadrilateral is a parallelogram. It defines four theorems for identifying parallelograms based on opposite sides, opposite angles, bisecting diagonals, and parallel/congruent sides. Examples solve systems of equations to find values of variables such that the quadrilaterals satisfy parallelogram properties. One example uses slopes of side segments to show a quadrilateral is a parallelogram due to parallel opposite sides.
The document discusses properties of parallelograms. It defines a parallelogram as a quadrilateral with two pairs of parallel sides. It then lists several properties of parallelograms: opposite sides are congruent, opposite angles are congruent, consecutive angles are supplementary, and if one angle is a right angle all angles are right angles. It also discusses properties of diagonals in parallelograms, including that diagonals bisect each other and divide the parallelogram into two congruent triangles. Several examples demonstrate using these properties to solve problems about parallelograms.
The document summarizes key concepts about polygons, including:
- The sum of the interior angles of a polygon with n sides is (n-2)180 degrees.
- The sum of the exterior angles of a polygon is 360 degrees.
- Examples are provided to demonstrate calculating sums of interior/exterior angles and finding missing angle measures using angle sums.
- Regular polygons are defined by their number of sides.
The document discusses analyzing graphs of polynomial functions. It provides examples of locating real zeros of polynomials using the location principle and estimating relative maxima and minima. Example 1 analyzes the polynomial f(x) = x^4 - x^3 - 4x^2 + 1 and locates its real zeros between consecutive integer values. Example 2 graphs the polynomial f(x) = x^3 - 3x^2 + 5 and estimates the x-coordinates of relative maxima and minima.
This document discusses polynomial functions. It defines key terms like polynomial in one variable, leading coefficient, and polynomial function. It provides examples of power functions of varying degrees like quadratic, cubic, quartic and quintic functions. The document also includes examples of evaluating polynomial functions, finding degrees and leading coefficients, graphing polynomial functions from tables of values, and describing properties of graphs.
The document discusses expanding powers of binomials using Pascal's triangle and the binomial theorem. It provides examples of expanding (p+t)5 and (t-w)8. Pascal's triangle provides the coefficients, and the binomial theorem formula is given as (a + b)n = Σk=0n (nCk * ak * bk), where the powers of the first term decrease and the second term increase in each term and sum to n.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
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2. ESSENTIAL QUESTIONS
➤How do you analyze figures to identify and use
postulates about points, lines, and planes?
➤How do you analyze and construct viable arguments in
proofs?
4. VOCABULARY
1. Postulate: A statement that is accepted to be true
without proof
2. Axiom:
3. Proof:
4. Flow Proof:
5. Deductive Argument:
5. VOCABULARY
1. Postulate: A statement that is accepted to be true
without proof
2. Axiom: Another name for a postulate
3. Proof:
4. Flow Proof:
5. Deductive Argument:
6. VOCABULARY
1. Postulate: A statement that is accepted to be true
without proof
2. Axiom: Another name for a postulate
3. Proof: A logical argument made up of statements that
are supported by another statement that is accepted as
true
4. Flow Proof:
5. Deductive Argument:
7. VOCABULARY
1. Postulate: A statement that is accepted to be true
without proof
2. Axiom: Another name for a postulate
3. Proof: A logical argument made up of statements that
are supported by another statement that is accepted as
true
4. Flow Proof: Uses statements in boxes with arrows to
show the logical progression of an argument
5. Deductive Argument:
8. VOCABULARY
1. Postulate: A statement that is accepted to be true
without proof
2. Axiom: Another name for a postulate
3. Proof: A logical argument made up of statements that
are supported by another statement that is accepted as
true
4. Flow Proof:
A logical chain of statements
that link the given to what you are trying to prove
Uses statements in boxes with arrows to
show the logical progression of an argument
5. Deductive Argument:
10. VOCABULARY
6. Algebraic Proof: When a series of algebraic steps are
used to solve problems and justify steps.
7. Theorem:
8. Paragraph Proof:
9. Informal Proof:
11. VOCABULARY
6. Algebraic Proof: When a series of algebraic steps are
used to solve problems and justify steps.
7. Theorem:
8. Paragraph Proof:
9. Informal Proof:
A statement or conjecture that has been
proven true
12. VOCABULARY
6. Algebraic Proof: When a series of algebraic steps are
used to solve problems and justify steps.
7. Theorem:
8. Paragraph Proof: When a paragraph is written to
logically explain why a given conjecture is true
9. Informal Proof:
A statement or conjecture that has been
proven true
13. VOCABULARY
6. Algebraic Proof: When a series of algebraic steps are
used to solve problems and justify steps.
7. Theorem:
8. Paragraph Proof: When a paragraph is written to
logically explain why a given conjecture is true
9. Informal Proof:
A statement or conjecture that has been
proven true
Another name for a paragraph proof
as it allows for free writing to provide the logical
explanation
14. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
15. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.1: Through any two points, there is exactly one line.
16. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.1: Through any two points, there is exactly one line.
2.2: Through any three noncollinear points, there is exactly one
plane.
17. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.1: Through any two points, there is exactly one line.
2.2: Through any three noncollinear points, there is exactly one
plane.
2.3: A line contains at least two points.
18. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.1: Through any two points, there is exactly one line.
2.2: Through any three noncollinear points, there is exactly one
plane.
2.3: A line contains at least two points.
2.4: A plane contains at least three noncollinear points.
19. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.1: Through any two points, there is exactly one line.
2.2: Through any three noncollinear points, there is exactly one
plane.
2.3: A line contains at least two points.
2.4: A plane contains at least three noncollinear points.
2.5: If two points lie in a plane, then the entire line containing
those points lies in the plane.
20. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
21. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.6: If two lines intersect, then their intersection is exactly one
point.
22. HARKENING BACK TO CHAPTER 1
Old ideas about points, lines, and planes are now postulates!
2.6: If two lines intersect, then their intersection is exactly one
point.
2.7: If two planes intersect, then their intersection is a line.
23. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
a. Points E and F are contained by exactly one line.
b. There is exactly one plane that contains points A, B, and C.
24. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
a. Points E and F are contained by exactly one line.
Always true
b. There is exactly one plane that contains points A, B, and C.
25. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
a. Points E and F are contained by exactly one line.
Always true
Only one line can be drawn through any two points
b. There is exactly one plane that contains points A, B, and C.
26. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
a. Points E and F are contained by exactly one line.
Always true
Only one line can be drawn through any two points
b. There is exactly one plane that contains points A, B, and C.
Sometimes true
27. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
a. Points E and F are contained by exactly one line.
Always true
Only one line can be drawn through any two points
b. There is exactly one plane that contains points A, B, and C.
Sometimes true
If the three points are collinear, then an infinite number
planes can be drawn. If they are noncollinear, then it is true.
28. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
c. Planes R and T intersect at point P.
29. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
c. Planes R and T intersect at point P.
Never true
30. EXAMPLE 1
Determine whether the statement is always, sometimes, or
never true.
c. Planes R and T intersect at point P.
Never true
Two planes intersect in a line
31. EXAMPLE 2
Given that AC intersects CD, write a paragraph proof to show
that A, C, and D determine a plane.
32. EXAMPLE 2
Given that AC intersects CD, write a paragraph proof to show
that A, C, and D determine a plane.
The two lines intersect, so they must intersect at point
C because two lines intersect in exactly one point.
33. EXAMPLE 2
Given that AC intersects CD, write a paragraph proof to show
that A, C, and D determine a plane.
The two lines intersect, so they must intersect at point
C because two lines intersect in exactly one point.
Points A and D are on different lines, so A, C, and D
are noncollinear by definition of noncollinear.
34. EXAMPLE 2
Given that AC intersects CD, write a paragraph proof to show
that A, C, and D determine a plane.
The two lines intersect, so they must intersect at point
C because two lines intersect in exactly one point.
Points A and D are on different lines, so A, C, and D
are noncollinear by definition of noncollinear.
Points A, C, and D determine a plane because three
noncollinear points determine exactly one plane.
35. EXAMPLE 3
Given that M is the midpoint of XY, write a paragraph proof to
show that XM ≅ MY.
36. EXAMPLE 3
If M is the midpoint of XY, then by the definition of midpoint,
XM = MY. Since they have the same measure, we know that,
by the definition of congruence, XM ≅ MY.
Given that M is the midpoint of XY, write a paragraph proof to
show that XM ≅ MY.
37. EXAMPLE 3
If M is the midpoint of XY, then by the definition of midpoint,
XM = MY. Since they have the same measure, we know that,
by the definition of congruence, XM ≅ MY.
Theorem 2.1 (Midpoint Theorem):
Given that M is the midpoint of XY, write a paragraph proof to
show that XM ≅ MY.
38. EXAMPLE 3
If M is the midpoint of XY, then by the definition of midpoint,
XM = MY. Since they have the same measure, we know that,
by the definition of congruence, XM ≅ MY.
Theorem 2.1 (Midpoint Theorem): If M is the midpoint of
XY, then XM ≅ MY.
Given that M is the midpoint of XY, write a paragraph proof to
show that XM ≅ MY.
42. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
43. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality:
44. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
45. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality:
46. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
47. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality:
48. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
49. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality:
50. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
51. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality:
52. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
53. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality:
54. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality: If a = b and b = c, then a = c
55. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality: If a = b and b = c, then a = c
Substitution Property of Equality:
56. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality: If a = b and b = c, then a = c
Substitution Property of Equality:
If a = b, then a may be replaced by b in
any equation/expression
57. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality: If a = b and b = c, then a = c
Substitution Property of Equality:
If a = b, then a may be replaced by b in
any equation/expression
Distributive Property:
58. PROPERTIES OF REAL NUMBERS
Addition Property of Equality: If a = b, then a + c = b + c
Subtraction Property of Equality: If a = b, then a − c = b − c
Multiplication Property of Equality: If a = b, then a × c = b × c
Division Property of Equality: If a = b and c ≠ 0, then a ÷ c = b ÷ c
Reflexive Property of Equality: a = a
Symmetric Property of Equality: If a = b, then b = a
Transitive Property of Equality: If a = b and b = c, then a = c
Substitution Property of Equality:
If a = b, then a may be replaced by b in
any equation/expression
Distributive Property: a(b + c) = ab + ac
60. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
Given
61. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
Given
62. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
Given
Distributive Property
63. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
Given
Distributive Property
64. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
Given
Distributive Property
Substitution Property
65. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
Given
Distributive Property
Substitution Property
66. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
Given
Distributive Property
Substitution Property
Addition Property
67. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
Given
Distributive Property
Substitution Property
Addition Property
68. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
Given
Distributive Property
Substitution Property
Addition Property
Substitution Property
69. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
−10 −10
Given
Distributive Property
Substitution Property
Addition Property
Substitution Property
70. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
−10 −10
Given
Distributive Property
Substitution Property
Addition Property
Substitution Property
Division Property
71. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
−10 −10
a = −11
Given
Distributive Property
Substitution Property
Addition Property
Substitution Property
Division Property
72. EXAMPLE 4
2(5− 3a)− 4(a + 7)= 92
Solve. Write a justification for each step.
10 − 6a − 4a − 28 = 92
−10a −18 = 92
+18 +18
−10a = 110
−10 −10
a = −11
Given
Distributive Property
Substitution Property
Addition Property
Substitution Property
Division Property
Substitution Property
73. EXAMPLE 5
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
74. EXAMPLE 5
d = 20t + 5
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
75. EXAMPLE 5
d = 20t + 5 Given
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
76. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
Given
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
77. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
Given
Subtraction Property
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
78. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
d − 5
20
= t
Given
Subtraction Property
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
79. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
d − 5
20
= t
Given
Subtraction Property
Division Property
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
80. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
d − 5
20
= t
Given
Subtraction Property
Division Property
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
t =
d − 5
20
81. EXAMPLE 5
d = 20t + 5
d − 5+ 20t
d − 5
20
= t
Given
Subtraction Property
Division Property
If the distance d an object travels can be given by
, the time t that the object travels is given by
. . Write an algebraic proof to verify this conjecture.
d = 20t + 5
t =
d − 5
20
t =
d − 5
20
Symmetric Property