Determine what additional information is needed to prove two triangles congruent by a given theorem.
Create two-column proofs to show that two triangles are congruent.
Determine what additional information is needed to prove two triangles congruent by a given theorem.
Create two-column proofs to show that two triangles are congruent.
This will help you in differentiating subsets of a line such as line segments, ray and opposite rays. Also in finding the number of line segments and rays in a given line.
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This will help you in differentiating subsets of a line such as line segments, ray and opposite rays. Also in finding the number of line segments and rays in a given line.
For more instructional resources, CLICK me here! 👇👇👇
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here! đź‘Ťđź‘Ťđź‘Ť
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
This powerpoint includes:
Triangles and Quadrangles
Definition, Types, Properties, Secondary part, Congruency and Area
Definitions of Triangles and Quadrangles
Desarguesian Plane
Mathematician Desargues and His Background
Harmonic Sequence of Points/Lines
Illustrations and Animated Lines.
For those who need help in PPT's for Lines and Angles and want to get good results.
Visit my website :- http://www.soumyamodakbed.blogspot.in/ for more information.
Embracing GenAI - A Strategic ImperativePeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. When two parallel lines are given in a
figure, there are two main areas: the interior
and the exterior.
3. When two parallel
lines are cut by a
third line, the third
line is called
the transversal. In
the example below,
eight angles are
formed when
parallel lines m and
n are cut by a
transversal line, t.
• transversal is a line that
intersects two or more lines (in
the same plane). When lines
intersect, angles are formed in
several locations. Certain angles
are given "names" that describe
"where" the angles are located in
relation to the lines. These
names describe angles whether
the lines involved are parallel or
not parallel.
4. Alternate interior angles
•two angles in the interior of the parallel lines, and
on opposite (alternate) sides of the transversal.
Alternate interior angles are non-adjacent and
congruent.
7. Interior Angles on the Same
Side of the Transversal
• (measures are supplementary)
Their "name" is simply a description of where the angles are
located.
8. Vertical Angles
•• (measures are equal)
(measures are equal)
Vertical angles are ALWAYS equal, whether
Vertical angles are ALWAYS equal, whether
you
you
have parallel lines or not. .
have parallel lines or not
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9. Summary
• Parallel lines are lines that never meet.
• A transversal is a line that intersects 2 or more
(parallel) lines.
• Parallel lines cut by a transversal form 8 angles.
• Pairs of angles will be either congruent or
supplementary.
• Vertical angles are ALWAYS equal, whether you
have parallel lines or not.
10. •
Angles forming
a Linear Pair
• (measures
Theorem:
are supplementary)
•If two angles form a linear pair, they
are supplementary.