The document provides an example of proving that two angles are congruent (<1 ≡ <2) given that two lines (P and Q) are parallel and cut by a transversal (l). It shows the step-by-step work, stating each statement and providing the corresponding postulate or theorem as the reason. It then provides a quiz with two examples to practice applying postulates and theorems to statements about angles and parallel lines.
This powerpoint presentation discusses or talks about the topic or lesson Direct Variations. It also discusses and explains the rules, concepts, steps and examples of Direct Variations.
This powerpoint presentation discusses or talks about the topic or lesson Direct Variations. It also discusses and explains the rules, concepts, steps and examples of Direct Variations.
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This learner's module discusses or talks about the topic of Quadratic Functions. It also discusses what is Quadratic Functions. It also shows how to transform or rewrite the equation f(x)=ax2 + bx + c to f(x)= a(x-h)2 + k. It will also show the different characteristics of Quadratic Functions.
This presentation is an introduction to Exponents. Students will begin with repeated multiplication. They will then be reminded about a base an exponent. They will learn the term Exponential Form.
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This learner's module discusses or talks about the topic of Quadratic Functions. It also discusses what is Quadratic Functions. It also shows how to transform or rewrite the equation f(x)=ax2 + bx + c to f(x)= a(x-h)2 + k. It will also show the different characteristics of Quadratic Functions.
This presentation is an introduction to Exponents. Students will begin with repeated multiplication. They will then be reminded about a base an exponent. They will learn the term Exponential Form.
This learner modules talks about the Triangle Inequality. It also talks about the theorems & postulates that supports triangle inequalities in one or two triangles.
Here we describe how to "think" mapreduce not just "code" mapreduce. We solve some interesting problems using mapreduce (e.g. how to compute similarity between all pair of documents on the web, how to do k-means clustering using map-reduce, and how to find cliques in a graph using map-reduce). These solutions are simple, elegant, and open up new ways for people to actually use mapreduce more than just simple number crunching.
This learner's module talks about the topic Reasoning. It also includes the definition of Reasoning, Types of Reasoning (Inductive and Deductive Reasoning) and Examples of Reasoning for each type of reasoning.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 ≡ <2
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q
2. <3 ≡ <2
3. <1 ≡ <3
4. <1 ≡ <2
1
3
2
3. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 ≡ <2
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q Given
2. <3 ≡ <2
3. <1 ≡ <3
4. <1 ≡ <2
1
3
2
4. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 ≡ <2
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q Given
2. <3 ≡ <2 Corresponding Angle Postulate
3. <1 ≡ <3
4. <1 ≡ <2
1
3
2
5. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 ≡ <2
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q Given
2. <3 ≡ <2 Corresponding Angle Postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <1 ≡ <2
1
3
2
6. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 ≡ <2
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q Given
2. <3 ≡ <2 Corresponding Angle Postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <1 ≡ <2 Transitive Property
1
3
2
7. GIVEN: P║Q TRANSVERSAL ℓ CUTS
P AND Q
Prove: <1 and <2 are supplementary
Write the corresponding postulates as reasons:
Statements Reasons
1. p║q Given
2. <2 and <3 are supplementary Linear Pair
3. <1 ≡ <3 Alternate Interior Angle
4. <1 and <2 are supplementary Linear Pair
1
32
8. LET’S TRY
Letter A, page 307. In the given figure, name the postulate or
theorem that justifies each statement, given m ║ n.
9. Statements Reasons
1. <2 ≡ <8
2. <3 ≡ <7
3. <1 ≡ <3
4. <3 and <8 are supplementary
5. <1 ≡ <7
6. <4 and <7 are supplementary
7. There exists a line through P
parallel to line n
8. a ┴b
1
32
10. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7
3. <1 ≡ <3
4. <3 and <8 are supplementary
5. <1 ≡ <7
6. <4 and <7 are supplementary
7. There exists a line through P
parallel to line n
8. a ┴b
1
32
11. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3
4. <3 and <8 are supplementary
5. <1 ≡ <7
6. <4 and <7 are supplementary
7. There exists a line through P
parallel to line n
8. a ┴b
1
32
12. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary
5. <1 ≡ <7
6. <4 and <7 are supplementary
7. There exists a line through P
parallel to line n
8. a ┴b
1
32
13. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary Same Side of the transversal are
supplementary
5. <1 ≡ <7
6. <4 and <7 are supplementary
7. There exists a line through P parallel to
line n
8. a ┴b
1
32
14. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary Same Side of the transversal are
supplementary
5. <1 ≡ <7 Alternate Exterior Angles
6. <4 and <7 are supplementary
7. There exists a line through P parallel to
line n
8. a ┴b
1
32
15. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary Same Side of the transversal are
supplementary
5. <1 ≡ <7 Alternate Exterior Angles
6. <4 and <7 are supplementary Same Side of the transversal are
supplementary
7. There exists a line through P parallel to
line n
8. a ┴b
1
32
16. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary Same Side of the transversal are
supplementary
5. <1 ≡ <7 Alternate Exterior Angles
6. <4 and <7 are supplementary Same Side of the transversal are
supplementary
7. There exists a line through P parallel to
line n
Parallel Postulate
8. a ┴b
1
32
17. Statements Reasons
1. <2 ≡ <8 Alternate interior angles
2. <3 ≡ <7 Corresponding angle postulate
3. <1 ≡ <3 Vertical Angles Postulate
4. <3 and <8 are supplementary Same Side of the transversal are
supplementary
5. <1 ≡ <7 Alternate Exterior Angles
6. <4 and <7 are supplementary Same Side of the transversal are
supplementary
7. There exists a line through P parallel to
line n
Parallel Postulate
8. a ┴b Perpendicular Transversal Theorem
1
32
20. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2
2. <3 ≡ <4
3. <1 and <5 are supplementary
4. <8 ≡ <9
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
25. QUIZ:
1. Given: r║p prove <2 ≡ <3
Statements Reasons
1. r ║ s Given
2. <2 ≡ <1 Vertical Angles
3. <1 ≡ <3 Same Side of the Transversal
4. <2 ≡ <3
1
2
3
26. QUIZ:
1. Given: r║p prove <2 ≡ <3
Statements Reasons
1. r ║ s Given
2. <2 ≡ <1 Vertical Angles
3. <1 ≡ <3 Same Side of the Transversal
4. <2 ≡ <3 Transitive Property
1
2
3
27. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2
2. <3 ≡ <4
3. <1 and <5 are supplementary
4. <8 ≡ <9
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
28. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4
3. <1 and <5 are supplementary
4. <8 ≡ <9
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
29. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary
4. <8 ≡ <9
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
30. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
31. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
32. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary Same Side of the Transversal (exterior)
6. <2 ≡ <3
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
33. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary Same Side of the Transversal (exterior)
6. <2 ≡ <3 Linear Pairs
7. <5 and <7 are supplementary
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
34. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary Same Side of the Transversal (exterior)
6. <2 ≡ <3 Linear Pairs
7. <5 and <7 are supplementary Linear Pairs
8. m<3 + m<9 = 180º
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
35. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary Same Side of the Transversal (exterior)
6. <2 ≡ <3 Linear Pairs
7. <5 and <7 are supplementary Linear Pairs
8. m<3 + m<9 = 180º Definition of Supplementary Angles
9. <6 ≡ <9
3
18
2 9
54 7
1
0
6
36. QUIZ:
2. Refer to the figure. Name the postulate or theorem used in the
following statementStatements Reasons
1. <1 ≡ <2 Alternate interior Angles
2. <3 ≡ <4 Corresponding Angle
3. <1 and <5 are supplementary Same side of the transversal (interior)
4. <8 ≡ <9 Alternate Exterior Angles
5. <9 and <10 are supplementary Same Side of the Transversal (exterior)
6. <2 ≡ <3 Linear Pairs
7. <5 and <7 are supplementary Linear Pairs
8. m<3 + m<9 = 180º Definition of Supplementary Angles
9. <6 ≡ <9 Alternate Exterior Angles
3
18
2 9
54 7
1
0
6