Determine if each of the statements shown is true or false. if it is true, write a formal proof. if it is false, explain why by providing a counterexample (remember that counterexamples, just like proofs, should be written up nicely, using complete sentences, as discussed in class). clearly label which part (a or b) you are working on. (a) let n be an integer. if 5 (n2 – 4), then 5 (n-2). (b) let a, b,ce z with d+0. if d (2a - b) and d (3a + b), then d (6a + b2).

Assume cd | ab are parallel. find m2. a) x= 50° (b) x = 70° c) x = 30° d) x = 60

Have you ever been in the middle of telling a story and had to use hand gestures or even a drawing to make your point? in algebra, if we want to illustrate or visualize a key feature of a function, sometimes we have to write the function in a different form—such as a table, graph, or equation—to determine the specific key feature we’re looking for. think about interactions with others and situations you’ve come across in your own life. how have you had to adjust or change the way you represented something based on either the concept you were trying to describe or the person you were interacting with? explain how the complexity or layout of the concept required you to change your style or presentation, or how the person’s unique learning style affected the way you presented the information.

If you were constructing a triangular frame, and you had wood in the length of 4 inches, 4 inches, and 7 inches, would it make a triangle? would you be able to create a frame from these pieces of wood?