The figure below shows a parallelogram ABCD. Side AB is parallel to side DC, and side AD is parallel to side BC: A quadrilateral ABCD is shown with the two pairs of opposite sides AD and BC and AB and DC marked parallel. The diagonals are labeled BD and AC.

A student wrote the following sentences to prove that parallelogram ABCD has two pairs of opposite sides equal:

For triangles ABD and CDB, alternate interior angle ABD is congruent to angle CDB because AB and DC are parallel lines. Similarly, alternate interior angle ADB is equal to angle CBD because AD and BC are parallel lines. DB is equal to DB by the reflexive property. Therefore, triangles ABD and CDB are congruent by the SAS postulate. Therefore, AB is congruent to DC and AD is congruent to BC by CPCTC.

Which statement best describes a flaw in the student's proof?

Angle ABD is congruent to angle CBD because they are vertical angles, not alternate interior angles.
Angle ABD is congruent to angle CBD because they are corresponding angles, not alternate interior angles.
Triangles ABD and CDB are congruent by the SSS postulate instead of the SAS postulate.
Triangles ABD and CDB are congruent by the ASA postulate instead of the SAS postulate.

answer: a video game has three difficulty levels: easy, medium, and expert. the game's scoring works in such a way that a player has to score a fixed number of points to advance to the next level, and then the scoring starts over. the total score needed to clear all three difficulty levels is 7,500. two times the number of points needed to clear the easy level is 500 more than the number of points needed to clear the medium level. twice the number of points needed to clear the medium difficulty level is 1,500 more than the number of points needed to clear the expert level. if x, y, and z represent the easy, medium, and expert levels, respectively, and a is the coefficient matrix of the system of equations modeling this situation, identify the inverse matrix, a-1, and the solution matrix, x, of the system of equations.

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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.