Which value of x is in the solution set of -x + 8>6

answer with step-by-step explanation:

a. ∠j is supplementary to ∠k - true:

(opposite angles of a trapezoid are supplementary which means that they add up to 180 degrees)

b. kl is parallel to jm - true:

(opposite sides are parallel to each other in a trapezoid)

c. jk is perpendicular to kl - false:

(clearly, jk does not make a right angle with kl)

d. jk is parallel to lm - false:

(jk and lm are two lines opposite in direction to each other so they cannot be parallel)

e. ∠j is congruent to ∠m - true:

(the angles on each side of the base are congruent)

f. ∠j is congruent to ∠k - false:

(the angles on the same side but opposite side of the base are not congruent)

trapezoid

step-by-step explanation:

first i plotted all my points on a grid graph

i made sure all of them were in the correct quadrant

then i saw it was a trapezoid or a quadrilateral

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.

i believe it is b and c. (side note, i got the same computer from k-12 lol i’m in 8th grade and this is my first year, will it get

step-by-step explanation: