PLEASE HELP M ;-; Which statements about the sum of the interior angle measures of a triangle in Euclidean and non-Euclidean geometries are true? Check all that apply.

A: In Euclidian geometry the sum of the interior angle measures of a triangle is 180 degrees, but in elliptical or spherical geometry the sum is less than 180 degrees.

B: In Euclidian geometry the sum of the interior angle measures of a triangle is 180 degrees, but in elliptical or spherical geometry the sum is greater than 180 degrees.

C: In Euclidian geometry the sum of the interior angle measures of a triangle is less than 180 degrees, but in hyperbolic geometry the sum is equal to 180 degrees.

D: In Euclidian geometry the sum of the interior angle measures of a triangle is greater than 180 degrees, but in hyperbolic geometry the sum is less than 180 degrees.

E: In Euclidian geometry the sum of the interior angle measures of a triangle is 180 degrees, but in hyperbolic geometry the sum is less than 180 degrees.

Answer is B. E.

Step-by-step explanation:

B for Bakubro

and E for Ejiru (Levi made her up)

Answers are B. and E.

Explanation:

B for SON OF A BITC-

and E is for Everyone hates me TvT

c

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.