Ashley is solving for the missing angles below. The given information is that ∠1=136°. Her conjecture is that ∠4 is congruent to ∠1 and she will be able use that to solve for the other missing angles. To solve for the missing angles, she first identifies that ∠4 is a vertical angle to ∠1, so it measures as 136° as well.
Ashley is solving for the missing angles below. The given information is that ∠1=136°. Her conjecture is that ∠4 is congruent to ∠1 and she will be able use that to solve for the other missing angles. To solve for the missing angles, she first identifies that ∠4 is a vertical angle to ∠1, so it measures as 136° as well.
Ashley is solving for the missing angles below. The given information is that ∠1=136°. Her conjecture is that ∠4 is congruent to ∠1 and she will be able use that to solve for the other missing angles. To solve for the missing angles, she first identifies that ∠4 is a vertical angle to ∠1, so it measures as 136° as well.
Ashley is solving for the missing angles below. The given information is that ∠1=136°. Her conjecture is that ∠4 is congruent to ∠1 and she will be able use that to solve for the other missing angles. To solve for the missing angles, she first identifies that ∠4 is a vertical angle to ∠1, so it measures as 136° as well. To find ∠2 and ∠3 she identifies them as supplementary pairs to ∠1 and ∠4. She concludes then that ∠2 and ∠3 both measure at 44°. Did Ashley use inductive or deductive reasoning to reach her conclusion?
Figure in plane geometry formed by two rays or lines that share a common endpoint, called the vertex. The angle is measured in degrees using a protractor. The different types of angles are acute, obtuse, right, straight, and reflex.
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