Reforming the input: Changes made to your input should not affect the solution:
(1): "0.2" was replaced by "(2/10)".
STEP 1 :
1 Simplify — 5 Equation at the end of step 1 :
2 1 1 ((((—•y)+(—•x))-(—•y))-6)+-2 5 5 5 STEP 2 :
1 Simplify — 5 Equation at the end of step 2 :
2 1 y ((((—•y)+(—•x))-—)-6)+-2 5 5 5 STEP 3 :
2 Simplify — 5 Equation at the end of step 3 :
2 x y ((((— • y) + —) - —) - 6) + -2 5 5 5 STEP 4 :
Adding fractions which have a common denominator :
4.1 Adding fractions which have a common denominator Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:
2y + x 2y + x —————— = —————— 5 5 Equation at the end of step 4 :
(2y + x) y ((———————— - —) - 6) + -2 5 5 STEP 5 :
Adding fractions which have a common denominator :
5.1 Adding fractions which have a common denominator Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:
(2y+x) - (y) y + x ———————————— = ————— 5 5 Equation at the end of step 5 :
(y + x) (——————— - 6) + -2 5 STEP 6 :
Rewriting the whole as an Equivalent Fraction :
6.1 Subtracting a whole from a fraction
Rewrite the whole as a fraction using 5 as the denominator :
6 6 • 5 6 = — = ————— 1 5 Equivalent fraction : The fraction thus generated looks different but has the same value as the whole
Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator
Adding fractions that have a common denominator :
6.2 Adding up the two equivalent fractions Add the two equivalent fractions which now have a common denominator
Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:
(y+x) - (6 • 5) y + x - 30 ——————————————— = —————————— 5 5 Equation at the end of step 6 :
(y + x - 30) ———————————— + -2 5 STEP 7 :
Rewriting the whole as an Equivalent Fraction :
7.1 Adding a whole to a fraction
Rewrite the whole as a fraction using 5 as the denominator :
-2 -2 • 5 -2 = —— = —————— 1 5 Adding fractions that have a common denominator :
7.2 Adding up the two equivalent fractions
(y+x-30) + -2 • 5 y + x - 40 ————————————————— = —————————— 5 5 Final result : y + x - 40 —————————— 5
<span>Lines c and d must be parallel. This is because angles 10 and 14 are congruent (i.e. the magnitude of their angles is the same). Both angles share line a, which is intersected by line c (which makes up the other side of angle 10, and line d (which makes up the other side of angle 14).</span>