Question 7 of 10
Classify the following triangle. Check all that apply.
109
15
14
D A. Right
B. Equilateral
O C. Acute
D D. Scalene
O E. Isosceles
M F Obtuse
Answers
Answer:
A & D
Step-by-step explanation:
A. acute because all angles are less than 90 degrees
D. scale because all sides have different
if you look up the definition of the properties you will see they don't apply
Answer:
F.Obtuse angle
because the angles are between 90-180
Related Questions
y=−x+4
y=x−2
What is the solution for the system of equations?
Answers
Step-by-step explanation:
y=-x+4
y=x-2
adding both the equations we get
2y=2
:. y=1
and putting the value of y in equation first we get
x=3
Please help me I really need help
Answers
771.05 m³ is tge answer brudah !!
= 703.72 + 100.53
= 804.2 m^3 (4sf)
y = 4x + 5 ; y = x - 4
Answers
Answer:
(- 3, - 7 )
Step-by-step explanation:
Given the 2 equations
y = 4x + 5 → (1)
y = x - 4 → (2)
Substitute y = 4x + 5 into (2)
4x + 5 = x - 4 ( subtract x from both sides )
3x + 5 = - 4 ( subtract 5 from both sides )
3x = - 9 ( divide both sides by 3 )
x = - 3
Substitute x = - 3 into either of the 2 equations and evaluate for y
Substituting into (2)
y = x - 4 = - 3 - 4 = - 7
solution is (- 3, - 7 )
A medical company tested a new drug on 100 people for possible side
effects. This table shows the results.
Side effects No side effects
Total
Adults
6
44
50
Children
20
30
50
Total
26
74
100
Compare the probability that an adult has side effects with the probability
that a child has side effects. Draw a conclusion based on your results.
Answers
Answer:
the answer is 0.40 and 0.12 children have much greater chance of having side effects than adults mark me brainiest
Step-by-step explanation:
The correct option is P(side effects | child) = 0.40 and P(side effects | adult) = 0.12. Conclusion is Children have a much higher chance of having side effects than adults.
Total number of people tested = 100
Number adults = 50
Number of adults who got side effects = 6
Probability that the adult got side effects = 6/50 = 0.12
Number of children = 50
Number of children who got side effects = 20
Probability that the children got side effects = 20/50 = 0.40
Here, it is clear that probability that the children got side effects is greater than that adult got side effects.
So, Children have a much higher chance of having side effects than adults.
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Who hates math? I'm not too fond of math, but I love numbers.
Answers
I am math lover .Before I am also not too fond of math , but if you practiced it will be easy and you loves to do maths and your interest will increase .Sorry for late Answer of attachment will be 5190.
hope it is helpful to you
Answer:
your answer will be 5,190
Step-by-step explanation:
fist you have to subtract 80 from 599 and u will get 519 then you multiply to get the answer
I am also not so good in Math so I still try to help u
Set up an en equation and use it to solve for x
Answers
Answer:
x = 30
Step-by-step explanation:
The 2 angles lie on a straight line and sum to 180° , then
x - 3 + 153 = 180
x + 150 = 180 ( subtract 150 from both sides )
x = 30
Answer:
x = 30
Step-by-step explanation:
180° = total
153° = part
180° - 153° = 27°
Then use the equation to find the value of x
(x - 3) = 27
(x + 3) = +3 Add 3 to both sides!
x = 30
Alguien me ayuda Gracias
1) Se lanza un dado la probabilidad de que caiga un número
mayor que 5 es: 26,66%
V o F
2) Se lanza un dado, la probabilidad de que caiga un número mayor que 2 es: 56,66%
V o F
3) En una caja hay 12 pelotas de igual tamaño, de las cuales 7 son azules y 5 blancas.
La probabilidad de que al extraer una esta sea blanca es: 40,66%
V o F
4) Un matrimonio desea tener 3 hijos. La probabilidad de obtener:
Dos varones y una hembra es: 47,5%
V o F
5) Un matrimonio desea tener 3 hijos. La probabilidad de obtener dos varones y dos hembras es: 50%
V o F
Answers
Answer:
1) V
2) V
3) V
4) V
5) V
Step-by-step explanation:
If a ⋆ b = ab² - a²b, then 2 ⋆ 3 = i don't kno the answer
Answers
Hello,
We know that :
a * b = ab² - a²b
We know that : 2 * 3 = 6 but we want to try this formula.
We have :
a = 2 and b = 3
So :
2 * 3
= 2 * 3² - 2² * 3
= 2 * 9 - 4 * 3
= 18 - 12
= 6
It works :)
In a class, there are 87 students
in the class, and 38 are boys. What is
the probability that a girl is selected
randomly to represent the class in a
debate?
Answers
Answer:
49/87 = .56 = 56%
Step-by-step explanation:
Answer:
56%
Step-by-step explanation:
What is in ? Record the measurement.
Answers
Answer:
In could be mean inches? otherwise there is not enough context to know sorry :/
Step-by-step explanation:
Answer:the answer is 90
please help me :)))))))))))))))))
Answers
Answer:
A
Step-by-step explanation:
third angle=180-(35+73)=180-108=72°
Mrs. Santiago's consumer science class is making two different-size cheesecakes for
a fundraiser.
The large cheesecake has a diameter of 12 inches
The small cheesecake has a diameter of 4 inches
Part A: If the pans are both 3 inches deep, how many times greater is the volume
Of the large pan than that of the small pan? Show your work
Part B: When shipped, the large cheesecakes will be packaged in a box with dimensions of 12 in x
12 in x 3 in. What percentage of the box does the large cheesecake take up?
Show all work for each part and give at least 2 sentences explaination for each part.
Answers
Answer:
Part A: 9 times
Part B: 79%
Step-by-step explanation:
Part A:
Volume of the large pan = πr²h
Where,
radius (r) = ½(diameter) = ½(12) = 6 in.
height (h) = 3 in.
Volume = π*6²*3
Volume of the large pan = 339.29 in.³
Volume of the small pan = πr²h
r = ½(4) = 2 in.
h = 3 in
Volume of small pan = π*2²*3
Volume of the small pan = 37.7 in.³
✔️To determine how many times the volume of the large pan is greater than the small pan, divide the volume of the larger by the smaller:
= 339.29/37.7 ≈ 9
✅The volume of the large pan is about 9 times greater than the volume of the smaller pan.
Part B:
✔️Find the volume of the box:
Volume of box = L*W*H
Where,
L = 12 in.
W = 12 in.
H = 3 in.
Volume of the box = 12*12*3 = 432 in.³
Divide the volume of the large pan over the volume of the box and multiply by 100%
Thus:
339.29/432 × 100
= 78.5393519 ≈ 79%
The large cheesecake takes up about 79%
What is the common difference for this arithmetic sequence? 45,39,33,27,21,...
Answers
Answer:
I expect the correct answer
_6
.
Answer:
6
Step-by-step explanation:
because if u minus 39 from 45 u get six and same for the others
When 345 is multiplied by a power of 10 the number of zeros in the product is related to the power of 10. Explain how the number of zeros relates to the power of 10.
Answers
Answer:
The Number of Zeroes In The Results is Always equal To the Powers of 10.
Step-by-step explanation:
Example:-
345*[tex]10^{2}[/tex] = 34500
345*[tex]10^{5}[/tex] = 34500000
345*[tex]10^{7}[/tex] = 3450000000
345*[tex]10^{8}[/tex] = 34500000000
(In the Above examples, There is All The Numbers of Zeroes In The Results is equal To the Powers of 10)
i don’t understand this at all
Answers
Answer:
use the pythagorean theorem
Step-by-step explanation:
a²+b²=c²
if you need a deeper explanation or more help just message me :))
Which of the following expressions are equivalent to -45 +12?
Choose all answers that apply:
A 3(-15+4)
B
5(-50 + 12)
None of the above
Answers
3 (- 15 + 4) = -45 + 12
This is the answer
PLEASE HELP!!!!!! A linear function has a y-intercept of -12 and a slope of 3/2. What is the equation of the line?
A. Y= 3/2x - 12
B. Y= 3/2x + 12
C. Y= 2/3x - 12
D. Y= -12x - 3/2
Answers
Answer:
A, y = 3x/2 - 12
Step-by-step explanation:
Use the equation y = mx + b.
m = 3/2
b = -12
y = 3x/2 - 12
Answer:
Here is your Answer
Step-by-step explanation:
Its A
A. Y = 3/2x - 12
Use a substitution strategy to solve the following problem.
Two isosceles triangles have the same base length. The equal sides of one of the triangles
are 3 times as long as the equal sides of the other. Find the lengths of the sides of the triangles when
their perimeters are 34 cm and 82 cm.
Answers
Answer:
The length of the equal sides of the isosceles triangle with a perimeter of 34 cm perimeter is 12 cm
The length of the equal sides of the isosceles triangle with a perimeter of 82 cm perimeter is 36 cm
The base length of both triangles is 10 cm
Step-by-step explanation:
The given parameters are;
The base length of the triangles are equal
The base length of one of the triangle = The base length of the other triangle
The equal sides of one of the triangles = 3 × The length of the equal sides of the other
The perimeter of the triangles are; 34 cm and 82 cm
Let 'b' represent the base length of each triangle, let 'a' represent the length of an equal side of the smaller triangle with a perimeter of 34 cm and let 'c' represent the length of an equal side of the larger triangle with a perimeter of 82 cm
For the smaller triangle, we have;
b + 2·a = 34..(1)
For the other triangle;
b + 2·c = 82...(2)
Given that the side length of the larger triangle are larger than those of the smaller triangle, and that the side length of the larger triangle is 3 times the side length of the smaller triangle, we get;
c = 3·a
By the substitution method, from equation (2) we get;
b + 2·c = b + 2 × 3·a = b + 6·a = 82
∴ b + 6·a = 82...(3)
Subtracting equation (1) from equation (3) gives;
b + 6·a - (b + 2·a) = 82 - 34 = 48
b - b + 6·a - 2·a = 48
4·a = 48
a = 48/4 = 12
The length of the equal sides of the 34 cm perimeter (smaller) isosceles triangle, a = 12 cm
From c = 3·a, and a = 12, we get;
c = 3 × 12 = 36
The length of the equal sides of the 82 cm perimeter (larger) isosceles triangle, c = 36 cm
From equation (1), we get;
b + 2·a = 34
∴ b + 2 × 12 = 34
b = 34 - 2 × 12 = 10
The base length of both triangles, b = 10 cm
write one eighth as a decimal
Answers
Answer:
0.125
Step-by-step explanation
one eighth = 1/8
Divide the numerator by denominator and the answer is 0.125
It is half of .25 which is 1/4
pls pls help ez middle school math
Answers
Step-by-step explanation:
[tex]\sqrt{x^2-6x + 9} = \sqrt{(x - 3)^2}= x - 3[/tex]
The vertex of a parabola is at (-2,-3). When the y-value is -2, the x-value is -5. What is the coefficient of the squared term in the parabola's equation?
Answers
Answer:
[tex]y=a(x+2)^{2} -3\\-2=a(-5+2)^{2} -3\\\frac{-2+3}{9} =a\\a=\frac{1}{9} \\[/tex]
Step-by-step explanation:
in the equation above c is a constantly . if n =5 , what is the value of c ?
Answers
Answer:
D
Step-by-step explanation:
Given
5 - [tex]\sqrt{c+5}[/tex] = 1 ( subtract 5 from both sides )
- [tex]\sqrt{c+5}[/tex] = - 4 ( multiply both sides by - 1 )
[tex]\sqrt{c+5}[/tex] = 4 ( square both sides )
c + 5 = 4² = 16 ( subtract 5 from both sides )
c = 11
The value of c is 11 when n = 5.To find the value of c in the equation [tex]n - \sqrt(c + 5) = 1[/tex] when n = 5, you can simply substitute n with 5 and then solve for c.
Given equation: [tex]n - \sqrt(c + 5) = 1[/tex]
Now, replace n with 5:
[tex]5 - \sqrt(c + 5) = 1[/tex]
Next, isolate the square root term by moving the constant term to the other side:
[tex]sqrt(c + 5) = 5 - 1\\sqrt(c + 5) = 4\\[/tex]
Now, square both sides of the equation to eliminate the square root:
[tex](c + 5) = 4^2\\c + 5 = 16[/tex]
Finally, isolate c:
c = 16 - 5
c = 11
So, the value of c is 11 when n = 5.
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Nathan dove −4 feet into a pool. Jenny dove deeper into the same pool. Which could represent the depth that Jenny dove?
A −5 feet
B −3 feet
C 2 feet
D 6 feet
Answers
This is because when you are diving into a pool the lower the number the deeper into the pool you are going
Since Jenny dove deeper, the only number lower than -4 is -5
Let U be the universal set, where: U = { 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 } Let sets A , B , and C be subsets of U , where: A = { 2 , 3 , 5 , 6 , 7 } B = { 1 , 3 , 9 , 10 , 11 , 14 } C = { 5 , 9 , 12 , 13 , 15 }
Answers
Answer:
16 elements
0 elements
Step-by-step explanation:
U = { 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 }
Let sets A , B , and C be subsets of U , where:
A = { 2 , 3 , 5 , 6 , 7 }
B = { 1 , 3 , 9 , 10 , 11 , 14 }
C = { 5 , 9 , 12 , 13 , 15 }
(A U B U C) = elements in either A, or B or C
(A U B U C) = {1,2,3,5,6,7,9,10,11,12,13,14,15}
(A U B U C) n (A U B U C) = elements on both intersecting set ; this will contain the same set as (A U B U C) are the same.
Number of elements = 13
(A n B n C) = elements occurring in both A, B and C
(A n B n C) = {} = empty set
(A n B n C) n (A n B n C) = {} = 0
Which definition best describes vertical angles?
O A. A pair of angles whose sum is 180°
B. A pair of angles that combine to form a straight angle
C. A pair of angles whose sum is 90°
D. A pair of opposite angles formed by intersecting lines
SUBM
Answers
a) Find csc ∅, given that cot ∅ = -7/2 and cos ∅ < 0
b) Find cot ∅, given that cos ∅ = 15/17 and ∅ is in Quadrant IV
Answers
Answer:
a) csc∅ = √53/2
b) cot ∅ = 15/√514
Step-by-step explanation:
a) The value of cot ∅ = -7/2
cos ∅ < 0
We note that cos(∅) is less than 0 in Quadrant II and III, and cot(∅) is less than 0 in the Quadrant II, therefore, we have;
∅ is in the Quadrant II
csc∅ = (√((-7)² + 2²))/2 =√53/2 ≈ 3.64
csc∅ = √53/2
b) cos∅ 15/17
∅ is in Quadrant IV
∴ cot ∅ = 15/(√(15² + 17²)) = 15/√514 ≈ 0.662
cot ∅ = 15/√514
The expression \sqrt[3]{3}\cdot \sqrt[5]{3^6}
3
3
⋅
5
3
6
is equivalent to
Answers
By simplifying the given expression, the expression [tex]\sqrt[3]{3}[/tex] * [tex]\sqrt[5]{3^6}[/tex] is equivalent to [tex]3^(23/15).[/tex]
How to find equivalent valueTo simplify the given expression, combine the two radicals using the property of exponentiation.
First, simplify the expression inside the second radical:
√[5]{[tex]3^6[/tex]}
Since the index is 5, rewrite the expression as:
[tex](3^6)^(1/5)[/tex]
Using the property of exponentiation, multiply the exponents:
[tex]3^(6/5)[/tex]
Now combine this result with the first radical:
[tex]3\sqrt3 * 3^(6/5)[/tex]
Since ∛3 can be written as [tex]3^(1/3)[/tex], rewrite the expression as:
[tex]3^(1/3) * 3^(6/5)[/tex]
To multiply two numbers with the same base, add the exponents:
[tex]3^(1/3 + 6/5)[/tex]
To simplify further, we need a common denominator for the fractions:
[tex]3^(5/15 + 18/15)[/tex]
Combining the fractions:
[tex]3^(23/15)[/tex]
Therefore, the given expression is equivalent to [tex]3^(23/15).[/tex]
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What is 5 7/8 - 1 1/8
Answers
Answer to this equation:
4 3/4
Answer:
4.75
Step-by-step explanation:
This is what I got. have a nice day:)
Which conversion factor would you use to convert from meters to feet?
Answers
Answer:
To convert a meter measurement to a foot measurement, multiply the length by the conversion ratio. The length in feet is equal to the meters multiplied by 3.28084.
Step-by-step explanation:
The ratio of boys to girls in a class is 3:5. There are 32 students in the class. How many students are girls?
Answers
Answer:
20 girls
Step-by-step explanation:
boys : girls : total
3 5 3+5 = 8
There are 32 students
32/8 = 4
Multiply each term by 4
boys : girls : total
3*4 5*4 8*4
12 20 32
There are 20 girls
Answer: 20 girls
Step-by-step explanation:
So boys to girls is 3 to 5
It asks for girls in class
Suppose there were 8 people in class, 5/8 of the people would be girls
It states that 32 people are in the class, so do 32 x 5/8 to get 20 girls
