Look at the triangle ABC. What is the length of the side AB of the triangle? A.) 3 B.) 5 C.) Square root of 6 D.) Square root of 13
Answers
Answer:
The answer is option DStep-by-step explanation:
To find the length of AB we use the formula
[tex] \sqrt{ ({x _{1} - x_{2}})^{2} + ({y_{1} - y_{2} })^{2} } [/tex]
Where
(x1 , y1) and (x2 , y2) are the points
From the question
A is (4 , 5) B is (2 , 2)
So the length of AB is
[tex] |AB| = \sqrt{ ({4 - 2})^{2} + ({5 - 2})^{2} } [/tex]
[tex] |AB| = \sqrt{ {2}^{2} + {3}^{2} } [/tex]
[tex] |AB| = \sqrt{4 + 9} [/tex]
We have the final answer as
[tex] |AB| = \sqrt{13} [/tex]
Hope this helps you
Answer:
sqrt(13) = c
Step-by-step explanation:
The length of BC = 4-2 =2
The length of AC = 5-2 =3
We can use the Pythagorean theorem
a^2 + b^2 = c^2
2^2 + 3^2 = c^2
4+9 = c^2
13 =c^2
Take the square root of each side
sqrt(13) = c
Related Questions
A hypothesis is:_______
a. a testable prediction about the relationship between variables.
b. a simple explanation for a psychological finding.
c. an observed relationship between independent and dependent variables.
d. an unprovable assumption about psychological processes.
Answers
Answer:
a. A testable prediction about the relationship between variables
Step-by-step explanation:
A hypothesis is the FIRST step in conducting research or experimenting. In other terms, a scientific guess based on limited knowledge. Contrary to our hypothesis, conclusion comes last in researching and states the summary of the information gathered.
The reason why it isn't letter D is because a hypothesis's provability can only be determined once you have your conclusion, which is after you have conducted a research or experiment.
The letters B and C are too unrelated to what an hypothesis is.
- 8th grade student :)) (also buried under her own mountain of assignments and activities)
Simplify by dividing negative three over eight divided by five over nine..
Answers
Answer:
-15/24 or -0.625
Step-by-step explanation:
-3/8 ÷ 5/9
First, we can use the multiplication fraction conversion trick to switch the last fraction's numerator and denominator
It would look like this: -3/8 x 9/5
Use the cross out method to simplify the fractions as lowest as possible
-1/8 x 3/5 = -15/24
Which equation demonstrates the multiplicative identity property? (negative 3 + 5 i) + 0 = negative 3 + 5 i (negative 3 + 5 i ) (1) = negative 3 + 5 i (negative 3 + 5 i) (negative 3 + 5 i) = negative 16 minus 30 i (negative 3 + 5 i) (3 minus 5 i) = 16 + 30 i
Answers
Answer:
(-3 + 5 i) (1) = (-3 + 5 i)
Step-by-step explanation:
The multiplicative identity property says you can multiply anything by 1 without changing its value. That is demonstrated by the equation above.
Answer:
EDGE2020 is B
Pythagorean Theorema a=24 b=26 c=?
Answers
Answer: 2√313
Step-by-step explanation:
Pythagorean theorem: a²+b²=c²
c²=a²+b²
c²=24²+26²
c²=576+676
c²=1252
c=√1252
c=2√313
Hope this helps!! :)
Please let me know if you have any question or need any further explanation
A zookeeper has 858585 treats to divide evenly among 888 seals. The zookeeper divides to see how many treats to give to each seal. The zookeeper will have as few treats left as they can.
Answers
Answer: 10 treats per seal, and there are 5 treats left.
Step-by-step explanation:
The zookeeper has 85 treats, and want to divide them into seals, in such a way that the treats left is minimized,
Then we want to find the multiple of that is closer to 85 (from below)
We know that: 8*10 = 80 is a multiple of 8, and the next one is:
8*11 = 88, but this is larger than 85, so we discard this option.
Then we will divide 80 treats into 8 seals, and we will have:
85 - 80 = 5 treats left.
Then each one of the 8 seals gets:
80/8 = 10 treats.
If x + 3(2x-5) = 6 then x =
O
-3
3
O 15
O Option 4
O-14
Answers
Answer:
[tex] \boxed{ \boxed{ \bold{ \sf{3}}}}[/tex]Step-by-step explanation:
[tex] \sf{x + 3(2x - 5) = 6}[/tex]
Distribute 3 through the parentheses
⇒[tex] \sf{x + 6x - 15 = 6}[/tex]
Collect like terms
⇒[tex] \sf{7x - 15 = 6}[/tex]
Move constant to right hand side and change it's sign
⇒[tex] \sf{7x = 6 + 15}[/tex]
Add the numbers
⇒[tex] \sf{7x = 21}[/tex]
Divide both sides of the equation by 7
⇒[tex] \sf{ \frac{7x}{7} = \frac{21}{7} }[/tex]
Calculate
⇒[tex] \sf{x = 3}[/tex]
Hope I helped!
Best regards!
The value of x is 3 for the equation x + 3(2x-5) = 6.
What is Equation?Two or more expressions with an Equal sign is called as Equation.
The given equation is x + 3(2x-5) = 6
x plus three times of two times of x minus five equal to six.
We need to find the value of x.
x + 3(2x-5) = 6
Apply distributive property.
x+6x-15=6
7x-15=6
Add 15 on both sides
7x=6+15
7x=21
Divide both sides by 7
x=3
Hence, the value of x is 3 for the equation x + 3(2x-5) = 6.
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Find the value of x.
40°
(6x + 2)
Answers
Answer:
= 240x + 80
Step-by-step explanation:
Round each decimal to the indicated place value 3.41469 ten thousandths
Answers
Answer:
3.4147
Step-by-step explanation:
Answer:
the number rounded to the nearest ten thousandth is : 3.4147
Step-by-step explanation:
3.41469 Round to ten thousandths
put the number in value chart:
ones . tenth hundredth thousandth ten thousandth h.thousandth
3 . 4 1 4 6 9
now look at the number after the ten thousandth it is 9 which is more than five , five and more add one to the value below
add (1) to 6
the number rounded to the nearest ten thousandth is : 3.4147
if ABCD is a parallelogram find the value of unknown size of angle
Answers
b=7×10(opposite angle of parallelogram)
b=70
3x+10+b=180(cointerior angles)
3x=10
x=33.33
a+70=180(cointerior angles)
a=110
is x^2+y^2=5 a function? why or why not?
Answers
Answer:
No.
Step-by-step explanation:
A function must past the Vertical Line Test. We know that our equation x² + y² = 5 is a circle, and so some x-values have the same y-values, etc. Since not every x-value has its own y-value, our equation is not a function.
We can see this using a graph:
Since the vertical line test passes 2 points with the same x-value, it is not a function.
how many factors of 10 does 1000 have?
Answers
Answer:it has 16
Step-by-step explanation:
The answer of your question is 16 factors
What is the slope of the line that passes through the points (5,–10) and
(-3,-10)? Write your answer in simplest form.
Answers
Answer:
Slope = 0Step-by-step explanation:
The slope of a line between two points can be found by using the formula
[tex]m = \frac{y2 - y1}{x2 - x1} [/tex]
where
(x1 , y1) and (x2 , y2) are the points
From the question the points are
(5,–10) and (-3,-10)
Their slope is
[tex]m = \frac{ - 10 + 10}{ - 3 - 5} = \frac{0}{ - 8} = 0[/tex]
We have the final answer as
Slope = 0
Hope this helps you
Answer:
0
Step-by-step explanation:
Please help- Which is NOT equivalent to this expression? 3(52+15)
Answers
Answer: The last one 15[tex]g^{2}[/tex] +15g
Step-by-step explanation:
The last one , is not equivalent because after simplifying the expression, you will get 15g^2 + 45g and the last one doesn't match to it.
Answer:
15g^2 +15g
Step-by-step explanation:
all the others are equal to 15g^2 + 45g aka 3(52+15)
Which two equations below are equivalent to 4x-4?
Group of answer choices
3x+x+12-16
6(x-2)-2x+8
4x+14-10
4x-3x+2-4
Answers
6(x-2)-2x+8
Answer:
3x+x+12-16
Step-by-step explanation:
the 3x and x combine into 4x and the 12 and -16 combine into -4. This leaves you with 4x-4.
In your own words, describe the difference between a dilation and a stretch. *
Answers
Which statement describes the congruent triangles?
1. WXZ = YZX
2. WXZ = YXZ
3. WXZ = XYZ
4. WXZ =ZYX
Answers
Answer:
1. [tex] \triangle WXZ \cong \triangle YZX[/tex]
Step-by-step explanation:
[tex] \triangle WXZ \cong \triangle YZX[/tex]
You have a function that takes in an X value and produces a Y value. The y value equals 24 times the x value, plus 4 more. What's the y value when the x value equals 4?
Answers
Answer:
100
Step-by-step explanation:
First, write out the equation
y = 24x + 4
Then plug in x = 4 to solve for y
y = 24x + 4
y = (24)(4) + 4
y = 100
1
Solve for x: (2x - 1) + (4x + 9) = 32 m
O x = 40/6
O x = 4
x = 22/6
Other
Answers
Answer:
[tex]x = \frac{40}{6} [/tex]Step-by-step explanation:
To solve the equation
(2x - 1) + (4x + 9) = 32
First of all remove the parenthesis
That's
2x - 1 + 4x + 9 = 32
Simplify
We have
6x - 8 = 32
Add 8 to both sides
Thats
6x - 8 + 8 = 32 + 8
6x = 40
Divide both sides by 6
That's
[tex] \frac{6x}{6} = \frac{40}{6} [/tex]
We have the final answer as
[tex]x = \frac{40}{6} [/tex]
Hope this helps you
Answer:
2x -1 + 4x +9 =32=) 6x +8 =32=) 6x ==32-8=) 6 x = 24=) x = 24/6=) x = 4could someone please help me with this question
Answers
Answer:
Proportional: second and third, non-proportional: first and fourth
Step-by-step explanation:
Proportional relationships are linear functions that pass through the origin. Using this definition, we can conclude that the proportional relationships are the second and third options whereas the non-proportional relationships are the first and fourth options.
Answer:
proportional relationship: the second one and the third one the first and the fourth one
Non-proportional relationship: the first and the fourth one
Step-by-step explanation:
Like the first person said, a proportional relationship is when a linear line passes thru the origin, which is known as (0,0), so the second and the third are the only ones that do that, plus they have a y-intercept of a 0 and the others don't.
The difference of twice a number and 3 is -21 translated
Answers
Answer:
2x-3=-21.
2x=-21+3.
2x=-18.
x=-18/2.
x= -9.
Answer:
[tex]\Huge \boxed{2x-3=-21}[/tex]
Step-by-step explanation:
Let the number be x.
The difference of two values is the result from subtracting them.
[tex]2x-3=-21[/tex]
Add 3 to both sides.
[tex]2x=-18[/tex]
Divide both sides by 2.
[tex]x=-9[/tex]
The number is -9.
why is it important that the real numbers have the property of being complete
Answers
Answer:Real numbers must be complete in order to fill the number line.
Step-by-step explanation: No steps I got this answer from my algebra notes.
Completeness as a property of real numbers ensures that the limit of a sequence exists within the set due to the absence of gaps or missing points
Completeness of real numbers means that there are no gaps in between a sequence of real numbers or on a real number line.
The importance of completeness of real numbers is of particular importance in other to ensure that mathematical calculations and analysis hold for all sequence of real numbers in a set.
With the presence of gaps or holes in real numbers, then the limit of a sequence of real numbers may not exist within a specified set.
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find the area of a trapezoid whose height is 2 meters and whose bases are 6 meters and 10 meters
Answers
Answer:
16 m^2
Step-by-step explanation:
The area of a trapezoid is given by
A = 1/2 (b1+b2) *h
= 1/2 ( 6+10) * 2
= 16 m^2
h(b + w)/2
=2(6+10)/2
16 m sq
Identifying Steps Involved in Deleting a Column from a Table
Tristan has moved the Television and related equipment Use the drop-down menus to identify the steps
row. Next, he needs to delete the blank row.
involved in deleting the blank row in this scenario.
Use
Percentage
Step 1:
Space cooling
17.5
Step 2
Step 3
Water heating
9.5
Step 4: Click the Delete Row option
9.2
9.1
8.8
Lighting
Space heating
Refrigerators and
freezers
Television and
related equipment
All other uses
5.9
40.0
Answers
1 - C
2 - B
3 - A
Step-by-step explanation:
Therefore, the correct answer is as follows:
CBAKnow more about columns here:
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Researchers recorded that a group of bacteria grew from 200 to 1,000 in 8 hours. At this rate of growth, how many bacteria will there be in 20 hours from the start of the experiment
Answers
Answer:
11,180
Step-by-step explanation:
The usual assumption for organic growth is that it is exponential. Here, the number increased by a factor of 1000/200 = 5 in 8 hours. For t in hours, a model for population might be ...
b = (initial value)·(growth factor)^(t/(period of growth))
b = 200(5^(t/8))
Using t = 20, the predicted population is ...
b = 200(5^(20/8)) = 200·5^2.5 ≈ 11,180
There might be about 11,180 bacteria in 20 hours.
Answer:
11,180
Step-by-step explanation:
Each side of a sandbox is 7 feet long. It will cost $1.00 per square foot to replace the sand in the sandbox. What would be the total cost to replace the sand?
Answers
Answer: $7.00
Step-by-step explanation:
each foot is $1, so times 7 is 7 dollars.
Answer:
49
Step-by-step explanation:
7 x 1 is 7.
7 x 7 is 49.
49 is answer.
Use the table below. Find the total cost of 2 salads, 1 sandwich, and 2 drinks. Use mental math. Lunch Menu Salad $6.25 Sandwich $5.50 Drink $2.75
Answers
Answer:
12.50+5.50+5.50= 23.50
Step-by-step explanation:
Add it
What is 300 to the power of 10?
Answers
Answer: 5.9049E24
Step-by-step explanation:Because I said so
Answer:
5.9049e+24 bc they said so
Step-by-step explanation:
There are 7 students in a class. If there are 3 seats in the front row, how many ways can the students sit in the front row, assuming there are no empty seats?
Answers
Answer:
35 different waysStep-by-step explanation:
Since there are 7 students in a classroom to fill a front row containing 3 seats, we will apply the combination rule since we are to select 3 students from the total number of 7 students in the class.
In combination, if r objects are to be selected from a pool of n objects, this can be done in nCr number of ways.
nCr = n!/(n-r!)r!
Selecting 3 students from 7 students to fill the seats can therefore be done in 7C3 number of ways.
7C3 = 7!/(7-3)!3!
7C3 = 7!/(4)!3!
7C3 = 7*6*5*4!/4!*3*2
7C3 = 7*6*5/6
7C3 = 7*5
7C3 = 35
Hence there are 35 different ways that the student can sit in the front assuming there are no empty seats.
Im so confused. Please help me.
Answers
h(2) = 5(2) + 1
= 10 + 1 = 11
so h(2) = 11
Answer:
11
Step-by-step explanation:
If x=2 then we just solve the expression on the right
5x+1
5*2+1
11
so h(2)=11
Two two-digit numbers have the same digits. The sum of the digits of each number is 10. The difference between the numbers is 18. What are the numbers?
Answers
Answer:
46 and 64
Step-by-step explanation:
4 + 6 = 10
6 + 4 = 10
64 - 46 = 18