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Answer:

All of the statements are true.

The first statement is true because a graph represents all the possible solutions to an equation or function.

The second statement is true because a system of equations may have no solution, one solution, or infinitely many solutions, depending on the equations.

The third statement is true because graphing technology allows us to see the visual representation of the functions and their intersection points, which are the solutions to the system of equations.

The fourth statement is true because the solution to a system of equations is the point where both equations intersect and are true.

The fifth statement is also true because finding the x-coordinate of the point of intersection is equivalent to finding the solution to f(x) = g(x).

The sixth statement is true because systems of equations can involve any combination of linear, quadratic, exponential, or other functions.

The seventh statement is true because a table of values can only show a limited number of solutions, but finding the approximate solution between two values on the table can still be useful in many practical situations.

We can see that:

1.  True: A graph of an equation in two variables or a function represents an infinite number of solutions because each point on the graph corresponds to a solution of the equation or function.

2. True: A system of equations may not have an exact solution that meets the conditions of a real-world solution. It is possible for a system to have no solution or infinite solutions.

3. False: Using graphing technology is a very efficient way to find solutions to equations and systems of equations.

In mathematics, a graph is a visual representation or diagram that displays the relationship between different elements or variables.

4. True: The intersection point of two graphed functions represents the solution for a system of equations. The coordinates of the intersection point satisfy both equations simultaneously.

5. True: When two different functions f(x) and g(x) are graphed, the x-coordinate of the point of intersection represents a solution to the equation formed from f(x) = g(x). However, it's important to note that there could be multiple points of intersection, so the x-coordinate of the intersection is not necessarily the only solution.

6. True: Systems of equations may indeed be a combination of linear and non-linear functions. The equations in a system can involve various types of functions, including linear, quadratic, exponential, logarithmic, etc.

7. True: A table of values may not show every possible solution to a system of equations. It provides a limited set of data points, and there may be solutions that fall between the values in the table. However, finding an approximate solution that lies between two values in the table can be a reasonable approach in many situations.

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The complete question is seen below:

True or False:

A graph of an equation in two variables or a function is a representation of an infinite number of solutions to the equation or function.

A system of equations may not have an exact solution that meets the conditions of a real-world solution.

Using graphing technology is a very efficient way to find solutions to equations and systems of equations.

The intersection point of two graphed functions is the solution for a system of equations. It is the point that makes both equations true.

When two different functions f(x) and g(x) are graphed, the x-coordinate of the point of intersection is the solution to the equation formed from f(x) = g(x)

Systems of equations may be a combination of linear and non-linear functions.

A table of values very rarely shows every possible solution to a system of equations. Finding the approximate solution that is between two values on the table can be a good answer in many situations.

As the banker at the Banco de los Trabajadores de Tegucigalpa, I greet Mr. Milton Escobar and thank him for choosing our bank for his fixed term deposit. I verify his identification and confirm the details of his deposit, which are:

Fixed Term Deposit number: #2250

Deposit amount: L100,000.00

Deposit term: 6 months

Interest rate: 10.5% per annum

I inform Mr. Escobar that the interest on his deposit will be calculated and credited to his account at the end of the deposit term. I also explain that he can choose to receive the interest in cash or reinvest it in the fixed term deposit.

Next, I ask Mr. Escobar to provide me with a check for the full deposit amount, payable by the Banco de los Trabajadores de Tegucigalpa, and I confirm that the check number is #0045. I inform him that the check will be deposited in his account and that he will receive a deposit confirmation letter.

Finally, I thank Mr. Escobar for his business and remind him to keep his deposit confirmation letter in a safe place, as it is a crucial document that he will need to produce at the time of maturity to withdraw his funds. I assure him that our bank will provide him with the highest quality service and look forward to his continued patronage.

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Translated Question ;

Mr. Milton Escobar appears at the Banco de los Trabajadores de Tegucigalpa to set up a Fixed Term Deposit #2250 for 6 months for L100,000. 00 to 10.5% annual interest, delivering the total amount by check #0045 payable by the same bank. Play the opening game

Answer:

circumference=43.96 yd

Area=153.86 yd^2

Step-by-step explanation:

c=2pi r

c=2x3.14x7

c=43.96 yd

area=pi r^2

Area=3.14x7^2

Area=153.86 yd^2

Answer:

Correct choices

[tex]\csc (\theta) = - \dfrac{5}{3} \quad \quad \text{2nd option}\\\\\cot(\theta) = \dfrac{4}{3} \quad \quad \text{3rd option}\\\\\cos(\theta) = -\dfrac{4}{5} \quad \quad \text{4th option}\\\\[/tex]

Step-by-step explanation:

[tex]\text{If \;$ \tan\theta = \dfrac{3}{4} $}} \\\\\text{then }\\\theta = \tan^{-1} \left(\dfrac{3}{4}\right)\\\\= 36.87^\circ \text{ in Q1}\\[/tex]

But since tan θ is periodic it will also be 3/4 in Q3 which is 180° + 36.87 = 216.87°

Given the triangle BOC is isosceles, the angle between the [tex]m < ACB[/tex] and [tex]m < COB[/tex] is also [tex]45^{0}[/tex].

A triangle is guaranteed to have an angle total of 180 degrees. A quadrilateral may be divided in half from each corner to form a triangle because the angle total of a parallelogram is equal to 360°. A triangle is effectively half of a parallelogram, therefore it makes sense that its angle measurements are also half. 180° is one-half of 360°.

Right triangles have three sides, the hypotenuse, the two shorter sides, and the side opposite a 90o angle, which is their longest side.

The sum of the angles in triangle ABC is [tex]180^{0}[/tex], we can find m<ACB by subtracting [tex]m < BAC[/tex] and [tex]m < ABC[/tex] from [tex]180^{0}[/tex]:

[tex]m < ACB = 180^{0} - m < BAC - m < ABC[/tex]

[tex]m < ACB = 180^{0} - 25^{0} - 90^{0}[/tex]

[tex]m < ACB = 65^{0}[/tex]

Now we can find [tex]m < COB[/tex] by recognizing that triangle [tex]BOC[/tex] is isosceles (since [tex]OB = OC[/tex]), and that [tex]m < BOC[/tex] is equal to half of [tex]m < ADC[/tex]:

[tex]m < BOC = 1/2 m < ADC[/tex]

[tex]m < BOC = 1/2 (90^{0} )[/tex]

[tex]m < BOC = 45^{0}[/tex]

Therefore, [tex]m < COB[/tex] is also [tex]45^{0}[/tex], since triangle [tex]BOC[/tex]is isosceles.

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To prepare a buffer solution with a given pH, we need to choose a weak acid and its conjugate base, such that the pKa of the weak acid is close to the desired pH.

The pKa is related to the Ka value as follows:

pKa = -log(Ka)

So, for each of the weak acids given, we can calculate the pKa:

Phosphoric acid (H3PO4): Ka = 7.5 x 10^-3, so pKa = -log(7.5 x 10^-3) = 2.12

Acetic acid (CH3COOH): Ka = 1.8 x 10^-5, so pKa = -log(1.8 x 10^-5) = 4.74

Formic acid (HCOOH): Ka = 1.8 x 10^-4, so pKa = -log(1.8 x 10^-4) = 3.74

Now, let's consider the desired pH values and choose the best components for buffer solutions:

For a pH of 2.5, the best choice would be phosphoric acid (pKa = 2.12).

For a pH of 4.5, the best choice would be formic acid (pKa = 3.74) or a mixture of acetic acid and acetate ion (CH3COOH/CH3COO-, pKa = 4.76).

For a pH of 6.5, the best choice would be a mixture of acetic acid and acetate ion (CH3COOH/CH3COO-, pKa = 4.76).

Note that a buffer solution can be prepared by mixing a weak acid and its conjugate base in roughly equal amounts, so the appropriate salt can be added to the acid to form the buffer solution. For example, to prepare an acetate buffer, one could mix acetic acid with sodium acetate.

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Answer:

  C, E

Step-by-step explanation:

You want the equations that represent 2 boys for every 5 girls in a class.

The number of boys is represented by x, and the number of girls is represented by y, so you have ...

  x : y = 2 : 5

As fractions, this is ...

  x/y = 2/5

Multiplying by 5y gives ...

  5x = 2y . . . . . . matches equation C

Dividing by 5, we have ...

  x = 2/5y . . . . . . matches equation E

Answer:

Find the numerical values of the following expressions. -3|x|+2x-1 if x=-5

Step-by-step explanation:

Substituting x=-5, we get:

-3|x| + 2x - 1 = -3|-5| + 2(-5) - 1

= -3(5) - 10 - 1

= -15 - 10 - 1

= -26

Therefore, -3|x| + 2x - 1 = -26 when x=-5.

Answer:

2 hours

Hope its right

Answer:

Step-by-step explanation:

Both snowmen will have an equal height after 4 hours after sunrise.

To understand the reasoning behind the equations and solutions, we can break down the problem into several steps.

First, we are given the initial heights of Snowman A and Snowman B, 59 and 39 inches, respectively.

Next, we are told that the height of Snowman A decreases by 9 inches per hour and the height of Snowman B decreases by 4 inches per hour. This means that after t hours, the height of Snowman A will be 59 - 9t and the height of Snowman B will be 39 - 4t.

To find the number of hours after sunrise when both snowmen have an equal height, we need to set A = B and solve for t. This gives us the equation:

59 - 9t = 39 - 4t

Solving for t, we get:

20 = 5t

t = 4

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The equation in standard form for the circle with center (5,0) passing through (5, 9/2) is 4x² + 4y² - 40x + 19 = 0

Given that

Center = (5, 0)

Point on the circle = (5. 9/2)

The equation of a circle can be expressed as

(x - a)² + (y - b)² = r²

Where

Center = (a, b)

Radius = r

So, we have

(x - 5)² + (y - 0)² = r²

Calculating the radius, we have

(5 - 5)² + (9/2 - 0)² = r²

Evaluate

r = 9/2

So, we have

(x - 5)² + (y - 0)² = (9/2)²

Expand

x² - 10x + 25 + y² = 81/4

Multiply through by 4

4x² - 40x + 100 + 4y² = 81

So, we have

4x² + 4y² - 40x + 19 = 0

Hence, the equation is 4x² + 4y² - 40x + 19 = 0

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Answer: 3/8

Step-by-step explanation:

An interval is a set of real numbers that contains all real numbers lying between any two numbers of the set.

For each calculation, the smallest interval in which the result, using true instead of rounded values, must lie is as follows:

(a) 1.1062+0.947 = 2.0532 ≤ true result ≤ 2.053

(b) 23.46 - 12.753 = 10.707 ≤ true result ≤ 10.708

(c) (2.747) (6.83) = 18.6181 ≤ true result ≤ 18.6182

(d) 8.473/0.064 = 132.3906 ≤ true result ≤ 132.3907

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According to the given coordinate the value of f(x) is -6, 0, 3, 6, 12.

An equation is a mathematical statement that indicates that two expressions are equal. It typically contains variables, which are symbols that represent unknown values, and constants, which are values that are known. Equations are used to describe relationships between quantities and to solve problems by finding the values of variables that satisfy the equation. For example, the equation 2x + 3 = 7 is a statement that the sum of two times x and 3 is equal to 7, and we can solve for x by subtracting 3 from both sides and dividing by 2 to obtain x = 2

Given value is f(x) = 3x

now value of x is given in the table.

If value of x is -2 then value of f('x) will be -6

If value of x is 0 then value of f('x) will be 0

If value of x is 1 then value of f('x) will be 3

If value of x is 2 then value of f('x) will be 6

If value of x is 4 then value of f('x) will be 12

Therefore, according to the given coordinate the value of f(x) is -6, 0, 3, 6, 12.

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Answer:

The continuous compounding formula is:

A = Pe^(rt)

where A is the amount after t years, P is the initial principal, r is the annual interest rate as a decimal, and e is Euler's number (approximately 2.71828).

We are given that P = $5,000, r = 0.045, and A = $7,840. We want to find t, the number of years.

We can solve for t by isolating it on one side of the equation:

A = Pe^(rt)

A/P = e^(rt)

ln(A/P) = rt

t = ln(A/P) / r

Substituting in the values we have:

t = ln(7840/5000) / 0.045

t ≈ 11

So it will take about 11 years for the investment to grow to $7,840

They would each need to sell 5 bicycles to make the same amount of money and if they both sell 5 bicycles, they would each make $500.

What do you mean by finding the break-even point ?

The key concept used here is the idea of finding the break-even point between two scenarios. In this case, the break-even point is the number of bicycles that Jim and Tom each need to sell in order to make the same amount of money. This is found by setting their total earnings equal to each other and solving for the number of bicycles. Once the break-even point is found, the total earnings for that number of bicycles can be calculated by plugging it back into the original equations. This concept is commonly used in business and finance to determine the minimum level of sales needed to cover costs and make a profit.

Calculating the number of bicycle and money :

To make the same amount of money, Jim and Tom would have to each sell the same number of bicycles, let's call it "b".

So Jim would make a total of:

250 + 50b dollars

Tom would make a total of:

400 + 20b dollars

To find the value of "b" where they both make the same amount of money, we can set the two expressions equal to each other and solve for "b":

250 + 50b = 400 + 20b

30b = 150

b = 5

Therefore, they would each need to sell 5 bicycles to make the same amount of money.

To find out how much they would make, we can substitute "b=5" into either of the expressions above:

Jim:

250 + 50(5) = $500

Tom:

400 + 20(5) = $500

Therefore, if they both sell 5 bicycles, they would each make $500.

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Substitute the value of x from -3 to 3 in the equation and obtain the value of f(x), and plot the graph for the equation on the give interval.

A modulus function is a function that determines a number or variable's absolute value. It generates the size of the variable count. A function with absolute values is another name for it. No matter what input was provided to this function, the output is always favourable.

The function of the graph is given as f(x) = ⌊x⌋ + 1 on the interval [-3,3].

Substitute the value of x from -3 to 3 in the equation and obtain the value of f(x).

Plot the coordinates on the graph to obtain the following.

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This principle is validated by the data shown in the table.

Tests and measurements is an essential aspect of the education process as it enables educators to gauge the level of knowledge and skills their students have acquired. The principle that longer tests tend to be more reliable than shorter ones has some merit because it allows educators to assess a broader range of skills and knowledge, which increases the validity of their assessments.In my opinion, the principle that longer tests tend to be more reliable than shorter ones is illustrated in the reliability coefficients shown in the table. This is because the data shows that the reliability coefficients for longer tests are consistently higher than those for shorter tests. Additionally, the results for the 10-item test indicate a higher reliability coefficient compared to the 5-item test, which supports the notion that longer tests are more reliable than shorter ones.The table displays that the longer tests have higher reliability coefficients compared to the shorter tests. For example, in the 5-item test, the reliability coefficient is .45, while the 10-item test's reliability coefficient is .73. This shows that the 10-item test is more reliable than the 5-item test, as the higher reliability coefficient indicates that the assessment is consistent in measuring the skill or knowledge it is intended to measure. As a result, this principle is validated by the data shown in the table.

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The average number of hours of sleep for working college students is between 6.28 and 6.72 hours of sleep each night

According to the given data,

Sample size n = 101

Sample mean x = 6.5

Standard deviation s = 2.14

Level of confidence C = 96%

Using a 96% confidence level, the value of t* for 100 degrees of freedom is 2.081, as given in the question.

Now, the formula for the confidence interval is:x ± (t* × s/√n)Here, x = 6.5, s = 2.14, n = 101, and t* = 2.081

Substituting the values in the above formula, we get:

Lower limit = x - (t* × s/√n) = 6.5 - (2.081 × 2.14/√101) = 6.28

Upper limit = x + (t* × s/√n) = 6.5 + (2.081 × 2.14/√101) = 6.72

Therefore, the 96% confidence interval for the average number of hours of sleep for working college students is between 6.28 and 6.72 hours of sleep each night.

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Answer: Explanation below.

Step-by-step explanation:

To evaluate the function at 0.125-second intervals from 0 through 1 seconds, we need to substitute the values of t = 0, 0.125, 0.25, 0.375, 0.5, 0.625, 0.75, 0.875, and 1 in the given function and calculate the corresponding values of h(t).

Using the function h(t) = 12sin(4πx) + 12, we get:

At t = 0 seconds, h(0) = 12sin(4π(0)) + 12 = 12sin(0) + 12 = 12 + 0 = 12

At t = 0.125 seconds, h(0.125) = 12sin(4π(0.125)) + 12 ≈ 18.99

At t = 0.25 seconds, h(0.25) = 12sin(4π(0.25)) + 12 ≈ 23.39

At t = 0.375 seconds, h(0.375) = 12sin(4π(0.375)) + 12 ≈ 24.73

At t = 0.5 seconds, h(0.5) = 12sin(4π(0.5)) + 12 = 12sin(2π) + 12 = 12 + 0 = 12

At t = 0.625 seconds, h(0.625) = 12sin(4π(0.625)) + 12 ≈ 4.60

At t = 0.75 seconds, h(0.75) = 12sin(4π(0.75)) + 12 ≈ -0.80

At t = 0.875 seconds, h(0.875) = 12sin(4π(0.875)) + 12 ≈ -3.91

At t = 1 second, h(1) = 12sin(4π(1)) + 12 = 12sin(4π) + 12 = 12 + 0 = 12

Thus, the table of values for h(t) at 0.125-second intervals from 0 through 1 seconds is:

t   |      h(t)

___________

0         12

0.125 18.99

0.25 23.39

0.375 24.73

0.5         12

0.625 4.60

0.75 -0.80

0.875 -3.91

1          12

The solutions are:5π/4 + 2π = 13π/45π/4 - 2π = -3π/45π/4 + 4π = 21π/45π/4 - 4π = -11π/4

1. Two positive angles and two negative angles that are coterminal with the 190° are:550°, -170°, 950°, -410°Explanation:An angle in standard position has its vertex at the origin and its initial side is on the positive x-axis. A coterminal angle is formed when two angles share the same terminal side. Thus, the two angles have a difference that is a multiple of 360°. To find two positive angles and two negative angles that are coterminal with the 190°, we can add or subtract any multiple of 360° to it. Thus, the solutions are:190° + 360° = 550°190° - 360° = -170°190° + 2(360°) = 950°190° - 2(360°) = -410°2. Two positive angles and two negative angles that are coterminal with the 5π/4 are:13π/4, -3π/4, 21π/4, -11π/4Explanation:To find two positive angles and two negative angles that are coterminal with the angle 5π/4, we can add or subtract any multiple of 2π to it. Thus, the solutions are:5π/4 + 2π = 13π/45π/4 - 2π = -3π/45π/4 + 4π = 21π/45π/4 - 4π = -11π/4

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the volume of the cone-shaped sculpture is approximately 300.7 cubic feet. To find the volume of the cone-shaped sculpture, we need to use the formula:

V = (1/3)πr^2h

where V is the volume, r is the radius of the base, h is the height of the cone, and π is the constant pi.

First, we need to find the radius of the base. The circumference of the base is given as 30.772 feet, so we can use the formula for the circumference of a circle to solve for the radius:

C = 2πr

30.772 = 2πr

r = 30.772 / (2π)

r ≈ 4.9 feet

Now we can substitute the values of r and h into the formula for the volume:

V = (1/3)π(4.9)^2(7)

V ≈ 300.7 cubic feet

Therefore, the volume of the cone-shaped sculpture is approximately 300.7 cubic feet.

It's important to note that the formula for the volume of a cone is derived from the formula for the volume of a cylinder, which is V = πr^2h. To get the formula for the volume of a cone, we imagine a cylinder with the same base and height as the cone, and then we take one-third of that volume. This is why the formula for the volume of a cone includes the factor of 1/3. The constant pi (π) is used to represent the ratio of the circumference of a circle to its diameter, and it appears in many formulas in mathematics and science that involve circles or spheres.

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If the volume of a right triangular prism is 72 cubic feet, the area of the base is 2 square feet and the length of DF is approximately 2.83 feet.

To solve the problem, we can use the formula for the volume of a right triangular prism, which is:

Volume = (1/2) x base x height x length

where base is the area of the triangular base, height is the height of the prism, and length is the length of the prism.

We are given that the volume is 72 cubic feet and the height is 9 feet. Therefore, we can write:

72 = (1/2) x base x 9 x length

Simplifying this equation, we get:

base x length = 16

We are also given that the base is an isosceles right triangle. This means that the two legs of the triangle are equal, and the hypotenuse is equal to the length of one leg times the square root of 2.

Let's call the length of one leg of the triangle DF. Then, we can write:

base = (1/2) x DF x DF

Substituting this expression for base into the equation we derived earlier, we get:

(1/2) x DF x DF x length = 16

Simplifying this equation, we get:

DF x DF x length = 32

We know that the hypotenuse of the triangle is DF times the square root of 2. Since the hypotenuse is also one of the edges of the base of the prism, we can set it equal to the length of the prism:

DF x √(2) = length

Substituting this expression for length into the equation we derived earlier, we get:

DF x DF x DF x sqrt(2) = 32

Simplifying this equation, we get:

DF^3 = 16

Taking the cube root of both sides, we get:

DF = 2

Therefore, the area of the base is:

base = (1/2) x DF x DF = 2 square feet

And the length of DF is:

DF x √(2) = 2 x √(2) feet = approximately 2.83 feet.

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As per the number line, the elapsed time between 10:15 A.M. and 10:49 A.M. is 1 hour.

Once we have our number line divided into intervals, we can mark the starting time, which is 10:15 A.M., on the number line. We can do this by placing a dot or a small line segment at the appropriate point on the number line.

Next, we can mark the ending time, which is 10:49 A.M., on the number line. We can place a dot or a small line segment at the appropriate point on the number line to represent the ending time.

Finally, we can count the number of intervals between the starting time and the ending time on the number line to determine the elapsed time. In this case, we can count the number of 5-minute intervals between the starting time of 10:15 A.M. and the ending time of 10:49 A.M. There are 12 intervals between these two times, so the elapsed time is 60 minutes, or 1 hour.

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a) The perimeter of square is 16 cm

b) The perimeter of rectangle is 18 cm

c) The perimeter of triangle is 27 cm

a) The perimeter of a square with side length 4 cm can be found by adding the length of all four sides. Since all sides of a square are equal, the perimeter is 4 times the length of a side. Therefore, the perimeter of a square of side 4 cm is:

Perimeter = 4 x 4 cm = 16 cm

b) The perimeter of a rectangle with length 5 cm and breadth 4 cm can be found by adding twice the length and twice the breadth of the rectangle. Therefore, the perimeter of a rectangle of length 5 cm and breadth 4 cm is:

Perimeter = 2 x (length + breadth)

Perimeter = 2 x (5 cm + 4 cm)

Perimeter = 2 x 9 cm

Perimeter = 18 cm

c) The perimeter of a triangle with sides 11 cm, 7 cm, and 9 cm can be found by adding the length of all three sides. Therefore, the perimeter of a triangle with sides 11 cm, 7 cm, and 9 cm is:

Perimeter = 11 cm + 7 cm + 9 cm

Perimeter = 27 cm

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Sec x is the simplified expression cos(−x)+tan(−x)sin(−x) involving a single trigonometric function with no fractions.

The functions of an angle in a triangle are known as trigonometric functions, commonly referred to as circular functions. In other words, these trig functions provide the relationship between a triangle's angles and sides. There are five fundamental trigonometric functions: sine, cosine, tangent, cotangent, secant, and cosecant.

The Given expression is

cos(−x)+tan(−x)sin(−x)

Now,

cos(−x) + tan(−x)sin(−x)

= cos x + (- tan x) (- sin x)

= cos x + tan x * sin x

= cos x + (sin x / cos x) * sin x

= (cos²x + sin²x) / cos x     ( As sin²x + cos²x = 1)

= 1/ cos x

= sec x       (As sec x = 1/cos x)

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A random sample is called a representative sample.

It is a subset of a larger population that is selected in a way that ensures every individual in the population has an equal chance of being included in the sample. By ensuring randomness in the selection process, a representative sample is more likely to accurately reflect the characteristics and diversity of the larger population.

Representative samples are important in research and statistical analysis because they allow for more generalizable conclusions to be drawn about the population as a whole.

Without a representative sample, research findings may be biased and not applicable to the entire population. Therefore, a representative sample is crucial for ensuring the validity and reliability of research results.

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a. The mean of X is 1.7549 and the standard deviation is 0.3536.

b. To calculate the proportion of washing machines that will last for more than 15 years, we need to use the standard normal distribution table. The z-score for 15 years is (15-14)/0.3536 = 2.822. Using the table, we find that the proportion of washing machines that will last for more than 15 years is 0.9968.

c. To calculate the proportion of washing machines that will last for less than 10 years, we need to use the standard normal distribution table. The z-score for 10 years is (10-14)/0.3536 = -2.822. Using the table, we find that the proportion of washing machines that will last for less than 10 years is 0.0032.

d. To calculate the 90th percentile of the life of the washing machines, we need to use the standard normal distribution table. The z-score for the 90th percentile is 1.28. Using the table, we find that the 90th percentile is 17 years.

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The value of the unknown lengths in these similar triangles is FH is 6.67 units and EG is 27 units.

A triangle is a polygon with three sides and three angles. It is a two-dimensional shape that is commonly studied in mathematics, geometry, and other fields. The sum of the angles in a triangle is always 180 degrees, and the lengths of the sides can vary. Triangles can be classified based on the lengths of their sides and the measures of their angles. Common types of triangles include equilateral, isosceles, scalene, acute, right, and obtuse triangles. Triangles have many important properties and are used in various applications, including construction, engineering, and physics.

Here,

1. Let x be the length of FH. We have:

AB/EF = BD/FH

12/8 = 10/x

Cross-multiplying, we get:

12x = 80

x = 80/12

x ≈ 6.67

Therefore, FH ≈ 6.67.

2. Let y be the length of EG. We have:

AC/BD = FH/EG

15/9 = 5/y

Cross-multiplying, we get:

5y = 135

y = 135/5

y ≈ 27

Therefore, EG ≈ 27.

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