A situation where there might be a causal relationship could be the amount of fertilizer utilized in proportion to the kilograms of pumpkins harvested on the farm.
What is a Scatter Plot?A scatter plot with a trendline along which the data points are situated can be used to demonstrate the relationship between correlated variables.
Indicating a positive correlation is when the trendline slopes higher from left to right, while the opposite is true.
Part A:
The correlation coefficient of r = 0.51 is valid based on the provided scatter plot.
Part B:
The amount of fertilizer applied in connection to the kilograms of pumpkins harvested on the farm can be a scenario where a causal relationship exists.
Hence, A situation where there might be a causal relationship could be the amount of fertilizer utilized in proportion to the kilograms of pumpkins harvested on the farm.
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SAFF (Students against Fatty Food) is a group of students who are protesting the food in high school cafeterias. At a recent rally, the students covered the first 40 yards by 40 yards of the football field. There were 24 students in each 8 feet by 8 feet square. How many students were present at the rally?
By unitary method 24 students/(64/9) yards squared times 1600 yards squared equals 5400 students.
What is unitary method ?The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.
Students traverse a total area of 40 yards by 40 yards, or 1600 yards.
24 kids covered an area of 8 ft x 8 ft, or (8 ft x 1 yd/3 ft)2 = [(8/3) yard]2 = (64/9) yd.
The number of students present is calculated by multiplying the number of students per yard, or 24 students/(64/9) yd2, by the area that students cover.
Therefore: 24 students/(64/9) yards squared times 1600 yards squared equals 5400 students.
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8. On a map of scale 1:20 000 the area of a forest is 50 cm². On another map the area of the forest is 8 cm². Find the scale of the second map.
Answer: The scale of a map is a ratio that represents the relationship between distances on the map and distances in the real world. For example, a scale of 1:20 000 means that 1 unit on the map represents 20 000 units in the real world.
In this case, we are given that the area of the forest on the first map is 50 cm² and the area of the forest on the second map is 8 cm². We can use the scale of the first map to find the scale of the second map.
Since the area of the forest on the first map is 50 cm² and the scale is 1:20 000, the area of the forest in the real world is 50 cm² * 20 000 = 1 000 000 cm².
Similarly, since the area of the forest on the second map is 8 cm², the area of the forest in the real world is 8 cm² * x, where x is the scale of the second map.
Setting these two expressions equal to each other, we get:
1 000 000 cm² = 8 cm² * x
Dividing both sides of the equation by 8 cm², we get:
x = 125 000
Therefore, the scale of the second map is 1:125 000.
Step-by-step explanation:
The rectangular floor of a classroom is 30 feet in length and 36 feet in width. A scale drawing of the floor has a length of 5 inches. What is the area, in square inches, of the floor in the scale drawing?
HURRYYYYYYYYYYYYYY
Answer:
30 in.²
Step-by-step explanation:
Real:
length 30 ft
width 36 ft
Scale:
length 5 in.
width ?
30/36 = 5/x
30x = 5 × 36
x = 6
The scale width is 6 inches.
Scale area:
area = length × width
area = 5 in. × 6 in.
area = 30 in.²
The area, of the floor in the scale drawing is 30 in.²
What is the unitary method?The area is the total amount of space that an object's shape or a flat (2-D) surface occupies.
Given that rectangular floor of a classroom is 30 feet in length and 36 feet in width. A scale drawing of the floor has a length of 5 inches.
length 30 ft
width 36 ft
Scale: length 5 in.
Then we have
30/36 = 5/x
30x = 5 × 36
x = 6
The scale width is 6 inches.
Scale area:
The area = length × width
area = 5 in. × 6 in.
area = 30 in.²
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22. The table shows the number of students
going on a field trip. One chaperone is
needed for every 12 students.
Fifth grade students 310
Sixth grade students 305
Seventh grade students 225
Write two equations with variables that you can use to find a number of chaperones needed
How many chaperones are needed?
Answer:
Step-by-step explanation: i'd say jus divide
write the frraction 7/14 in simplest form
Answer:
To find the simplest form is to find a number than can evenly go into both numbers. 7/14=1/2. 1/2 as you can divide 7 into 7 one time and 7 into 14 twice. A half (1/2). Because 7 is the half of 14, so the simplest form is 1/2. At first look you think it's already in its simplest form, but
explanation:
[tex]\huge\text{Hey there!}[/tex]
[tex]\mathsf{\dfrac{7}{14}}\\\\\\\mathsf{= \dfrac{7\div7}{14\div7}}\\\\\\\mathsf{= \dfrac{1}{2}}\\\\\\\\\\\huge\text{Therefore, your answer should be:}\\\huge\boxed{\mathsf{\dfrac{1}{2}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
Simplify (s^-5)^3. Write your answer using only positive exponents.
The given expression (s⁻⁵)³ is equivalent to (1/s)¹⁵.
What is exponent?Exponent is a quantity representing the power to which a given number or expression is to be raised, usually expressed as a raised symbol beside the number or expression. Mathematically -
[tex]$b^x = \underbrace{b \times \dots \times b}_{x \text{ times}}[/tex]
where -
[b] = base of the logarithm
[x] = exponent
Given is the expression as follows -
(s⁻⁵)³
We can write the expression as -
(s⁻⁵)³ = (1/s⁵)³ = (1/s¹⁵) = (1/s)¹⁵
Therefore, the given expression (s⁻⁵)³ is equivalent to (1/s)¹⁵.
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your uncle is 2 years older than your 3 times your age. a. you are x old. write an expression to describe your uncle's age. b. you are 12 years old. how old is your uncle
The age of your uncle is modeled by:
y = 2 + 3*x
Evaluating it, we can see that when you are 12 years old, your uncle will be 38 years old.
How to find the equation for your uncle's age?Let's define the variables: y as your uncle's age and x as your age.
Here we know that your uncle is 2 years older than 3 times your age, so we can write the linear equation:
y = 2 + 3*x
This is the equation we needed to find.
b) If you are 12 years old, then we can write x = 12 in the equation above, then we will get:
y = 2 + 3*12
y = 2 + 36
y = 38
That's the age of your uncle.
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ACTIVITY 6: Modeling Real Life
A company is loading recliners and sofas onto a trailer that has a volume of about 3800 cubic feet. Each recliner takes up about 40 cubic feet and each sofa takes up about 80 cubic feet. The company wants the shipment to have at least 30 recliners and more than 25 sofas. Write and graph a system that represents the situation. Give one example of the numbers of recliners and sofas the company can have in the shipment.
The equation is 80x + 1200 = 3800. And the numbers of at least 30 recliners and 32 sofas the company can have in the shipment.
What is linear equation?Equations whose variables have a power of one are called linear equations. One example with one variable is where ax+b = 0, where a and b are real values and x is the variable.
Given:
A company is loading recliners and sofas onto a trailer that has a volume of about, 3800 cubic feet.
Each recliner takes up about 40 cubic feet and each sofa takes up about 80 cubic feet.
The company wants the shipment to have at least 30 recliners and more than 25 sofas.
The equation that represents the situation is,
80x + 40y = 3800,
where x is the volume of a sofa and y is the volume of a recliner.
If y = 30 then,
80x + 1200 = 3800
80x = 2600
x = 2600/80
x = 32.5
x ≈ 32
Therefore, 30 recliners and 32 sofas.
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Which of the following will cause a logical error if you are attempting to compare x to 5?
Answers:
a. if (x >= 5)
b. if (x = 5)
c. if (x == 5)
d. if (x <= 5)
Logical Error: In computer programming language, a logic error is a bug or in a program or code that causes it to operate incorrectly, but not to terminate abnormally (or crash).
A logic error developed unintended or undesired output or other behavior, although it may not immediately be recognized as such.
For example, assigning a value to the wrong variable may cause a many of unexpected program errors.
These errors can be programmer mistakes or sometimes machine less memory to load the code.
if(x>=5) {
// program
}
else if(x==5) {
//program
}
else(x<=5) {
//program
}
they all do not give any error.
x=5 gave an error because it is value assigning to 5.
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WASTE Suppose the waste generated by nonrecycled paper and cardboard products in tons y after x days can be approximated by the function y=1000(2)0.3x.
a. Identify key features.
y-intercept: , 1 of 8.
domain: , 2 of 8.
range: , 3 of 8.
b. Identify the relevant domain and range.
Because time , 4 of 8. , the relevant domain is , 5 of 8. .
Because the amount of recycled paper and cardboard , 6 of 8. , and the amount when x=0
is , 7 of 8.tons, the relevant range is , 8 of 8. .
a. The key features of the exponential function y = 1000(2)^(0.3x) is given as follows:
y-intercept: y = 100.Domain: all real values.Range: y ≥ 1000.b. The relevant domain and range are given as follows:
Domain: x ≥ 0.Range: y ≥ 1000.What are the features of the exponential function?The exponential function for this problem is modeled as follows:
y = 1000(2)^(0.3x).
The features are given as follows:
Initial value, when x = 0, of y = 1000, representing the y-intercept.Rate of change of 2 for each period of 0.3 units.The domain of the function is the set that composes all input values of the function, and as the exponential function does not have any restrictions such as a fraction or an even root, it is composed by all real values.
However, the relevant domain is x ≥ 0, as the number of days does not assume negative values.
The range is the set containing all output values of the exponential function. As the initial value of the exponential function is of 1000 and the function is increasing, the range is y ≥ 1000.
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Thomas wants to buy a new baseball bat. The one he likes costs $130, but it is on sale for $104. What is the percent of the discount Tomas will get if he buys the bat
On solving the provided question we can say that the percentage discount will be equal to 20%
What is percentage?A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.
Tomas wants to buy a new baseball bat. T
he one he likes costs $130, but it is on sale for $104.
The discount percentage will be calculated as:-
( $130 - $104) = $26
( 26 / 130) x 100 = ( 2600 / 130 ) = 20%
the discount will be equal to 20%.
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A bicycle has a listed price of 839.95 before tax. If the sales tax rate is 85%, find the total cost of the bicycle with sales tax included. Round to the nearest cent as necesary.
$1553.91
Step-by-step explanation:
839.95 ×.85 = 713.96
839.95 + 713.96 = 1553.91
please help quickly
These polygons are similar. x=?
The value of x in the similar polygons is 7.
How to find the side of similar polygon?Two polygons are similar if their corresponding angles are congruent and their corresponding sides are in proportion.
Therefore, the polygons WXY and STU are similar.
Hence, using proportion, let's find the value of x
3 / 9 = 4 / x + 5
cross multiply
3(x + 5) = 9 × 4
3x + 15 = 36
subtract 15 from both sides of the equation
3x + 15 - 15 = 36 - 15
3x = 21
divide both sides by 3
x = 21 / 3
x = 7
Therefore,
x = 7
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Find the median of data 1/3 3/2 1/6 1/4 2/3
Answer:
median= 1/3
Step-by-step explanation:
Find the length of the altitude drawn to the hypotenuse. The triangle is not drawn to scale
the length of the altitude drawn to the hypotenuse. The triangle is not drawn to scale is 4√5
What is altitude Class 9?
The altitude of a triangle is the perpendicular line segment drawn from the vertex to the opposite side of the triangle.
In geometry, a line segment is bounded by two distinct points on a line. Or we can say a line segment is part of the line that connects two points. A line has no endpoints and extends infinitely in both the direction but a line segment has two fixed or definite endpoints.
Let's call it x
According to Euclidean theorem x^2 = 5×16
x^2= 80 and
x = 4√5
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In how many ways can Harold, Steve, John, Roslyn, Marian and Connie line up so that no two of Harold, Steve and John are next to each other ?
There are four general arrangents of boy/girl to consider:
BGBGBG, GBGBGB, BGGBGB, and BGBGGB.
For any one of these four basic arrangements, the boys can be
rearranged (permuted) among themselves in 3 × 2 × 1 = 6 different
ways. Similarly, the three girls can be rearranged among
themselves in 6 ways. Since the boys and girls can be rearranged
independently, the number of ways to create any one of the four
basic arrangements is 6 × 6 = 36.
So the total number of ways that 3 boys and 3 girls can line up so
that no two of the three boys are next to each other is
4 × 36 = 144 .
The total number of ways that 3 boys and 3 girls can line up so that no two of the three boys are next to each other is found to be as 144 .
It is given that there are four general arrangements of boys and girls,
Here, the boys can be arranged or rearranged (permuted) among themselves in a total of , 3 × 2 × 1 = 6 different ways.
Similarly, the three girls can be rearranged among
themselves in 6 ways.
We are given that both the groups can arrange themselves independently .
Therefore, the number of ways to create any one of the four basic arrangements is 6 × 6 = 36.
Therefore, the number of ways to arrange them is ,
4 × 36 = 144 .
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B is the circumcenter of △ADG. find AE and DG
When B is the circumcenter of triangle ADG the lengths of AE and DG are 4 and 12 respectively
What is circumcenter in a triangle?The intersection of the perpendicular bisectors of a triangle's sides is known as the circumcenter of that particular triangle.
In other terms, the circumcenter is the point at which the bisector of a triangle's sides coincides.
The perpendicular lines radiating from the sides of the triangle are the bisectors hence the line it radiates from shares the is shared into two halves at that point
Having this in mind
AE = DE = 4
and
DF = GF = 6
Also, DF + GF = DG
DG = DF + DF
DG = 6 + 6
DG = 12
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What is the greatest possible quotient of any two distinct members of the set $\left\{\frac{2}{5}, \frac{1}{2},5,10\right\}$? Specifically, we wish to maximize $\frac{x}{y}$, where $x$ and $y$ are chosen from the previous set.
The greatest possible quotient of any two distinct members of the set; { 2 / 5, 1 / 2, 5, 10 } as required is; 25.
What is the maximum possible quotient of any pair of numbers from the set?It follows from the task content that the set from which the two numbers whose quotient is to be maximised is; { 2 / 5, 1 / 2, 5, 10 }.
On this note, since the quotient which is to be maximised is hypothetically; x / y;
Hence, in a bid to maximize the result of the quotient; it follows that the numerator, x must be as great as possible and the denominator, y must be as less as possible.
On this note, since the maximum number in the set is 10 and the minimum is 2 / 5; we have that;
10 / (2 / 5)
= ( 10 × 5 ) / 2
= 25.
Consequently, it follows that the greatest possible quotient as required is; 25.
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How do you find the slope of x =- 4?
The slope of x= -4 is unidentified.
The x= -4 is a vertical line and slope cannot be found.
In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction. [1] The letter m is frequently used to represent slope; the reason for this usage is unclear, although it may be found in O'Brien's (1844)[2] and Todhunter's (1888][3] formulations of the equation for a straight line as "y = mx + b" and "y = mx + c," respectively.
The ratio of the "vertical change" to the "horizontal change" between (any) two unique points on a line is used to compute slope.
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I need help with this please
Answer in explanation:
*change the problem to [tex]\frac{5}{6}[/tex] x [tex]\frac{3}{1}[/tex]
(change 3 into a fraction by putting 1 in the place of a denominator)
next cross multiply
5 x /1
/2 1
3 can go into 6- 1 time
since anything multiplied by 1 is 1, the answer is [tex]\frac{5}{2}[/tex]
Hope this helps ya!
*(disclaimer lol: alternatively, you could cross multiply without changing 3 to a fraction and get the same answer-- however, I wanted to explain as clearly as possible, and figured it was less confusing this way!)
A school administrator asks each student if they participate in a sport and if they participate in a club. The results are shown below.
Participates in a Sport
Yes No Total
Participates in a Club Yes 620 450 1070
No 325 535 860
Total 945 985 1930
What percentage of students do not participate in a sport?
27.7%
44.6%
51.0%
62.2%.
answer is 51.1
The percentage of students who do not participate in a sport is C. 51.0%.
How to calculate the percentage?To find the percentage of students who do not participate in a sport, we can use the following formula:
(Number of students who do not participate in a sport) / (Total number of students) * 100%
From the table, we can see that the number of students who do not participate in a sport is 985, and the total number of students is 1930. So, plugging these values into the formula gives us:
= 985 / 1930 * 100%
= 51.03%
So, about 51.03% of students do not participate in a sport.
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Given the triangle, find the perimeter.
7x-4
3x² + 7x -1
5x²
Answer:
[tex]\text{Perimeter}=8x^2+14x-5[/tex]
Step-by-step explanation:
[tex]\text{Perimeter}=(7x-4)+(3x^2+7x-1)+(5x^2)\\\text{Perimeter}=7x-4+3x^2+7x-1+5x^2\\\text{Perimeter}=5x^2+3x^2+7x+7x-4-1\\\text{Perimeter}=8x^2+14x-5[/tex]
What is the y-intercept of y= -3x + 6
4. Determine the type of triangle with the given set of side lengths. Show your work. A. a = 8, b = 15, c = 17 B. a = 6, b= 15, c = 18 C. a = 7, b = 10, c = 12
So A is a triangle, and B is a triangle, and C is a right triangle (or a right-angled triangle)
Define Pythagoras Theorem.The Pythagorean Theorem states that the squares on the hypotenuse (the side across from the right angle) of a right triangle, or, in standard algebraic notation, a2 + b2, are equal to the squares on the legs.
What is right angle triangle?A right triangle, also known as a right-angled triangle, right-perpendicular triangle, orthogonal triangle, or previously rectangled triangle, is a triangle with one right angle, or two perpendicular sides. The foundation of trigonometry is the relationship between the sides and various angles of the right triangle.
A. a = 8, b = 15, c = 17
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
17² = 8² + 15²
289 = 64 + 225
289 ≠ 289
Therefore, this is not a right triangle.
B. a = 6, b= 15, c = 18
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
18² = 6² + 15²
324 = 36 + 225
324 ≠ 324
Therefore, this is not a right triangle.
C. a = 7, b = 10, c = 12
We can use the Pythagorean theorem to determine the type of triangle:
c² = a² + b²
12² = 7² + 10²
144 = 49 + 100
144 = 144
Therefore, this is a right triangle.
So A is a triangle, and B is a triangle, and C is a right triangle (or a right-angled triangle)
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Work out the size of angle x
Answer:
x = 13
Step-by-step explanation:
There is more than one 98-degree angle since they are all corresponding interior angles.
The supplementary angle to the 98-degree angle next to the triangle is:
180 - 98 = 82 degrees
In addition, another angle inside the triangle is an 85-degree angle. This is because this 85-degree angle is opposite adjacent to the other 85-degree angle.
Hence, the angles inside the triangle are: x, 85, and 82
x + 85 + 82 = 180 ==> Triangles add up to 180 degrees
x + 167 = 180 ==> simplify
x = 13 degrees ==> subtract 167 on both sides
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Peggy completed 5/6 of the math homework and Al completed 4/5 of the homework. Did Peggy or Al complete more hoof the math homework?
Peggy completed more of the math homework than Al
What does division of fractions mean?
A fraction is divided into additional equal pieces when it is divided into fractions. For instance, if you had three-fourths of a pizza remaining and divided each slice into two pieces, you would have received six slices, which would be equivalent to six-eighths of the entire pizza.
we know that
In order to be able to compare fractions more easily it is recommended that both have the same denominator
Peggy
5/6 x 5 = 25/30
Al
4/5 x 6 = 24/30
Peggy completed more of the math homework
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Question 10 options:
Which is not a property of a parallelogram?
A) All sides are congruent. B) Diagonals are perpendicular bisectors of each other. C) Opposite angles are congruent. D) Diagonals are congruent.
A parallelogram is a quadrilateral with opposite sides that are parallel and equal in length. All angles are congruent, and the diagonals bisect each other and are congruent. It does not, however, have the property that all angles are equal.
A parallelogram is a four-sided shape with two pairs of parallel lines. The opposite sides of the parallelogram must be congruent, meaning that they have the same length. All angles are congruent, which means that they all have the same measure. The diagonals of the parallelogram bisect each other, meaning that they divide each other into two equal parts, and they must also be congruent. All of these properties are true for a parallelogram, except that the angles do not have to be equal. The angles can be either acute, obtuse, or right angles, but they must all have the same measure. So, in conclusion, the property that is not true for a parallelogram is that all angles are equal.
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Why do we not feel Earth rotation and revolution?
Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The rate of Earth's rotation is about 1,000 miles per hour, and the speed of its revolution is about 67,000 miles per hour, but both of those speeds are so slow that we don't feel any movement or acceleration.
Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The rate of Earth's rotation is about 1,000 miles per hour and its revolution is about 67,000 miles per hour, but both of these speeds are too slow to be felt.Earth's rotation and revolution are both very slow motions, so slow that we don't feel them. The speed of Earth's rotation is about 1,000 miles per hour, and the speed of its revolution is about 67,000 miles per hour, but both of those speeds are so slow that we don't feel any movement or acceleration.
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On her first day of work, Janabel sold one widget. On day two, she sold three widgets. On day three, she sold five widgets, and on each succeeding day, she sold two more widgets than she had sold on the previous day. How many widgets in total had Janabel sold after working 2020 days
On solving the provided question, we can say that the sequence what we tell on day 3 = he sold 5; on day 4 = he sold 7; on day 5 = he sold 9
what is a sequence?A collection of numbers, or "terms," is referred to as a sequence. Examples of terms are 2, 5, and 8. Some sequences can be made endlessly lengthy by taking advantage of a particular pattern they follow. Use the example of 2,5,8 and add 3 to continue the sequence. There are formulas that demonstrate where to look for words within a sequence. A collection of objects that are in some order is known as a sequence in mathematics (or events). It resembles a set in that it contains pieces (also called elements or terms). The entire, perhaps infinite number of ordered objects are referred to as the sequence's length. the act of placing two or more items in a logical order. Chronological.
here,
on day 1 = he sold 1
on day 2 = he sold 3
on day 3 = he sold 5
on day 4 = he sold 7
on day 5 = he sold 9
.
.
.
.
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5
Drag each length to the correct location on the image. Each length can be used more than once, but not all lengths will be used.
What are the missing segment lengths shown in the image?
20
10 10√3
20√3 10 2 20√2
45° 45°
4
45°
20
00
45°
The missing segment lengths are CD = 10√2, AC = 10√2, BC = 10 and AB = 10.
Drag each length to the correct location accordingly
How to find the missing segment lengths?Trigonometry is a branch of mathematics dealing with the relationship between the ratios of the sides of a right-angled triangle with its angles.
In ΔACD,
sin 45° = CD/20 (sin = opp/hyp)
(√2)/2 = CD/20
CD = (√2)/2 × 20
CD = 10√2
cos 45° = AC/20 (cos = adj/hyp)
(√2)/2 = AC/20
AC = (√2)/2 × 20
AC = 10√2
In ΔABC,
sin 45° = BC/10√2 (sin = opp/hyp)
(√2)/2 = BC/10√2
BC = (√2)/2 × 10√2
BC = (10 × 2)/2
BC = 10
cos 45° = AB/10√2 (cos = adj/hyp)
(√2)/2 = AB/10√2
AB = (√2)/2 × 10√2
AB = 10
Drag each length of the missing segment to the correct location
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