Prove theorems about triangles

Answer:

Composite

Step-by-step explanation:

It can be divided by numbers other than 1 and itself. It can be divided by 1, 3, and 9.

Answer:

9 is composite number because it has more than 2 factors.

it's factors are 1,3,9 ....

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Answer: 58

Step-by-step explanation:

From 10 AM to 1 PM the numbers are 161, 368, 842, and 1918

So now we find the difference between the numbers.

368 - 161 = 207

842 - 368 = 474

1918 - 842 = 1076

now it asked for the average so you add them together then divide by 3

which is (207+474+1076)/3 = 585.66666666....

Then it says to round to the nearest integer which is 586

Hey why not mark me as brainliest

The average increase between 10 AM and 1 PM is 586.

An average is a single number taken as representative of a list of numbers.

Given that, a microbiologist is studying A bacterial culture. Every hour, she counts the number of bacteria.

From 10 AM to 1 PM the numbers are 161, 368, 842, and 1918

The difference between the numbers.

368 - 161 = 207

842 - 368 = 474

1918 - 842 = 1076

Now it asked for the average, so you add them together then divide by 3

Which is (207+474+1076)/3 = 585.66666666....

Rounding to the nearest integer, we get 586

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Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{ \sqrt{61} \: \: units}}}}}[/tex]

Step-by-step explanation:

Let R ( -3 , 2 ) be ( x₁ , y₁ ) and D ( 3 , -3 ) be ( x₂ , y₂ )

Using distance formula

[tex] \boxed{ \sf{distance = \sqrt{ {(x2 - x1)}^{2} + {(y2 - y1)}^{2} } }}[/tex]

[tex] \dashrightarrow{ \sf{ \sqrt{ {(3 - ( -3)) }^{2} + {( - 3 - 2)}^{2} } }}[/tex]

[tex] \dashrightarrow{ \sf{ \sqrt{ {(3 + 3)}^{2} + {( - 3 - 2)}^{2} } }}[/tex]

[tex] \dashrightarrow{ \sf{ \sqrt{ {6}^{2} + {( - 5)}^{2} } }}[/tex]

[tex] \dashrightarrow{ \sf{ \sqrt{ 36 + 25 } }}[/tex]

[tex] \dashrightarrow{ \sf{ \sqrt{61} }}[/tex] units

Hope I helped!

Best regards! :D

Answer:

C

Step-by-step explanation:

40+20=60

A.10(4+2) = 60

B.5(8+4) = 60

C.4(10+16) = 104

D.2(20+10) = 60

Answer:C

Step-by-step explanation:

First we find out what 40+20 is which is 60

So now we go through each choice to see if any doesn’t equal 60

A.10(4+2)

10*6=60

B.5(8+4)

5*12=60

C.4(10+16)

4*26=104

D.2(20+10)

2*30=60

As you can see C is 104 not 60 so c is the answer

Answer:

a. y(t) = - 1/2gt² + y₀ b. [tex]t = \frac{v_{0} +/- \sqrt{v_{0} ^{2} + 2 y_{0}g } }{g }[/tex]

Step-by-step explanation:

Let the quadratic function y(t) = v₀t - 1/2gt² + y₀ represent the quadratic function that models the height above the ground of the projectile.

a. Maximum Height

At maximum height, the velocity, v₀ = 0, so substituting v₀ = 0 into the equation, we have

y(t) = v₀t - 1/2gt² + y₀

y(t) = 0 × t - 1/2gt² + y₀

y(t) = 0 - 1/2gt² + y₀

y(t) = - 1/2gt² + y₀

b. Time when the projectile reaches the ground

The time when the projectile reaches the ground is gotten when y(t) = 0, So

y(t) = v₀t - 1/2gt² + y₀

0 = v₀t - 1/2gt² + y₀

re-arranging, we have

1/2gt² - v₀t - y₀ = 0

Using the quadratic formula,

[tex]t = \frac{-(-v_{0}) +/- \sqrt{(-v_{0}) ^{2} - 4 X (-y_{0}) X\frac{g}{2} } }{2 X \frac{g}{2} } \\= \frac{v_{0} +/- \sqrt{v_{0} ^{2} + 2 y_{0}g } }{g }[/tex]

Answer:

The product of the square root of a prime number and a nonzero rational number is a irrational number.

Step-by-step explanation:

Given that,

When is the product of the square root of a prime number and a nonzero rational number a irrational number.

We know that,

Prime number :

Prime number is that number whose has a two factor. first factor is one and second is themselves.

The square root of a prime number is irrational number.

Rational number :

Rational number is that number which is in fraction form.

For example : [tex]\dfrac{p}{q}[/tex]

Here, p and q are integers

We need to proof the product of  the square root of a prime number and a nonzero rational number is a rational number

Using given data

Suppose, the square root = √5

Rational number  = [tex]\dfrac{2}{3}[/tex]

We need to calculate the product of the square root of a prime number and a rational number

Using formula of product

[tex]R=P\timesQ[/tex]

Where, P = square root of a prime number

Q= rational number

Put the value into the formula

[tex]R=\sqrt{5}\times\dfrac{2}{3}[/tex]

[tex]R=\dfrac{2\sqrt{5}}{3}[/tex]

Hence, The product of the square root of a prime number and a nonzero rational number is a irrational number.

Answer:

(x - 1)(x + 1)(x + 3).

Step-by-step explanation:

x^3 + 3x^2 - x - 3            Factor by grouping:

= x^2(x + 3) - 1(x + 3)       x+3 is common .

= (x^2 - 1)(x + 3)                x^2 - 1 is the difference of 2 squares.

= (x - 1)(x + 1)(x + 3).

Answer:

52 raisins

Step-by-step explanation:

we have dimensions of the box

L = 5cm ; W = 2.5cm ; H = 2.5cm

V(raisin) = 0.6 cm³

V(box) = L×W×H

= 5cm×2.5cm×2.5cm

= 31.25 cm³

Vbox/Vraisin = 31.25cm³/0.6cm³ = 52.08(3) = 52 raisins

Answer:

22

Step-by-step explanation:

21 23 19 25 83 23 21

Removing the outlier of 83

21 23 19 25 23 21

Find the mean

Add the numbers and divide by the number of numbers

(21+ 23+ 19+ 25+ 23+ 21)/6

132/6

22

Answer:

The conditional form of this statement is false.

Step-by-step explanation:

Angles that are less than 90°, also known as right angle, are known as acute angles.

So, any angle that has a measure between 0° and 90° are known as acute angles.

The statement provided is:

"An angle with a measure of 88° is an acute angle."

The conditional form of this statement provided is:

"If an angle is an acute angle, then its measure is 88°."

This statement is false.

This is because an acute angle can measure between 0° and 90°.

It is not necessary that the measure of an acute angle is 88°.

Thus, the conditional form of this statement is false.

Answer:

this angle would be acute

Step-by-step explanation:

why? because its less than 90 in which means it acute.

Answer:

UW = 36 units

Step-by-step explanation:

The question is incomplete. Here is the complete question

Point V lies between points U and W on Line segment U W. A line has points U, V, W. The length between U V is 2 x minus 4. The length between V W is 4 x + 10. If UW = 9x – 9, what is UW in units?

If a point V lies between points U and W on line segment UW, then based on vector notation, UV + VW = UW.

Given parameters

The length between U and V i.e UV = 2x-4

The length between V and W i.e VW= 4x + 10.

UW = 9x – 9

Required

The length between U and W in units

Since UW = UV+VW, we will substitute the given functions into the formula as shown;

9x-9 = 2x-4+4x + 10.

9x-9 = 2x+4x-4+10

9x-9 = 6x+6

collect like terms on both sides;

9x-6x = 6+9

3x = 15

x = 15/3

x = 5

Substitute x = 5 into the function UW = 9x-9 to ge the length of UW in units.

UW = 9(5)-9

UW = 45-9

UW = 36 units

Hence the required length between line segment U and W in units is 36units.

Answer:

36 units, edge 2020-21

Step-by-step explanation:

aka D/last answer

Answer:

9

Step-by-step explanation:

Order of Operations: BPEMDAS

Step 1: Write out expression

4 + 9(2)/3 - 1

Step 2: Multiply

4 + 18/3 - 1

Step 3: Divide

4 + 6 - 1

Step 4: Add

10 - 1

Step 5: Subtract

9

Answer:

7/12 + 2q/3

Step-by-step explanation:

11/12 - 1/3

= 11/12 - 4/12

=(11-4)/12

= 7/12

All the picture:

11/12  - 1q/6 + 5q/6 - 1/3

= 11/12 - 1/3 - 1q/6 + 5q/6

= 7/12 + 4q/6

= 7/12 + 2q/3

Answer:

7-8q/12 is the answer

i aspect that it will be helpful for you

Answer:

-6/2 is a product and it is 5/2 is the sum i think maybe reduced I am working on it too actually

Answer:

Yes, 14 squared is definitely bigger than 3.14. When you square a number, you multiply it by itself, and even if you didn't do that, 14 would still be a bigger number than 3.14.

Answer:

6 markers

Step-by-step explanation:

5000/800 = 6.25

We can't have a quarter of a marker

If we were to round up it would have to be 5.6 km to fit 7 so we have to round down, and the answer is 6

In addition, along the 5000 m trail there will be one at 800, 1600, 2400, 3200, 4000, and 4800

We can only fit 6 of them along the trail if they are spaced 800 m apart so 6 markers will be able to fit on a 5k trail

Answer:

We need to calculate how many times there are 800 meters on 5000 meters.

To know so, we can divide 5000 by 800:

5000/800 = 6.25

So now, we know there are 800 meters 6.25 times on this trail.

So, how many markers have to be used? There have to be used 6, as the other 0.25 times will be the last 200 meters of the trail (800*0.25) and we only have to put a mark each 800.

We can also do this manually, from the start:

First mark would be at 800, next at 1600, next at 2400, next at 3200, next at 4000 and the last one at 4800. As we have said, 6 markers.

The two different quantities to measure which school has higher academic performance are :

• Graduation rate / Budget per student

• SAT average / Budget per student

In other to define a quantity which measures academic achievement;

We take the ratio of a related metric or parameter which is a measure of the academic performance of the student in each school and the budget per student for each school .

The parameters which could be used to measure academic achievement are :

• The graduation rate of each school.

• The SAT average of each school.

Hence, defining the quantity to measure academic achievement relative to budget per student could be expressed as :

• Graduation rate / Budget per student

• SAT average / Budget per student

A similar question can be found here  : https://brainly.com/question/17270742

In conclusion:1) These are the two definitions Analia came up with to define the quantity:Graduation rate divided by teachers per student, SAT average divided by teachers per student2) According to both definitions, school A has higher academic achievements relative to the number of teachers per student.

Answer:

x = 38° , y = 104°

Step-by-step explanation:

2x = 76°

(opposite angles are equal)

76 ÷ 2 = 38°

360 - (76×2) = 208

208 ÷ 2 = 104°

Answer:

1,196

Step-by-step explanation:

khan academy

The point on the y-axis is D. (0 , -2).

Here, we have,

we know that,

The points located on the y-axis of a coordinate grid have an x-coordinate of 0.

In other words, the y-axis is the vertical line that intersects the x-axis at the point (0,0).

Any point on the y-axis will have an x-coordinate of 0 and a y-coordinate that can vary depending on its position along the y-axis.

Examples of points on the y-axis include (0,1), (0, -3), and (0, 5).

so, from the given options we get,

The point on the y-axis is D. (0 , -2).

(x, y) 0 is x and -2 is y so that is exactly on the y axis.

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Let the number of cards equal x.

Set up an equation for both companies, set equal to each other and solve for x.

0.10x + 12 = 0.12x + 10

Subtractb0.10x from both sides:

12 = 0.02x + 10

Subtract 10 from both sides:

2 = 0.02x

Divide both sides by 0.02:

X = 2/0.02

X = 100

100 cards would be the same price for both companies.

Answer:

Step-by-step explanation:

Use PEMDAS

First we have to do the operation inside parenthesis

-734 ÷(-112*3) = -734 ÷ -336   {Now division}

                      = + 2.18

Hey there! I'm happy to help!

To find the number halfway between two numbers, you simply add them and then divide by two.

1.4142133+1.41422=2.8284333

2.8284333/2=1.41421665

That is one number in between these two. Now, we can find the number in between the middle number and the second number. This is another number in between our two numbers.

(1.41421665+1.41422)/2=1.414218325

You could keep on doing this and find tons of numbers in between these two.

Therefore, two numbers between 1.4142133 and 1.41422 are 1.41421665 and 1.414218325.

Have a wonderful day! :D

Answer:

7+2y [tex]\geq[/tex] 3y

Step-by-step explanation:

seven more (7+) than twice the number y (2y) is at LEAST ([tex]\geq[/tex]) three times the number (3y)

Answer:

c.) x = -3

Step-by-step explanation:

Solve for x:

-10 x = 2 (9 - 2 x)

Hint: | Write the linear polynomial on the left hand side in standard form.

Expand out terms of the right hand side:

-10 x = 18 - 4 x

Hint: | Move terms with x to the left hand side.

Add 4 x to both sides:

4 x - 10 x = (4 x - 4 x) + 18

Hint: | Look for the difference of two identical terms.

4 x - 4 x = 0:

4 x - 10 x = 18

Hint: | Combine like terms in 4 x - 10 x.

4 x - 10 x = -6 x:

-6 x = 18

Hint: | Divide both sides by a constant to simplify the equation.

Divide both sides of -6 x = 18 by -6:

(-6 x)/(-6) = 18/(-6)

Hint: | Any nonzero number divided by itself is one.

(-6)/(-6) = 1:

x = 18/(-6)

Hint: | Reduce 18/(-6) to lowest terms. Start by finding the GCD of 18 and -6.

The gcd of 18 and -6 is 6, so 18/(-6) = (6×3)/(6 (-1)) = 6/6×3/(-1) = 3/(-1):

x = 3/(-1)

Hint: | Simplify the sign of 3/(-1).

Multiply numerator and denominator of 3/(-1) by -1:

Answer: x = -3

Answer:

domain: (-4 , infinity)

range: (-1, infinity)

Step-by-step explanation:

the domain is all x values and range is all y values

Answer:

The time it would take to inflate the balloon to approximately two-thirds of its maximum volume is approximately 46.90 minutes

Step-by-step explanation:

The given parameters are;

The diameter of  the balloon  = 55 feet

The rate of increase of the radius of the balloon when inflated = 1.5 feet per minute

We have;

dr/dt = 1.5 feet per minute = 1.5 ft/min

V = 4/3·π·r³

The maximum volume of the balloon = 4/3 × 3.14 × 55³ = 696556.67 ft³

When the volume is two-thirds the maximum volume, we have;

2/3 × 696556.67 ft³ = 464371.11 ft³

The value of the radius, r₂ at that point is found as follows;

4/3·π·r₂³ = 464371.11 ft³

r₂³ = 464371.11 ft³ × 3/4 = 348278.33 ft³

348278.333333

r₂ = ∛(348278.33 ft³) ≈ 70.36 ft

The time for the radius to increase to the above length = Length/(Rate of increase of length of the radius)

The time for the radius to increase to the above length ≈ 70.369 ft/(1.5 ft/min) ≈ 46.90 minutes

The time it would take to inflate the balloon to approximately two-thirds of its maximum volume ≈ 46.90 minutes.

Dobereiner could find only three triads; . i.e total of 9 elements only. However the total number of elements were more than that of those encompassed in Dobereiner's Triad. Thus, Dobereiner's could not be classify most of the elements known at that time

Answer:

By using the energy conservation law, the input energy must be equivalent to the output energy.  If you measured output energy is lower than your input energy, you have lost that difference of energy either in mechanical inefficiency (friction, heat, etc.) or an energy sink.

Thus, the energy not output by the machine is lost in the process within the machine.

Cheers.

Answer:

9, with a remainder of 1, OR 9.2

Step-by-step explanation: