Answer:
245
Step-by-step explanation:
This is a ratio
7/10 = 70% = the kids who picked summer which leaves off as 30% for an unknown season
7 : 10
245 : 350
The 7 is how many students chose summer, and the 10 is the number of students there are in general
The 245 is the number of students who chose summer, and the 350 is the number of students there are in general
All we had to do was see how many times 10 goes into 350, which is 35 times. So we multiply 10 by 35 and we get 350. Now whatever we do on one side, we need to do it to the other. So 7 times 35 gives us 245. And that's how I know that out of the 350 students there are in total, 245 of them chose summer.
Hope this helped!
Have a supercalifragilisticexpialidocious day!
In the given right triangle, find the miss length.
A. 25 m
B. 27 m
C. 26 m
D. 28 m
Answer:
26
Step-by-step explanation:
Answer:
C. 26 m
Step-by-step explanation:
home / math / pythagorean theorem calculator
Pythagorean Theorem Calculator
Please provide any 2 values below to solve the Pythagorean equation: a2 + b2 = c2.
Result
abc
Given a=24 and b=10,
c = 26
∠α = 67.38° = 67°22'48" = 1.17601 rad
∠β = 22.62° = 22°37'12" = 0.39479 rad
area = 120
perimeter = 60
h =
120
13
= 9.2307692307692
+ Show Calculation Steps
a =
24
√
b =
10
√
c =
√
Calculate
Related
Triangle Calculator | Right Triangle Calculator
Pythagorean Theorem
The Pythagorean Theorem, also known as Pythagoras' theorem, is a fundamental relation between the three sides of a right triangle. Given a right triangle, which is a triangle in which one of the angles is 90°, the Pythagorean theorem states that the area of the square formed by the longest side of the right triangle (the hypotenuse) is equal to the sum of the area of the squares formed by the other two sides of the right triangle:
In other words, given that the longest side c = the hypotenuse, and a and b = the other sides of the triangle:
a2 + b2 = c2
This is known as the Pythagorean equation, named after the ancient Greek thinker Pythagoras. This relationship is useful because if two sides of a right triangle are known, the Pythagorean theorem can be used to determine the length of the third side. Referencing the above diagram, if
a = 3 and b = 4
the length of c can be determined as:
c = √a2 + b2 = √32+42 = √25 = 5
It follows that the length of a and b can also be determined if the lengths of the other two sides are known using the following relationships:
a = √c2 - b2
b = √c2 - a2
The law of cosines is a generalization of the Pythagorean theorem that can be used to determine the length of any side of a triangle if the lengths and angles of the other two sides of the triangle are known. If the angle between the other sides is a right angle, the law of cosines reduces to the Pythagorean equation.
There are a multitude of proofs for the Pythagorean theorem, possibly even the greatest number of any mathematical theorem.
Algebraic proof:
In the figure above, there are two orientations of copies of right triangles used to form a smaller and larger square, labeled i and ii, that depict two algebraic proofs of the Pythagorean theorem.
In the first one, i, the four copies of the same triangle are arranged around a square with sides c. This results in the formation of a larger square with sides of length b + a, and area of (b + a)2. The sum of the area of these four triangles and the smaller square must equal the area of the larger square such that:
(b + a)2 = c2 + 4
ab
2
= c2 + 2ab
which yields:
c2 = (b + a)2 - 2ab
= b2 + 2ab + a2 - 2ab
= a2 + b2
which is the Pythagorean equation.
In the second orientation shown in the figure, ii, the four copies of the same triangle are arranged such that they form an enclosed square with sides of length b - a, and area (b - a)2. The four triangles with area ab 2 also form a larger square with sides of length c. The area of the larger square must then equal the sum of the areas of the four triangles and the smaller square such that:
(b - a)2 + 4
ab
2
=
(b - a)2 + 2ab
= b2 - 2ab + a2 + 2ab
= a2 + b2
Since the larger square has sides c and area c2, the above can be rewritten as:
c2 = a2 + b2
which is again, the Pythagorean equation.
There are numerous other proofs ranging from algebraic and geometric proofs to proofs using differentials, but the above are two of the simplest versions.
what is true about relations? A. The relation is a linear function. B. The y value increases as x decreased. C. The x increases as y decreases. D.The relation is not a function
Answer:
The answer is A
Step-by-step explanation:
plz answer my question
Answer:
65
Step-by-step explanation:
15*3+15=60
30*2+15=75
20*4+15=85
10*5+15=65
Solve the inequality.
-4x > 12
Answer:
x<3
Step-by-step explanation:
-4x>12
-x>3
x<3
13. Which number line represents the solution to the inequality -2x + 5 > 15?
!!!!!!WILL MARK BRAINLIEST!!!!!!
Answer:
B
Step-by-step explanation:
Solve for x and show your work.
2x+1=-3
-3x+2=6x+7
2n-4+4n=6-n
-3(3x-5)+2=2x
*Spam answers will not be tolerated*
Use the attachment to solve.
Cave (Use the integer alphabet chart to solve.)
Ex: A is -13
Step-by-step explanation:
C = -11
A = -13
V = 9
E = -9
If you are adding them: -24
Hope this helps!
pls solve ty if u do!! :)
Answer:
at least 30
Step-by-step explanation:
Answer:
102
Step-by-step explanation:
3 is 1 1/2 of 2, and 102 is 1 1/2 of 68
which two whole number is 15/4 between? LOOK AT PICTURE
Liam puts $900 in a savings account at an annual interest rate of 3%, If Liam does not withdraw
or deposit any money, what is the interest that Liam will earn at the end of six months?
Answer:
Step-by-step explanation:
Liam has bank with 3% yearly
900*3/100=27 dollars he would earn in 1 year
in six months, 27/2=13.50 interest earn
Ra
2 of 12
Savings Account
Alexandra deposits $600 in her bank account. The
account earns interest at a rate of 5%, compounded
annually.
Which equation below represents Alexandra's savings
if she makes no additional deposits or withdrawals?
Answer:
can't see the options you have but if I show you how to work it out maybe that will help??
100 + 5 = 105
105/100 = 1.05
600 X 1.05^ to number of years
5-6
(a) 1
(b) -1
(c) 11
Select the correct answer !!!!!HELP OVER HERE!!!!!!!!!
Answer:
5 - 6
(b) since 5 is lesser than 6
the answer is -1
if the question was the other way round; 6 - 5 is 1
Help pls 6th grade math i will give brainliest
Answer:
10
Step-by-step explanation:
Answer:
10
Step-by-step explanation:
10 x 2 = 20
explain why the graph of [tex]y=2x^{2} +4x-k+1[/tex] has no x-intercepts when k=-5
4 5/2 - 4 3/2
ANSWER WITH EXPLANATION. BRAINLIST!!!!!
Answer:
1
Step-by-step explanation:
First, we have to make the fractions improper.
To this we would need to multiply the denominator by the whole number and add it to the numerator. 2*4 is 8. 8 + 5 is 13. So for the first fraction, it will be 13/5. Let’s do the second fraction. 2*4 is 8. 8 + 3 is 11. So for the second fraction, it will be 11/2. Since the fractions have the same denominator, we will not have to do anything to them. Now, all you have to do is simple subtraction. 13 - 11 is 2. Since the denominators are the same, it will equal to 2. So the final answer is 2/2 or 1.
Find the slope of the line that contains (2, 4) and (4,4).
a. 1/3
b. undefined
c. 0
d. 4
3(b+1) +1 = 4b
please hurry i need it now
Answer:
4=b
Step-by-step explanation:
3b+3+1=4b
3b+4=4b
-3b -3b
4=b
Question 5
1 pts
5) If a person runs 1/3 mile in 1/9 of an hour, what is
the unit rate per hour?
A. 1/9 mi/hr
B. 1/3 mi/hr
C. 3 mi/hr
D. 9 mi/hr
nth term of -7 -12 -17 -22 -27
Answer:
[tex]a_n=-2-5n[/tex]
Step-by-step explanation:
Arithmetic Sequences
The arithmetic sequences are those where any term n is obtained by adding or subtracting a fixed number to the previous term. That number is called the common difference.
The equation to calculate the nth term of an arithmetic sequence is:
[tex]a_n=a_1+(n-1)r[/tex]
Where
an = nth term
a1 = first term
r = common difference
n = number of the term
We are given the sequence
-7 -12 -17 -22 -27 ...
The first term of this sequence is a1=-7. We can calculate the common difference by subtracting two consecutive terms:
r = -12 - (-7) = -12 + 7 = -5
The nth term is:
[tex]a_n=-7+(n-1)(-5)[/tex]
Multiplying:
[tex]a_n=-7-5n+5[/tex]
Simplifying:
[tex]\boxed{a_n=-2-5n}[/tex]
-3x=18 HELP PLEASE!!!
Answer:
x=-6
Step-by-step explanation:
Move the -3 under 18 (18/-3), Then you get x=18/-3. Divide!
ANSWER: x=-6
Find the product
-4ax5 (-8ax3 + 10x2 + 1a)
Select one:
32x. 40x'. 4a'x
32x40ax'. 4x
32a'x. 40ax'. 4a x
32ax. 40ax' + tax
Solve for n.
6(n-3)- 2n=10
20. What is the value of x?
20
56°
Drawing not to scale
What is the difference between 30and 87
Answer: 57
Step-by-step explanation:
Evaluate the following expression. Be sure to show your work.
Answer:
12
Step-by-step explanation:
[tex] \frac{ {6}^{2} }{3} = \frac{36}{3} [/tex]
[tex] \frac{36}{3} = 12[/tex]
Answer:
Step-by-step explanation:
Here you go mate
Step 1
[tex]\frac{6^2}{3}[/tex] Equation
Step 2
[tex]\frac{6^2}{3}[/tex] Simplify the fraction
[tex]\frac{36}{3}[/tex]
Step 3
[tex]\frac{36}{3}[/tex] Divide both sides by 3
12
answer
12
Hope this helps
There were x cookies at the beginning of a party. By the end of the party, 16 of them had been eaten. Using x, write an expression for the number of cookies that were left
Answer:
5
Step-by-step explanation:
xf
Last month you spent $40 on clothing. This month you spent 110% of what you spent last month.
Set up a proportion to model this situation. How much did you spend this month?
Answer:
the answer is 44
Anyone help? don’t understand this question?
Answer:
Step-by-step explanation:
Let the fraction is "x"
hence putt in box we get,
1-x=3/7
x=1-3/7
taking LCM
x=7-3/7
x=4/7 Ans....
Answer:
The fraction which goes in that box is 3/7.
Which point is on the graph of the function y = 3x + 2?
A. (1,5)
B. (2,3)
C. (3,2)
D. (5,1)
Answer:
a 1,5
Step-by-step explanation:
if the yintercept is 2, and the y increases 3 per every x value, then when the x would be one the y would be 5
what is the y intercept of the points (2,72) and (5,162)
Answer:
12
Step-by-step explanation:
Type Into Calculator:
SAT-EDIT-TYPE IN X VALUES AND Y VALUES (FROM ORDERED PAIR)-STAT-CALC-4-ENTER