A triangle has side lenghts that measure 12 inch 14 inch and 20 inch , is it a right teiangle? Explain

Answer:21.24 is greater than 14+72×1/10+4×1/1000

Step-by-step explanation:

Answer:

d = 3.2

Step-by-step explanation:

1 * 3.2 = 3.2

Hence,

d = 3.2

The expression that is equivalent to the equation in the question is 22.

In order to solve this question, the PEDMAS rule would be used. The PEDMAS rule gives the order in which mathematical operations would be solved.

The order is:

4(3 - 5 + 8)²

4(3 - 13)²

4(-10)²

4 x 100 = 400

400 ÷ 16 = 25

5 + 25 - 8 = 22

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Answer:

Step-by-step explanation:

answer: the original number is 62.

Given :

Units digits is thrice the tens digit

The digits interchange when - 36 is added

To find :

The number

Solution :

✯

Let the digits be -

   Units place as 3y

   Tens place as 10(y)

⇒ 10(y) + 3y

⇒ 10y + 3y

⇒ 13y --------- (Orignal Number)

✯

Let the digits be -

   Units place as y

   Tens place as 10(3y)

⇒ 10(3y) + y

⇒ 30y + y

⇒ 31y --------- (Number with reversed digits)

✯

The number gets reversed when 36 is added to it.

⇒ 13y + 36 = 31y

⇒ 13y - 31y = - 36

⇒ 18y = 36

⇒ y = 36/18

⇒ y = 2

✯

⇒ 13y

⇒ 13(2)

⇒ 26

✯

The units place should be thrice of the tens place,

⇒ 2 × 3 = 6

Units place is 6

Reversed digits are 62,

⇒ 26 + 36 = 62

⇒ 62 = 62

The Orignal Number is 62.

The measure of the minor arc m∡rv = 111°

Recall that according to the principle of angle of intersecting secants, (a-b)/2 = c

Where a = ∡RV
b = ∡SU = 37°:

and c = ∠T (the angle between intersecting secants.

Thus, if (a-b)/2 = c, and b = c = 37 degrees, then we can substitute these values into the equation to get:

(a - 37) / 2 = 37

Multiplying both sides by 2 gives:

a - 37 = 74

Adding 37 to both sides gives:

a = 111

Therefore, a is equal to  m∡rv = 111°.

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Answer:

-8 29/20

Step-by-step explanation:

Answer: -8  29/40

Step-by-step explanation:

Answer: 80

Step-by-step explanation:

Just substitute 1 for x in your expression and solve

Answer:

Step-by-step explanation:

The set of all points in a plane where the distance to the point (focal point) is equal to the shortest distance to the line (directrix).

Answer:

Step-by-step explanation:

There are several different ways to measure intelligence or cognitive ability in humans, and each approach has its own advantages and limitations. Some commonly used methods for assessing intelligence include intelligence quotient (IQ) tests, aptitude tests, and achievement tests.

Intelligence quotient (IQ) tests are designed to measure a person's cognitive abilities in relation to their age group. These tests typically include a variety of questions that assess a range of cognitive skills, including verbal and mathematical reasoning, spatial awareness, and problem-solving. The scores on these tests are then used to calculate an individual's IQ, which is a measure of their relative intelligence compared to others in their age group.

Aptitude tests are designed to measure an individual's potential to learn or acquire new skills. These tests are typically used to predict how well someone might perform in a particular job or academic program.

Achievement tests, on the other hand, measure what a person has already learned. These tests are often used to evaluate a person's knowledge and skills in a particular subject or area of study.

There are several different formulas that are used to calculate IQ scores, and the specific formula used can depend on the particular test being administered. However, one common method is to divide an individual's mental age (as determined by the test) by their chronological age, and then multiply that number by 100. This gives an IQ score that is relative to the individual's age group.

It is important to note that intelligence is a complex and multifaceted trait, and no single test or formula can accurately capture all of the different aspects of intelligence. In addition, there is ongoing debate among researchers about the validity and reliability of IQ tests, and some researchers have argued that they do not accurately measure intelligence or cognitive ability.

Answer:

1) 36

2) My mom was trying to quiz me and she told me to pick a fraction and a number. I picked 1/12 and 3, she then told me to figure out how many 12ths there are in 3 which I found was 36.

Step-by-step explanation:

3 * 12 = 36

The value of x in the triangle is determined as 45.

The value of x in the triangle is calculated by applying the following formula,.

The measure of angle ABD = 0.2x + 52

The measure of angle CBD = 0.2x + 42

From the diagram, we can set-up the following equations;

x + 16 = 0.2x + 52

Simplify the equation above, by collecting similar terms;

x - 0.2x = 52 - 16

0.8x = 36

Divide both sides of the equation by " 0.8 "

0.8x / 0.8 = 36/0.8

x = 45

Thus, the value of x in the triangle is calculated by equating the appropriate values to each other.

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Answer:

The maximum profit the florist will earn from selling celebration bouquets is $725.

The florist will break-even after one-dollar decreases when her profit is zero. From the graph, this occurs at x = 10. So the florist will break-even after 10 one-dollar decreases.

The interval of the number of one-dollar decreases for which the florist makes a profit from celebration bouquets is (0, 10). This is because the profit is positive for values of x between 0 and 10, and becomes negative after 10.

Step-by-step explanation:

x² + 3x - 2

(5)² + 3 × 5- 2

25 + 15 - 2

40 - 2

38...

9514 1404 393

Answer:

  x = 10/3 = 3 1/3 ≈ 3.33

Step-by-step explanation:

Triangles ABC and ADE are similar, so corresponding sides are proportional.

  DE/DA = BC/BA

  x/(4+6) = 2/6

  x = 10(2/6) = 10/3 = 3 1/3

Answer:

6

Step-by-step explanation:

Changing the question into an equation format :

20/x = 10/3

Multiply x on both sides :

20 = 10x/3

Multiply both sides by 3 :

60 = 10x

Divide both sides by 10 :

6 = x

x = 6

The number must be 6, but let's check:

20/6

Simplify fraction by finding common multiple:

2

20/6 ÷ 2/2 = 10/3

Same as question so ✅

Hope this helped and have a good day

Answer:

6

Step-by-step explanation:

1. 20 / x = 10 / 3

2. Cross multiply 20 time 3 and 10 times x to get 60 = 10x

3. Divide both sides by 10

4. x=6

any options?

Step-by-step explanation:

I can't answer without and option

Answer:

divide both sides by 3

Step-by-step explanation:

Solving the equation means to have y alone on the left side equaling a number.

Since the variable y is being multiplied by 3, the next step is to do the opposite operation to "multiplying by 3" which is "dividing by 3." Since the rule in algebra is that you must do the same operation to both sides of an equation, the next step is:

divide both sides by 3

Answer: 14.70

Work: To find the percentage of any number, you multiply the number and the percentage (NOTE: The percentage (EX: 15%) have to be two decimal points away. (EX: .15%) So, you multiply 98 by .15, and you get 14.70. I hope this helps, and I didn't confuse you too much.

When the sample statistics mean = 12.3, deviation = 1.2, and sample size = 50 are used, the standardized test statistic will be 1.77.

The t-statistic, often known as the t-value, is a statistical metric that describes the connection between a sample and its population. The t-statistic is important to the Student's t-test, which is a test for evaluating hypotheses regarding the population mean.

More specifically, the t-statistic is used to assess whether the null hypothesis should be supported or rejected. It is used in conjunction with the p-value, also known as the crucial value, which represents the likelihood that your results may have occurred by chance. It is similar to the z-statistic, except that the t-statistic is used for small sample sizes or unknown population standard deviations.

Here,

test statistic t=(mean-μ)/σ/√n

mean=12.3

μ=12

σ=1.2

n=50

t=(12.3-12)/1.2/√50

t=1.77

The value of the standardized test statistic will be 1.77 when given the sample statistics mean = 12.3, deviation = 1.2, and sample size = 50.

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Answer:

4z²+6z-2z-3

=2z(2z+3)-(2z+3)

=(2z+3)(2z-1)

Answer:

(2z-1) (2z+3)

Step-by-step explanation:

4z² + 4z – 3.

=> Factor out 2z from 4z²-2z:

  -> 2z(2z-1)

=>Factor out 3z from 6z-3:

  -> 3(2z-1)  

-> 2z(2z-1)+3(2z-1)

=> Factor out common term 2z-1

   -> (2z-1) (2z+3)

The rate of change for the equation of the total charge for a cab ride at Fatoumata's Cab Company is $2.20 per mile.

The rate of change is the quotient of the rise and the run., where the rise represents the change in the y-intercept and the run represents the change in the x-intercept.

The rate of change represents the slope or gradient of a linear equation.

The rate of change shows the variable cost per unit.

In a linear equation, y = mx+b, the 'm' represents the rate of change or slope.

The rate of change is also described as the average rate of change since it is the quotient of change in y-values and the change in x-values.

The equation of the total fee for a cab ride is y = 2.2x + 5

x = miles covered

Fixed cost = $5

Rate of change = $2.2

Thus, the rate of change or slope in equation y = 2.2x + 5 is 2.2.

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An example of "limit ordinal" is ω. A limit ordinal is a type of ordinal number that is not a successor ordinal. In other words, it cannot be obtained by adding 1 to another ordinal.

A prime illustration of a limit ordinal is ω, which serves as the smallest infinite ordinal in set theory. Ordinals are employed in representing the hierarchical structure of well-ordered sets, expanding upon the concept of natural numbers to encompass transfinite numbers. While a successor ordinal can be derived by adding 1 to its preceding ordinal, there exist ordinals known as limit ordinals that cannot be obtained through this process.

The limit ordinal ω is the smallest infinite ordinal. It is the order type of the natural numbers, and it represents the idea of "infinity" in the context of ordinals. It is not a successor ordinal because there is no ordinal that comes immediately before it when we consider the set of natural numbers.

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Answer:

1) 9x

2) 3b

3) 3m

4) 5a

5) 7x

6) 3a + 5b

7) 9x - 4

8) 2b + m

9) 13a + b + 6c

10) 9b + 1

11) 7p

12) 2a + b -10

Step-by-step explanation:

Answer:

1600

Step-by-step explanation:

it is already rounded

A sample of matter experiences a decrease in average kinetic energy as it continues to cool. One would anticipate that the particles will eventually come to a complete stop. The temperature at which particles should theoretically stop moving is absolute zero. Thus, option B is correct.

What theory directly contradicts concept of absolute zero?

All molecules are predicted to have zero kinetic energy and, as a result, no molecular motion at absolute zero (273.15°C). Zero is a hypothetical value (it has never been reached).

Absolute zero signifies that there is no kinetic energy involved in random motion. A substance's atoms don't move relative to one another.

Therefore, Kinetic energy because it can create heat which goes against the absolute zero. A gas molecule's kinetic energy tends to zero when the temperature reaches absolute zero.

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Answer:

(10, 5π/3)

Step-by-step explanation:

To convert rectangular coordinates (5, -5√3) to polar form, we can use the following formulas:

r = √(x^2 + y^2)

θ = arctan(y/x)

Substituting the given values, we get:

r = √(5^2 + (-5√3)^2) = √(25 + 75) = √100 = 10

θ = arctan((-5√3)/5) = arctan(-√3) = -π/3

Note that the value of θ is in the fourth quadrant, which corresponds to a negative angle. However, we need to express the angle θ in the range 0 ≤ θ < 2π. To do this, we can add 2π to the angle if it is negative:

θ = -π/3 + 2π = (5π/3)

Therefore, the rectangular coordinates (5, -5√3) in polar form are (10, 5π/3).

campers = y and counselors = x, 1 counselor to 5 campers

Answer:

improper fraction would be 3 2/3 and mixed number would be 11/3

Step-by-step explanation:

When an occurrence is so common that it shouldn't be the result of chance or external influences on the study, it is said to be "statistically significant."

Different clinical significance exists. It alludes to tangible results. It frequently refers to the actual impact of a medical problem (or medical treatment) on a patient's health. The effects of a medicine are clinically meaningful if they provide alleviation. A medical problem is also considered clinically significant if it affects a patient's quality of life or expected lifespan.

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