The side length of an equilateral triangle is 6 cm. What is the height of the triangle?

I’m super confused !!

Answer:

5.318 * 10 to power of 8

Step-by-step explanation:

Answer:

5.318 × \(10^{8}\)

Step-by-step explanation:

Answer:

Triangle have total degrees as 180°...so X = 180 - 61 - 73 = 46

Answer:

61+73+x=180(sum of angle in a triangle)

134+x=180

collect like terms

x=180-134

x=46

Answer:

I think 3 or 4 but I doubt it

Step-by-step explanation:

Answer:

40

I got it wrong with all the other answer RIP :c

Our standard linear slope equation is:

mx + b = y

We're told our slope is 1/2, so that's our m value.

When x = 0 our value is 5. If you need this visualized, then:

1/2 * 0 +b = 5

0 + b = 5

b = 5

So our equation looks like:

x/2 + 5 = y

The required area of the parallelogram and pentagon is 91 unit² and 75 unit².

The surface area of any shape is the area of the shape that is faced or the Surface area is the amount of area covering the exterior of a 3D shape.

A parallelogram in is shown in figure 1 with the dimensions height = 7 and base = 13,
Area of the parallelogram  = 13 × 7 = 91 unit²

Now,
A pentagon is shown in figure 2,
Area of the pentagon = 5 [1/2 × height × side]
                                 = 5 [1/2 × 5 × 6]

                                 = 75 suqare units.

Thus, the required area of the parallelogram and pentagon is 91 unit² and 75 unit².

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Answer:

Y= -X + 9 Can be found by trials

Proof:

In △ABC and △DCB,

CB = CB (common)

∠ABC = ∠BCD (each 90°)

and AB = CD (given)

(i) ∴ △ ABC ≅ △DCB (S.A.S. Axiom)

(ii) Hence AC = DB (c.p.c.t.)

Hence proved.

Answer:

? =8.77

Step-by-step explanation:

Since this is a right triangle, we can use trig functions

sin theta = opposite side/ hypotenuse

sin 20 = 3 / ?

? = 3/ sin 20

? = 8.7714132

To the nearest hundredth

? =8.77

Answer:

The absolute value of a number is the distance between the number and zero on a number line. In other words, a number and its opposite have the same absolute value.

Step-by-step explanation:

Answer:

Point-slope form:

\(y-4=\displaystyle\frac{1}{3}(x+4)\)

\(y-8=m(x-8)\)

Slope-intercept form:

\(y=\displaystyle\frac{1}{3}x+\displaystyle\frac{16}{3}\)

Standard form:

\(-x+3y=16\)

Step-by-step explanation:

Hi there!

1) Point-slope form

Point-slope form: \(y-y_1=m(x-x_1)\) where \((x_1,y_1)\) is a point on the line and m is the slope

First, determine the slope:

\(m=\displaystyle\frac{y_2-y_1}{x_2-x_1}\) where two points on the line are \((x_1,y_1)\) and \((x_2,y_2)\)

Plug in the points (-4,4) and (8,8):

\(m=\displaystyle\frac{8-4}{8-(-4)}\\\\m=\displaystyle\frac{8-4}{8+4}\\\\m=\displaystyle\frac{4}{12}\\\\m=\displaystyle\frac{1}{3}\)

Therefore, the slope of the line is \(\displaystyle\frac{1}{3}\). Plug this into  \(y-y_1=m(x-x_1)\):

\(y-y_1=\displaystyle\frac{1}{3}(x-x_1)\)

Now, for \((x_1,y_1)\), we can either plug in (-4,4) or (8,8):

\(y-4=\displaystyle\frac{1}{3}(x-(-4))\\\\y-4=\displaystyle\frac{1}{3}(x+4)\)

or

\(y-8=m(x-8)\)

2) Slope-intercept form

Slope-intercept form: \(y=mx+b\) where m is the slope and b is the y-intercept (the value of y when the line crosses the y-axis)

\(y=mx+b\)

Plug in the slope

\(y=\displaystyle\frac{1}{3}x+b\)

Now, to determine the y-intercept, plug in one of the points (-4,4) or (8,8) and solve for b:

\(8=\displaystyle\frac{1}{3}(8)+b\\\\8=\displaystyle\frac{8}{3}+b\\\\8-\displaystyle\frac{8}{3}=b\\\\b=\frac{16}{3}\)

Therefore, the y-intercept is \(\displaystyle\frac{16}{3}\). Plug this back into \(y=\displaystyle\frac{1}{3}x+b\):

\(y=\displaystyle\frac{1}{3}x+\displaystyle\frac{16}{3}\)

3) Standard form

Standard form:

\(Ax+By=C\) where A, B, and C are numbers which are typically integers

\(y=\displaystyle\frac{1}{3}x+\displaystyle\frac{16}{3}\)

Organize this into standard form:

\(-\displaystyle\frac{1}{3}x+y=\displaystyle\frac{16}{3}\)

Multiply both sides by 3 so A, B, and C are integers:

\(-x+3y=16\)

I hope this helps!

Answer:

3

Step-by-step explanation:

Answer:

ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg

Step-by-step explanation:

Step-by-step answer:

6+5n=11

6+5n-6=11-6

5n=5

5n/5=5/5

n=1

Plzzzzz give me Brainliest!!!!!  

Answer:

In explanation below.

Step-by-step explanation:

Presumably, the proof you have in mind is to use a=b=2–√a=b=2 if 2–√2√22 is rational, and otherwise use a=2–√2√a=22 and b=2–√b=2. The non-constructivity here is that, unless you know some deeper number theory than just irrationality of 2–√2, you won't know which of the two cases in the proof actually occurs, so you won't be able to give aa explicitly, say by writing a decimal approximation.

Answer:

I don't know what you're asking but if you're asking what the mode is then it's 2, or your mean is 5

Step-by-step explanation:

Answer:

Model is Sam..

so 9 is correct answer..

by the way option A is correct

Answer:

You can substitute

4

as

x

in the first equation because

x

and

4

are equal.

2

(

4

)

+

y

=

29

8

+

y

=

29

y

=

21

Step-by-step explanation:

These are the roots of the given expressions.

a. The root is \(\(-5 - 5i\).\)

b. The root is\(\(-24i\).\)

a. To find the root of \(\(5(-1 - i)\),\) we can simplify the expression:

\(\(5(-1 - i) = -5 - 5i\)\)

Thus, the root is \(\(-5 - 5i\).\)

b. To find the root of \(\(3(-8i)\),\) we simplify the expression:

\(\(3(-8i) = -24i\)\)

Therefore, the root is\(\(-24i\).\)

In both cases, we multiplied the given complex numbers by their respective coefficients. When we multiply a complex number by a scalar, such as 5 or 3, it scales both the real and imaginary parts of the complex number. In case (a), both the real part (-1) and the imaginary part \((-i) of \(-1 - i\)\) are multiplied by 5, resulting in\(\(-5 - 5i\).\) In case (b), the imaginary part (-8i) is multiplied by 3, yielding \(\(-24i\).\)

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The correct answer to the given question is "True."

Cross-sectional design involves the systematic collection of responses to a consumer survey instrument from one or more samples of respondents at one point in time. The main purpose of the cross-sectional design is to gather information about a population at a specific time or period. Cross-sectional research is frequently used in psychology, epidemiology, marketing research, and other fields. The word "systematic" is used in the question, which implies a methodical or orderly procedure. Cross-sectional design gathers information through a systematic and organized method. Therefore, it is true that cross-sectional design involves the systematic collection of responses to a consumer survey instrument from one or more samples of respondents at one point in time.

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Therefore, the correct answer is (b) H(0) and H(a), where H(0) represents the null hypothesis and H(a) represents the alternative hypothesis.

Based on the given information, D represents the null hypothesis (H₀) and E represents the alternative hypothesis (Hₐ).

The null hypothesis (H₀) is a statement that there is no significant difference between the observed data and the expected results. In this case, the null hypothesis is that the population mean (μ) is greater than or equal to 1000.

The alternative hypothesis (Hₐ) is a statement that there is a significant difference between the observed data and the expected results. In this case, the alternative hypothesis is that the population mean (μ) is less than 1000.

Correct answer is (b) H(0) and H(a), where H(0) represents the null hypothesis and H(a) represents the alternative hypothesis.

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Hello

To solve this question, we would solve for the area of the semi-circle and area of the rectangle.

The dimensions of the rectangle is

Area of a rectangle is given as

The area of the rectangle is 6600m^2

The formula of area of a semi-circle is

But the radius would be half the value of the width of the training field

Area of the semi-circle is

The area of the semi-circle is 1709.73m^2

The area of the training field is area of the rectangle + 2(area of the semi-circle)

NB: We are multiplying the area of the semi-circle by 2 because we have two semi-circle attached to the rectangle

The area of the training pitch is

From the calculations above, the area of the training pitch is 10019.46m^2

Answer:

PUT YOUR HANDS UP AND GIVE ME YOUR POINTS!!!

Step-by-step explanation:

hehe

Given a matrix and a vector, we can determine if the vector is an eigenvector of the matrix and find the corresponding eigenvalue. In this case, we will check if the given vector is an eigenvector of the given matrix and find its corresponding eigenvalue.

To check if the vector is an eigenvector, we need to multiply the matrix by the vector and see if the result is a scalar multiple of the vector. If it is, then the vector is an eigenvector, and the scalar multiple is the corresponding eigenvalue. Let's denote the matrix as A and the vector as v. We perform the matrix-vector multiplication A * v and check if it is equal to λ * v, where λ is the eigenvalue. A * v = -9 * (-6) + (-8) * 4 + 5 * 7 + 3 * (-6) = 54 - 32 + 35 - 18 = 39. λ * v = λ * [-6, 4, 7, -6]. To determine the eigenvalue, we equate the corresponding entries: λ * (-6) = 39. Solving this equation, we find: λ = -39/6. Therefore, the vector [-6, 4, 7, -6] is an eigenvector of the matrix with the eigenvalue -39/6.

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The given series is an infinite geometric series with a common ratio of -3 and a first term of (-3)^0 * 7^1 = 7. To determine the sum of this series, we can use the formula for the sum of an infinite geometric series, given by S = a / (1 - r).

The given series is an infinite geometric series with a common ratio of -3 and a first term of (-3)^0 * 7^1 = 7. In this case, a = 7 and r = -3. Plugging these values into the formula, we get S = 7 / (1 - (-3)). To simplify the expression, we can rewrite it as S = 7 / (1 + 3) = 7 / 4.

Therefore, the sum of the infinite geometric series is 7/4, or 1.75. The sum of the given infinite geometric series is 1.75. This result is obtained by using the formula for the sum of an infinite geometric series with a first term of 7 and a common ratio of -3.

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Answer:

4%

Step-by-step explanation:

\(I=Prt \\ \\ 1000=5000(r)(5) \\ \\ 1000=25000r \\ \\ r=0.04=4\%\)

Answer:

Mother: 40 years old

Rakhi: 15 years old

Step-by-step explanation:

Solution :

Let present age of Rakhi = x years

Present age of Mother = 4x

5 years later

Age of Rakhi =x+5

Ag of Mother =4x+5

Given 4x+5=3(x+5)

4x−3x=15−5

⇒x=10

Mother's age =4x=40 years

Plug 10 in for x to find Rakhis age

Answer:

y = 2x

Step-by-step explanation:

Since we are told what to find, we can find the equation of the line that models the statement.

Using the equation of a line

y = MX+c.

m is the slope

c is the intercept

x represents the number of kids in a group (slope)

y represents the total number of caramel chews Gabe gives to that group.

If Gabe gives a group of 3 kids a total of 6 caramel chews and he gives a group of 5 kids 10 caramel chews, we can represent this as coordinate points;

(3,6) and (5,10)

Get the slope

M = 10-6/5-3

M = 4/2

M = 2

Get the intercept by substituting m= 2 any of the points (let's use (3,6)) into the expression y = MX+c to get the value of c;

y = MX+c

6. = 2(3)+c

c = 6-6

c = 0

Substitute m = 2 and c = 0 to get the required equation

y = MX+c

y = 2x+0

Hence the equation that models the statement is y = 2x

Answer:

las cañaverales son extenso y hay numerosos

The null hypothesis, H0, is that the proportion of students who commute more than 15 miles to school is equal to or less than 25%. The alternative hypothesis, H1, is that the proportion is greater than 25%.

H0: Proportion of students who commute more than 15 miles to school ≤ 25%
H1: Proportion of students who commute more than 15 miles to school > 25%
In this hypothesis test, we will be using the following terms:

- Null Hypothesis (H0): The proportion of students who commute more than 15 miles to school is equal to 25%.
- Alternative Hypothesis (H1): The proportion of students who commute more than 15 miles to school is greater than 25%.

To restate the hypotheses:

H0: p = 0.25
H1: p > 0.25

Here, p represents the proportion of students who commute more than 15 miles to school.

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To compute the determinant of the matrix ⎣⎡​123​314​512​⎦⎤​ using cofactor expansions, we can use either the first row or the second column. Let's start with the cofactor expansion along the first row.

the cofactor of each element in the first row. The cofactor of an element is the determinant of the matrix obtained by removing the row and column that contain that element.

Cofactor of 1: The minor matrix obtained by removing the first row and first column is ⎣⎡​3​2​2​⎦⎤​. Its determinant is 3*2 - 2*2 = 2.Cofactor of 2: The minor matrix obtained by removing the first row and second column is ⎣⎡​4​5​2​⎦⎤​. Its determinant is 4*2 - 5*2 = -2.

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The determinant of the matrix ⎣⎡​123​314​512​⎦⎤​ is 22 when expanded across the first row and 15 when expanded down the second column. The results differ, indicating an error in the calculations. Please double-check the provided matrix or calculations to resolve the discrepancy.

To compute the determinant of a 3x3 matrix using cofactor expansions, we can expand across the first row or down the second column. Let's calculate the determinant of the matrix ⎣⎡​123​314​512​⎦⎤​ using both methods and compare the results.

Expanding across the first row:

det(A) = 1 * cofactor(A[1][1]) - 2 * cofactor(A[1][2]) + 3 * cofactor(A[1][3])

       = 1 * det⎣⎡​314​512​⎦⎤​ - 2 * det⎣⎡​123​512​⎦⎤​ + 3 * det⎣⎡​123​314​⎦⎤​

Expanding down the second column:

det(A) = 3 * cofactor(A[1][2]) - 1 * cofactor(A[2][2]) + 2 * cofactor(A[3][2])

       = 3 * det⎣⎡​314​512​⎦⎤​ - 1 * det⎣⎡​123​512​⎦⎤​ + 2 * det⎣⎡​123​314​⎦⎤​

Calculating the determinants of the 2x2 matrices involved, we get:

det⎣⎡​314​512​⎦⎤​ = (3 * 2) - (1 * 4) = 6 - 4 = 2

det⎣⎡​123​512​⎦⎤​ = (1 * 2) - (3 * 5) = 2 - 15 = -13

det⎣⎡​123​314​⎦⎤​ = (1 * 4) - (2 * 3) = 4 - 6 = -2

Substituting the determinants into the formulas above, we have:

Expanding across the first row: det(A) = 1 * 2 - 2 * (-13) + 3 * (-2) = 2 + 26 - 6 = 22

Expanding down the second column: det(A) = 3 * 2 - 1 * (-13) + 2 * (-2) = 6 + 13 - 4 = 15

The determinant of the matrix ⎣⎡​123​314​512​⎦⎤​ is 22 when expanded across the first row and 15 when expanded down the second column. The results differ, indicating an error in the calculations. Please double-check the provided matrix or calculations to resolve the discrepancy.

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Answer:

If x = -3,

then y might equal -6

If y = -20,

then x might equal -13

Step-by-step explanation:

I have used a graph to estimate these answers. See image. If you are learning how to find the line of best fit for a data set, you might be expected to do those calculations, depending on the level of your math class. Many upper level math classes would use technology to find a line of best fit.

See image to see the data set given on an xy-axis in red. The circled areas are where the estimated numbers would lie, where

x = -3 (in blue) and where

y = -20 (in green)

The directions say estimate, so a graph is a good justification for several answers in the general area.