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Fittoniya [83]
3 years ago
14

Show that parallelogram with its diagonals intersecting at 90° is rhombus.

Mathematics
1 answer:
34kurt3 years ago
8 0
I do not have an answer for that, but you should try looking for that on google or yahoo answers.
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The number of students in an school building that have the flu after t days is given by the function
gulaghasi [49]

Step-by-step explanation:

p(0) =  \frac{800}{1 + 49 {e}^{ - 0.2 \times 0} }  =  \frac{800}{1 + 49}  =  \frac{800}{50}  = 16

200 =  \frac{800}{1 + 49 {e}^{ - 0.2t} }  \\ 200(1 + 49 {e}^{ - 0.2t} ) = 800 \\ 200 + 9800 {e}^{ - 0.2t}  = 800 \\ 9800 {e}^{ - 0.2t}  = 600 \\  {e}^{ - 0.2t}  =  \frac{3}{49}  \\  ln( {e}^{ - 0.2t} )  =  ln( \frac{3}{49} )  \\ -  0.2t =  - 2.793 \\ t = 13.96 = 14

6 0
3 years ago
I am having trouble<br> 2(10-13x)=-34x+60
morpeh [17]
<span>Simplifying 2(10 + -13x) = -34x + 60
(10 * 2 + -13x * 2) = -34x + 60
(20 + -26x) = -34x + 60
 Reorder the terms: 20 + -26x = 60 + -34x
 Solving 20 + -26x = 60 + -34x
 Solving for variable 'x'.
 Move all terms containing x to the left, all other terms to the right.
 Add '34x' to each side of the equation. 20 + -26x + 34x = 60 + -34x + 34x
 Combine like terms: -26x + 34x = 8x 20 + 8x = 60 + -34x + 34x
 Combine like terms: -34x + 34x = 0 20 + 8x = 60 + 0 20 + 8x = 60
Add '-20' to each side of the equation. 20 + -20 + 8x = 60 + -20
 Combine like terms: 20 + -20 = 0 0 + 8x = 60 + -20 8x = 60 + -20
 Combine like terms: 60 + -20 = 40 8x = 40
 Divide each side by '8'. x = 5
 Simplifying x = 5</span>
7 0
3 years ago
Please help! Thank you:)
Aloiza [94]
The answer would <em><u>B</u></em><em><u /></em><u />e........

(Just trying to help you enjoy!)
4 0
3 years ago
If 1/x 1/x 1/x 1/x =24 what is x
kenny6666 [7]
Would you please elaborate on what you would like to know?
8 0
3 years ago
How can we define appropriate quantities for the purpose of descriptive modeling?
anastassius [24]

Answer:

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays

Step-by-step explanation:

You've assigned your math class a set of word problems. One of the questions ends with, "How many people voted for candidate Jones?" Fingers fly over calculators as your students try to determine the correct answer. After a minute or two, Tommy raises his hand and announces his answer: 4,602.28

Everything inside of you wants to scream, "Are you out of your mind, Tommy boy? A closer answer would be 4 because at least it would be possible! How on earth could a candidate receive 28 hundredths of a vote?"

Okay, breathe. Poor Tommy has made the kind of error that drives math teachers like you to the brink of insanity. He's given an answer that makes absolutely no sense.

Whatever else math is or isn't, it is always logical. Answers should always make sense. Math frequently relies on general knowledge—concepts that we assume are known by everyone over the age of about seven—along with a healthy dose of common sense (not you, Thomas Paine).

The problem, of course, is that people have a tendency to ignore both common sense and the knowledge that they possess. Particularly when calculators are involved, there's the tendency to run with the answer you're given. That ignores one very basic principle: the calculator answers the question you ask, not the one you intended to ask.

This was just an example of Descriptive Modeling

Thank you for asking this question

please choose me as brainiest Answer to support me

3 0
2 years ago
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