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Lady_Fox [76]
3 years ago
8

a polygon has an area of 225 square meters. A similar polygon is created with an area that is triple the first. By what factor i

s the length of each side increased?
Mathematics
1 answer:
GuDViN [60]3 years ago
6 0
The area of the original polygon is:
 A = 225 m ^ 2
 The similar polygon area is:
 A '= (k ^ 2) * (A)
 Substituting values:
 3 * 225 = (k ^ 2) * (225)
 Clearing k we have:
 k ^ 2 = 3
 k = (3) ^ (1/3)
 Answer:
 
The length of each side increased by:
 
k = (3) ^ (1/3)
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Suppose 12% of the students chose to study French their freshman year, and that meant that there were 21 such students. How many
AleksAgata [21]

Answer:

154 students

Step-by-step explanation:

First get the total number of students .

This can be gotten by

12% of A = 21

Where A represents the total number of students.

12% represents the % of A that chose to study French and 21 is the number of students that studied French .

Therefore,

12% /100% x A = 21

0.12 x A = 21

Divide both sides by 0.12

0.12/0.12 x A = 21/0.12

A = 175

The total number of students is 175.

If 21 chose to study French their freshman year ,number of students that chose not to will be total number of students minus number of those who chose to study French.

That’s

175 - 21

= 154

154 students chose not to study French their freshman year

4 0
3 years ago
Pls Help
vodomira [7]
First solve the triangle:
75° + 75° + x = 180°
150° + x = 180°
x = 180° - 150°
Therefore x = 30°
Then, use the geometrical property of vertically opposite angles.
Therefore. x° = 30°
3 0
2 years ago
Read 2 more answers
HELP!!!!
ss7ja [257]
<h3>3 Answers: Choice D, Choice E, Choice F</h3>

============================================================

Explanation:

The inequality 6x - 10y ≥ 9 solves to y ≤ (3/5)x - 9/10 when you isolate y.

Graph the line y = (3/5)x - 9/10 and make this a solid line. The boundary line is solid due to the "or equal to" as part of the inequality sign. We shade below the boundary line because of the "less than" after we isolated for y.

Now graph all of the points given as I've done so in the diagram below. The points in the blue shaded region, or on the boundary line, are part of the solution set. Those points are D, E and F.

We can verify this algebraically. For instance, if we weren't sure point E was  a solution or not, we would plug the coordinates into the inequality to get...

6x - 10y ≥ 9

6(5) - 10(2) ≥ 9 .... plug in (x,y) = (5,2)

30 - 20 ≥ 9

10 ≥ 9 ... this is a true statement

Since we end up with a true statement, this verifies point E is one of the solutions. I'll let you check points D and F.

-----------

I'll show an example of something that doesn't work. Let's pick on point A.

We'll plug in (x,y) = (-1,1)

6x - 10y ≥ 9

6(-1) - 10(1) ≥ 9

-6 - 10 ≥ 9

-16 ≥ 9

The last inequality is false because -16 is smaller than 9. So this shows point A is not a solution. Choices B and C are non-solutions for similar reasons.

3 0
2 years ago
Check whether the relation R on the set S = {1, 2, 3} is an equivalent
kozerog [31]

Answer:

R isn't an equivalence relation. It is reflexive but neither symmetric nor transitive.

Step-by-step explanation:

Let S denote a set of elements. S \times S would denote the set of all ordered pairs of elements of S\!.

For example, with S = \lbrace 1,\, 2,\, 3 \rbrace, (3,\, 2) and (2,\, 3) are both members of S \times S. However, (3,\, 2) \ne (2,\, 3) because the pairs are ordered.

A relation R on S\! is a subset of S \times S. For any two elementsa,\, b \in S, a \sim b if and only if the ordered pair (a,\, b) is in R\!.

 

A relation R on set S is an equivalence relation if it satisfies the following:

  • Reflexivity: for any a \in S, the relation R needs to ensure that a \sim a (that is: (a,\, a) \in R.)
  • Symmetry: for any a,\, b \in S, a \sim b if and only if b \sim a. In other words, either both (a,\, b) and (b,\, a) are in R, or neither is in R\!.
  • Transitivity: for any a,\, b,\, c \in S, if a \sim b and b \sim c, then a \sim c. In other words, if (a,\, b) and (b,\, c) are both in R, then (a,\, c) also needs to be in R\!.

The relation R (on S = \lbrace 1,\, 2,\, 3 \rbrace) in this question is indeed reflexive. (1,\, 1), (2,\, 2), and (3,\, 3) (one pair for each element of S) are all elements of R\!.

R isn't symmetric. (2,\, 3) \in R but (3,\, 2) \not \in R (the pairs in \! R are all ordered.) In other words, 3 isn't equivalent to 2 under R\! even though 2 \sim 3.

Neither is R transitive. (3,\, 1) \in R and (1,\, 2) \in R. However, (3,\, 2) \not \in R. In other words, under relation R\!, 3 \sim 1 and 1 \sim 2 does not imply 3 \sim 2.

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3 years ago
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5 0
2 years ago
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