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V125BC [204]
3 years ago
9

How do you do this ??

Mathematics
1 answer:
svet-max [94.6K]3 years ago
7 0

The purpose of the grid is to help you record possible and impossible combinations. The repeat of the headings 1st, 2nd, 3rd, 4th helps you compare to both shirt color and name.

Each given statement has certain implications. You are expected to be able to determine as many of those as you can, and mark the grid accordingly.

The first statement says two girls slide down before two other girls. This means the first two girls listed cannot be 3rd or 4th in line, and the last two girls listed cannot be 1st or 2nd in line. It also means that none of the named girls is wearing the blue shirt (so Madeline must be wearing it). These implications are marked in the attachment with X and a circled 1, to indicate to you that the first statement was where we got the X. The X is used to signify an impossible combination.

The second statement tells you the purple shirt will not be 3rd or 4th in line, since at least two girls are after it. It tells you that Alexis is not wearing purple or yellow (so must be wearing white), and it tells you that Alexis and the yellow shirt are not first in line. (We alread knew that about Alexis.)

The third statement lets you finish the problem. We just found that Alexis is wearing the white shirt, so it tells you Madeline is 2nd in line and Alexis is 3rd. (Alexis is 3rd or 4th, but so is Lauren. The only way Madeline can be next to Alexis is for Madeline to be 2nd and Alexis 3rd.) The check marks labeled with a circled 3 are the conclusions we drew from statement 3.

Since the yellow shirt is not first, Lauren must be wearing it 4th in line.

The final conclusion is ...

  1. Hanna, purple
  2. Madeline, blue
  3. Alexis, white
  4. Lauren, yellow

Once you have identified a combination, it can help to mark off the others in that row and column (of the group of 4 rows and columns) as being impossible. This can narrow the choices for the others. I didn't do that here because it makes the diagram busier and the sequence of marks less clear.

_____

It is a good idea to check your final answer with the original problem statements to make sure the answer is consistent with them.

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Answer:

15.25 is your answer

Step-by-step explanation:

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A square and an equilateral triangle have equal perimeters. the area of the triangle is 
Ivenika [448]

a - length of side of a square

t - length of side of a triangle

The perimeter of a square: P_S=4a

The perimeter of a triangle: P_T=3t

We have the area of a triangle: A_T=16\sqrt3\ cm^2

The formula of an area of an equilateral trinagle: A_T=\dfrac{t^2\sqrt3}{4}

Substitute:

\dfrac{t^2\sqrt3}{4}=16\sqrt3    <em>multiply both sides by 4</em>

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Substitute to the formula of a perimeter of a square:

4a=24       <em>divide both sides by 4</em>

a=6\ cm

The formula of a diagonal of a square: d=a\sqrt2

Substitute:

d=6\sqrt2\ cm

3 0
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210 is how many tens? an also what does 240 equals how many tens
qwelly [4]
210 is 21 groups of ten. 240 is 24 tens
6 0
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Drag an answer to each box to complete this paragraph proof.
Alexxx [7]

1st box:

m<A + m<B + m<C = 180


2nd box:

substitution property


3rd box:

division property of equality


Hope it helps.

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