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3 years ago

Why is a square always a rectangle but a rectangle is not always a square

2 answers:

8 0

For the same reason that a man is always a person but a person
is not always a man.

And the same reason that a 5th grader is always a student but a student
is not always a 5th grader.

A square is a special kind of rectangle ... one with all equal sides. If all the
sides are not equal, then it's still a rectangle, but it's no longer the 'special'
kind of rectangle.

mihalych1998 [28]3 years ago

3 0

A square is a special kind of rectangle, it is one where all the sides have the same length. Thus every square is a rectangle because it is a quadrilateral with all four angles right angles. But not every rectangle is a square, to be a square its sides must have the same length.

You might be interested in

How do I do the bus stop method?

hichkok12 [17]

The bus stop method is just like division.
Ex
137÷5=
1.) 5 goes into one zero times so there is a zero on top.
2.) 5 goes into 13 two times, so after the zero there is a 2.
3.) 5 goes into 37 seven times so there is a 7 after the 2.
4.) There is a 2 left and five can't go into school therefore that is a remainder.

027R2
5/137
- 10
37
-35
2
Hoped I helped:D

6 0

4 years ago

The sum of two numbers is 51.

Firdavs [7]

Answer:

21 and 30

Step-by-step explanation:

x + y = 51

x - y = 9

add the two equations and y's will cancel out

2x = 42 divide by 2

x = 21 so put 21 in for x in the top equation and solve

21 + y = 51

y = 30

4 0

3 years ago

Hilary is given the pattern 2, 4, 6, 8, 10,... on her test. She has to find the 50th term of the pattern. To do so she needs to

natka813 [3]

Answer: A recursive formula would be best to describe the pattern.

Step-by-step explanation: The pattern of numbers in the question clearly indicates it is an arithmetic progression, that is, every number is derived by adding a common difference to the previous number. The common difference or d, does not change throughout the sequence.

The common difference in the sequence above is 2. Upon close observation we would observe that by simply adding 2 to a number we can arrive at the next number.

However, using words to describe the pattern of the sequence would not be helpful if we have to find a number very far into the sequence, for example if we were to find the 1000th term of the sequence.

A recursive formula is preferable and would be the best option because of its simplicity in application. The recursive formula to calculate the nth term of an arithmetic progression is given as

nth = a + (n - 1)d

Where n is the term to be calculated in the sequence (in this case n equals 50), a is the first term (2 in this case) and d is the common difference (2 in this case).

The 50th term can be calculated as follows;

nth = 2 + (50 - 1)2

nth = 2 + (49)2

nth = 2 + 98

nth = 100

The calculation above shows how simple it is to calculate the nth term with a recursive formula rather than with verbal descriptions.

An explicit formula also allows you to find the value of any term in a sequence. The explicit formula designates the nth term of the sequence as an expression of n, that is, it defines the sequence as a formula in terms of n. This formula lets us find any other term without knowing other terms.

7 0

3 years ago

Choose the equation and the slope of the line that passes through (4,-2) and is perpendicular to the X-axis.

Tanya [424]

Answer:

C. Equation: x=4

D. Slope: undefined

Step-by-step explanation:

If a line is perpendicular to the x-axis, then it is a vertical line because the x-axis is horizontal.

The slope of a vertical line is undefined.

The equation of a vertical line through $(x_1,y_1)$ is $x=x_1$