Those two angles are complementary - which means they both give us 90
degrees. We know that all three angles in any triangle must be exactly
180 degrees, so the third angle will be 180 - 90 = 90 degrees. It means
that our triangle is a straight triangle. The figure will look more less like in the attachment.
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Answer:
43.496
Step-by-step explanation:
When going from kilometers to miles, divide the length in kilometers by 1.609. When we do that, we get 43.496.
4 divided by 2
That equals 2
:)
The coordinates give are
(0,6)
(4,9)
(3,6)
(2,3)
These points can be substituted into the systems of equation in the choices and inspect which equations satisfy the value of the points. Doing this, the answer is
3x - 4y = -24
3x - y = 3
Answer:
This task would be especially well-suited for instructional purposes. Students will benefit from a class discussion about the slope, y-intercept, x-intercept, and implications of the restricted domain for interpreting more precisely what the equation is modeling.
One potential confusion students may have follows from the subtle difference between what the car is doing and the idea of slope as the ratio between the change in vertical distance on the graph and the change in horizontal distance on the graph. Because the car is traveling one mile on a down-hill slope, the situation could be represented as a right triangle with a hypotenuse of 5,280 ft and a leg of 250 ft; using the Pythagorean Theorem they would find that the other leg is approximately 5,274 ft. Following through on this interpretation, a student might conclude that the car travels a horizontal distance of approximately 5,274 ft for every 250 ft in vertical distance and arrive at a slope of approximately -0.047. While this is, in some sense, the slope of the hill, it is not the slope of the function as described. This interpretation yields numbers that are very close to the situation described in the task, yet conceptually different since the distance traveled by the car would now be expressed in terms of horizontal distance traveled as opposed to distance along the slope of the hill to compute the elevation. If students do indeed pursue this line of reasoning, the task provides an opportunity to compare and contrast the graph of the function and what it represents with a drawing of the hill and the vertical and horizontal distances traversed with each mile down the slope.
Step-by-step explanation:
