Can anyone help with this?

viva [34]

Log x+ log 7= log 42
log x=log 42 - log 7
log x=log 42/7 [ log a - log b= log (a/b) ]
log x= log 6

therefore:
x=6

Answer: x=6

3 0

4 years ago

What is the scale for the y-axis?<br> 10<br> 5

nataly862011 [7]

Answer:

10

Step-by-step explanation:

Each number on the y axis is going up by 10s?

The question is weird so I'm unsure of my answer, sorry if it's wrong.

4 0

3 years ago

Read 2 more answers

Someone please help me!!

kobusy [5.1K]

<h3>Answer:</h3>

A) Isosceles

E) Obtuse

<h3>Step-by-step explanation:</h3>

Ways to Define a Triangle

Triangles can be defined in two ways: by angles and by sides. Equilateral, isosceles, and scalene are based on side length. Acute, right, and obtuse are based on angle measurements. Triangle may only fall under one category for side length and one for angle measure (2 categories total).

Side Length

First, let's define equilateral, isosceles, and scalene.

Equilateral - All 3 sides of the triangle are congruent (equilateral are always acute angles).
Isosceles - 2 of the sides are congruent.
Scalene - There are no congruent sides; each side has a different length.

The triangle above has 2 congruent sides as shown by the tick marks on the left and right sides. This means the triangle is isosceles.

Angle Measurements

Now, let's define acute, right, and obtuse.

Acute - All 3 angles are less than 90 degrees; all angles are acute.
Right - 1 of the angles is exactly 90 degrees; it has a right angle.
Obtuse - 1 of the angles is greater than 90 degrees; there is an obtuse angle.

The largest angle in the triangle is 98 degrees, which is obtuse. This means that the triangle is obtuse.

7 0

2 years ago

If 12 is replaced with 3 in the following set what will happen with the value of the range 28,45,12,34,36,45,19,20

nordsb [41]

Answer:

The interquartile range remains the same.

Step-by-step explanation:

Interquartile range is the difference between first and third quartile.

I.Q.R.=Q_3-Q_1

The given data is

28, 45, 12, 34, 36, 45, 19, 20

Arrange the data is ascending order.

12, 19, 20, 28, 34, 36, 45, 45

(12, 19, 20, 28), (34, 36, 45, 45)

(12, 19), (20, 28), (34, 36), (45, 45)

The first quartile is midpoint of 19 and 20 and the third quartile is the midpoint of 36 and 45.

Q_1=\frac{19+20}{2}=19.5

Q_3=\frac{36+45}{2}=40.5

I.Q.R.=Q_3-Q_1

I.Q.R.=40.5-19.5=21

The interquartile range of given data is 21.

If 12 is replaced with 3 in the following set, then the given data is

3, 19, 20, 28, 34, 36, 45, 45

(3, 19, 20, 28), (34, 36, 45, 45)

(3, 19), (20, 28), (34, 36), (45, 45)

The first quartile is midpoint of 19 and 20 and the third quartile is the midpoint of 36 and 45.

Q_1=\frac{19+20}{2}=19.5

Q_3=\frac{36+45}{2}=40.5

I.Q.R.=Q_3-Q_1

I.Q.R.=40.5-19.5=21

The interquartile range of given data is 21.

The interquartile range remains the same. Therfore option 3 is correct

8 0

3 years ago

Read 2 more answers

How do I understand two column proofs?

Anna007 [38]

Explanation:

When you solve an equation, you use the rules of algebra. Before you begin solving equations, you learn the rules of algebra. Specifically, you learn about rules relating to addition, multiplication, equality, identity elements, order of operations, and inverse operations.

Whenever you "show work" solving an equation, you are demonstrating at each step that you know how to apply these rules to get one step closer to a solution.

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A 2-column proof is a list of "statements" in one column, and associated "reasons" in the other column.

The first statement is generally a list of all of the things that are "given" in the particular problem. The first reason is generally, "Given".

The last statement is generally a statement of what you are trying to prove. The last reason is a description of the postulate or theorem you used to conclude the last statement is true, based on the previous statement.

__

Here's a brief example:

Suppose we have line segment RT with point S on the segment. Suppose the lengths are given: RS = 3, ST = 4. We are asked to prove that RT = 7. The proof might look like this:

<u>Statement</u> . . . . <u>Reason</u>

Point S lies on RT; RS = 3; ST = 4 . . . . Given

RT = RS +ST . . . . segment addition postulate

RT = 3 + 4 . . . . substitution property of equality

RT = 7 . . . . properties of integers

__

So, creating or filling in 2-column proofs requires you have a good understanding of the theorems and postulates you are allowed (or expected) to choose from, and an understanding of logical deduction. Essentially, you cannot make a statement, even if you "know it is true", unless you can cite the reason why you know it is true. Your proof needs to proceed step-by-step from what you are given to what you want to prove.

It might be useful to keep a notebook or "cheat sheet" of the names and meanings of the various properties and theorems and postulates you run across. Some that seem "obvious" still need to be justified. X = X, for example, is true because of the <em>reflexive property of equality</em>.

It can be helpful to read and understand proofs that you see in your curriculum materials, or that you find online--not just skim over them. This can help you see what detailed logical steps are needed, and the sorts of theorems and postulates that are cited as reasons. It is definitely helpful to pay attention when new relationships among geometrical objects are being introduced. You may have to use those later in a proof.

_____

<em>Additional comment</em>

As in the above proof, you may occasionally run across a situation where you're asked to "justify" some arithmetic fact: 3+4=7 or 2×3=6, for example. I have never been quite clear on the justification that is appropriate in such cases. In the above, I have used "properties of integers", but there may be some better, more formal reason I'm not currently aware of. This is another example of the "obvious" needing to be justified.

7 0

3 years ago