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kirill115 [55]
3 years ago
10

State is it true or false​

Mathematics
1 answer:
Kipish [7]3 years ago
7 0

Answer:

TRUE

Step-by-step explanation:

TUE BECAUSE its polynornial

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Amber cut a 20-inch board into some shorter boards.
mylen [45]

Answer:

24 im new im learning english sorry

Step-by-step explanation:

8 0
3 years ago
The pupils of a school came to school by bus by bicycle and on foot . 48% of the pupils came to school by bus and 24% came by bi
yKpoI14uk [10]

Answer:

28%

Step-by-step explanation:

total percent is 100%

we could rewrite the equation as:

48% + 24% + f = 100%

72% + f = 100%(subtract 72 on both side)

f = 28%

5 0
3 years ago
What strategy would you use to find a vertex on a graph, on a table or of an equation? How are these strategies different?
Gemiola [76]

Hey there! :D

To find a vertex on a graph, you would need to look at where the line stops. This place where there is a distinct curve or stopping point and at least one line is going infinity in one direction is the vertex. The graph is much easier than any other method, because it is visual. If I was looking at the vertex on a table, I would see (especially on a quadratic) if there was a pattern to the points. Most points are opposite of each other, so it can be helpful to look at a pattern. In an equation, a parent function can help to see where the vertex is, as well (for quadratics) finding the line of symmetry with the equation to find the vertex. (-b/2a) The strategies are very different, some are easier than others. For example, I would much rather look at a graph for a vertex then do an equation to find it. Some involve looking, seeing a pattern, and others solving. They are all very different but can all be extremely helpful!

I hope this helps!

~kaikers

4 0
3 years ago
A lecturer wants to divide a class of 18 students into 3 groups, each of 6 students, to do 3 different statistical projects.
Evgen [1.6K]

Answer:

<h3>The lecturer has to divide the class into 3 groups of 6 which have 1 girl in each group to have 1 girl in each class.</h3>

(sry if this sounds a little akward didn't have enough time to type this answer out).

8 0
2 years ago
Given the lengths of two sides of a triangle, find the range for the length of the third side. Write an inequality.
djverab [1.8K]

Answer:

| a - b | < length of third side < a + b

Step-by-step explanation:

Visualize the two given sides of the triangle (let's call then a and b), joined at the vertex of the triangle, and forming an angle. We can join the other free end of these two segments, with another segment whose length would vary according to how tiny or large the angle is. We can spread the aperture of the angle they form as much as we can just below  (not reaching this angle measure, because in such case, there will be no triangle of tangible area. In such case, the length of the joining segment will be limited by the addition of the two sides:

length of third side < a + b

In the case the aperture of the angle formed by the two given sides is diminished as much as possible to still form a measurable triangle, the angle has to be just larger than zero, and in such case, the segment joining the other to ends of a and b would be just larger than the absolute value of the difference between a and b:

length third side > | a - b|

These are the two extreme cases, and the length of the third side must be within these limits.

5 0
3 years ago
Read 2 more answers
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