Answer:
B false
Step-by-step explanation:
The Theorem states that for a right triangle,
a^2 + b^2 = c^2
where c is the hypotenuse and a and b are the two shorter sides.
So does our given lengths work? Let's see:
16^2+30^2=35^2
256+900=1225
1156=1225
1156≠1225
And as we can see, the two sides do not equal each other, so this means the sides do not make a right triangle.
The values of x after the statement are:
- b) If x=1, then the statement P(1)="1>1" is false, and thus the value of x is equal to 1 after the statement "P(x) then x := 1".
- c) If x=2, then the statement P(2)="2>1" is true, and thus the value of x is equal to 1 after the statement "if P(x) then x := 1".
<h3>What is Discrete Mathematics?</h3>
This refers to the field of mathematics that studies mathematical structures and views them as discrete, rather than continuous and they include integers, statements, etc.
Therefore, if we consider the statement "if P(x) then x:=1" which is equivalent to "if x>1 then x:=1", then we can see that If x=1, then the statement P(1)="1>1" is false
Read more about discrete mathematics here:
brainly.com/question/27793609
#SPJ1
Answer:
1.
Step-by-step explanation:
Any real value to the power of 0 is 1.
Answer:
The student took 2.5 minutes to paint 1 square foot.
Step-by-step explanation:
In order to know how long the student took to paint each square foot we first need to know the total area of the bulletin board. Since it is a rectangle we can compute it's area by multiplying the width and the height. That is:
area = 2*3 = 6 square foot
Since the student took 15 minutes to paint the whole board the pace at which he was working can be calculated by dividing the total area of the board by the time he took to paint all of it. So we have:
pace = 6/15 = 0.4 foot/min
To find how long it took him to paint 1 square foot we can divide it by the pace he was painting. We have:
time = 1/0.4 = 2.5 minutes
The student took 2.5 minutes to paint 1 square foot.
Is that all the information? it could literally be any number with only that.
