We have consecutive odd numbers for the sides of a triangle, perimeter 201. We could write an equation, but clearly the middle side is 201/3 = 67, so the other two sides are 65 and 69.
This is almost an equilateral triangle, angles around 60 degrees, so not obtuse, meaning one angle over 90 degrees.
Scalene means the sides are all different lengths; we didn't even have to solve the problem to know this is true.
Smallest side 61, false.
Largest side 69, true.
This last one doesn't make much sense to me. What's a unit here? Dilation of 1/3 means all the linear measures become 1/3 as big, including the perimeter. It would decrease much more than 3 inches, since it would go from 201 inches to 67 inches. If I have to answer I'd go with false.
Answer:
B. lines BE and CG have to be parallel.
Step-by-step explanation:
Answer:
![\boxed{ \bold{ \huge{ \boxed{ \sf{(5 \: , \: - 4)}}}}}](https://tex.z-dn.net/?f=%20%5Cboxed%7B%20%5Cbold%7B%20%5Chuge%7B%20%5Cboxed%7B%20%5Csf%7B%285%20%5C%3A%20%2C%20%5C%3A%20%20-%204%29%7D%7D%7D%7D%7D)
Step-by-step explanation:
Let A ( 0 , -2 ) be ( x₁ , y₁ ) and B ( 10 , -6 ) be ( x₂ , y₂ )
<u>Finding</u><u> </u><u>the </u><u>midpoint</u><u> </u><u>of </u><u>AB</u>
![\boxed{ \sf{midpoint = ( \frac{x1 + x2}{2} \: , \frac{y1 + y2}{2} )}}](https://tex.z-dn.net/?f=%20%5Cboxed%7B%20%5Csf%7Bmidpoint%20%3D%20%28%20%5Cfrac%7Bx1%20%2B%20x2%7D%7B2%7D%20%20%5C%3A%20%2C%20%5Cfrac%7By1%20%2B%20y2%7D%7B2%7D%20%29%7D%7D)
![\longrightarrow{ \sf{( \frac{0 + 10}{2} \: , \: \frac{ - 2 + ( - 6)}{2} )}}](https://tex.z-dn.net/?f=%20%5Clongrightarrow%7B%20%5Csf%7B%28%20%5Cfrac%7B0%20%2B%2010%7D%7B2%7D%20%20%5C%3A%20%2C%20%5C%3A%20%20%5Cfrac%7B%20-%202%20%2B%20%20%28%20-%206%29%7D%7B2%7D%20%29%7D%7D)
![\longrightarrow{ \sf{( \frac{10}{2} \: \: , \: \frac{ - 2 - 6}{2} )}}](https://tex.z-dn.net/?f=%20%5Clongrightarrow%7B%20%5Csf%7B%28%20%5Cfrac%7B10%7D%7B2%7D%20%20%5C%3A%20%20%5C%3A%20%2C%20%5C%3A%20%20%5Cfrac%7B%20-%202%20-%206%7D%7B2%7D%20%29%7D%7D)
![\longrightarrow{ \sf{( \frac{10}{2} \: , \: \frac{ - 8}{2} )}}](https://tex.z-dn.net/?f=%20%5Clongrightarrow%7B%20%5Csf%7B%28%20%5Cfrac%7B10%7D%7B2%7D%20%20%5C%3A%20%2C%20%5C%3A%20%20%20%5Cfrac%7B%20-%208%7D%7B2%7D%20%29%7D%7D)
![\longrightarrow{ \sf{(5 \: , \: - 4)}}](https://tex.z-dn.net/?f=%20%5Clongrightarrow%7B%20%5Csf%7B%285%20%5C%3A%20%2C%20%5C%3A%20%20-%204%29%7D%7D)
Hope I helped!
Best regards! :D
Answer:
1/35
Step-by-step explanation:
Number of students born in a country other than the United States = 1/20
Also, 4/7 of 1/20 were born in Puerto Rico
Portion of the student body born in Puerto Rico is therefore = 4/7 of 1/20
4/7 x 1/20
Multiply through
4/140
1/35
Answer:
(a) Sandra earns $15 per hour
(b) Sandra earns more per hour
Step-by-step explanation:
(a) y=15x tells Sandra's earnings for x hours. To find Sandra's earnings for 1 hour, let x=1.
... y = 15·1 = 15 . . . . Sandra earns $15 in 1 hour.
(b) To find Susan's earnings you can choose any number of hours and divide that into the corrsponding number of dollars. The math is really easy if you choose the last table entry:
... $80/(10 hours) = $8/hour
Sandra's earnings of $15 per hour are more than Susan's earnings of $8 per hour.
_____
Another way to compare the wages is to pick one of the hour numbers from the table and compute Sandra's equivalent earnings. Again, if we choose 10 hours, the math is easy
... y = 15·10 = 150
Sandra earns $150 for 10 hours' work, while Susan only earns $80 for the same time.