Okay so first let's find out our other angle. Since this is a triangle, it has 180°. We have two measurements already, 53° and 90°. To find the other angle simply add the angles and subtract by 180.
![53 + 90 = 143](https://tex.z-dn.net/?f=53%20%2B%2090%20%3D%20143)
![180 - 143 = 37](https://tex.z-dn.net/?f=180%20-%20143%20%3D%2037)
So our missing angle (D) is 37°.
To solve for our x we will be using the sine ratio and cosine ratio.
![\sin(x) = \frac{opposite}{hypotenuse}](https://tex.z-dn.net/?f=%20%5Csin%28x%29%20%20%3D%20%20%5Cfrac%7Bopposite%7D%7Bhypotenuse%7D%20)
Let's plug in our numbers,
sin(53°) = x over 27
X ≈ 21.56
~~
I hope that helps you out !!
Any more questions, please feel free to ask me and I will gladly help you out !!
~Zoey
Answer:
It is M
Step-by-step explanation:
Root 30s closest answer is 5 and a bit above
Answer:
your equation is wrong!! the answer is ![10](https://tex.z-dn.net/?f=10)
Step-by-step explanation:
the correct order of the equation is:
![(2-3)(-1)-(-3)(3)](https://tex.z-dn.net/?f=%282-3%29%28-1%29-%28-3%29%283%29)
first, solve in the parentheses from left to right:
![(2-3)(-1)-(-3)(3)=\\(-1)(-1)-(-3)(3)=\\1-(-3)(3)=\\](https://tex.z-dn.net/?f=%282-3%29%28-1%29-%28-3%29%283%29%3D%5C%5C%28-1%29%28-1%29-%28-3%29%283%29%3D%5C%5C1-%28-3%29%283%29%3D%5C%5C)
If we have 2 negative signs then we will change them to positive :
![1-(-3)(3)=\\1+3(3)\\](https://tex.z-dn.net/?f=1-%28-3%29%283%29%3D%5C%5C1%2B3%283%29%5C%5C)
now we have an equation with parentheses, we will multiply
because the parentheses go first.
![1+3(3)=\\1+9=10](https://tex.z-dn.net/?f=1%2B3%283%29%3D%5C%5C1%2B9%3D10)
The van Hiele theory describes how young people in schools learn geometry.
<h3>
How to explain the theory?</h3>
Van Hiele theory postulates five levels of geometric thinking which are visualization, analysis, abstraction, formal deduction, and rigor. The levels use their own language and symbols
Analysis: At this level, students start analyzing and naming the properties of geometric figures.
Informal deduction: At this level pupils or students perceive relationships between properties and figures.
Deduction: At this level, students can give deductive geometric proofs. They are able to differentiate between necessary and sufficient conditions.
An equilateral triangle has all sides equal. In an isosceles triangle, two sides are the same length. In a scalene triangle, none of the sides are the same length.
Learn more about triangles on:
brainly.com/question/17335144
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