Anyone pls? I'll give brainliest

we can use the Triangle inequality Theorem a theorem in Euclidean geometry that states any two triangle sides added together must be greater than or equal to the third side

It's simpler than it seems to determine whether a triangle has three side lengths. The Triangle Inequality Theorem, which asserts that the sum of a triangle's two side lengths is always greater than the third side, will suffice. You will have a triangle if this holds true for each of the three possibilities of increased side lengths.

1 . Triangle Inequality Theorem

smaller than the total of the first two sides. You will have a valid triangle if this holds true for each of the three possible combinations. To confirm that the triangle is feasible, you will need to go through each of these combinations one at a time. Theorem a+b > c, a+c > b, and b+c > a can alternatively be thought of as an inequality. The triangle has sides of lengths a, b, and c.

In this case, a, b, and c are each equal to seven.

2. Check to see if the sum of the first two sides is greater than the third

Check to see if the sum of the first two sides is greater than the third adding the sides a and b yields 17, which is larger than 5, or 7 plus 10. It can alternatively be considered as 17 > 5.

3. Check to see if the sum of the next combination of two sides is greater than the remaining side

just see if the sum of sides a and c are greater than the side b.[4] This means you should see if 7 + 5, or 12, is greater than 10. 12 > 10,

4. Check to see if the sum of the last combination of two sides is greater than the remaining side.

Check to see if side b and side c added together are greater than side a. To accomplish this, you must determine whether 10 Plus 5 is greater than 7. The triangle is complete on all sides since 10 + 5 = 15 and 15 > 7.

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Answer: x= -2, -3

Step-by-step explanation: Move all terms to the left side and set equal to zero. Then set each factor equal to zero.

The graph of equation is in image.

When a linear equation is graphed, it always results in a straight line because each term has an exponent of 1. This is why it is referred to as a "linear equation."

There are linear equations with one and two variables, respectively.

Given equations

2x + 3y = 5

4x - 5y = -1

For equation 1

2x + 3y = 5

The table of values appears as follows

x    1     -2    4

y    1      3    -1

Coordinates for equation 2

4x - 5y = -1

The table of values as thus

x    1     2    -4

y    1     1.8   -3

And the intersection point of equation is (1, 1)

Hence the graph of equation is intersecting at (1, 1).

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The system of equations y = 3x - 7 and 6x - 2y = 12 has no solution. That is the lines of the equation is parallel.

To solve a system of equations, you can use substitution or elimination.

One method to find the solution for this system of equations is substitution. To use this method, you can solve one equation for one variable in terms of the other variable, and then substitute this expression into the other equation.

Solving for y in the first equation:

y = 3x - 7

Then substitute the result in the second equation:

6x - 2(3x - 7) = 12

6x - 6x + 14 = 12

14 = 12

That clearly is not true and this system of equations has no solution.

--The question is incomplete, answering to the question below--

"What is the solution to the system y = 3x - 7 and 6x - 2y = 12?

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The vertex of the equation is (0, -1), the line of symmetry is x = 0 and the y-intercept is (0,-1).

For the equation f(x) = [tex]-3x^7[/tex] + 2x - 1, the vertex is the highest or lowest point on the parabola and it can be found by completing the square method.

To find the line of symmetry, we can set the function equal to zero and solve for x. The x-coordinate of the vertex is the same as the line of symmetry.

The y-intercept is the point at which the parabola crosses the y-axis, and it can be found by setting x equal to zero and solving for y.

The vertex of the parabola:

The line of symmetry:

The y-intercept:

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The Truth Table in logic gate is  used to specify the output of the logic gate for all possible combinations of the input signals. , it is the breakdown of all the possible truth values returned by the logical expression.

What is Truth Table ?

The truth table is a tabular representation of all combinations of values for inputs and their respective outputs.

It can be called as a mathematical table which shows all possible outcomes that would occur from all the possible scenarios that are considered as  factual.

Truth tables are generally used for the logic problems as in Boolean algebra and electronic circuits.

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Answer:

Step-by-step explanation:

A truth table for a logic gate is the table that specifies the logic value/state of the output of the gate for all possible combinations of the logic states of all inputs.

Let's take the example of the AND gate with two logic inputs A and B and one output Y.

A    B    Y

0    0    0

0    1     0

1     1     1

1    0     0

This is the truth table for the AND gate.

Probability that the calendar turned to month of May or June is 1/6.

Probability is simply the possibility of getting an event. Or in other words, we are predicting the chance of getting an event.

The value of probability will be always in the range from 0 to 1.

Total number of months = 12

Suppose that a calendar is turned.

Probability that the calendar turned to month of May = 1/12

Probability that the calendar turned to month of June = 1/12

Probability that the calendar turned to month of May or June = 1/12 + 1/12

                                                                                                      = 2/12

                                                                                                      = 1/6

Hence the probability that the calendar turned to month of May or June is 1/6.

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The number √2 is called an irrational number because the value of √2 = 1.41421356... and the the value is non terminating and non repeating .

What are Irrational Numbers ?

The Numbers whose vales are Non Repeating and Non Terminating are called as Irrational Numbers ,

also the numbers that cannot be expressed on the form of [tex]\frac{p}{q}[/tex] are called as Irrational Numbers .

the number is given as √2 ;

we know that the values of √2 is = 1.41421356... ,

we see that the the value is non terminating and the numbers after decimal point are non repeating ,

Therefore  , the number √2 is an irrational number .

The given question is incomplete , the complete question is

Why the number √2 is called a Irrational Number ?

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The unit rate of flavor A is; $0.2245 per ounce

The unit rate of flavor B is; $0.20 per ounce

An equation to help Ray determine how many red balloons are needed compared to the the total number of balloons used is; y = ²/₅x

A unit rate is also called unit ratio and it describes how many units of the first type of quantity corresponds to one unit of the second type of quantity.

We are given that Flavor A is 20 ounces and costs $4.49. Thus;

Unit rate of flavour A = $4.49/20 = $0.2245 per ounce

For Flavor B, the equation y = 0.20x represents the cost (y) per ounce (x) in each box. Thus, the unit rate is $0.20 per ounce

Since ray is making bouquets of balloons. In each bouquet 2 out of every 5 balloons are red.

If x is the number of ounces, then the unit rate is 2/5 . Thus, the equation is; y = ²/₅x

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So the expression evaluates to 14 when x = 2.

To evaluate the expression, we first substitute x = 2 into the expression:

5(2 - 6 + 3*2)^2 - 6

There are two methods for solving simultaneous linear equations: graphical methods and algebraic methods. The algebraic technique includes the substitution method as one of its categories.

The value of one variable from one equation is substituted in the second equation using the substitution method. In this manner, a pair of linear equations is reduced into a single linear equation with only one variable, which can then be solved quickly.

Next, we simplify the expression inside the parentheses:

=5(2 - 6 + 6)^2 - 6

=5(2)^2 - 6

=5*4 - 6

=20 - 6

=14

So the expression evaluates to 14 when x = 2.

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The size roll which is the better value is $1.17 per ounce.

To determine which size roll is the better value, we need to compare the price per ounce of each roll.

To find the price per ounce of the 7-ounce roll, we divide the total cost by the number of ounces: $8.33 ÷ 7 ounces = $1.19 per ounce.

To find the price per ounce of the 16-ounce roll, we divide the total cost by the number of ounces: $18.72 ÷ 16 ounces = $1.17 per ounce.

Since $1.17 per ounce is less than $1.19 per ounce, the 16-ounce roll is the better value. It is cheaper per ounce than the 7-ounce roll.

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The expression (x - 8) is not the factor of the polynomial x⁶ - 64x⁴ + x² - 7x - 51.

It is a method for dividing a polynomial into pieces that will be multiplied together. At this moment, the polynomial's value will be zero.

The polynomial is given below.

⇒ x⁶ - 64x⁴ + x² - 7x - 51

If the value of the polynomial is zero at x = 8. Then (x - 8) will be the factor of the polynomial.

At x = 8, the value of the polynomial is given as,

⇒ (8)⁶ - 64(8)⁴ + (8)² - 7(8) - 51

⇒ 262,144 - 262,141 + 64 - 56 - 51

⇒ - 43

The expression (x - 8) is not the factor of the polynomial x⁶ - 64x⁴ + x² - 7x - 51.

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The correct comparison of solutions for the expression is x < 2

From the question, we have the following parameters that can be used in our computation:

2(5-x) > 6 and 22 > 2(9+x)

Rewrite the expression properly

So, we have the following representation

2(5 - x) > 6 and 22 > 2(9 + x)

Divide both sides of the expressions by 2

So, we have the following representation

5 - x > 2 and 11 > 9 + x

Subtract both sides of the expression by the constant term

This gives

-x > -3 and 2 > x

Rewrite as

x < 3 and 2 > x

So, we have

x < 3 and x < 2

When combined, we have

x < 2

Hence, the solution is x < 2

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The Distance that Ellie ran each evening is 16.5 miles for a entirety week.

We can use the following equation to find how many miles, x, Ellie ran each afternoon:

x + 2.5(3) = 24

Here, x represents the number of miles Ellie ran each afternoon, 2.5 represents the number of miles she ran each morning, and 3 represents the number of days she trained. The total number of miles she ran, 24, is on the right side of the equation.

To solve for x, we can start by simplifying the left side of the equation:

x + 7.5 = 24

Then, we can subtract 7.5 from both sides:

x = 16.5

So, Ellie ran 16.5 miles each afternoon.

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[tex] \longmapsto \: side = \frac{16}{4} = 4 \\ \longmapsto volume = 4 {}^{3} = 64[/tex]

An acute triangle is a triangle with all angles measuring less than 90°.

To solve an acute triangle using trigonometry, we need to know the length of at least one side and at least one angle of the triangle.

For example, let's assume the triangle has side lengths a = 6, b = 8, and we know the angle A = 30°.

First, we can use the Law of Cosines to calculate the length of the third side, c:

c² = a² + b² - 2abcos(A)

c² = 6² + 8² - 2(6)(8)cos(30°)

c² = 64 - 96cos(30°)

c² = 64 - 48

c² = 16

c = 4

Now we can calculate the other two angles, B and C, using the Law of Sines:

sin(B) = sin(A) * c/a

sin(B) = sin(30°) * 4/6

sin(B) = 0.5 * 2/3

sin(B) = 0.3333

B ≈ 19.47°

sin(C) = sin(A) * c/b

sin(C) = sin(30°) * 4/8

sin(C) = 0.5 * 0.5

sin(C) = 0.25

C ≈ 14.04°

Therefore, the three angles of the triangle are A = 30°, B = 19.47°, and C = 14.04°, and the three sides are a = 6, b = 8, and c = 4.

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The properties of the graph of a function include domain, range, symmetry, asymptotes, intercepts, increasing or decreasing, continuity, smoothness, behaviour at infinity and shape.

1) Domain: The set of all input values (x-values) that produce a valid output (y-value) for the function.

2) Range: The set of all output values (y-values) that can be produced by the function for any valid input value in the domain.

3) Symmetry: A graph may be symmetric with respect to the x-axis, y-axis, or origin.

4) Asymptotes: A line that the graph of a function gets arbitrarily close to, but never touches.

5) Intercepts: The points where the graph of a function crosses the x- and y-axes.

6) Increasing or Decreasing: A function can be increasing over a certain interval, decreasing over a certain interval, or both.

7) Continuity: A function is continuous if its graph has no breaks or gaps.

8) Smoothness: A function is smooth if its graph has no sharp corners or links.

9) Behavior at Infinity: The behavior of a function at positive or negative infinity can be determined by analyzing the degree and leading coefficient of its equation.

10) Shape: The shape of a graph can be used to classify functions as linear, quadratic, exponential, logarithmic, etc.

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The ordered pairs that are in the solution set of the system of linear inequalities are (2 ,2), (3 , 1) and (4 , 2).

A finite collection of equations for which we searched for the common solutions is referred to in mathematics as a system of equations, sometimes known as a set of simultaneous equations or an equation system.

Given the system of linear inequalities:

y > -3x + 2

y< 2x + 3

Substitute the value of x and y for each given ordered pair.

For (2, 2) x=2 and y =2:

y > -3x + 2

2 > -3(2) +2

2> -4 True.

y< 2x + 3

2 < 2(2) +3

2< 7 True

For (3, 1) x=3 and y=1:

1 > -3(3) + 2

1 > -7 True

y< 2x + 3

1 < 2(3) + 3

1< 9 True

For (4 , 2) x=4 and y =2

y > -3x + 2

2 > -3(4) +2

2 > -10 True.

y< 2x + 3

2 < 2(4) + 3

2 < 11 True.

Hence the ordered pairs (2 ,2), (3 , 1) and (4 , 2) are in the solution set of the system of linear inequalities.  

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The maximum possible number of parasites for the class containing the value 27 is 29

The data for 40 randomly selected honey bee hives on a farm is summarized in the histogram below.

From given histogram we have the classes as:

10 - 15, 15 - 20, 20 - 25, 25 - 30, 30 - 35, 35 - 40, 40 - 45, 45 - 50

To find: the maximum possible number of parasites for the class containing the value 27

The class that contains the value 27 is 25 - 30

Given that each class contains its lower class boundary, but not its upper class boundary.

So, the maximum possible number of parasites for the class containing the value 27 would be 29 as 30 is not part of class 25 - 30

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Answer: 6.2

Step-by-step explanation:

Answer:

15a

Step-by-step explanation:

5a + 10a = 15a

Answer:

Step-by-step explanation:

SHOW HIGH CLARITY IMAGE, BUT USE CONGRUENCE OF TRINALGES AND FIND X BY EQUATING THE GIVEN SIDE I GUESS

IF YES MARK ME BRAINLIEST

Answer:

Step-by-step explanation:

In the above scenario, note that the total distance of the flight is given as: 48.4 miles (approximately). This is solved using the law of Sines to find x.

The connection between the sides and angles of non-right (oblique) triangles is defined by the Law of Sines. Simply put, it asserts that the ratio of the length of a triangle's side to the sine of the angle opposite that side is the same for all triangle sides and angles.

Thus, with regard to the problem modeled in the attached triangle, because two angles are given, the missing angle is 180° − (157° + 8°) or 15°. Use the Law of Sines to find x.

Using the law of ins we can state that:

Sin 8°/x = sin 15°/90

90 (Sin 8°) /x = Sin 15°

90 Sin 8° = x Sin 15°

90 Sin 8° / Sin 15° = x

90 (0.13917310096)/ 0.2588190451 = x

Thus,

x = 48.3951213156

x [tex]\approx[/tex] 48.4

Thus, the distance of the flight is approximately 48.4 miles.

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Answer:

analysis (i got to put a bunch of random stuff here cs the limit)

B. A greater percentage of second-lunch students (39%) eat outside.

From the table above, the percentage second-lunch students who eat outside is calculated as follows:

%= number of students who eat outside/total number of students who have second lunch × 100/1

%=18/46 x 100/1

%=39.1%

Percent is usually used to describe data in percentage form. This mathematical science is often used when calculating population percentages, discounts, interest rates, and so on. Percent is a number that represents part or all of the value or goods by forming a ratio of one hundred. Percent has an infinitely high value, while its lowest value is 0 percent. The amount of the percentage is denoted by "%".

This number was born in ancient Rome to be precise from the collection of auction taxes by using a fraction of 1/100 of the auction value or called centesima rerum venalium. the percent symbol has changed several times. Originally the Latin word percento was used. However, in the next generation, the word percento was changed to two symbols, namely the word per which changed to "/" and cento which changed to "00". Until finally the symbol "%" was known.

The simple formula for calculating percent is: Percentage (%) = (Total parts)/(Total amount) X 100%. The general percentage formula for calculating the percentage of a number that is considered as part of the whole is written in percent or 100%.

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Answer:

N = Pd - 2

Step-by-step explanation:

P = N + 2/d

Pd = N + 2

Pd - 2 = N

N = Pd - 2