Plzzz help with five and six I will try not to bother you any more please look and go away
plzzz help with five and six I will try not - 1

Answers

Answer 1
Answer: #5).  In a triangle, the angles track the sides in some interesting ways.

-- If all of the sides are the same length, then
the angles are all the same size.

-- If two sides are the same length, then
two of the angles are the same size.

-- If the sides are all different lengths, then
all of the angles are different sizes.

#5).  All of the sides are different lengths.
That's called a "scalene" triangle. 
(You're supposed to know that by now.)

One of the angles is more than 90 degrees.
That's called an "obtuse" angle.
If a triangle has an obtuse angle in it, it can't have more than
one of them, and it's called an "obtuse triangle".

#6).  All of the sides are different lengths.
That's called a "scalene" triangle. 
(You're supposed to know that by now.)

All of the angles are less than 90 degrees.
Those are called "acute angles".
A triangle with three acute angles is called an "acute triangle".
Answer 2
Answer: #5 is not an isosceles or equilateral because all the side measurements are different. So it is a scalene, and it has an angle that is more than 90 which also makes it obtuse. 
#6 is also scalene, but because all the angle measurements are smaller than 90, it is acute.

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Karleigh walks 5/8 mile to school every day. How far does she walk to school in 5 days?

Answers

Answer:

Unit rate defined as the rates are expressed as a quantity 1 such as 2 miles per hour or 5 meter per second.

As per the statement:

Karleigh walks 5/8 mile to school every day.

by definition of unit rate:

\text{Unit rate per day}=(5)/(8) miles

We have to find how far does she walk to school in 5 days.

\text{Number of miles} =\text{Unit rate per day} * 5

Substitute the given values.

\text{Number of miles} =(5)/(8) * 5=(25)/(8) = 3(1)/(8)

Therefore, 3(1)/(8) miles far does she walk to school in 5 days

5/8 x 5 = 25/8. When simplified it is 3 1/8

Answer: 3 1/8

Each student will be asked to collect 5 oak leaves, 3 elm leaves, 7 maple leaves, and 6 red ash leaves. Write and solve an equation that can be used to find the total number of leaves, n, that will be collected

Answers

n=5+3+7+6
n=21
your answer is 21 if their is only 1 student
5+7+3+6=21 Leaves
So N=21 Leaves

HJ=53 IK=56 JK=15 find the length of HI and IJ

Answers

HI = (HJ + JK) - IK

HI = (53 + 15) - 56 = 69 - 56 = 13

IJ = HJ - HI = 53 - 13 = 40

Think about making a factor rainbow for drawing rectangles to list all the factors of a number. how are the two methods alike? how are they different? ( pls tell me the answer)​

Answers

Answer:

HOPE IT HELPS! PLS mark branliest

Step-by-step explanation:

Creating a "factor rainbow" and listing the factors of a number by drawing rectangles are two visual methods used to understand and identify the factors of a given number.

Similarities:

Visual Representation: Both methods rely on visual aids to help understand and identify factors.

Systematic Approach: They both provide a structured way to identify factors. They guide you through a process to ensure you don't miss any factors.

Differences:

Nature of Representation:

Factor Rainbow:

A factor rainbow is typically a circular or semi-circular diagram. The number is placed at the top, and its factors are shown as radii (lines from the center to the edge) of the circle.

Each factor is represented as an arc.

It's a visual representation that helps to see the pairs of factors and how they relate to each other.

Rectangles:

Drawing rectangles involves creating a rectangular grid or array, with the number of rows and columns corresponding to the potential factors.

Each rectangle represents a possible combination of factors, and the number of rectangles gives a visual representation of how many factors there are.

It's a more structured and organized representation.

Space Utilization:

Factor Rainbow:

It might be more space-efficient compared to drawing rectangles because it uses a circular or semi-circular layout.

Rectangles:

Depending on the size of the number and the number of factors, drawing rectangles can require a larger space as it involves creating a grid.

Ease of Identification:

Factor Rainbow:

It's useful for visualizing relationships between factors. It's good for understanding how factors pair up.

However, it may not be as straightforward for identifying all factors, especially for larger numbers.

Rectangles:

It provides a systematic method for identifying all factors. You can easily count the number of rectangles to find the total number of factors.

Flexibility for Visualization:

Factor Rainbow:

It can be a bit more flexible in terms of visualization as it allows for curvature in its representation.

Rectangles:

It's a very structured method, which may not lend itself to certain numbers as well (e.g., prime numbers).

In summary, both methods serve the purpose of visualizing factors, but they do so in different ways. The factor rainbow emphasizes relationships between factors, while drawing rectangles provides a structured method for systematically identifying all factors. The choice of method may depend on personal preference and the specific number being analyzed.

Answer:

Both the factor rainbow and drawing rectangles are methods used to visually list all the factors of a given number.

Similarities:

Visual Representation: Both methods provide a visual representation of the factors of a number, making it easier to understand and identify the factors.

Systematic Organization: Both methods organize the factors in a systematic way, allowing for a clear and organized display of the factors.

Differences:

Representation Style:

A factor rainbow is a simple visual representation where factors are listed in an arched shape, starting from 1 and extending to the given number.

Drawing rectangles involves creating a grid or rectangles to represent the factors, where the dimensions of the rectangles correspond to the pairs of factors.

Geometric vs. Linear:

Drawing rectangles uses a geometric representation (rectangles) to display the factors.

Factor rainbow is a linear representation, showcasing the factors in an arched arrangement.

Flexibility and Versatility:

Drawing rectangles allows for the demonstration of the commutative property of multiplication (e.g., for factors 6 and 10, you can create a rectangle with dimensions 6x10 or 10x6).

Factor rainbow is a simpler method and may not easily demonstrate the commutative property.

In summary, both methods serve the purpose of visually representing the factors of a number, but they use different styles and structures for this representation. Drawing rectangles involves a geometric approach, while the factor rainbow uses a linear arrangement. Drawing rectangles also offers additional versatility in illustrating the commutative property of multiplication.

Help please! This is due tomorrow and I have absolutely no idea what to do! (This is computer work!) (PICTURE!)

Answers

Answer:

Cone is equal to 3, white ice cream is equal to 2, and the pink is equal to 1.

Step-by-step explanation:

Something times something times something is equal to 27, and 27=3x is equal to 3. The cone is equal to 3.

3+3=6, and since 10-6 =4, 4=2x, so the white ice cream is equal to 2.

3+3+3=9, and 2+2=4, 9+4=13, so 15-13=2, and 2=2x, so the pink ice cream is equal to 1.

Sorry if it was a little cofusing.

the area of a library tabletop is 27 1/8 square feet. The table is 3 1/2 feet wide. What is the length of the table ?

Answers

27⅛ ÷ 3½

in my opinion, turning it into a decimal is easier

27 ⅛ = 27.125
3 ½ = 3.5

so.....
27.125 ÷ 3.5 = 7.75 which is also 7 ¾

Final answer:

To find the length of the table, multiply the area by the reciprocal of the width. Convert the mixed number to an improper fraction and then solve the equation. Simplify the resulting fraction, if possible.

Explanation:

To find the length of the table, we can use the formula for the area of a rectangle, which is length multiplied by width. In this case, we are given the area of the table as 27 1/8 square feet and the width as 3 1/2 feet. So, we can set up the equation: 27 1/8 = length × 3 1/2.

First, we need to convert the mixed number 27 1/8 to an improper fraction. Multiply the whole number (27) by the denominator (8) and add the numerator (1), then write the result over the denominator: 27 × 8 + 1 = 217/8.

Now we can solve the equation: 217/8 = length × 3 1/2. To isolate the variable, we can multiply both sides of the equation by the reciprocal of 3 1/2, which is 2/7. This cancels out the fraction on the right side, giving us: length = (217/8) × (2/7).

To multiply fractions, we multiply the numerators together and the denominators together: length = (217 × 2) / (8 × 7) = 434/56. This fraction can be simplified by dividing both the numerator and denominator by their greatest common factor, which is 2: length = 217/28.

So, the length of the table is 217/28 feet.

Learn more about Length of a table here:

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