SSS - Side - Side - Side
SAS - Side - Angle - Side
ASA - Angle - Side - Angle
AAS - Angle - Angle - Side
The above theorems can be used to compare two triangles.
SSS, which stands for "side, side, side," represents two triangles having identical angles on each of their three sides. Two triangles are said to be congruent if their third sides coincide with those of another triangle.
That is what the SAS regulation says. The triangles are congruent if the two sides and included angle of one triangle match the two sides and included angle of the other triangle. Any angle that may be made by two particular sides is regarded as an included angle.
A triangle is comparable to another if its two matching angles are congruent, according to the AAA postulate of Euclidean geometry. The AAA postulate is derived from the observation that the total internal angle of a triangle is always equal to 180°.
While in case of ASA the angle - side and another angle of first triangle is equal to the corresponding angle - side - angle of other triangle.
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SSS, SAS, ASA, and AAS are four types of triangle congruence.
SSS (Side-Side-Side) is the congruence of three sides of a triangle. This means that all three sides of the triangle have the same length. To prove SSS congruence, you need to show that the corresponding sides of the two triangles have the same length. This can be done by calculating the length of each side and comparing them.
SAS (Side-Angle-Side) is the congruence of two sides and the included angle of a triangle. This means that the two sides of the triangles must have the same length, and the angles between those two sides must also be the same. To prove SAS congruence, you need to show that the corresponding sides of the two triangles have the same length, and that the angles between those two sides are also the same.
ASA (Angle-Side-Angle) is the congruence of two angles and the included side of a triangle. This means that the two angles of the triangles must have the same measure, and the side between those two angles must also be the same length. To prove ASA congruence, you need to show that the corresponding angles of the two triangles have the same measure and that the side between those two angles is also the same length.
AAS (Angle-Angle-Side) is the congruence of two angles and a non-included side of a triangle. This means that two angles of the triangles must have the same measure, and the side not included between those two angles must also be the same length. To prove AAS congruence, you need to show that the corresponding angles of the two triangles have the same measure, and that the side not included between those two angles is also the same length.
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APPRENTI Assessment Section. Math 61 Questions Math Ev Critical Thinking Soft Skills Question 42 The graph on the left shows the line y=x. What line does the graph on the right depict? YEX y=? 2 2 1 1 Xaxis xaxis 0. -2 - 1 70 1 2 -2 - 1 1 2 - 1 - 1 -2 - 2 yaxis y axis 1. y=x+2 2 y=2x 3. y=x^2 e APPRENTI Assessment Section. Math 61 Questions Math = Critical Thinking Soft skills Question 42 The graph on the left shows the line y x. What line does the graph on the right depict? yox ya? 1 1 xaxis xaxis 0 - 1 70 1 2 2 -1 1 -1 yaxis Y axis 1. y=x+2 2 y= 2x 3. y=x^2 Silbralt 011 here to search .
The graph on the right depicts the linear function y=2x.
Linear function graph is a straight line that depicts linear function y = f(x) = mx + k. It tells the dependent variable y changes by a constant amount as the independent variable x also changes by a constant amount. Whilst variable k is the y-intercept.
The slope of the graph, m, is determined by:
m = (y₂-y₁) / (x₂-x₁)
We are given two graphs. The left graph depicts the line y=x. We want to know what the right graph depicts.
Firstly, we pick two random points on the left graph to find the slope of the graph. Let's say we pick (1,2) and (5,10).
m = (y₂-y₁) / (x₂-x₁)
= (10-2) / (5-1)
= 8 / 4
= 2
Then we find the y-intercept (k), the point where the graph intersects the y-axis. Its value is 0.
Now we put the value of m and k into the linear function:
y = f(x) = mx + k
= 2x + 0
= 2x
Thus, the graph on the right shows the line y=2x
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How to factor 75x^2-3
Answer: 75x^2-3 can be factored as (25x)^2 - 3 . The expression can be factored by taking the square root of the constant term and then using difference of squares.
In this case, the square root of -3 is not a real number, so it's not possible to factor it further.
So the final factored form of 75x^2-3 is (25x)^2 - 3.
Answer:
Step-by-step explanation:
75x^2-3 cannot be factored using integer numbers since it's a difference of squares. The expression 75x^2-3 is a binomial, not a trinomial. The difference of squares is a factoring pattern where you have a squared binomial subtracted from a constant.
75x^2-3 = 75x^2 -3x^2 = 72x^2 -3x^2 = (75-3)x^2 = 72x^2
So the factorization of 75x^2-3 is just 72x^2
8th grade math
Write an equation that models each situation in slope-intercept form by finding the slope and y-intercept
Emma started with some money from her birthday and then saved the same amount from her allowance each week. After 4 weeks of saving, Emma had $32. After 8 weeks of saving she has $42.
Answer:
y = 2.5x + 22
Step-by-step explanation:
the two points are (4,32) and (8,42)
The slope would be
[tex]\frac{42 - 32}{8-4}[/tex] = [tex]\frac{10}{4}[/tex] = [tex]\frac{5}{2}[/tex] = 2.5
This is the slope. She saves $2.50 per week.
the y-intercept is how much money she started with
Use one point. I will us (4,32) and the slope (2.5)
y = 32
m = 2.5
x = 4
y = mx + b
32 = 2.5(4) + b
32 = 10 + b Subtract 10 from both sides
22 = b
This is the y-intercept. This is how much money she had in the beginning.
y =mx + b
y = 2.5x + 22
I need help It’s a little stressful
Yes, m∠ABC and m∠XYZ are congruent
No, lines FG and DE are not congruent
Yes, OR and OS are congruent
Yes, 2∠ and ∠4 are congruent.
What are congruent angles and line segmentsCongruent angles are angles that have the same measure, in degrees and are often represented by the symbol "≅". While congruent line segments are two or more line segments that have the same length.
m∠XYZ = 180° - 140° {supplementary angles}
m∠XYZ = 40°
so;
m∠ABC and m∠XYZ are congruent
line FG = and line DE =
so;
FG and DE are not congruent
OR = 2in and OS = 2in
so;
OR and OS are congruent
∠2 and ∠4 are vertical angles and are equal so;
2∠ and ∠4 are congruent
Therefore, (m∠ABC and m∠XYZ), (2∠ and ∠4), and (OR and OS), are two pairs of angles and line segments respectively which are congruent, while the lines segments FG and DE are not congruent.
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In which number is the value of the digit 4 equal to 40 ? A. 34,589 B. 17,524 C. 23,421 D. 95,247
The value of a digit in a number depends on its place value. The digit 4 will have a value of 40 if it is located in the tens place. The correct answer is option B: 17,524.
Explanation:In the context of place value in mathematics, the value of a digit depends on its position in the number. The digit 4 would have a value of 40 if it is located in the tens place. Therefore, the correct answer to this question would be option B: 17,524, where the digit 4 is in the tens place, giving it a value of 40.
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What are the three types of horizontal asymptotes?
There are 3 cases to consider when determining horizontal asymptotes:
1) Case 1: if: degree of numerator < degree of denominator. then: horizontal asymptote: y = 0 (x-axis)
2) Case 2: if: degree of numerator = degree of denominator.
3) Case 3: if: degree of numerator > degree of denominator.
I need help on this I don’t know how to do it
The quadratic equation y = x² - 4x - 5 have ordered points at (0, -5), (4, -5), (-2, 7) and (6, 7)
What is an equation?An equation is an expression composed of variables and numbers linked together by mathematical operations.
The standard form of a quadratic equation is:
y = ax² + bx + c
where a, b and c are constants
The degree of a quadratic equation is 2.
Given that:
y = x² - 4x - 5
When x = 0; y = (0)² - 4(0) - 5 = -5
When x = 4; y = (4)² - 4(4) - 5 = -5
When x = -2; y = (-2)² - 4(-2) - 5 = 7
When x = 6; y = (6)² - 4(6) - 5 = 7
The quadratic equation y = x² - 4x - 5 have a vertex at (2, -9)
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Andre has $12.30 in pennies, nickels, dimes, and quarters. If he has the same number of each coin, how many of each does he have?
Answer:
Step-by-step explanation:
0 886 pennies no np
Should i use the cosine law? If yes, show me the steps to solve this
The measure of the angle B is 55 degrees
How to determine the measure of the angle BFrom the question, we have the following parameters that can be used in our computation:
A triangle
On the triangle, we have the following readings:
Angle A = 53 degrees
Side AC = 13 units
Side AB = 15 units
To calculate the angle B, we start by calculating the measure of the length BC
This is represented using the following cosine law
BC = √(AC² + AB² - 2 * AC * AB * cos(A))
Substitute the known values in the above equation, so, we have the following representation
BC = √(13² + 15² - 2 * 13 * 15 * cos(53 degrees))
Evaluate
BC = 12.6
Using the sine law, we have
AC/sin(B) = BC/sin(A)
This gives
sin(B) = AC * sin(A)/BC
Substitute the known values in the above equation, so, we have the following representation
sin(B) = 13 * sin(53)/12.6
Evaluate
sin(B) = 0.8239890183
Take the arc sin
B = 55 degrees
Hence, the angle is 55 degrees
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A number of squares are connected in a row to form a rectangle. The table shows the relationship between the number of squares, x, and the perimeter, y, of the rectangles they form. Select all the true statements about this relation.
The true statements are the equation of the function is y=4x+4, the relation is a function, the graph is linear.
The equation of the function start by calculating the slope (m)
The slope formula is used to calculate the inclination or steepness of a line. It finds application in determining the slope of any line by finding the ratio of the change in the y-axis to the change in the x-axis. The slope of a line is defined as the change in the "y" coordinate with respect to the change in the "x" coordinate of that line.
The formula to calculate slope is given as,
[tex]m=\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]where, m is the slope of the line, x1, x2 are the coordinates of the x-axis, and y1, y2 are the coordinates of the y-axis.
m=[tex]\frac{12-8}{2-1}=4[/tex]
m=4
The equation is then calculated as:
y=m[tex](x-x_{1})+y_{1}[/tex]So, we have
y=4(x-1)+8
y=4x-4+8
y=4x+4
Therefore, the equation is 4x+4. Hence the statement is true.
(b) The graph is nonlinear.
A linear function forms a straight line when it is plotted on a graph. A nonlinear function does not form a straight line (it is curved in some way). The slope of a linear function is constant, whereas the slope of a nonlinear function is continuously changingBecause of (a) above, the graph is linear.
(c) The relation is a function
A linear relation is a relationship or connection between two variables that will produce a straight line when graphed. There will be times when the data points are scattered and do not form an absolutely straight line. When it appears that the scattered points resemble a straight line,
Hence, the given relation is function then the statement is true.
Therefore, the equation of the function is y=4x+4, the relation is a function, the graph is linear.
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Number of squares(x) Perimeter(y)
1 8
2 12
3 16
4 20
Complete Question: What is the relationship between the number of squares, x, and the perimeter, y, of the rectangles they form?
Answer: The relationship between the number of squares, x, and the perimeter of the rectangles can be expressed as a y = 5.1%x. This equation states that for every one square, the perimeter will increase by 5.1%.
To calculate the perimeter of a rectangle with x number of squares, the following calculation can be used: y = 5.1%x = 0.051x. This equation can be rearranged to solve for x: x = y/0.051.
For example, if the perimeter of the rectangle is 10, the number of squares, x, can be calculated as follows: x = 10/0.051 = 196.08. This indicates that the rectangle will have 196 squares.
Therefore, the relationship between the number of squares, x, and the perimeter, y, of the rectangles they form can be expressed as y = 5.1%x, or x = y/0.051.
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Triangle ABC is an isosceles triangle. Find the measure of each base angle.
The measure of each base angle of the isosceles triangle is given as follows:
80º.
How to obtain the angle measure?An isosceles triangle is an angle that has two equal side lengths, meaning that the base angles also have the same measure.
For the top angle of the isosceles triangle ABC, we have that the semicircle, which has an arc length of 180º, is divided into 9 regions, hence it's measure is calculated as follows:
Top angle = 180º/9 = 20º.
For the base angles, each of them have the same measure, which we are going to call x.
The sum of the measures of the internal angles is of 180º, hence the value of x can be found as follows:
20 + 2x = 180
2x = 160
x = 160/2
x = 80º.
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There are 12 months in a year. Use the drop-down menus to help write the equation that can be used to find the number of months, m, given the number of years, y.
The number of months, m, given the number of years, y is 12 years.
The Calendar in use today has 12 months every year. The length of the months is either 28, 29, 30, or 31 days. The 12 months of the Calender each have a length of 28 to 31 days. In a typical year, which has 365 days, each month has either 28, 30, or 31 days.
Months to Years Conversion. Divide the time by the conversion ratio to change the measurement from a month to a year. The months are equal to the years when split by 12.
12 months = 1 years
24 months = 2 years
36 months = 3 years
The number of months greater than the number of years
m= 12y
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Jessie is making a $5,000 investment that will be compounded annually at 10% for the next 10 years. what’s the future value of the original investment?
The total amount after 10 years would be $12968.71.
Compound interest is the interest paid on both principal and interest, compounded at regular intervals. At regular intervals, the interest so far accumulated is clubbed with the existing principal amount and then the interest is calculated for the new principal. The new principal is equal to the sum of the Initial principal, and the interest accumulated so far.
Compound Interest = Interest on Principal + Compounded Interest at Regular Intervals
The compound interest is calculated at regular intervals like annually(yearly), semi-annually, quarterly, monthly, etc; It is like, re-investing the interest income from an investment makes the money grow faster over time! It is exactly what the compound interest does to the money. Banks or any financial organization calculate the amount based on compound interest only.
Here,
P = $5,000
r = 10% = 0.1
n = 1 (since the interest is compounded annually)
t = 10 years
The total amount after 10 years would be
[tex]A = P (1+ \frac{r}{n} )^{nt} \\A = 5000 (1 + \frac{0.1}{1}) ^{1*10}\\A = 5000 (1.1)^{10}\\A = 12968.71[/tex]
Thus, the total amount after 10 years would be $12968.71.
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Examine the system of equations. −3x y = 4, −9x 5y = −1 what is the solution?
The solution to the given system of equations (x,y) is
(-3.5,-6.5)
Linear equation is an equation in which the highest power of the variable(s) is 1.Linear equations can have one or more variables, and can be written in the form “ax + by = c,” where a, b, and c are constants and x and y are variables. They always produce a straight line when plotted on a graph, hence the name “linear.”
To solve this substitution method can be used
In the first equation -3x+y=4
y=4+3x
substituting the value of y in second equation -9x+5y=-1
-9x+5(4+3x)=-1
-9x+20+15x=-1
6x=-1-20
x=(-21)/6=-3.5
y=4+3(-3.5)=4-10.5=-6.5
(-3.5,-6.5) is the solution to the given system of equations.
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Write the solution set of the equation:
x = [tex]\frac{-7}{2}[/tex]
y = [tex]\frac{-13}{2}[/tex]
Now, According to the question:
Given the system of equations:
−3x + y = 4 ----1
−9x + 5y = −1-----2
Multiply both sides of the equation by a coefficient:
3( −3x + y) = 4 × 3
−9x + 5y = −1
Apply Multiplicative Distribution Law:
-9x + 3y = 12
-9x + 5y = -1
Subtract the two equations:
-9x + 3y -(-9x + 5y) = 12 -(-1)
Remove parentheses = -9x + 3y + 9x - 5y = 12 + 1
Cancel the unknown variables:
3y - 5y = 12 + 1
Combine like terms:
-2y = 12+1
-2y = 13
Divide both sides of the equation by the coefficient of variable :
y = 13 ÷ (-2)
y = -6.5
Express the number in fractions: y = -13/2
Substitute one unknown quantity into the elimination:
-9x + 3 × ([tex]\frac{-13}{2}[/tex]) = 12
Write as a single fraction:
-9x - [tex]\frac{1}{2}[/tex](3 × 13)= 12
Calculate the product or quotient:
-9x - [tex]\frac{39}{2}[/tex] = 12
Rearrange the unknown terms to the left side of the equation:
-9x = 12 + [tex]\frac{39}{2}[/tex]
Find common denominator and write the numerator above common denominator :
-9x = [tex]\frac{24+39}{2}[/tex]
= -9x = [tex]\frac{63}{2}[/tex]
x = [tex]\frac{63}{2}[/tex]÷( -9)
x = -[tex]\frac{63}{2}[/tex] × 9
x = [tex]\frac{-7}{2}[/tex]
Write the solution set of the equation:
x = [tex]\frac{-7}{2}[/tex]
y = [tex]\frac{-13}{2}[/tex]
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Can someone help me find the range of this please?
the range of the graph is simply the region that it covers vertically, well, from the picture we can see the graph goes down down down to -2 vertically, makes an U-turn and goes back up, the arrowheads mean it keeps on going to infinity, so vertically the graph never goes below -2, so its range is just from -2 up to infinity, or in interval notation [ -2 , +∞ ).
= Dos de cada cinco de las ovejas de un rebaño han te-
nido esta primavera un corderito. ¿Qué porcentaje su-
pone eso?
Answer:
No- se p-ero quiero pun-tos
Step-by-step explanation:
por -favor :D
How many types of fraction write with example?
A proper fraction is a fraction where the numerator is less than the denominator. An improper fraction is a fraction where the numerator is greater than or equal to the denominator. A mixed fraction is a combination of a whole number and a fraction.
There are three main types of fractions: proper fractions, improper fractions, and mixed fractions.
1. Proper fraction: A proper fraction is a fraction where the numerator is less than the denominator. An example of a proper fraction is 2/3.
2. Improper fraction: An improper fraction is a fraction where the numerator is greater than or equal to the denominator. An example of an improper fraction is 5/4.
3. Mixed fraction: A mixed fraction is a combination of a whole number and a fraction. An example of a mixed fraction is 3 1/2.
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The three primary categories of fractions are proper fractions, improper fractions, and mixed fractions.
The fraction is deemed accurate when the numerator is less than the denominator. It is considered unacceptable to use a fraction where the numerator is more than or equal to the denominator. A mixed fraction is produced by combining a whole number and a fraction.
The three primary categories of fractions are proper fractions, improper fractions, and mixed fractions.
1. Proper Fraction: A fraction that has a larger numerator than denominator is said to be inappropriate. Somewhere about 2/3 would be a reasonable fraction.
2. Improper fraction: A fraction that has a numerator that is more than or equal to the denominator is referred to as being improper. A bad fraction is demonstrated with the number 5/4.
3. Mixed Fraction: Mixture of a whole number and a fraction: A mixture fraction is one that combines the two. 3 1/2 is an illustration of a mixed fraction.
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HELP ME PLSSS IF YOU DO THANK YOU SO MUCH
Answer:
Step-by-step explanation:
part A Is 1600 because 80x20 is 1600
part b. Yes rick has enough because each bag covers 1000ft so 8 bags is enough.
Hope this helped.
Solve for p in the equation p − 15 = − 48
Answer:
[tex]\huge\boxed{\sf p = -33}[/tex]
Step-by-step explanation:
Given equation:p - 15 = -48
Add 15 to both sidesp = -48 + 15
p = -33[tex]\rule[225]{225}{2}[/tex]
A cube is painted so that one face is blue, two faces are red, and three faces are green. How many different such cubes can be painted
There is only one way to paint such a cube, as each face must be a different color. So, the answer is one.
The Importance of Color Variety in Art: A Look at the Possibility of Painting a CubeWhen it comes to creating art, there is no denying the importance of color. It is one of the most powerful tools an artist has at their disposal, as it can be used to convey a wide range of emotions, ideas, and messages. Even a simple object such as a cube can be transformed into a work of art with the right colors. This essay will explore the potential of painting a cube with a variety of colors, and why it's important to use a variety of colors in artwork.
When it comes to painting a cube, one must choose colors that will create a harmonious yet interesting look. The colors should be chosen carefully because they will be the focus of the piece. A cube painted with only one color would be too dull and boring, while a cube painted with an array of colors will make it more visually appealing. To create a successful painting of a cube, one should use colors that contrast and complement each other. For example, a cube can be painted so that one face is blue, two faces are red, and three faces are green.
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Let f(x) =4x-1 and g(x)=2^x+3. Find (f-g) (5)
Answer:
[tex]-16[/tex]
Step-by-step explanation:
[tex]f(5)=4(5)-1=19 \\ \\ g(5)=2^5+3=35 \\ \\ (f-g)(5)=f(5)-g(5)=19-35=-16[/tex]
hi everyone help my math please activity 1 and 2
Answer:
Here you go. I hope this helps. Don't forget that when graphing, the x-axis (horizontal) number is written before the y-axis (vertical).
2(8-8)-10v need help ASAP
Answer: -10v
Step-by-step explanation:
**in the attached file** :)
I need help please I need to do this tonight
Answer: -4
Step-by-step explanation:
-2+3-5=-4
I HOPE THIS HELPS!!!!
Which table shows a proportional relationship?
The tables that show a proportional relationship is are :
Table 1Table 3Table 4What is a proportional relationship ?If every pair of data values is related in the same way, by multiplying by a factor, then the relationship is proportional. A proportionate relationship can be identified by looking at data, an equation, or a graph.
In Table 1, we can see a proportional relationship because the values of x are increasing by 1 while the values of y are increasing by 3.
Table 3 also shows a proportional relationship because the values of p are increasing by 2 while the values of q are also increasing by 2 at the same time.
For this same reason, Table 4 shows a proportional relationship with r increasing by 5 while s is increasing by 1.
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A rainwater collection tank is shaped like a cylinder with a diameter of 4 ft and a height of 6 ft. What is its volume? Use 3.14 for x.
O301.44 cubic feet
75.36 cubic feet
75.26cubic feet
75.39 cubic feet
6 ft
dont take my word for it but,
The volume of a cylinder can be calculated using the formula:
V = x * r^2 * h
Where:
V is the volume of the cylinder
x is the value of pi (3.14 in this case)
r is the radius of the cylinder (half the diameter, so 2 feet in this case)
h is the height of the cylinder
Plugging in the values from the problem, we get:
V = 3.14 * 2^2 * 6
= 3.14 * 4 * 6
= 75.36 cubic feet
So the volume of the rainwater collection tank is 75.36 cubic feet. The answer is therefore 75.36 cubic feet (Option B).
Answer:
75. 36 ft²
Step-by-step explanation:
The volume of the cylinder can be calculated as:
base * height
the formula of base is:
πr²
find the radius by finding half the diameter: 4 ÷ 2 = 2 ft
π* 2² = 12.56 ft²
Then we calculate for the volume
12.56 * 6 = 75. 36 ft²
Albert drew a rhombus in a coordinate plane, and three of its vertices are listed below.
(5, 2) (7, 0) (9, 2).
Which ordered pair could represent the fourth vertex of this rhombus?
When Albert drew a rhombus in a coordinate plane, and three of its vertices are (5, 2), (7, 0), (9, 2). the fourth point is (3, 0)
How to find the third side of the rhombusThe length of sides of a rhombus are equal, hence in an ordered pair the length of a side will be calculated using using the formula
d = √{(x₂ - x₁)² + (y₂ - y₁)²}
where
d = distance between the points
x₂ and x₁ = points in x coordinates
y₂ and y₁ = points in y coordinates
distance between points (5,, 2) and (9, 2) is calculated as follows
d = √{(x₂ - x₁)² + (y₂ - y₁)²}
d =√{(5 - 9)² + (2 - 2)²}
d =√{16 + 0}
d = √16
d = 4 units
subtracting 4 units in (7, 0)
(7 - 4, 0)
(3, 0)
the fourth side of the rhombus is (3, 0)
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-3x4y - 12
Line: Solid or Dashed?
Shade: Above or Below?
m=
b=
Are these points solution: (0,3)
(2,4)
(-1,-2)
Therefore , the solution of the given problem of inequality comes out to be m = 3 and b=4.
What is inequality?An inequality in mathematics is a link between two equations or values when there is no equal sign. Therefore, imbalance comes before inequality. An inequality creates a relationship between two numerical values that are not equal. Inequality and equality are different. have utilized the most typical sign for when variables are not comparable, not equal (). No matter how little or large the values, different inequalities are used to contrast them. A number of fundamental inequalities can be resolved by changing the two sides until the variables are all that is left. Numerous things can lead to unevenness, such as: The addition or division of low numbers from both sides. You switch the left and side.
Here,
Given : 0-3x < 4 y = 12
=> Linear : Solid or Dashed
=> m = 3
and
b =4
thus,
Therefore , the solution of the given problem of inequality comes out to be
m = 3 and b=4.
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You lift a 45 n bag of mulch 1. 2 meters and carry it a distance of 10 meters to the garden. How much work was done.
The work done in lifting a bag of mulch was 504 Joules.
To find the amount of work done in this scenario, you can use the formula for work, which is work = force x distance x cos(theta), where force is measured in newtons (N), distance is measured in meters (m), and theta is the angle between the force and the displacement.
In this case, first, you lifted the bag of mulch 1.2 meters against gravity and the force applied is 45N and the displacement is 1.2m, the formula becomes:
work = force x distance x cos(theta) = 45 N x 1.2 m = 54 J
After, you carry the bag of mulch 10 meters, and the force applied is still 45N and the displacement is 10m, so the formula becomes:
work = force x distance x cos(theta) = 45 N x 10 m = 450 J
Therefore, the total amount of work done in lifting the bag of mulch 1.2 meters and carrying it at a distance of 10 meters is 54 J + 450 J = 504 J.
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what is 7/8-2 the answer is ______ can you solve it
Answer:
L C M
-9/8 will be your answer
correct if I'm wrong
