#geometry-and-trigonometry
1 messages · Page 315 of 1
the small angles on the line
guten morgen
im not sure
how big is that angle
180
180
and what happens when a line passes through another else?
they intersect
yes, what do you can observe focusing on the angle?
2y and 4x+40 are on the other side
180
and do you see that angle is formed by combining angles with measures (4x+40) and 2y
yeah
and use that to set up your equation
i think the best way to see that is thinking like scissors
when you open the scissors, it opens down too, right?
if you close it..
it closes the bottom too
yes
do you see that both angles follow each other?
yes
that also happens to right and left
if it happens to both sides and they are equal to, then you can equal both to each other and it will arise an equation
so find 4x+40x2y?
the red line that only leaves them
CE is 4x+40
only one part of it?
you're way overthinking this probably
I have online school and my teacher only sends me the assignments
angle sum on a line = 180°
yes/no
yes
is CE is a straight line
yes
would the measure of angle CBE be 180°
the angles on line CE are <BDC and <DBE
so 4x+40 and 2y both touch line d
oh nevermind its just oneline
so the blue and green make a bigger angle measurement?
like 190 and 200?
red angle is 180
hence blue + green = ?
180?
yes.
that reminds me Feynmann when he went to Brazil. the students recorded the meaning of the things but when they tried to apply, they couldn't understand what was happening 
Feynman*
and use that to set up an equation
so what do I do know that I know it equals 180
what's the size of the green angle
180
what's the size of the blue angle
180
half of that?
No
@fresh galleon 4x+40
whats 4x+40, which is definitely not 180
now it's split?
green + blue = 180
but earlier you said blue and green was 180
the sum of both
because together they form red
because the sum of angles of a straight line is always 180°
fml, i'll just fkn explicitly write it
(in euclidean geometry precisely)
so 180 isn't split now
$\blue{(4x+40)} + \green{(2y)} = \red{180}$
😮 colors
ramonov:
4times180+40
x
4times15
4times180+40
where did it arise?

no
what
120+60=180
where did this 120 come from
4x15+40
is not 120
no
15? 🤔
yes, we reached x=15 earlier
you're getting numbers from nowhere
I got x as 15 earlier
ok so it's 100+2y=180 rn
are you trying one's luck?
no
mm
ah
I need chromosomes
no you need a review
a thorough review
you really need to go back and review basics of geometry
i think he just misunderstood some basic concepts
like the sum of angles
angle sum on a line is within the first 5 things they teach you in geo
last part of the problem is finding m<ABE
uhh
@upper karma now that i know x=15 and y= 40 how do I find m<ABE
y isn't 80
oop
vertical angles and/or angle sum on a line
same concept
So 7x+40 = 3x
?
how do I find the x
Why do you want to be told the same thing multiple times
I need an example to follow
Bruh
You just solved a prov
Prob*
Same
Thing
Same concept
You didn't pay attention
4x+40 = 6x+10
variables are arbitrary
4x+40 = 6x+10 was applying vertical angles in the previous question, (which is derived from angle sum on a line)
since for the current question
you have angles on a line
then perhaps you should apply something related to angle sum on a line
addition postulates should be pretty intuitive
Just put (7x+40) + 3x =180
Oh
Study your geo basics again
until now?
^ I was so confused as to how you even got 3x is 3=x lol
@bitter turret i think you can mention helpers
is j hat dot k hat = 0?
since (0,1,0) dot (0,0,1) = 0 * 0 * 0 = 0
any1 help?
Is this right? I think I have a quiz on segment addition postulation tomorrow 🤡
looks good
Did I determine congruency correctly on 15?
looks good
looks good
@west basin
Thanks again
Shouldn’t XY be 8x-6?
yeah
But then by that logic, for number 14, RT should be 12y + 12, when it’s actually 15y-9. Why?
:0
There’s two ways to express a segment?
Or are there just two different possibilities?
they just give you some arbitrary function
:0
“An arbitrary function simply means that it is a function that you are free to define in any way you want”
How is this allowed in math?!

it just be like that
it do be like that doe
Ohh are they just dummy variables
Like they’re not realistic?
i wouldnt say that
i mean they give line segments of undefined length
the length is totally dependent on the functions they give
they give you a function of the total segment that is equivalent to the sum of both segments functions
so you can find y
i mean they give line segments of undefined length
@west basin
Is 15y-9 not a (or maybe the) defined length of segment RT?
its defined as the length of the segment RT
Aint that the same thing 😀
its just a silly way to teach SAP
the length is totally dependent on the functions they give
@west basin
And what are the functions in this case?
8x+4 and 4y+8?
Wait what are functions 😀
a relation between x and y
they give you a function of the total segment that is equivalent to the sum of both segments functions
@west basin
ohh
a relation between x and y
@west basin
What is dat
Something that connects x and y?
Or something that x and y have in common?
Is it necessary for x and y to be connected by something
oh yea it is
pretty much any function will have a x and y relation
if it doesnt it wouldnt be a function
How are bisectors related to segment addition postulation?
you can use the arc length to calculate the angle on each side of the bisection

its easier if you have an example problem
Hm he titled the segment addition postulation and midpoint notes as “bisector notes” so I was wondering
you know what a bisection is right
@west basin
“DescriptionIn mathematics, the bisection method is a root-finding method that applies to any continuous functions for which one knows two values with opposite signs.”
never heard of it 
im sure hell include examples of it
@west basin
We’ll probably learn about it soon
Anyone good with postulates, properties and theorems
I'm not very good with all the different ones and am struggling with this because I keep forgetting all the postulates and stuff
that says test on it
Oh i didnt realize that
It's not actually a test though, but I guess is that still not allowed? It's just homework problems
It's not actually a test though, but I guess is that still not allowed? It's just homework problems
@obtuse hornet
Yea I dunno why teachers be writing that sometimes, my teacher writes that on notes that are meant to prepare us for a next day test
Like 
So I just cross it out lmao
Lol yeah
So am i still not allowd to ask for help on this though, cause its not a test lol
well the first property is distribution
you are distributing the 3 across the parenthesis
Yeah I got that one, but I'm not sure about the correct terms for B, D, and E
just literally describe what you'd do to both sides of the equation
Well it's asking for the specific property, postulate, or theorem and I'm not very good with those
just write adding or subtracting monomials
something like addition/subtraction property of equality if you're required to formulate it like that
Yeah but for B what do you call that, it's just adding them up
addition i guess
anybody know how to write sin(cos-1 2x) as an algebra expression?
hello! I have a problem that's about altitudes as follows:
Given triangle ABC with vertices A(−3, 0), B(0, 6), and C(4, 6).
Find the equations of the three altitudes of the same triangle
my issue is that I'm not too sure which points the alititudes pass through
altitude from A to BC would be perpendicular to BC
altitudes from B and C would lie outside the actual triangle and for those you'd extend AC and AB if you were to draw them
but doesn't really make a difference for the calculations
so pretty much determine the appropriate slope and apply point slope formula
(3 times)
i know
but uh
i don't really know where the altitudes pass
that's the one issue i'm having
you don't need to
but they ask for the equation, wouldn't i need it
the altitude would be perpendicular to the respective side
you can use that to get the slope
no
ahh
the altitude would be perpendicular to the respective side
i know
but they ask for an equation not a height
so x = 2 would be different from x = 3
apply properties of perpendicular lines
eg, what's the slope of BC
hence what is the slope of a line perpendicular to that
slope of bc is 6/7, perpendicular would be -7/6
so you want a line with a slope of -7/6 that passes through A
but i need to know what point the altitude passes through so i can get the equation
ohh
for AB, would the altitude just be x = 2
not 2
ahh
the altitude isn't about the midpoint
would it be x = 4, then?
no
i know the altitude isn't about the midpoint but the question asks for an equation
for that the altitude would pass through C
altitudes from B and C would lie outside the actual triangle and for those you'd extend AC and AB if you were to draw them
so if the altitude passes through C, it'd just be a vertical line going through C ( x = -3) ?
so if the triangle were like flipped to AC being the base, the altitude would be from B to the y-coordinate of AC?
wdym by y coordinate of AC
like uh if the triangle was flipped on its side
so AC was a flat horizontal line
and it was the base
. B
A . . C
so this is sorta what it would look like if the triangle was tilted so that AC was the base, and my question was if this was the case, would the altitude of the triangle be a straight line down from B to the y-coord of A
yeah ok that's what i meant
i just suck at explaining stuff sorry
thanks for the help @silent plank
@silent plank sorry for the repeat ping, but the answers didn't work
what were your answers
x = -3, y = -7/6x + 6, y = -7/6x + 64/6
y = -7/6x + 64/6
is wrong
that isn't perpendicular to (extended) AC
@glacial ice
i.e you used -7/6 again
oh
@silent plank y = -1/2x +8 ?
OMY GOD
SHOOT ME
that's right but because i accidentally mistyped y into t i got 1/2 credit 😦
Soo it seems like his problem got cleared up but is anyone able to help me with the one I posted right before>
Lol thats understandable, ive forgotten a lot of em even though its what im learning rn
Anyone that knows how to complete a square?
And would be so kindly to explain it to my dumbass
were you given notes?
do you have a specific example?
$\cts$
ramonov:
alternatively since you have an equation you could add (b/2)^2 to both sides of the equation which would also be fine
try applying those ideas and tell me if you get stuck
I moved on from it, i don't understand it. Now i'm working with the intersecting of a line on a circle.
I'm supossed to do this without a calculator, and i think i've done a mistake, can someone confirm?
you're missing a bunch of symbols
line 4: (x-6)^2 + (x-4)^2 = 10
2x^2 - 20x + 42 = 0
you havent made a mistake so far other than the accidental omission of these
but i strongly recommend dividing out by 2 before continuing
(tho it is optional)
dividing what out by 2?
dividing both sides of 2x^2 - 20x + 42 = 0 by 2
so that you have smaller numbers to deal with
i can do that?
i mean, yes?? why couldn't you
how would it look
I haven't been taught it, and i'm really bad at mental arithmetics
So dealing with smaller numbers would be the best option
if you can divide 20 by 2 and divide 42 by 2 then surely you can simplify (2x^2 - 20x + 42)/2
it's just obvious here that all of the coefficients are even
so it'd be 2x^2-10x+21=0
since when is $\frac{2x^2}{2} = 2x^2$?
Ann:
is it x^2 ?
what else would it be
yeah it makes sense, so x^2-10x+21=0
yeah there you go
now that's still a quadratic equation but the coefficients are smaller
What are my mistakes? I'm looking for the resultant magnitude and direction.
@atomic grove try to complete the square on LHS
no maybe it's better to expand cos(4x)
anyone in the mood for a geometry test 😎
a circle has been given the equation^^ how do i find the radius and c(a,b) ?
so currently I have this 5^2 = x^2 + y^2 and have set it equal to y and ended up with sqrt(25 - x^2) and the answer is over 5 anyone know how is became sqrt(25 - x^2)/5
wait it's because of the sin isn't it so it'd be o/h and o in this case is y so that's why you set it equal to y and the hyp is 5
$\sin^4(x) + \cos^4(x) = (\sin^2(x) + \cos^2(x))^2 - 2\sin^2(x)\cos^2(x) = 1 - \frac{\sin^2(2x)}{2} = 1 - \frac{1-\cos^2(2x)}{2} = 1 - \frac{1 + (1-2\cos^2(2x))}{4} = 1 - \frac{1 - \cos(4x)}{4} = \frac{1}{4}(\cos(4x) + 3)$ @atomic grove
Little Narwhal:
This is all assuming you're accustomed to double angle formulae and the pythagorean identity
Lemme know if you have a q about a particular step
how do you graph an arcsin function or any arc function?
Like any function, plot a few points, get a hang of the domain and range, maybe get a few derivatives and see what happens
if r=1, and the halv circle is split into 3 parts where the middle part is removed and replaced with 2 reflections of itself, what would the total area be? i got an area of 2, but i doubt its right. could someone confirm?
oh i see
didnt think of it that way
got A=2 by visualizing it a much more complicated way
tyy
np
-4/2 can be simplyfied
dude it's just calculations
I believe you can handle them
@dusk stratus 2 is wrong btw
yellow area = area of triangle
-4/2 can be simplyfied
@upper karma
Are u talking about number 1? Cuz I simplified that in the final answer
HoboSas:
what i did was solving for the height by using pythagoras theorem the wrong way.. i solved sqrt(2^2+1^2) instead of sqrt(2^2-1^2)...
bruh
thats embarrassing
lol ty anyways man
dude it's just calculations
@upper karma
But is number 7 right? It was different from all the other questions

what do you need help with @hallow crystal
what do you need help with @hallow crystal
@west basin
R my steps right
yeah
How exactly do I do a?
I know sin = opp/adj so I graphed it and figured out the hypotenuse which was 1.39
Now i do not know what to do
alright
to solve for y use interior angels
and since both legs are the same you know the other two angles wil be equal
180=75+2x
<D is a supplement of both <E and <F, and <E is a complement of <F, find m<D.
could someone please help with this?
if two angles are supplement of the same other angles than they are equal
therefore <E and <f are both 45, so D=135
can someone help me with this
B is midpoint --> BC = AB = 15
B is the midpoint of $\vec{AC}$ $\iff \vec{AB} = \vec{BC} \iff \vec{B} - \vec{A} = \vec{C} - \vec{B} \iff \vec{B} = \frac{\vec{A} + \vec{C}}{2} $
ConfusedReptile:
Can someone help me
https://www.youtube.com/watch?v=o1qiKJfe_3w
i like too much this kind of angle chasing problem or problems like this mostly
Many people requested this one. It was asked to 9th grade students in India who had only learned geometry, so you are supposed to solve it without using trigonometry. I thank Anand Gautam for discovering the incredible solution!
Polish translation credit: Tłumaczenie: Przemys...
thinking outside the box is also cool
can anyone please help me with my homework i am litterly brain dead at this point
@snow hornet
So basically we have to set the two equations equal to each other because we need to eliminate a variable?
Which 2 equations @hallow crystal
4x+9=10y-1?
Ye in order to solve for either x or y
As long as u get one variable and u know what the whole is
Just plug it into the formula
Which 2 equations @hallow crystal
@snow hornet
8 = x + y and 2/5x + 1 = y
Both of our equations for y
Yeah
-x+8=y
Substitute 2/5x+1 in for y bcuz thats what y is
To solve for x, and then from there reflect back on original equation now that u have x
No sorry coffee
Lmaoo
like I thought ppl always avoided tryna work with negative variables so they always flipped shit around 👉👈
Ight should I write 8-x=y or -x+8=y
8-x=2/5x+1
Now I have to bring the variable to one side again right
Its ok for variables to be negative as long as it makes sense
Oh alrighty
360
R u familiar w proofs
8-x=2/5x+1
-1 -1
——————
7 - x = 2/5x
+x +x
——————
7 = 7/5x
——————
7
——————
1 = 5
Wait wtf

What the actual fuck did I just do
So since we know PS and QR are parallel I extended the lines out of the shape and found the supplement of angle P which was 150 and I did this in all sorts of ways including finding the supplement back to the other side snd back again to x and such... when I got these 3 angles I even subtracted them from 360 to be sure and sure enough angle R was 68 which turns out to be a supplement of angle S.
? @hallow crystal
@snow hornet
7 = 7/5x
——————
7
——————
1 = 5
This don’t look right 😭
U suppose to multiply both sides by recipricol
@snow hornet
I did that and got 5/1 😭
(5/7)7
Aha smart but. Did u check ur work? @coral ore
Did you add 70+112+68
And do 360-that
Wait a second
No @hallow crystal
Was that angle 70 instead of 30
Bingo @coral ore
Sorry it was a screenshot my friend sent me
No @hallow crystal
@snow hornet
I know I got the fractions part right but where did I mess up
I cant remember the proof or theorem whatever but
Yeah I did the long way to be sure cuz my head was spinning
Theres one that states a straight line=180⁰
U couldve done 180-given angle on that line
To get ur answer
U multiplied wrong @hallow crystal
Yeah I know it's just that if I get confused sometimes I go through every single minute step to see if I did anything wrong
7/5x=7 and then u multiply 5/7 both sides
@snow hornet
[7/5]/7
(7/5)7/1
(5/7)7/1
(5/1)1/1
5/1
5
You’re supposed to flip the first one around right?? Or does it not matter
yayyy
I saw it wrong mb
Wait....
Sup
7 = 7/5x
——————
7
——————
1 = 5
@hallow crystal
I was supposed to divide by 7/5 instead of 7 wasnt i ??
No wonder my dumbass wrote 1 instead of 5
Yeah
and 5 instead of x
So is my answer wrong? Cuz then that would’ve made 7 the fraction that gets flipped around
Or wait wouldn’t that give the same answer
Does it matter which one’s flipped
Lemmie check
X=5 and then from there, plug into original equation which was 8=x+y
U flip the one ur dividing
So like
If its
8/7x=5 u flip 8/7 so it would be x=5(7/8)
@snow hornet now to solve for y do I plug in or do I do the same thing I did with x and make two equations equal each other?
Why not do what I did with x
bcuz u already have x
Why not make equations for y also
Oh so I COULD do equations for y but it’s easier to plug in?
all u need is 1 variable to get the 2nd one
@snow hornet
But it’s different with 3 variables right
@snow hornet
4x+9+10y-1 = 5x+11y
4(5)+9+10y-1 = 5(5)+11y
20+9+10y-1 = 25 + 11y
28 + 10y = 25 + 11y
-25 -25
——————————-
3 + 10y = 11y
- 10y -10y
——————
3 = -1y
———-
-1
-———-
-3 = y
🥺
uh
ye
God fuck finally
The fact that this is one of several questions on a 30 minute quiz 
HUH
thats the long way xD
@snow hornet
I used the long way to solve for y? 😧
@snow hornet
Don’t die on me
🥺
ye
Whaaa
I thought substitution was the short way 🥺
Substitution is plugging in right
And elimination is making two expressions into an equation?
Which is what I did for x?
@snow hornet 
u can do that but
if u know what x or y is already might as well substitute into main equation
@hallow crystal
sorry im helping this dude explain about pc
if u know what x or y is already might as well substitute into main equation
@snow hornet
Wait what’s the main equation ?! I thought the main equation was
4x+9+10y-1 = 5x+11y
?!
x+y=8
x+y=8
@snow hornet
....
@snow hornet this right? 😄
can i ask a physics question here ?
ok
So im having trouble with this question. I really dont know how to setup the equation to solve for width and length in this case. Could I get some help😃
Ok
So we know that the width is w
and the length is tw
therefore, the area would be tw * w
so we know our area = tw^2
Now, the best way to go after this problem is to create an equation for each column isolating the length, the width, and the area
For instance, if I wanted to find the width, I can do:
2w + 2tw = 2400
2w (1 + t) = 2400
2w = 2400/ (1+t)
w = 2400/ (2(1+t))
w = 2400/ (2t+2)
So now I know an equation to find the width.
so if I wanted to plug in 1, for example
I can easily just do
w = 2400 / (2*1 + 2)
w = 2400 / 4
w = 600 m
You can change the equation above to find out the other values too ^^^^^
So you don't need to use multiple equations if you dont want to
can i ask one here too
Go to #old-network there's a physics server for physics problems
Is there not other way to find GS besides distance formula? I don’t wanna have to deal with a radical while plugging the values into the triangle area formula, and I can’t count the units because it’s a slanted triangle
got it
My bad I forgot to say I’m referring to the triangle problem
that’s smart omg but it doesn’t have a right angle 😭
F
Doesnt Pythagorean theorem apply only to right triangles? This one’s slanted
Lemmie fact check that
“The converse of the Pythagorean theorem is a rule that is used to classify triangles as either right triangle, acute triangle or obtuse triangle. ... For an acute triangle, c2< a2 + b2, where, c is the side opposite the acute angle. For a right triangle, c2= a2 + b2, where c is the side the 90-degree angle.” Technically ur not wrong, it’s just that we wouldn’t get an exact answer since there won’t be an equal sign since this is an acute angle rip
you can find the range of GS but not GS
Yea, guess I’ll just simplify the radical and plug it in to see what I get
Yea, I guess there’ll just be a radical in both my answers F
@hallow crystal To find GS use Pythagorean Theorem
To find area use Altitude-base theorem
you can only find out PG without distance formula
@upper karma
and SP lol
which grade are you in ?
@upper karma
Taking geometry honors as a freshman kekw
@hallow crystal To find GS use Pythagorean Theorem
@covert rune
But I’d only be able to find the range then, since it’s an acute angle I’d have to use the
c squared < a squared + b squared formula
rather than the
c squared = a squared + b squared formula which is only for right triangles
To find area use Altitude-base theorem
@covert rune
And that’s the formula I wrote down on the bottom left corner of the image I sent right? A = base(height) divided by 2
Wait A means area not altitude 😀
GS stays the same whether you write the triangle as a right triangle or an obtuse triangle.
GS stays the same whether you write the triangle as a right triangle or an obtuse triangle.
@covert rune
huh? Why would I write it as obtuse or right when it’s acute?! :0
Triangle SPG is an obtuse triangle because angle SPG > 90 degrees
We form right triangles in order to use the Pythagorean Theorem
By the way, the coordinates for your point P should be (1,-4) not (2,-4) so you need to check your perimeter again
By the way, the coordinates for your point P should be (1,-4) not (2,-4) so you need to check your perimeter again
@covert rune
Oh I wrote it down right on the distance formula work on the right I dunno why I messed up on the grid 😭
Triangle SPG is an obtuse triangle because angle SPG > 90 degrees
@covert rune
Oh my bad,
But I still won’t get an exact value for GS, whether it be in number form or radical form
You can find GS by forming a right triangle on points G,S,(2,-4)
I need help with math in vc
i need help with an algebra 2 test anyone pls im desperate
Alg 2 isn't geo.
we can help with review, not the actual test.
wrong channel should use #proofs-and-logic
p => q means p implies q
think of it like an if-then statement
if p is true then q is true which is true
I am stuck on this problem and didn't know whether to classify it as Algebra or Geometry
Or proofs and such
Mainly the first one is the one I am struggling with
It's what's given.
I need to prove it, at least it says that. How am I supposed to prove it if it is given?
That is the aspect I am stuck on
If it is given, is it already proven? If so, what am I supposed to out down, just that it is given to me already?
You don't need to. Reason 1 is "it's given".
Oh, ok. That is way simpler than what I was thinking
I'm a bit of an over thinker, sorry
i am told the ones marked purple are wrong, id like some advice to know what ive done wrong
what's with that numbering on the left
in the 4th line, you are replacing <PQR with 90°
I think they want it to be substitution
such a weird way to do two column proofs; normally given is at the top
many people state given stuff right before using that property
hmm I guess I've been doing them wrong then
which parts were initially given
You should verify the picture with someone.
it start by solving for x
you know that both legs are equal so both the angles that arent 4x+10 will be equal
so 2(x-2) + (4x+10) = 180
solve for x
then 3y+(x-2) = 180
you can solve that once you solve for x
@west basin i did the first one the triangle didn't add up to 180
after finding x
<@&286206848099549185>
show work
nvm i figured it out mb
Can anyone help me with this piece of the homework I am not familiar to it unfortunately I would appreciate if I can get some help/answers
what distance do you travel when swimming through the pool from one angle to the opposite
plz help
use Pythagorean theorem
and thats actually a 3-4-5 triangle just each side is multiplied by 4
wait wut
for example, you can solve the system of these two equations, and see what kind of solution you get
no solution means they don't intersect (and so are parallel)
infinite solutions means they are the same line
one solution means they intersect (and the solution is the point in which they do so)
solve the system as in factor and finding values for x?
Solve the system as in find such (x,y) pairs that fullfill both equations at the same time.
Another way, though it's connected to the first, would be looking at the equations and writing down their normal vectors: (3,1) and (6,2)
they are parallel, so the lines also are - so you only need to check if they are the same line.
oh okay I think ill do the vectors method haha
I think 5 planes contain the point E but im not sure can anyone correct me if im wrong and explain why
?
this question is vague and as stated imma say there is an infinite number of planes in space which contain E
a plane exists regardless of whether or not you draw it and/or can define it in terms of the labels you have
anyway
okie but if we were just lookimg at what planes are drawn?
only one plane is drawn explicitly: W
and it doesn't contain E
so the answer would be zero in that case
i'm guessing the question SHOULD'VE been
How many planes contain the point E and can be defined in terms of labels present on the diagram?
so the sides of the triangle dont count as planes?
in which case the answer is 4
cause those planes CAN be defined in terms of the present labels
all i've been doing here is criticizing the wording of the question
oh okie so it should be 4 but which plane doesnt contain point E?
bc there are five in total
i already said it, if you reread what i've said
oh okie ill reread it i apologize
oh sorry I didnt read it carefully the first time i know understand thanks
so plane W doesnt contain E right?
okie makes sense thanks for the help
if <A and <T are complementary and <T is three times the measure of <A. to figure out <A would I set it up like...
x +3y = 90°?
?
<@&286206848099549185> Hi the question above me is concerning angle relationships and Id appriciate if anyone has the time to quickly guide me or check the work done, thank you :)
I see what you are trying
But we need to create a system of 2 eqn not one
eqn?
Equation
oh
With the 2 pieces of information given
okie so could i have y=30 - 1/3x?
and plug in?
Plug in what? I still don't see 2 equations
You have kind of mixed both into one?
Which isn't exactly correct
wait im a bit confused on how to set this up sorry
As well from noticing that you have 2 variables on 1 eqn
Don't be sorry
Okay
So what are the 2 pieces of information given
Individually
x and y are both equal to 90°
Right
Well
and y is is 3 times x
oh so y = 3x
?
What have you called A or T
But yeah the idea is exactly that
A is x and T is y
okie so id have x + 3x = 90
and just solve from there?
Hold up a sec
okie its alr
Yes exactly
okie and now ive come hp with x being 22.5?
,calc 90/4
Result:
22.5
Yeah
okie and now we already established <A is x so <A is 22.5?
Yeah
okie thanks for the help
Yw
Hello, I would like to find the greatest distance from a point inside a cuboid to any of its sides/corners
What?
[LS[LSS
@eager hatch consider complementary angles properties
The 2 angles add to 90
use y=90-x
@paper vale so on the other one do I set up to be y=140-2x?
I’m so confused
Anyone wiling to be my math tutor tomorrow I’m in 10th grade geometry learning equalities and find x and y
@pearl comet i will
Anyone help me plz this is my homework question
I tried combining them together to make it equal to 180 but that didn't seem to work
<@&286206848099549185>
It wants the greatest value x can be where (6x-2) + (3x+11) < 90
you might want to find the lowest obtuse value that 11y-2 can be
and use 180 minus that value = (6x-2)+(3x+11)
thx so much
sin(cos-1 2x) Does anybody know how to write that in an algebraic expression?
do you guys know what this means
ohh
i thought m was one of the points
since there was an m point in the image that i didnt put
9x+8y=-64 write the slope intercept form of the equation of each line
is the answer 0
you're writing the slope intercept form of 9x+8y = - 64 right?
uh the question is
slope intercept form is just y = mx + b
All you need to do is to get just y on the left side of the equation
write the slope intercept form of the equation of each line 9x+8y=-64
so all i do is 8y=9x-64
Well, you are putting 9x on the other side of the equation
so it will become the opposite "sign"
so 8y = -9x-64
and the rest I think is self-explanatory
so is the answer y=-9/8x-8
seems like it
x is an alternating angle to 75 degrees, x = 75
y is a coresponding angle to x, y = x = 75 degrees
y is also an opposite angle to 75 degrees, y = 75 degrees
last one @sleek thistle
oh really?
that does not look like a right triangle hm
got confused
oh but the angle x is 90 degrees
it doesnt matter how it looks
you need to do it based on properties/math not by looks
for it to be square the diagonals must meet at 90 degrees
Don’t give ppl free answers
Even if it’s for something as simple as geometric properties
well when that is the entire question then there isnt much else to do
it is also easy to prove that this claim is indeed valid
Can anyone help me with some problems really quick please
Just post it
Hmm a test
this is a review on forms i just need someone to explain how to do it
You need 2 sides and an angle pair for SAS
yes that is true but how would i know the answer
<@&286206848099549185>
helpers plz
So when -x=-12 turns into x=12, what property is that please?
<@&286206848099549185>
I know! @upper karma
What is it pls?
Is it multiple choice @upper karma
Can anyone help me with this proof?
(the question marks are multiple choice if i click on them btw)
<@&286206848099549185>
I dont understand how wsin(theta) would be found with the given information if theta is equal to 55.
yeah
I dont understand the trig aspect of it
@upper karma I dont see how w*sin(55) gives us that length
if its a hypotenuse
sin(55)=mg/x
Lets call WSin(theta)= A
This assumes A is an Adjecent or Oppossite side
But the way its drawn appears to make it a hypotenusae
Which is why im confused
W is the hypothenuse, wsin(theta) is a leg and wcos(theta) is the other
Why do yoy think it's drawn to make it a hypothenuse??
Ok gimme some minutes
Yep Thanks
how cud i prove this?
i think it has smth to do with law of cosines
but I can't figure it out
no you can use them to construct a bigger parallelogram
wdym
like you can put them one side another to make another parallelogram
@echo kernel what?
How far did you get with the law of cosines?
@flint osprey i just did it for c and d
so c^2 = a^2 +B^2...
and same for d
and added the 2
And the result is?
Anyone wiling to hand me math answers only 10 questions
no @flint osprey
Anyone good with equalities
What?
idk what to do with angles
I asked what you know about them
@pearl comet i dont thnk thats allowed lol
I know a little bit

