Can You Solve Grade 9 Homework Question From Russia
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The answer is x = 3. This has been a good enough refresher of HL similarity. 90° angle and common angle have to be established and I GUESSED the similarity relation correctly!!! And arrived at the answer before the video ended!!!
x=3
the side of the square = sqrt 20 (Pythagorean theorem)
The triangles are similar. Hence, (2+ x)/sqrt 20 = sqrt 20/4
2+ x = (sqrt 20 * sqrt 20)/4
2 + x =5
x=3
s² = 4² + 2² --> s² = 20cm²
(x+2)/s = s/4
x = s²/4 - 2 = 20/4 - 2
x = 3 cm. ( Solved √ )
x = 4 - ½ 2 = 3 cm ( Solved √ )
(4)^2=16 (2)^2=4 {16+4}=20 {45°P+45°m+90°A}=180°PMA {45°B+45°MA+90°N}=180°BMAN{180°PMA+180°BMAN}=360°PMABMAN/20X=18PMABMANX 3^6 3^3^2 1^1^2 1^2 (PMABMANX ➖ 2PMABMANX+1).
there are sacntions of course:
10 print "math booster-can you solve grade9 homework question from russia"
20 l1=2:l2=4:sw=sqr(l1^2+l2^2)/1000:dim x(2,3),y(2,3):l4=sqr(l2^2+l1^2):goto 50
30 lx=sqr(l4^2+l3^2)-l1:dgu1=(l2^2+lx^2)/nl:dgu2=((l4-l3)^2+l4^2)/nl
40 dg=dgu1-dgu2:return
50 l3=sw:nl=l1^2+l2^2:gosub 30
60 l31=l3:dg1=dg:l3=l3+sw:if l3>1E4*sw then stop
70 l32=l3:gosub 30:if dg1*dg>0 then 60
80 print"x="lx:rem die koordinaten berechnen mit interpolation
90 x1=0:y1=l4:x2=l4:y2=l4-l3:dx=l2/(lx+l2)*l4:xa=x1+dx
100 dy=l2/(lx+l2)*l3:ya=l4-dy:x(0,0)=0:y(0,0)=0:x(0,1)=l4:y(0,1)=0
110 x(0,2)=l4:y(0,2)=l4-l3:x(0,3)=xa:y(0,3)=ya
120 x(1,0)=0:y(1,0)=0:x(1,1)=xa:y(1,1)=ya:x(1,2)=0:y(1,2)=l4:x(1,3)=0:y(1,3)=l4/2
130 x(2,0)=0:y(2,0)=l4:x(2,1)=xa:y(2,1)=ya:x(2,2)=l4:y(2,2)=l4-l3:x(2,3)=l4:y(2,3)=l4
140 mass=900/l4:goto 160
150 xbu=x*mass:ybu=y*mass:return
160 for a=0 to 2:gcol a:x=x(a,0):y=y(a,0):gosub 150:xba=xbu:yba=ybu:for b=1 to 4
170 ib=b:if ib=4 then ib=0
180 x=x(a,ib):y=y(a,ib):gosub 150:goto 200
190 line xba,yba,xbn,ybn:xba=xbn:yba=ybn:return
200 xbn=xbu:ybn=ybu:gosub 190:next b:next a
210
math booster-can you solve grade9 homework question from russia
x= 3
run in bbc basic sdl and hit ctrl tab to copy from the results window.
you may add "@zoom%=1.4*@zoom%" at the start
Extend PA to C on MN. ∆CAM is similar to ∆MAP (standard α, 90°-α procedure), so:
CA/AM = MA/AP
CA/2 = 2/4 = 1/2
CA = 2/2 = 1
∆PMC and ∆MNB are congruent (standard α, 90°-α procedure and MN = PM), so BM = CP = 4+1 = 5. x = 5-2 = 3.
Uau! Que questão bonita. Eu gostei demais da sua solução e encontrei outra solução diferente da sua. Parabéns pela escolha!!!! Brasil - Setembro de 2024. Wow! What a beautiful question. I really liked your solution and found another solution different from yours. Congratulations on your choice!!!! Brazil - September 2024.
Rearrange the pieces, shift the left piece to right, and the top piece to bottom, you get a rectangle whose area is 4(x+2).
The area of the original square is MP^2=2^2+4^2=20. (Pythagoras theorem)
As rearranging the pieces won't change the area, we have
4(x+2)=20, so x=3
Triangles APM and MNB are similar, so AP/NM=PM/MB, so 4/√20=√20/(x+2), so x=3
MP=√[2²+4²]=2√5 MAP∞BNM MN=2√5
2 : 4 : 2√5 = 1 : 2 : √5 MB=2√5*√5/2=5 AB(x)=MB-MA=5-2=3 x=3
he should learn to pronounce better
MP = MN = 2√5; NMB = MPA = δ → cos(δ) = 2√5/5 = 2√5/(x + 2) → x = 3
root pipe?
x=(4+2)/2 genau mein humor
x= 3
Thanks sir😊
Thanks easy
Very good
3.
❤❤❤❤
a/2 = 2/4 ---> a = 1 cm
x+2 = 4+a = 5
x = 3 cm ( Solved √ )
The unit is not necessary cm, it can be m/mm/km or any unit of length.
@@MrPandaJJ
Yes, of course. I agree with you.
But That's irrelevant. ¿ Why you say that ?
The important thing is to always put a unit, never forget it, or what is worse, never write it as "units", or much worse "units squared"
//Why you say that?//
This should be the question I ask you.
The original question never mention any units, make up a unit yourself is overspecify and could be considered wrong.
Imagine someone write down Pythagoras theorem as
"(a cm)^2 + (b cm)^2 = (c cm)^2
in a right-angled triangle with sides a, b, c in which c is the longest side"
Would you still think it is "important" to "always put a unit"?
No, you would probably say
"That's irrelevant. ¿ Why you say that ?"
@@MrPandaJJ
And what does it matter? If the original question does not mention units. And I wrote "cm".
Is absolutely irrelevant
Your example is out of context, I only wrote the unit at the final result, not before.
Imagine the constructors of your car, for example, if the work without using units !!!!
It would be catastrophic !!
Units always are necessary
Your first question, I answered you "Yes, of course" I agreed with you !!
@@marioalb9726
//And what does it matter? If the original question does not mention units. And I wrote "cm".
Is absolutely irrelevant//
It matters a lot. If the original question does not mention units. And you wrote "cm".
It is absolutely wrong.
Let's look at the original question again,
MA = 2, no units
AP = 4, no units
so how come the X has a unit suddenly...?
MA = 2
AP = 4
X = 3 cm
this is inconsistent, and inconsistent is always wrong.
"It is always important to include a unit", if and only if the original problem has specified a unit, and you use that unit consistently.
Rigorously speaking, yes, MA, AP and X here do have physical dimension, namely length, but they don't have a specific unit.
Of course you can always say something like "X = 3 (unit)" if you like, but do not make up a unit yourself, as no one says 2 and 4 are in cm in the diagram...