Hello again i need to find an equation to find the long side of the triangle. but this time only the hypotenuse is given. brainliest if you get it right :

The answer to your question is Long = 10.39

Step-by-step explanation:

Data

hypotenuse = 12

long = ?

Process

1.- To find Long, we must use the trigonometric functions sine or cosine.

If we use sine, we use the 60° angle

If we use cosine, we use the 30° angle

a) sin 60 = long / hypotenuse

   Long = hypotenuse x sin 60

   Long = 12 x sin 60

   Long = 10.39

b) cos 30 = Long / hypotenuse

   Long = hypotenuse x cos 30

   Long = 12 x cos 30

  Long = 10.39

Step-by-step explanation:

We have the triangle 30° - 60° - 90°. The sides are in ratio 1 : 2 : √3.

(short : hypotenuse : long)

We have hypotenuse = 12.

Therefore

short = 12/2 = 6

long = 6√3

b: |12 – x| ≤ 0.25

step-by-step explanation:      

let x be the possible lengths in inches, of the ribbons jaime cut.

we have been given that jaime is cutting strips of ribbon for a project. he tries to cut each piece to be 12 inches long, but sometimes he cuts it too long or too short by as much as 0.25 inch.  

we can represent this information in an inequality as:

by the definition of absolute value function we will get,

upon combining our inequalities we will get,

therefore, the inequality   describes all the possible lengths (x), in inches, of the ribbons jaime cut.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.