Thomas is making a sign in the shape of a regular hexagon with 4-inch sides, which he will cut out from a rectangular sheet of metal. What is the sum of the areas of the four triangles that will be removed from the rectangle?

# A triangle’s base was increased by 15%. If its area is increased by 38%, what percent was the height of the triangle increased by?

A triangle’s base was increased by 15%. If its area is increased by 38%, what percent was the height of the triangle increased by?

# In an isosceles triangle with a height 10 and a base 10, a square is inscribed with side x along the base of the triangle as shown above. What is the area of the square?

I’ll draw this as best I can: Look OK? Now let me draw a few more segments in blue… See what’s going on there? All of the small triangles in the figure are the same! (You can prove this with triangle similarity/congruence rules easily enough—I won’t spend the time doing so here, though.) We (more…)

# Question from March SAT: Section 4 #33

Question from March SAT: Section 4 #33

# Can you please explain how to solve Similar triangle problems?

Hello Mr. Mike. Can you please explain how to solve Similar triangle problems? I especially find confusing identifying equal sides and making proportions. I have an example problem, please see the link below.

http://ibb.co/fLJ1Hc

# Test 2 Section 3 # 18

How do you do Test 2 Section 3 Number 18?

# Test 7 Section 3 #17

Test 7 Section 3 #17

# Could you help me with question 9 on page 38 please?

Could you help me with question 9 on page 38 please? I don’t understand how to solve it even using back-solving

# Regarding triangles question number 8 in your book…

I don’t know how to navigate your site yet, so please forgive me if you have already answered this question. Regarding question number 8 in your book, will you further explain why y=180-x is the same angle degree as the unmarked angle? I know y=2x because of geometry, but I do not understand how y can also equal x?

# How do you do #18 in Test 6 Section 3 without a calculator?

How do you do #18 in Test 6 Section 3 without a calculator?

# Can you please do #20 from the no calculator section in test 5?

Can you please do #20 from the no calculator section in test 5?

# Can you please explain College Board Test 5 Section 4 #36?

Can you please explain College Board Test 5 Section 4 #36?

I understand that angle A is half of x- the only part of the college board explanation I’m not understanding is why we do (360-x) while setting up the equation. Thanks!

# Test 3 Section 3 #18

Test 3 Section 3 #18

# Triangles ABC and ABD share side AB…

Triangles ABC and ABD share side AB.

Triangle ABC has area Q and triangle ABD has area R. If AD is longer than AC and BD is longer than BC, which of the following could be true?

I-R> Q

II R=Q

III R < Q

I chose "I" only but the answer was E (all of them could be.) How can the second and third condition be true?

Thanks in advance!

# Hi Mike,question on Math Quiz 4 #9: I get the answer and the proposed solution (area of large triangle minus area of small triangle)…

Hi Mike,

question on Math Quiz 4 #9: I get the answer and the proposed solution (area of large triangle minus area of small triangle). But my daughter worked the problem differently and I think what she did was correct, but she got a slightly different answer and I can’t figure out exactly why.

Her solution: she used Pythag Theorem to get the hypot of small triangle: so 4^2 + 1^2 = c^2…. so c=Sqrt(17). This is base of large triangle. So A= 1/2 bXh, or 1/2 (sqrt 17)(8), she got 16.492.