Find the third side of a Triangle

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Homework Help Overview

The discussion revolves around determining the length of the third side of an isosceles triangle, given two sides. Participants explore the implications of the triangle inequality and the cosine law in this context.

Discussion Character

  • Exploratory, Assumption checking, Mathematical reasoning

Approaches and Questions Raised

  • Participants question the assumptions about the angles of the triangle and the implications of the triangle being isosceles. There are discussions about the range of possible values for the third side based on the triangle inequality.

Discussion Status

Several participants have provided insights into the reasoning behind the possible lengths of the third side, with some suggesting the use of the triangle inequality as a straightforward method. Others have mentioned alternative approaches, such as the cosine law, but acknowledge the complexity involved.

Contextual Notes

There is mention of the need for a concise method due to preparation for a multiple-choice exam, which adds a layer of urgency to the discussion.

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From where do you know that that angle is 60 degrees? We have no explicit information on the angles of the triangle, so how did you infer it from the given data?

Instead try to think what are the possible values for the third side (hint: the triangle is isosceles) and try to find a reason to reject one value so you ll be left with the other.
 
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Delta2 said:
(hint: the triangle is isosceles)
So of the four potential answers, only two of them should be considered.
 
The other side can be between, (7+3=)10 and (7-3=)4 cm, being an isosceles triangle, the third side should be either 7 or 3. As 3 is below the range so 7cm is the length of the other side. Thanks for the pointer.
 
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TytoAlba95 said:
The other side can be between, (7+3=)10 and (7-3=)4 cm, being an isosceles triangle, the third side should be either 7 or 3. As 3 is below the range so 7cm is the length of the other side. Thanks for the pointer.
Very well i find your reasoning correct. You used the triangular inequality. I had another reasoning in my mind using the cosine law. Let me know if you want to hear it.
 
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Delta2 said:
I had another reasoning in my mind using the cosine law.
Which is fine, but requires calculation that probably can't be done in one's head. A variation of the technique used by the OP is to draw two isosceles triangles: one with two sides of 3 units, and the other with two sides of 7 units. Pretty clearly the one with a pair of sides of 3 units can't also have a side of 7 units, but the one with a pair of 7 unit sides can have a third side of 3 units.
 
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Mark44 said:
Which is fine, but requires calculation that probably can't be done in one's head. A variation of the technique used by the OP is to draw two isosceles triangles: one with two sides of 3 units, and the other with two sides of 7 units. Pretty clearly the one with a pair of sides of 3 units can't also have a side of 7 units, but the one with a pair of 7 unit sides can have a third side of 3 units.
It is not that hard. Take a triangle isosceles with two sides of 3. We can prove using the cosine law that the third side has an upper bound of 6.
 
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Delta2 said:
It is not that hard. Take a triangle isosceles with two sides of 3. We can prove using the cosine law that the third side has an upper bound of 6.

That's not exactly the simplest way to prove 6 is the upper bound.
 
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Office_Shredder said:
That's not exactly the simplest way to prove 6 is the upper bound.
No it isnt. Using the triangular inequality is probably the simplest way.
 
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I actually needed the simplest, or more precisely the shortest method to answer this question, as I was preparing for a MCQ-based exam.
Thank you everyone for your pointers and inputs. Thank you Delta2. :)
 
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