Here is a diagram of an acute triangle and three squares.

An acute triangle with squares along each side of the triangle. Each square has sides equal to the length of the side of the triangle it touches. The square on the bottom is touching the shortest side and is labeled 9. The square on the top right is touching the next longest side and is labeled 17. The square on the top left is touching the longest side and is unlabeled.

Priya says the area of the large unmarked square is 26 square units because \(9+17=26\). Do you agree? Explain your reasoning.

\(m\), \(p\), and \(z\) represent the lengths of the three sides of this right triangle.

Select all the equations that represent the relationship between \(m\), \(p\), and \(z\).

The lengths of the three sides (in units) are given for several right triangles. For each, write an equation that expresses the relationship between the lengths of the three sides.

1. 10, 6, 8
2. \(\sqrt5, \sqrt3, \sqrt8\)
3. 5, \(\sqrt5, \sqrt{30}\)
4. 1, \(\sqrt{37}\), 6
5. 3, \(\sqrt{2}, \sqrt7\)

Order the following expressions from least to greatest.

Which is the best explanation for why \(\text-\sqrt{10}\) is irrational?

A teacher tells her students she is just over 1 and \(\frac{1}{2}\) billion seconds old.

1. Write her age in seconds using scientific notation.
2. What is a more reasonable unit of measurement for this situation?
3. How old is she when you use a more reasonable unit of measurement?