Answer:
199
Step-by-step explanation:
49 + 64 + 81 - 36 +25+16
194 - 36 +25 + 16
-36 + 25 + 16
= -11 + 16 = 5
194 + 5 = 199
Write an inequality that represents the verbal expression.
3 more than a number t is greater than or equal to 21.
Answer:
x+3 > 21
the is a line under the greater than symbol
Step-by-step explanation:
please solve it correctly, I will give 30points
Answer:
Step-by-step explanation:
volume = LWH/3 = 40·30·60/3 = 24,000 ft³
Lincoln Middle School plans to collect more than 2,000 cans of food in a food drive. So far, 668 cans have been collected. Write and solve an inequality to
Tind numbers of cans the school can collect on each of the final 7 days of the drive to meet this goal
Which inequality represents the solution to this situation?
Oc< 190.29
Oc> 190.29
OC> 190.29
OC > 9324
Answer:
Oc> 190.29
Step-by-step explanation:
which number line represents the solution set for the inequality?
Answer:
b) x > 3
Step-by-step explanation:
24 - 12x < 6x - 30
54 - 12x < 6x
54 < 18x
3 < x or x > 3
PLSSS PLSS I REALLY NEED HELP
Answer:
your best bet is 67.38
Step-by-step explanation:
a car travels 240 miles at a constant speed in 3 hours how many miles will be travel in 2 hours? write the kind of proportion write the proportion and the answer. help meeeeee pls
Find miles per hour by dividing total miles by total time:
240 miles / 3 hours = 80 miles per hour.
Now multiply miles per hour by time:
80 miles per hour x 2 hours = 160 miles.
The answer is 160 miles.
solve for y: 3x+2y=8
Answer:
y=4-3x/2
Step-by-step explanation:
Move all terms that don't contain y to the right side and solve.
The graph below represents the parabolic path of a ball kicked by a young child. What are the vertex and the axis of symmetry for the parabola?
1) vertex: (3,8); axis of symmetry: x = 3
2) vertex: (3,8); axis of symmetry: y = 3
3) vertex: (8,3); axis of symmetry: x = 3
4) vertex: (8,3); axis of symmetry: y = 3
Answer: A!!
Step-by-step explanation:
i just got it right lol
Select the procedure that can be used to show the converse of the Pythagorean theorem using side lengths chosen from 5 cm, 8 cm, 12 cm, and 13 cm.
O A. Knowing that 52 + 122 = 13^2, draw the 5 cm side and the 12 cm side with a right angle between them. The 13 cm side will fit to form a right triangle.
O B. Knowing that 52 + 122 = 13^2, draw any two of the sides with a right angle between them. The third side will fit to form a right triangle.
O C. Knowing that 52 + 82 = (slash in the eqaul sign) 12^2, draw the 5 cm side and the 8 cm side with a right angle between them. The 12 cm side will fit to form a right triangle.
D. Knowing that 82 + 122 > 13^2, draw the 8 cm side and the 12 cm side with a right angle between them. The 13 cm side will fit to form a right triangle.
Answer: Choice A.
Knowing that 5^2 + 12^2 = 13^2, draw the 5 cm side and the 12 cm side with a right angle between them. The 13 cm side will fit to form a right triangle.
The diagram is shown below.
The converse of the pythagorean theorem states that if a^2+b^2 = c^2, then we have a right triangle with hypotenuse c. The hypotenuse is always the longest side and always opposite the 90 degree angle.
Note how 5^2+12^2 = 25+144 = 169 while 13^2 = 169, so that shows how 5^2+12^2 = 13^2 is true.
Answer:
yes for the final exam its A
Step-by-step explanation:
ΔA’B’C’ is a reflection of ΔABC. Which best describes the reflection?
A reflection over the line x = 2
A reflection over the line y = 3
A reflection over the line x = 3
A reflection over the y-axis
https://www.savvasrealize.com/community/proxy/assessment/6e9c9d8404734cc2b94c92a01d2b974d/images/e6e4c4f5-af01-4a47-a44d-bf9651858a45
IMAGE: is in the link above
Answer:
A reflection over the line x=3
Step-by-step explanation:
Simplify and please show working!
4x^2-25/2x^2-7x+5
Answer:
-17x2 - 14x + 10
————————————————
2
Step-by-step explanation:
STEP
1
:
25
Simplify ——
2
Equation at the end of step
1
:
25
(((4•(x2))-(——•x2))-7x)+5
2
STEP
2
:
Equation at the end of step 2
25x2
(((4 • (x2)) - ————) - 7x) + 5
2
STEP
3
:
Equation at the end of step
3
:
25x2
((22x2 - ————) - 7x) + 5
2
STEP
4
:
Rewriting the whole as an Equivalent Fraction
4.1 Subtracting a fraction from a whole
Rewrite the whole as a fraction using 2 as the denominator :
22x2 22x2 • 2
22x2 = ———— = ————————
1 2
Equivalent fraction : The fraction thus generated looks different but has the same value as the whole
Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator
Adding fractions that have a common denominator :
4.2 Adding up the two equivalent fractions
Add the two equivalent fractions which now have a common denominator
Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:
22x2 • 2 - (25x2) -17x2
————————————————— = —————
2 2
Equation at the end of step
4
:
-17x2
(————— - 7x) + 5
2
STEP
5
:
Rewriting the whole as an Equivalent Fraction :
5.1 Subtracting a whole from a fraction
Rewrite the whole as a fraction using 2 as the denominator :
7x 7x • 2
7x = —— = ——————
1 2
Adding fractions that have a common denominator :
5.2 Adding up the two equivalent fractions
-17x2 - (7x • 2) -17x2 - 14x
———————————————— = ———————————
2 2
Equation at the end of step
5
:
(-17x2 - 14x)
————————————— + 5
2
STEP
6
:
Rewriting the whole as an Equivalent Fraction :
6.1 Adding a whole to a fraction
Rewrite the whole as a fraction using 2 as the denominator :
5 5 • 2
5 = — = —————
1 2
STEP
7
:
Pulling out like terms :
7.1 Pull out like factors :
-17x2 - 14x = -x • (17x + 14)
Adding fractions that have a common denominator :
7.2 Adding up the two equivalent fractions
-x • (17x+14) + 5 • 2 -17x2 - 14x + 10
————————————————————— = ————————————————
2 2
STEP
8
:
Pulling out like terms :
8.1 Pull out like factors :
-17x2 - 14x + 10 = -1 • (17x2 + 14x - 10)
Trying to factor by splitting the middle term
8.2 Factoring 17x2 + 14x - 10
The first term is, 17x2 its coefficient is 17 .
The middle term is, +14x its coefficient is 14 .
The last term, "the constant", is -10
Step-1 : Multiply the coefficient of the first term by the constant 17 • -10 = -170
Step-2 : Find two factors of -170 whose sum equals the coefficient of the middle term, which is 14 .
-170 + 1 = -169
-85 + 2 = -83
-34 + 5 = -29
-17 + 10 = -7
-10 + 17 = 7
-5 + 34 = 29
-2 + 85 = 83
-1 + 170 = 169
Observation : No two such factors can be found !!
Conclusion : Trinomial can not be factored
Final result :
-17x2 - 14x + 10
————————————————
2
solving systems of equation by elimination-solo team teach
2p+5a=9
3p-2q=4
Answer: p= 2 and q= 1
Plz help me due tonight
Answer:
It would end up becuase it is positive
Step-by-step explanation:
Calculator
What is the measure of angle P?
17 cm
8 cm
Enter your answer as a decimal in the box. Round only your final
answer to the nearest hundredth.
Q
15 cm
R
mZP
1
2
3 4 5
Answer:
the measure of angle P is 61.93°
The value of angle P of the triangle ΔPQR is ∠P = 61.93°
What are trigonometric relations?
Trigonometry is the study of the relationships between the angles and the lengths of the sides of triangles
The six trigonometric functions are sin , cos , tan , cosec , sec and cot
Let the angle be θ , such that
sin θ = opposite / hypotenuse
cos θ = adjacent / hypotenuse
tan θ = opposite / adjacent
tan θ = sin θ / cos θ
cosec θ = 1/sin θ
sec θ = 1/cos θ
cot θ = 1/tan θ
Given data ,
Let the triangle be ΔPQR
Let the angle ∠P = θ
Triangle ΔPQR is a right angle triangle
where ∠Q = 90°
Now , the value of the sides are
PQ = 8 cm
QR = 15 cm
PR = 17 cm
Now , from the trigonometric relations
∠QPR = θ
tan θ = opposite side / adjacent side
Opposite side of Triangle PQR is QR
Adjacent side of Triangle PQR is PQ
So , substituting the values in the equation , we get
tan θ = opposite side / adjacent side
tan θ = QR / PQ
tan θ = 15 / 8
tan θ = 1.875
Now , the value of θ is
The value of θ = tan⁻¹ ( 1.875 )
The value of θ = 61.93°
Therefore , the value of θ is 61.93°
Hence , The value of angle P of the triangle ΔPQR is ∠P = 61.93°
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Calculate the diameter of the circle with circumference of 154cm use π as 3.14
Answer:
d≈49.02cm
Step-by-step explanation:
C=2πr
d=2r
Solving ford
d=C
π=154
π≈49.01972cm
Answer:
All you have to do
Step-by-step explanation:
All you have to do is divide the number pie by 154 or if does not work try doing 154 by number pie
I need help with this problem
Answer:
about 2.253 centimeters
Step-by-step explanation:
110,)1111110
[tex]100 \div 1111110[/tex]
Answer:
9.000009000009
Step-by-step explanation:
h
Help please
what is 61x18x4x487?
Answer:
2138904
Step-by-step explanation:
yep
Answer:
61x18x4x487=2138904is your answer
(08.02 MC)
The two dot plots below show the heights of some sixth graders and some seventh graders:
Two dot plots are shown one below the other. The title for the top dot plot is Sixth Graders and the title for the bottom plot is Seventh Graders. Below the line for each dot plot is written Height followed by inches in parentheses. There are markings from 52 to 57 on the top line and the bottom line at intervals of one. For the top line there are 2 dots above the first mark, 1 dot above the second mark, 1 dot above the third mark and 2 dots above the fourth mark. For the bottom line, there are 2 dots for the fifth mark, there are 4 dots above the sixth mark.
The mean absolute deviation (MAD) for the first set of data is 1.2 and the MAD for the second set of data is 0.4. Approximately how many times the variability in the heights of the seventh graders is the variability in the heights of the sixth graders? (Round all values to the tenths place.)
3.2
3.0
1.5
0.8
Answer:
b
Step-by-step explanation:
In parallelogram DEFG DH=x+2 HF=2y GH=3x-3 and HE=5y+1. Find the values of x and y.
Answer:
y = 10 and x =18
Step-by-step explanation:
From the parallelogram,
DH + HF = DF
x+2 + 2y = DF
Also DH = HF
x+2 = 2y
x - 2y = -2 .... 1
Also GH = HE
3x-3 = 5y+1
3x - 5y = 1 + 3
3x-5y = 4 .... 2
Solve 1 and 2 simultaneously
x - 2y = -2 .... 1 * 3
3x-5y = 4 .... 2 * 1
_____________
3x-6y = -6
3x-5y = 4
Subtract
-6y + 5y = -6-4
-y = -10
y = 10
Substitute y = 10 into 1
x- 2y = -2
x - 2(10) = -2
x - 20 = -2
x = -2+20
x = 18
Hence y = 10 and x =18
5) If Oskar bisects the diameter of a circle, what is he trying to construct?
6) What is the center and radius of a circle with the equation (x - 5)+ (y + 3)2 = 49
Answer:
Center = (5,-3) and radius = 7
Step-by-step explanation:
(5) If Oskar bisects the diameter of a circle, what is he trying to construct the radius of the circle.
(6) The given equation is :
[tex](x-5)^2+(y+3)^2=49[/tex]
The general equation of circle is given by :
[tex](x-a)^2+(y-b)^2=r^2[/tex] ...(1)
Where
(a,b) are the coordinates of the centre and r is the radius.
The given equation can be written as :
[tex](x-5)^2+(y+3)^2=7^2[/tex] ..(2)
Comparing equation (1) and (2) we get :
a = 5, b = -3 and r = 7
So,
Center = (5,-3) and radius = 7
Hence, this is the required solution.
fill in the blanks: and find the pattern rule
A. 36,34,32,30__, __, __, ___,20
B. 6,16,26,36,___, ___ ,___, ___,86
C. 3,6,12,24___,____,___,____,768
D.1 000 000, 1 00 000, 10 000, 1000 , ___, ____, ____, ____, 0.01
E. 1, 4, 9, 16, ___,____,____,____,81
F.1, 3, 5, 7, ___,___,____,____,17
Christopher went into a restaurant and bought 5 hamburgers and 10 drinks, costing a total of $52.50. Wyatt went into the same restaurant and bought 2 hamburgers and 9 drinks, costing a total of $31. Write a system of equations that could be used to determine the price of each hamburger and the price of each drink. Define the variables that you use to write the system.
Answer:
Step-by-step explanation:
Let the price of each hamburger be a and the price of drink each be b.
5a+10b=52.50
2a+9b=31
5a+10b=52.50
a=10.5-b
2(10.5-b)+9b=31
7b=10.5
b=1.5
a=10.5-1.5
a.9
∴The price of each hamburger is $9 and the price of each drink is $1.5
how do you solve it?
9514 1404 393
Answer:
a) NT = 8
b) RS = 8
c) RT = 16
d) ZR = 24
Step-by-step explanation:
All of the marked sides are congruent. (That's what the marks mean.) It might help you to put 8 next to each hash mark like it is on NS. So, you have ...
NT = RS = ST = TZ = NS = 8
Segments on the same line sum, so ...
RT = RS +ST = 2RS = 16
ZR = RS +ST +TZ = 3RS = 24
a) NT = 8
b) RS = 8
c) RT = 16
d) ZR = 24
determine o valor de 15% de 900
Answer:
15/100×900
=135..........
Find the area of the following figure:
9 square inches
14.6 square inches
15 square inches
7.5 inches
Answer:
9 square inches is your answer. √9=3
Write an equation to describe the axis of
symmetry for the graph on the right
Answer:
across the mibble to the down
Step-by-step explanation:
let the width and length be real numbers the perimeter remains a constant 24cm draw a graph 2|<w|<11
Answer:
Step-by-step explanation:
These represent the points on the graph with w as the x-axis and l as the y -axis. You only need two pairs to make a line, but it is always best to use a 3rd point as a check.
Use similar triangles and a proportion to find the length of the lake shown here.
(Hint: The side 92 m long in the smaller triangle corresponds to side of 92 m + 112 m = 204 m in the larger triangle.)
N= m
Answer: n = 152 m
Step-by-step explanation:
write a proportion to find n.
46/n = 92/204
n = 102 m
The length of the lake shown in the provided image using similar triangles and a proportion is 102 meters.
What is similar triangle's proportion property?In the two similar triangle, the ratio of two sides of one triangle is equal to the ratio of corresponding sides of the other triangle.
In the figure shown,
The length of the base of the smaller triangle is 92 meters, The height of this triangle is 46 meters.The total length of the base of the larger triangle is,
[tex]112+92=204\rm\; m[/tex]
The height of this triangle is n meters, which is equal to the length of lack. Thus, by the similar triangle proportion property,
[tex]\dfrac{n}{204}=\dfrac{46}{92}\\n=\dfrac{46\times204}{92}\\n=120\rm\; meters[/tex]
Thus, the length of the lake shown in the provided image using similar triangles and a proportion is 102 meters.
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Multiply & Simplify 1/4×6
please solve
Answer:
1.5
Step-by-step explanation:
:)
