1
Determine whether the triangles are similar. If they are, write a similarity statement.
42°
48
Are they similar?
If so, then which of the following is an accurate similarity statement?

Answer:

Strawberries         Smoothies

28                           4

21                          3

70                      10

Step-by-step explaination

If Maria uses 28 strawberries you would divide that by 7 (since that's how many she uses for one smoothie) after you divide 28 by 7 you get 4, 4 is the number of smoothies 28 strawberries makes.

If Maria makes 3 smoothies you multiple 3 by 7 (since that's how many strawberries she uses to make one) 7 times 3 is 21. If you want to check your work you would divide 21 by 7 (the number of strawberries used for 1 smoothie) and you would get 3.

If Maria uses 70 strawberries you would divide 70 by 7 (the number of strawberries used for 1 smoothie) 70 divided by 7 is 10, 10 is the number of smoothies 70 strawberries make.

9514 1404 393

Answer:

  (H)  y = 1/3x + 5

Step-by-step explanation:

When x=0, y=5, so you know G is not a possibility.

Y increases at a lower rate than x does. For example, between the first two table entries, x goes up by 6, but y goes up by 2. The only choice with a rate of change less than 1 is ...

  (H)  y = 1/3x + 5

Answer:

1- true

2- dairy

3- false

Answer:

Code: Olivia-2.40

Step-by-step explanation:

Given that:

Maggie runs 1/4 of a mile in 1.3 minutes

1/4 can also be written as 0.25

Speed = [tex]\frac{Distance}{Time}[/tex]

Speed = [tex]\frac{0.25}{1.3}[/tex]

Speed of Maggie = 0.19 miles per minute

Speed of Maggie per hour = 0.19*60 = 11.40 miles per hour

Olivia runs 2/3 of a mile in 2.9 minutes

Speed = [tex]\frac{\frac{2}{3}}{2.9}=\frac{2}{2.9*3}[/tex]

Speed = [tex]\frac{2}{8.7}[/tex]

Speed of Olivia = 0.23 miles per minute

Speed of Olivia per hour = 0.23*60 = 13.80 miles per hour

Therefore,

Olivia runs faster.

Difference = 13.80 - 11.40 = 2.40 miles

Hence,

Code: Olivia-2.40

Answer:

Olivia-2.25

If you would like me to explain why, please let me know.

Answer:

50  miles

Step-by-step explanation:

50 because 1 inch is 20 miles. There is two and a half inches.

Answer:a

Step-by-step explanation:

Answer:

m<B = 115°

Step-by-step explanation:

add <A and <C, then subtract that from 180° to get <B

Step-by-step explanation:

y - 1 = -3

x - 0 2

2y - 2 = -3x

2y = -3x + 2

Answer:

166.6% (put a little line over the LAST 6.)

Step-by-step explanation:

Convert the fraction to a decimal, then multiply by 100.

Answer:

60%

Step-by-step explanation:

33×100=3300÷55=60

60%×55=33

We know the formula,

t =n =ar

n−1

Here n=8

Common ratio =−2 and first term =a=−6

t =8

=(−6)×(−2)

8−1

t =8

Use this formula

=(−6)×(−2)

7 t= 8

=768

Answer:

Usha is correct

Step-by-step explanation:

See attachment

Given

Dimension of the development

[tex]Height = \frac{1}{2}\ mile[/tex]

[tex]Base = \frac{1}{2}\ mile[/tex]

Dimension of a football field

[tex]Length = 100m[/tex]

[tex]Width = 50m[/tex]

First, we calculate the area of the development.

Because it is triangular in shape, the area is:

[tex]Area = \frac{1}{2} * Height * Base[/tex]

[tex]Area = \frac{1}{2} * \frac{1}{2}mile * \frac{1}{2}mile[/tex]

Convert mile to meter

[tex]Area = \frac{1}{2} * \frac{1}{2}* 1600m * \frac{1}{2} * 1600m[/tex]

[tex]Area = \frac{1}{2} * 800m * 800m[/tex]

[tex]Area = 400m * 800m[/tex]

[tex]Area = 320000m^2[/tex]

The area of 50 football pitch is then calculated as:

[tex]Area = 50 * Length * Width[/tex]

[tex]Area = 50 * 100m * 50m[/tex]

[tex]Area = 250000m^2[/tex]

By comparison:

[tex]320000 > 250000[/tex]

Hence, Usha's thought is correct

Answer:

Mk! I will when I get my account back!

Step-by-step explanation:

Answer:

6 ONES

Step-by-step explanation:

Answer:

6 ones

Step-by-step explanation:

Answer:

each dolphins eat 600÷9=66.67

Answer:

it's B

Step-by-step explanation:

i got right on my assessment and because if you look closer when X is in the negative side the line is straight but when the line increases and the x is in the positive side it's curved

when x<0 the graph is linear and when x>0 then the graph is non- linear.

A linear function is one that, when plotted, forms a straight line. Therefore, non-linear functions are all non-linear functions. We can discern if a function is linear or non-linear from its input/output table or equation, but graphing may be the quickest way to do it.

Something that is linear is related to a line. A line is built using all of the linear equations. A non-linear equation is one that cannot be represented by a straight line. It has a variable slope value and resembles a graphed curve.

Given:

We have the graph

From the graph we can see that when x<0 then there linearity or proportionality between x and y.

and, when x>0 then the graph is not a line it is turned out in a curve, which is not linear.

Hence, when x<0 the graph is linear and when x>0 then the graph is non- linear.

Learn more about linear and non linearity in a graph here:

https://brainly.com/question/28393413

#SPJ6

Answer:

I would say the best answer choice is B.

Answer:

3.5 inches on the scaled model

Step-by-step explanation:

So using the ratio, 1:90 I thought of two ways to solve this

1) Proportion

2) Equation

Using the proportion method

1:90=x:315

Now cross multiply

315=90x

Now solve and you’ll get 3.5

Equation is just

315/90=X?

Just solve and you’ll also get 3.5

Answer:

25

Step-by-step explanation:

Answer:

Following are the solution to the given point:

Step-by-step explanation:

Grade of students:

Grade of student:

In point a:

Grade of [tex]9^{th}[/tex] students:

[tex]\to n= 6\\\\\to Mean = \frac{ \sum x_i}{n} \\\\[/tex]

               [tex]= \frac{ 5+1+2+5+2+8}{6}\\\\ = \frac{24}{6}\\\\ = 4[/tex]

[tex]\to Variance\\\\\sigma^2 = \frac{\sum(x_i -\bar{x})^2}{n-1}[/tex]

    [tex]=\frac{1}{5}(10)\\\\=2[/tex]

[tex]\to Standard \ deviation ( \sigma) :\\\\= \sqrt{\sigma^2}\\\\= \sqrt{2}\\\\= 1.141[/tex]

Since the Grade of [tex]9^{th}[/tex] student's variance is higher than [tex]12^{th}[/tex]grade,  

In point b:

Please find the attached file.

The plot above shows that the student of the ninth grade is spread more widely, as the student from 0-8 to 12 is from 0-4.

The particle's acceleration a increases at a constant rate, so that its average rate of change is equal to its instantaneous rate of change, which is equal to

(4 ft/s² - 1 ft/s²) / (1 s) = 3 ft/s³

The particles starts with acceleration a (0) = 1 ft/s², so we can determine its acceleration at time t by the fundamental theorem of calculus:

a(t) = a (0) + ∫₀ᵗ (3 ft/s³) du

a(t) = 1 ft/s² + (3 ft/s³) t

It also starts from rest, so with initial velocity v (0) = 0. Integrating again gives us the velocity function,

v(t) = v (0) + ∫₀ᵗ a(u) du

v(t) = ∫₀ᵗ (1 ft/s² + (3 ft/s³) u) du

v(t) = (1 ft/s²) t + 1/2 (3 ft/s³) t ²

Taking the particle's initial position to be x (0) = 0, compute the integral again to determine the distance it travels in 1 s:

x(t) = x (0) + ∫₀ᵗ v(u) du

x(t) = ∫₀ᵗ ((1 ft/s²) u + 1/2 (3 ft/s³) u ²) du

x(t) = 1/2 (1 ft/s²) t ² + 1/6 (3 ft/s³) t ³

→   x (1 s) = 1/2 (1 ft/s²) (1 s)² + 1/6 (3 ft/s³) (1 s)³ = 1 ft

3×2-2×y+c

hope that helps you

Answer:

lick a my suck a my

Step-by-step explanation:it is 3×2-2×y+c

Answer:

ummmmmmmmmmmmm ok but nice

Step-by-step explanation:

g(x) = x² - x - 6

so

g (-4) = (-4)² - (-4) - 6 = 16 + 4 - 6 = 14

When g(x) = 6, we have

6 = x² - x - 6

x² - x - 12 = 0

Solve for x. We factorize this easily as

(x - 4) (x + 3) = 0

which gives

x - 4 = 0   or   x + 3 = 0

x = 4   or   x = -3

Answer:

x = 12.7 or x ≈ 12

Step-by-step explanation:

1.75 + 0.65x = 10

0.65x = 10 - 1.75

0.65x = 8.25

x = 8.25 / 0.65

x = 12.7

x ≈ 12

note: we round it up to 12 and not 13, because Erica does not have enough money for 13 miles